The B.S.Ed. degree program in Special Education-General Curriculum prepares candidates to acquire the professional knowledge, skills, and dispositions for establishing effective practice. Candidates who successfully complete this program and other requirements of the state certification agency (PSC) will be eligible for Georgia Level 4 certification. Teachers with certification in this area are infield to teach students in grades P-12 with disabilities who receive instruction using the general education curriculum and participate in the general statewide assessment, as well as students in special education preschool (ages 3-5 years). d
This program in the area of General Curriculum prepares candidates to teach students with disabilities who are being educated in the general education curriculum who attend preschool through high school programs, as well as preschoolers receiving special education services. Graduates sometimes choose other jobs in related social service areas or pursue teacher certification in additional areas of specialty at the graduate/post-baccalaureate level. The learning outcomes for the students who receive the Bachelor of Science in Special Education-General Curriculum are taken from the Special Education Initial Content Standards and the Initial Knowledge and Skills Sets of the Council for Exceptional Children.
Total semester hours required to earn a degree: 124
Maximum Hours Transferable into program:
Online courses and programs can mean a huge cost-savings in many ways. No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Out-of-state students are not charged non-resident tuition rates.
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For the most up-to-date and accurate cost information, see the Bursar's Office website at http://www.westga.edu/bursar/. (Fully online courses appear as NET charges on the bottom of the Bursar's spreadsheets.)
This describes the general course work required for this program.
Description: An introduction to the psychological theories and principles applied to the classroom. The course will include aspects of learning, motivation, classroom management, and assessment. Emphasis will be placed on developmentally designed instruction for all students.
Description: Hands-on technology integration techniques are provided, scaffolding form the student's basic computer skills to foster skills in five interrelated areas of instructional proficiency: (1) Georgia's Performance Standards for Curriculum, (2) integration of modern and emerging technologies into instructional practice, (3) classroom management in classrooms, computer labs and 21st century learning environments, (4) new designs for teaching and learning, and (5) enhanced pedagogical practices. Satisfies the Georgia Special Technology Requirement. Minimum of 9 hours of upper level major courses.
Description: A survey of the past and current literature available for use with the young child as well as the role literature should play in early literacy development. Field placement is required.
Description: An introduction to skills, approaches, materials, and methods of reading instruction. Field experience required.
Description: Course will provide undergraduate students with knowledge and skills to administer informal assessments to determine children's strengths and weaknesses in reading. Students will be able to analyze test results and prescribe reading strategies to help children advance through the reading process. Field experience required.
Description: An analysis of the ways in which the language and literacy areas of reading and writing are combined to create and develop literacy and developing learners.
Description: Application and interpretation of formal and informal test measures designed for classroom evaluation of children.
Description: A study of the characteristics, nature and features of disabilities with emphasis on mild and moderate disabilities including etiology, definition, identification, age- and level-related characteristics, associated conditions, family/community issues, service needs and options, and resources. 'Best' teaching practices for this population will be examined.
Description: Theoretical formulations and practical applications of behavioral and instructional techniques, especially as they apply to classroom management and assisting students in developing pro-social behavior.
Description: Field experience in the public schools under the supervision of an experienced, qualified classroom teacher in the field of intended certification. This field experience supports coursework in the general program in special education. Requires full time participation in a school setting for part of the semester.
Description: Field experience in the public schools under the supervision of an experienced, qualified classroom teacher in the field of intended certification. This course is designed to provide students with the opportunity to participate in activities in which teachers of students with mild disabilities typically engage. Requires full time participation in a school setting for part of the semester.
Description: A study and application of curriculum methods, classroom organization, and management for students with specific learning disabilities and those with emotional behavioral disorders in literacy (reading, writing) and social studies.
Description: Coverage of ethical guidelines, policies, and procedures pertinent to teachers who provide special education services, including current laws, ethical standards, federal and state regulations, individualized education programs, and transition planning. Must be taken concurrently with SPED 3713.
Description: A survey of the communication characteristics and needs of students with disabilities, including characteristics and acquisition of normal speech and language, variations of speech and language in students with disabilities, and relevant intervention strategies, materials, and resources. In addition, aspects related to instructional language, assistive technology for students with mild disabilities, and implications of cultural/linguistic diversity for language, technology, and educational programs will be discussed.
Description: Covers various collaborative roles required of service providers in education, with an emphasis on team interaction and meeting the needs of students with special needs in inclusion settings.
Description: A study and application of curriculum, methods, classroom organization, and management for students with mild disabilities in math and science. Must be taken concurrently with SPED 4712, SPED 4713, and SPED 3752.
Description: Teaching one semester in the public schools under the supervision of an experienced qualified classroom teacher on the level and in the field of intended certification. A student teaching seminar (SPED 4789) accompanies student teaching. Application for field experience required prior to enrollment. Must be taken concurrently with SPED 4789. Requires completion of Blocks I-III or permission of instructor.
Description: Information and issues related to student teaching in an approved setting in which students identified as having specific disabilities appropriate to certification in Special Education are being served. Requires completion of Blocks I-III or permission of instructor; must be taken concurrently with SPED 4786.
This describes the general information about faculty for this program.
Eligibility requirements for admission to teacher education for undergraduate programs include the following. Admission to the teacher education program is a prerequisite to enrollment in professional education courses. 1. Completion of all core requirements for Areas A, B, C, D, E, and F. 2. Overall minimum GPA - For special education majors, a grade point average of 2.7 overall in academic work completed. 3. Proficiency in oral communication as demonstrated by a grade of C or better in COMM 1110 and/or other means determined by the department, e.g., interviews or tapes of oral communication. 4. Satisfactory completion of the Regents' Exam. 5. Satisfactory completion of the basic skills test (or exemption) required of all candidates admitted to teacher education–GACE Basic Skills Assessment or Praxis I. (Praxis I is appropriate only for candidates who achieved a passing composite score on this test by September 1, 2006.) See individual advisors for specific details. All out-of-state transfers must fulfill this requirement during the first term enrolled at the University of West Georgia. 6. Successful completion of EDUC 2110, EDUC 2120, and EDUC 2130 with grades of C or better. 7. Satisfactory completion of the physical education requirement of the college from which the candidate will graduate. See the Undergraduate Catalog for further details. 8. Satisfactory results on the College of Education Criminal Background Check.
|Admission Deadline||Registration||Begin/End||Payment Due||Drop/Add||Exams|
|Fall 2014||June 1||Open||Apr 7 - Jul 27||Jul 28||Aug 25 - Sep 2||Dec 6 - 12|