Special Education: General Curriculum

A student presents at the annual research symposium

Make a difference, be a Special Educator. The Special Education: General Curriculum Program is both demanding and rewarding. It is designed to provide the future special education educators with the knowledge and pedagogical skills that will allow them to provide intensive and explicit individual and small group instruction to students with disabilities. Through small, hands-on interactive classes and many practicums in local classrooms, the program enables Teacher Candidates to plan and maintain positive behavior supports for students with disabilities. Graduates from our program are recognized for their academic performance and leadership skills, and reflect the attributes of the Facilitative Teacher.

As a special educator, you can make a difference in the lives of children diagnosed with mild to moderate learning disabilities grades K-12. The best way to hone the knowledge and pedagogical skills that are covered in the Special Education: General Curriculum Program is hands-on learning; therefore, Teacher Candidates are placed with certified public school teachers to implement strategies and techniques presented in class. In addition, the Special Education Teacher Candidates take three levels of Field Experience with increasingly scaffolded teaching responsibilities prior to the Student Teaching semester. Graduates from the program are recognized for their academic performance and leadership skills as well as their abilities to provide intensive and explicit instruction and to plan and maintain positive behavior supports for students with disabilities. Have a hand in improving the lives of those with special needs. Let the Special Education: General Curriculum Program transform you into that special educator who will make a difference.

The Special Education: General Curriculum licensure program is designed to enable special education teachers to:

  1. Provide intensive and explicit individual and small group instruction to students with disabilities who are demonstrating below grade level achievement in basic skills;
  2. Plan and maintain positive behavior supports for students with disabilities;
  3. Collaborate with general education teachers to maintain students with disabilities at grade level in the standard curriculum;
  4. Demonstrate leadership in implementing special education procedures and policies; and
  5. Consult with general education teachers, parents and other professionals.

Student Testimonial

Emily Ewin ’17
Special Education: General Curriculum
Frederick, Md.

Emily EwinPrior to entering college, I knew that I wanted to be a special education teacher; it is something I have always been certain about. Here at Methodist, I was able to foster and grow that passion. I have been given opportunities to be placed in numerous field placements that have given me the chance to observe and administer lessons. It’s great because the research and theories that I have learned about throughout the coursework I can immediately apply to the classroom setting.

The Education Department professors are always open to discussing new ideas and answering questions. This creates a perfect learning atmosphere. I have learned that it is okay to make mistakes, because that is how people often learn and adapt. Furthermore, my professors have taught me how to conduct research and were able to show me how much fun it is. By growing this new passion of research, it has enhanced the quality of my lessons. I am confident in my teaching abilities and I can thank Methodist University’s Education Department for that certainty.

Degree Awarded

Bachelor of Science (B.S.)

Major Requirements

The Special Education major consists of 51 s.h. and is distributed as follows:

  • SPE 2550 Educating Diverse Populations (3 s.h.)
  • SPE 2600 Education of Exceptional Children & Youth (3 s.h.)
  • SPE 3350 Testing and Assessing Special Education Students (3 s.h.)
  • SPE 3450 Testing and Diagnosing Reading Difficulties (2 s.h.)
  • SPE 3850 Collaboration with Parents and Educators (3 s.h.)
  • SPE 4190 Seminar in Positive Behavior Development (3 s.h.)
  • SPE 4010 Scientifically Based Research Methods in Special Education (4 s.h.)
  • SPE 4100 Practicum in the Correction of Reading Difficulties/Disorders (3 s.h.)
  • EDU 2600 Review & Application of Grammar for Elementary School Teachers (3 s.h.)
  • EDU 3560 Investigating Methods and Strategies in Teaching Reading (2 s.h.)
  • EDU 3570 Teaching Reading Through Literature (4 s.h.)
  • MAT 1060 Topics in Elementary Math I (3 s.h.)
  • MAT 2060 Topics in Elementary Math II (3 s.h.)
  • PXS 3060 Adapted Physical Education (3 s.h.)
  • HIS 1040 World History II (3 s.h.)
  • HIS 2010 United States History I OR HIS 2020 United States History II (3 s.h.)

Choose one from the following:

  • PSC 1510 American Government (3 s.h.)
  • SOC 1510 Principles of Sociology (3 s.h.)
  • PSY 1010 General Psychology (3 s.h.)
  • GEO 2520 Regional Geography (3 s.h.)

Professional Licensure Requirements

  • EDU 2000 Human Growth & Development (3 s.h.)
  • EDU 2400 Instructional Technology (3 s.h.)
  • EDU 2420 Field Experience II (1 s.h.)
  • EDU 2510 Foundations of Education (4 s.h.)
  • EDU 3300* Educational Psychology (3 s.h.)
  • EDU 3420* Field Experience III (2 s.h.)
  • EDU 3550* Interdisciplinary Methods (4 s.h.)
  • EDU 4070** Professional Orientation (2 s.h.)
  • EDU 4200* Reading & Writing in the Content Areas (6-8,9-12, K-12) (3 s.h.)
  • EDU 4210* Student Teaching (10 s.h.)
  • EDU 4500* Seminar in Education (2 s.h.)

*see course descriptions for prerequisites; must be admitted to the Teacher Education Program
**taken during the student teaching semester

NC State Board of Education Complaint Process

The North Carolina State Board of Education (SBE) has jurisdiction to investigate allegations of noncompliance regarding specific laws and rules. Complaints may address Educator Preparation Program requirements set forth in Article 15(D) of Chapter 115C. The SBE does not have jurisdiction over complaints related to contractual arrangements with an EPP, commercial issues, obtaining a higher grade or credit for training, or seeking reinstatement to an EPP. All complaints filed with the SBE must be in writing. A person or entity may file a written complaint with SBE by filling out a complaint form and submitting online and/or mailing or faxing a hard copy to the address on the form.

Contact the Program Coordinator