Special Education
Each teacher must prepare to face a classroom of children with varying exceptional abilities and needs. It can feel like a big responsibility (because it is), but you don’t have to do it by yourself. Every semester, our special education program commits to teaching and supporting teacher candidates in learning the skills needed to address the academic needs of all students. Because when you help them shine, you shine too.
Accreditation
The Special Education Program is approved by the Maryland State Department of Education (MSDE), recognized by the Council for Exceptional Children (CEC), and accredited by the Council for the Accreditation of Educator Preparation (CAEP).
Program Standards
The Special Education program and related courses align with standards set by the Council of Exceptional Children (CEC), the Interstate New Teacher Assessment and Support Consortium (INTASC), and Maryland Teacher Technology Standards (MTTS).
Qualified Teacher Education
In the Department of Teaching and Learning, we adhere to the high academic standards of our field, committing to prepare well-qualified special education professionals, who are ready to champion student success in diverse and urban environments. Our program equips graduates with capabilities to apply knowledge and theory to practice, using research-based practices to support individual student needs.
We also expose teacher candidates to real-world classroom environments through our Professional Development School (PDS) sites. These classroom experiences help our students:
- Analyze teaching situations and challenges
- Select organize, and present subject matter
- Use evaluation techniques on teaching and learning results
- Apply theories and principles of learning
What You'll Learn
Learn how to:
- Plan and engage children in exploration, experimentation, and discovery activities
- Effectively teach and meet academic needs of all students in special programs
- Create and use meaningful and challenging experiences to teach students with exceptional abilities
- Establish safe, inclusive, and culturally responsive learning to effectively teach students with exceptional abilities
- Engage students with exceptional abilities in a manner consistent with ethical principles and practices
- Deconstruct curricula, be familiar with curricula organization, objectives, and procedures; as well as the instructional resources of the school and community to effectively implement curricula
- Apply knowledge and skills acquired during practical experiences to effectively analyze teaching practices and experiences while engaging in the selection, planning, presentation, and evaluation of content knowledge
- Motivate and support learners through applied theory and practice
- Collaborate with the broader community of education professionals and practice continuous professional growth
- Engage with current research to plan and apply tenets of practitioner research that demonstrate effective assessment of student learning and use those data to support learners and improve practices
- Apply knowledge and skills in the use of technology to support instruction, access and manipulate data, enhance professional growth and productivity; communicate; and conduct research
750+ Course Options
The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.
Program Requirements
To graduate with a Bachelor of Science in Special Education, students must complete 120 credit hours. These credit hours are split among:
- General Education Requirements, or GERs (45 credits)
- Program requirements (21 credits)
- Core requirements (30 credits)
- Methods and student teaching (27 credits)
Review the course descriptions to learn more about different types of major requirements.
General Education Requirements (GERs)
All special education majors must take (or transfer in) 45 credits.
Course | credits | Name |
---|---|---|
ENGL 101 | 3 | English Composition I |
ENGL 102 | 3 | English Composition II |
WLIT 207 or ENGL 2xx | 3 | World Literature or 200 Level English |
HIST 205 | 3 | African American History I |
HIST 206 | 3 | African American History II |
BIOL 101 | 4 | Biological Science |
MATH 131 or MATH 203 | 3 | College Algebra or Basic Statistics |
PHSC 101 | 4 | Physical Science |
PSYC 201 | 3 | Introduction to Psychology |
PHIL 102 | 3 | Introduction to Philosophy |
HEED 101 | 3 | Personal Health |
IDIS 103 | 3 | Visual Arts and Theatre |
SOCI 201 | 3 | Introduction to Sociology |
MISY 150 | 3 | Technology Fluency |
FRSEM 101 | 1 | Freshman Seminar |
Program Requirements (21 credits)
Course | Name |
---|---|
MATH 103 | Math for Elementary Teachers I |
MATH 207 | Technology-Based Math |
MATH 104 | Math for Elementary Teachers II |
PHSC 102 | Earth and Space Science |
GEOG 102 | World Geography |
PSYC 335 | Developmental Psychology |
ENGL 321 | Children's Literature |
Core Courses (30 credits)
Course | Name |
---|---|
SPED 201 | Introduction to Needs of Exceptional Individuals |
SPED 303 | Techniques of Measurement and Evaluation of Learners with Mild and Moderate Disabilities |
SPED 402 | Counseling Parents and Family Members of Learners with Mild and Moderate Disabilities |
SPED 403 | Developing Individualized Education Programs for Learners with Mild and Moderate Disabilities |
EDUC 201 | Introduction to Race and Inequality |
EDUC 202 | Educational Psychology |
EDUC 300 | Foundations of Reading |
EDUC 330 | Culture and Cognition |
REED 401 | Diagnosis and Remediation of Reading Disorders |
REED 405 | Strategies and Materials for Teaching Reading |
Methods and Student Teaching (27 credits)
Course | Name |
---|---|
SPED 301 | Classroom Organization and Management in the Education of Learners with Mild and Moderate Disabilities |
SPED 304 | Curriculum for Teaching Literacy Skills to Mild and Moderate Disabled Learners in Elementary and Middle Grades |
SPED 305 | Curriculum for Teaching Math, Social Studies, and Science to Mild and Moderate Disabled Learners in Elementary and Middle Grades |
SPED 404 | Directed Teaching with Learners |
SPED 405 | Seminar |
EDUC 331 | Practice What You Teach |
ELED 303 | Methods of Teaching Reading |
Remember! You must complete all major and prerequisite courses with a grade of C or higher.
