CPS Academic Programs

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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

Program Description

Method of Delivery

Accreditation

NCATE

Credit & Transfer

Total semester hours required to earn a degree: 124
Maximum Hours Transferable into program:

Tuition & Fees

Save money.

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.

Earn more.

The completion of an accredited online degree also increases your earning potential.

The bottom line - value.

Our online courses are as affordable as you will find among accredited schools.

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.)

Coursework

This describes the general course work required for this program.

Major Required:

Educational Psychology - CEPD-4101

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.

Integrating Technology into the Curriculum - MEDT-3401

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.

Children's Literature - READ-3251

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.

Teaching Content and Process: Reading Education - READ-3262

Description: An introduction to skills, approaches, materials, and methods of reading instruction. Field experience required.

Assessment and Correction Reading Education - READ-4251

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.

The Reading Writing Connection - READ-4253

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.

Educational Evaluation of Children with Disabilities - SPED-3702

Description: Application and interpretation of formal and informal test measures designed for classroom evaluation of children.

Introduction to Special Education and Mild Disabilities - SPED-3713

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.

Behavior and Classroom Management - SPED-3714

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.

Practicum I - SPED-3751

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.

Practicum II - SPED-3752

Description: Field experience in the public schools under the supervision of an experienced, qualified classroom teacher on the level of and 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 a period of 5 weeks. Application for field experience required prior to enrollment. Requires admission to Teacher Education; Block I or permission of instructor. permission of instructor.

Mild Disabilities: Methods for Literacy and Social Studies - SPED-3761

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.

Special Education Policies and Procedures - SPED-4709

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.

Language, Communication and Technology: Mild Disabilities - SPED-4712

Description: A survey of the communication characteristics and needs of students with disabilities. Characteristics and acquisition of normal speech and language will be discussed, as well as the variations and deviations of speech and language in students with disabilities. Intervention strategies, materials, and resources are also included. In addition, assistive technology for use in educational programs for students with disabilities will be discussed. Must have completed all courses from Block II.

Collaboration in School Settings - SPED-4713

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. Must have completed all courses from Block II.

Mild Disabilities: Methods for Science and Math - SPED-4761

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.

Internship in Special Education - SPED-4786

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.

Internship Seminar - SPED-4789

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.

Faculty

This describes the general information about faculty for this program.

Guidelines for Admittance

Each UWG online degree program has specific requirements that you must meet in order to enroll.

Program-specific Admittance Guidelines

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.

Application Deadlines

Admission Process Checklist

  1. Review Admission Requirements for the different programs and guides for specific populations (non-traditional, transfer, transient, home school, joint enrollment students, etc).
  2. Review important deadlines:
    • Fall semester: June 1 (undergrads)
    • Spring semester: November 15 (undergrads)
    • Summer semester: May 15 (undergrads)
      See program specific calendars here
  3. Complete online application
    Undergraduate Admissions Guide

    Undergraduate Application

    Undergraduate International Application

  4. Submit $40 non-refundable application fee
  5. Submit official documents

    Request all official transcripts and test scores be sent directly to UWG from all colleges or universities attended. If a transcript is mailed to you, it cannot be treated as official if it has been opened. Save time by requesting transcripts be sent electronically.

    Undergraduate & Graduate Applicants should send all official transcripts to:
    Admissions – Mandeville Hall
    University of West Georgia
    1601 Maple Street
    Carrollton, GA 30118-4160
  6. Submit a Certificate of Immunization, if required. If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. Contact the Immunization Clerk with your request.
  7. Check the status of your application

Contact

Dates

 Admission DeadlineRegistrationBegin/EndPayment DueDrop/AddExams
Fall 2014 June 1 Open Apr 7 - Jul 27 Jul 28 Aug 25 - Sep 2 Dec 6 - 12

Learning Objectives

  • LO1-Candidates demonstrate knowledge and skills related to the Foundations of special education (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 1.)
  • LO2-Candidates demonstrate knowledge and skills related to Development and Characteristics of Learners (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 2.)
  • LO3-Candidates demonstrate knowledge and skills related to Individual Learning Differences of children with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 3.)
  • LO4-Candidates demonstrate knowledge and skills related to Instructional Strategies for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 4.)
  • LO5-Candidates demonstrate knowledge and skills related to providing appropriate Learning Environments and Social Interactions for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 5.)
  • LO6-Candidates demonstrate knowledge and skills related to understanding and enhancing Language skills of learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 6.)
  • LO7-Candidates demonstrate knowledge and skills related to Instructional Planning for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 7.)
  • LO8-Candidates demonstrate knowledge and skills related to Assessment of learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 8.)
  • LO9-Candidates demonstrate knowledge and skills related to Professional and Ethical Practice of special educators (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 9.)
  • LO10-Candidates demonstrate knowledge and skills related to Collaboration designed to enhance understanding of and services to learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Also addresses INTASC Principle 10.)
  • LO11-Candidates demonstrate their knowledge and skills related to effective instruction of learners with disabilities.
  • LO12-Candidates demonstrate appropriate professional dispositions.