Home < Schools, Colleges, and Programs < School of Education < Majors, Minors and Certificate Programs < Special Education < Special Ed Core reqs

School of Education

Special Education Professional Sequence

First Effective Fall 2012 Program Admission

Admitted students complete a four-semester sequence of professional courses after admission to the program. The professional methods courses and clinical experiences must be followed sequentially and taken in consecutive semesters. Class schedules for the professional sequence courses are determined in advance. Courses below are Rehabilitation Psychology and Special Education (RP&SE) listings unless otherwise indicated.

(* Starred courses below may be taken prior to admission to the Special Education program.)

RP&SE 300 Individuals with Disabilities, 3 credits, is a prerequisite for admission to the Special Education program. The course must be completed by the end of the summer of the application year.

First Semester of the Professional Sequence (Fall), 14 credits

*330 Behavioral Analysis: Applications to Persons with Disabilities, 3
*466 Diversity in Special Education, 3
Curric/RP&SE 506 Strategies for Inclusive Schooling, 3
464 Diagnosis, Assessment and Instructional Planning in Special Education, 4
(402 Methods in Teaching Functional Skills, 1 recommended this semester)  

Second Semester of the Professional Sequence (Spring), 17 credits

465 Language and Reading Instruction for Students with Disabilities, 4 (Meets Communiation B requirement)
Curric/RP&SE 365 Teaching Mathematics in Inclusive Settings, 4
Curric 374 General Education Practicum and Instructional Planning for Diverse Learners, 5
473 Management: Students with Learning and Behavioral Disabilities, 3
(401 Augmentative and Alternative Communication and Assistive Technology for Students with Disabilities, 1 recommended this semester)

Third Semester of the Professional Sequence (Fall), 13 credits

477 Student Teaching: Learning and Behavioral Disabilities (K–9), 10 — Full-day student teaching following the school district calendar
467 Elementary Student Teaching Seminar, 2
(403 Promoting Adolescent Literacy for Students with Disabilities, 1 recommended this semester)

Fourth Semester of the Professional Sequence (Spring), 16 credits

478 Student Teaching: Learning and Behavioral Disabilities (6–12), 10 — Full-day student teaching following the school district calendar)
472 Methods in Transition and Vocational Education, 3
Student Teaching Seminar, 2
(404 Methods in Teaching Science and Social Studies for Students with Disabilities, 1 recommended this semester)

RP&SE Modules, 4 credits 

Students are required to complete all four of the following one-credit modules after admission to the program. Most students complete one or two modules during each semester of the professional program and a suggested sequence is listed above. Consult with the program advisor for information on when each of the modules will be offered. At least one will be offered each semester.  

401 Augmentative and Alternative Communication and Assistive Technology for Students with Disabilities, 1
402 Methods in Teaching Functional Skills, 1
403 Promoting Adolescent Literacy for Students with Disabilities, 1
404 Methods in Teaching Science and Social Studies for Students with Disabilities, 1

Special Education Core Requirements and Professional Sequence—Effective Prior to Fall 2012 Program Admission

The following courses are Rehabilitation Psychology and Special Education (RP&SE) unless otherwise indicated.

  • 300 Individuals with Disabilities, 3
  • 330 Behavior Analysis: Applications to Persons with Disabilities, 3
  • 469 Academic Instruction: Learning and Behavioral Disabilities, 3
  • 470 Individuals with Learning and Behavioral Disabilities, 3
  • 505 Biological, Psychosocial and Vocational Aspects of Disabilities, 3

Special Education Concentrations

Effective fall 2006, students admitted to the Special Education program must select a concentration in one of the following areas.

Emotional/Behavioral Disabilities
  • RP&SE 473 Management: Students with Learning and Behavioral Disabilities, 3
  • Psych 509 Abnormal Psychology, 3
  • Select one from among the following:
    • RP&SE 450 Collaborating with Families of Individuals with Disabilities, 3
    • Social Work 644 Social Work and Developmental Disabilities, 3, or approved substitute
    • RP&SE 479 Language and Reading Instruction: Learning and Behavioral Disabilities, 3
    • RP&SE 502 Teaching Math to Students with Learning and Behavioral Disabilities, 3 (if offered)
Cognitive Disabilities
  • Social Work 644 Social Work and Developmental Disabilities, 3, or approved substitute
  • Select two from among the following:
    • Psych 509 Abnormal Psychology, 3
    • RP&SE 450 Collaborating with Families of Individuals with Disabilities, 3
    • RP&SE 479 Language and Reading Instruction: Learning and Behavioral Disabilities, 3
    • RP&SE 502 Teaching Math to Students with Learning and Behavioral Disabilities, 3 (if offered)
    • RP&SE 473 Management: Students with Learning and Behavioral Disabilities, 3
Learning Disabilities
  • RP&SE 479 Language and Reading Instruction: Learning and Behavioral Disabilities, 3
  • Select two from among the following:
    • Psych 509 Abnormal Psychology, 3
    • Social Work 644 Social Work and Developmental Disabilities, 3, or approved substitute
    • RP&SE 450 Collaborating with Families of Individuals with Disabilities, 3
    • RP&SE 502 Teaching Math to Students with Learning and Behavioral Disabilities, 3 (if offered)
    • RP&SE 473 Management: Students with Learning and Behavioral Disabilities, 3