Sample Degree Plan
This plan is only for example purposes. Your academic journey may be slightly different from another student’s, so be sure to always communicate with your academic advisor before finalizing your course schedule.
Fall Semester (16 credits)
Course | credits | name |
---|---|---|
ENGL 101 | 3 | English Composition I |
PSYC 201 | 3 | General Psychology |
MATH 131 or MATH 203 |
3 |
College Algebra or Basic Statistics |
IDIS 103 | 3 | Visual Arts & Theatre |
MISY 150 | 3 | Technology Fluency |
FRSEM 101 | 1 | Freshman Seminar |
Spring Semester (16 credits)
course | credits | name |
---|---|---|
ENGL 102 | 3 | English Composition II |
MATH 103 | 3 | Math for Elementary Teachers II |
BIOL 101 | 4 | Biological Science |
HIST 205 | 3 | African American History I |
HEED 101 | 3 | Personal Health |
Fall Semester (16 credits)
Course | credits | name |
---|---|---|
MATH 104 | 3 | Math for Elementary Teachers I |
PHSC 101 | 4 | Physical Science |
WLIT 207 | 3 | World Literature |
PHIL 102 | 3 | Introduction to Philosophy |
HIST 206 | 3 | African American History II |
Spring Semester (16 credits)
Course | credits | name |
---|---|---|
MATH 207 | 3 | World Literature |
SOCI 201 | 3 | Introduction to Sociology |
PHSC 102 | 3 | Earth and Space Science |
SPED 201 | 3 | Introduction to Exceptional Individuals |
EDUC 300 | 3 | Foundations of Reading |
Fall Semester (15 credits)
Course | credits | name |
---|---|---|
EDUC 201 | 3 | Introduction to Race and Inequality |
EDUC 202 | 3 | Educational Psychology |
GEOG 102 | 3 | World Geography |
ENGL 321 | 3 | Children's Literature |
REED 401 | 3 | Diagnosis and Remediation of Reading Disorders |
Spring Semester (15 credits)
course | credits | name |
---|---|---|
SPED 303 | 3 | Technology of Measurement and Evaluation |
EDUC 330 | 3 | Culture and Cognition |
PSYC 335 | 3 | Developmental Psychology |
SPED 402 |
3 |
Counseling Parents and Family |
REED 405 | 3 | Reading Materials and Strategies |
Fall Semester (18 credits)
Course | credits | name |
---|---|---|
SPED 301 | 3 | Classroom Organization and Management |
SPED 304 | 3 | Methods and Materials of Literature and Social Studies |
ELED 303 | 3 | Methods of Teaching Reading |
SPED 305 | 3 | Methods of Teaching Math and Science |
EDUC 331 or SPED 306 |
3 |
Practice What You Teach or Teaching Learners with Mild and Moderate Disabilities |
SPED 403 | 3 | Developing Individualized Education Programs |
Spring Semester (12 credits)
Course | credits | Name |
---|---|---|
SPED 404 | 9 | Internship |
SPED 405 | 3 | Seminar |
Special Education lives in the Department of Teaching and Learning in the School of Education within the College of Arts & Sciences, and Education.