About the Program
Special Education meets the unique needs of individuals with disabilities by preparing professionals with the knowledge, disposition and skills necessary to effectively serve individuals with diverse needs. The undergraduate program is based on an inquiry framework that emphasizes (a) creating connections between subject matter knowledge and teaching, (b) valuing the diverse characteristics of students and the ability to address the needs of all students, and (c) understanding the contextual aspects of teaching (e.g., the organizational and policy context).
The program links courses with field experiences in partner school and non-school settings. Particular attention is given to specialized skills to meet the individual needs of students with disabilities - serving students in various school and community settings; developing Individualized Education Programs (IEPs); using assistive technology; and developing instructional material and environmental modifications. All of these competencies are beyond the knowledge required for general educators.
A Special Education: Mild and Intense Intervention graduate is qualified to teach children who experience mild to severe emotional, learning, or intellectual disabilities, including children on the autism spectrum, at the preschool through grade 12 levels, P-12. Four strands run through and guide the program: diversity, technology, field experience and performance assessment, including the use of electronic portfolios. The Special Education: Mild and Intense Intervention Plan of Study outlines the required courses to complete the degree for licensure.
For more information about the degree program, visit the COE Office of Advising and Recruiting. For teacher licensure information, visit the Office of Professional Preparation and Licensure.
121-123 Credits Required
Departmental/Program Major Requirements (86 credits)
Major Courses (55 credits)
Other Departmental/Program Course Requirements (32-34 credits)
University Core Requirements
- Human Cultures Humanities
- Human Cultures Behavioral/Social Science
- Information Literacy
- Science #1
- Science #2
- Science, Technology, and Society
- Written Communication
- Oral Communication
- Quantitative Reasoning
For a complete listing of course selectives, visit the Provost’s Website.
For current pre-requisites for courses, click here.
(See your advisor for other options in creating your SMIE Educational Plan of Study.)
Required before EDPS 36100: Basic Skills Competency Tests / Alternative
Required before student teaching: Attempt/Pass all Content Tests
Date: ________ Basic Skills Competency Tests/Alternative
Date: ________ Content Tests
Date: ________ GATE A: Admission to Teacher Education Program (TEP)
Date: ________ GATE B: TEP Retention
**= Course included in Professional Education GPA (“B” average with no grade lower than a “C-“)
A 2.8 Graduation GPA with a 3.0 Professional Education GPA are required for Indiana licensure recommendation.
32 credit hours at the 30000 level or above required
Special Education: Mild and Intense Intervention P-12
Foreign Language Courses
Foreign Language proficiency requirements vary by program.
For acceptable languages and proficiency levels, see your advisor: American Sign Language, Arabic, Chinese, French, German, (ancient) Greek, Hebrew, Italian, Japanese, Latin, Portuguese, Russian, Spanish
The ♦ course is considered critical. A Critical Course is one that a student must be able to pass to persist and succeed in a particular major.
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