Methods Course Work and Practicum Experience in a General Education Classroom

  • Curric 305 Integrating the Teaching of Reading with Other Language Arts, 3
  • Curric 370 Teaching Mathematics: Preschool through Middle School, 3
  • Curric 374 General Education Practicum and Instructional Planning for Diverse Learners, 5. In addition to the methodology courses Curric 305 and 370, Curric 374 provides a field placement in a general education classroom. Admission to the Special Education program and advisor approval are required to enroll in these three courses, often taken concurrently. This course work is a prerequisite to the Special Education practicum.

Special Education—Methods, Practicum, Student Teaching

Placements in the special education practica and/or student teaching require admission to the teacher certification program. Students should complete RP&SE 300, 330, 469, 470, 505; Curric 305, 370 and 374 before doing a Special Education practicum. In addition, students must successfully complete the state required content examination (Praxis II; see more information here) before enrolling in Special Education practica and/or student teaching.

Students in the program are informed each fall semester about practicum pre-registration and application procedures for the following academic year. Special Education practica placements are assigned by program faculty and supervisors. Pre-registration is mandatory and requires faculty advisor approval. While the sequences below are typical, actual sequences will be determined in consultation with the program advisor. Students will be assigned to RP&SE 473 in either the fall or spring semester. Note: RP&SE 473 is required only of students completing the Emotional/Behavioral Disabilities concentration, but strongly recommended for students completing any of the concentration areas.

Middle Childhood through Early Adolescence Certification Schedule

Middle Childhood through Early Adolescence certification students complete a one semester half-day practicum placement and a one semester full-day student teaching placement. Practica placements follow the University calendar except for the spring break schedule. Student teaching placements follow the school district calendar. Students in either a practicum or student teaching placement adhere to the school district's spring break schedule. Class schedules for these two semesters will be determined in consultation with the faculty advisor.

  • 471 Methods and Curriculum: Learning and Behavioral Disabilities (K–9), 3
  • 473 Management: Students with Learning and Behavioral Disabilities, 3
  • 474 Diagnosis and Assessment: Learning and Behavioral Disabilities, 3
  • 475 Practicum: Students with Learning and Behavioral Disabilities (K–9), 5–7
  • 477 Student Teaching: Learning and Behavioral Disabilities (K–9), 7–10
Early Adolescence through Adolescence Certification Schedule

Early Adolescence through Adolescence certification students complete a one semester half-day practicum placement and a one semester full-day student teaching placement. Practica placements follow the University calendar except for the spring break schedule. Student teaching placements follow the school district calendar. Students in either a practicum or student teaching placement adhere to the school districtís spring break schedule. Class schedules for these two semesters will be determined in consultation with the faculty advisor.

  • 472 Methods and Curriculum: Learning and Behavioral Disabilities (6–12), 3
  • 473 Management: Students with Learning and Behavioral Disabilities, 3
  • 474 Diagnosis and Assessment: Learning and Behavioral Disabilities, 3
  • 476 Practicum: Students with Learning and Behavioral Disabilities (6–12), 5–7
  • 478 Student Teaching: Learning and Behavioral Disabilities (6–12), 7–10
Middle Childhood through Early Adolescence AND Early Adolescence through Adolescence Certification Schedule

These students complete two semesters of full-day student teaching placements following the school district calendar. Students adhere to the school district's spring break schedule. Class schedules for these two semesters will be determined in consultation with the faculty advisor.

  • 471 Methods and Curriculum: Learning and Behavioral Disabilities (K–9), 3
  • 472 Methods and Curriculum: Learning and Behavioral Disabilities (6–12), 3
  • 473 Management: Students with Learning and Behavioral Disabilities, 3
  • 474 Diagnosis and Assessment: Learning and Behavioral Disabilities, 3
  • 477 Student Teaching: Students with Learning and Behavioral Disabilities (K–9), 7–10
  • 478 Student Teaching: Learning and Behavioral Disabilities (6–12), 7–10