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Special Education - B.S.E.

The Bachelor of Science in Education in Special Education prepares you for a career in teaching and advocating for students with exceptionalities. With a focus on evidence-based practices and diverse field experiences, you'll develop the skills needed to make a difference in the lives of students.

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Bachelor of Science in Special Education

Â鶹´«Ã½â€™s B.S.E. in Special Education provides a comprehensive education in special education best practices. This program prepares students for various careers in special education.

Program Information for Special Education - B.S.E.

Program Description
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Full Description

A Bachelor of Science in Education degree in Special Education prepares students to become special education teachers (also referred to as intervention specialists) or to work with individuals with disabilities in non-school settings.

Special educators teach individuals with many kinds of disabilities including learning disabilities, emotional and behavioral disorders, ADHD/other health impairments, intellectual disabilities, autism spectrum disorder, hearing impairments and multiple disabilities.

Special educators may co-teach with general education teachers in academic classrooms, teach small groups of students in a resource room, or teach students individually in highly specialized classrooms or programs designed specifically to meet the needs of students with disabilities. Special education majors who do not want to become teachers often will work with adolescents and adults with disabilities in community, residential and/or vocational settings.

The Special Education major comprises the following concentrations:

  • The Deaf Education concentration prepares candidates to work with deaf and hard-of-hearing students across inclusion, itinerant, resource room and self-contained public and residential classroom settings. Extensive field and teaching lab experiences optimize this preparation in combination with coursework in literacy, mathematics, science and social studies that help prepare students to take specific assessments to become designated as "highly qualified" teachers in deaf education, reading and mathematics. Instructional methods are comprehensive in nature and provide the unique strategies necessary to address issues concomitant with hearing loss, including language development in both English and American Sign Language, use of bilingual-bicultural methodologies and various assistive and instructional technologies. The hierarchical coursework sequence concludes with thematic unit instruction that prepares graduates to work with the core curriculum to address all academic content areas, as well as transition and students with additional needs. Graduates are eligible to apply for Ohio licensure to teach deaf and hard-of-hearing students in prekindergarten to 12th grade.
  • The Disability Services concentration prepares students to work with individuals with disabilities who have a wide variety of support needs in a broad array of settings (e.g., vocational, residential, community). Students in this concentration progress through highly-structured coursework and field experiences to learn evidence-based practices to teach leisure, social, adaptive and life skills to individuals with disabling conditions. Students who complete this program are not eligible for licensure as special educators/intervention specialists in the state of Ohio.
  • The Mild to Intensive Dual License concentration prepares candidates to work with individuals (kindergarten through age 21) who have a wide variety of support needs in a broad array of settings (e.g., general education classrooms, self-contained classrooms, alternative schools and community-based programs). Candidates in this concentration progress through highly-structured coursework and extensive field experiences to learn evidence-based practices to teach academic, social adaptive and life skills. Successful completion of this program enables candidates to be eligible for licensure in both Mild/Moderate Educational Needs (e.g., learning disabilities emotional and behavioral disorders, ADHD) as well as Moderate/Intensive Educational Needs (e.g., intellectual disabilities, autism spectrum disorders, physical disabilities) through the State of Ohio.

Students in the Disability Services concentration may apply early to the  and double count 9 credit hours of graduate courses toward both degree programs. See the in the University Catalog for more information.

Professional Licensure Disclosure

This program is designed to prepare students to sit for applicable licensure or certification in Ohio. If you plan to pursue licensure or certification in a state other than Ohio, please review state educational requirements for licensure or certification and contact information for state licensing boards at Kent State's website for professional licensure disclosure.

Admissions for Special Education - B.S.E.

Admission Requirements

Admission to this major is selective. To be admitted directly into the Special Education major, freshmen must have a minimum 2.750 high school GPA, and transfer students must have a minimum 2.750 overall GPA in all previous undergraduate coursework. Students who do not meet the GPA requirement at the time of admission for this major will be admitted to the EHHS General non-degree program until which time they have established a Kent State GPA of 2.750. They may then submit a change of program to declare this major.

Current Kent State and Transfer Students: Active Kent State students who wish to change their major must have attempted a minimum 12 credit hours at Kent State and meet all admission criteria listed above to be admitted. Students who have not attempted 12 credit hours at Kent State will be evaluated for admission based on their high school GPA for new students or transfer GPA for transfer students. Transfer students who have not attempted 12 credit hours of college-level coursework at Kent State and/or other institutions will be evaluated based on both their high school GPA and college GPA.

International Students: All international students must provide proof of English language proficiency (unless they meet specific exceptions to waive) by earning a minimum 71 TOEFL iBT score, minimum 6.0 IELTS score, minimum 47 PTE score or minimum 100 DET score, or by completing the ELS level 112 Intensive English Program. For more information on international admission visit the admissions website for international students.

Learning Outcomes

Program Learning Outcomes

Graduates of the program will be able to:

  1. Engage in professional learning and practice within ethical guidelines.
  2. Understand and address individual developmental and learning needs.
  3. Demonstrate subject matter content and specialized knowledge.
  4. Use assessment to understand the learning and the learning environment for data-based decision making.
  5. Support learning using effective instruction.
  6. Support social, emotional and behavioral growth.
  7. Collaborate with team members.
  8. Demonstrate the dispositions necessary to be successful special educational teachers or professionals.
  9. Demonstrate their preparation for the profession by successfully completing the Ohio Assessment for Educators (OAE) Special Education Assessments required for their Special Education License type or being admitted to a graduate degree program or obtaining employment in a disability services field.
Coursework
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Program Requirements

Major Requirements

Major Requirements (courses count in major GPA)
SPED 23000INTRODUCTION TO EXCEPTIONALITIES (DIVD) (min C grade) 13
SPED 43010FAMILY AND PROFESSIONAL COLLABORATION (min C grade) 13
SPED 43030APPLIED BEHAVIOR ANALYSIS I: THEORY AND TECHNIQUES (min C grade) 13
Additional Requirements (courses do not count in major GPA)
CULT 29535EDUCATION IN A DEMOCRATIC SOCIETY (min C grade)3
EPSY 29525EDUCATIONAL PSYCHOLOGY (min C grade)3
UC 10001FLASHES 101 1
(min C grade)6
6
6-7
Concentrations
Choose from the following:86-91
Minimum Total Credit Hours:120-125
1

Teacher candidates are only permitted to repeat a field experience course once. Please see  policy for details.

Deaf Education Concentration Requirements

Concentration Requirements (courses count in major GPA)
ASL 19201ELEMENTARY AMERICAN SIGN LANGUAGE I (min C grade)4
ASL 19202ELEMENTARY AMERICAN SIGN LANGUAGE II (min C grade)4
ASL 29201INTERMEDIATE AMERICAN SIGN LANGUAGE I (min C grade)3
ASL 29202INTERMEDIATE AMERICAN SIGN LANGUAGE II (min B- grade)3
CI 47501TEACHING MATHEMATICS IN EARLY AND MIDDLE GRADES (min C grade)3
CI 47504TEACHING READING AND WRITING IN MIDDLE GRADES (min C grade for either course)3
or ECED 40402 TEACHING READERS IN THE ELEMENTARY YEARS
CI 47505INTEGRATED SOCIAL STUDIES AND SCIENCE (min C grade for either course)3
or MCED 30002 INTEGRATED SOCIAL STUDIES AND SCIENCE IN MIDDLE CHILDHOOD
SPED 43306FUNDAMENTALS OF AUDIOLOGY FOR STUDENTS WITH HEARING LOSS (min C grade)3
SPED 43307LISTENING, LANGUAGE AND PHONEMIC DEVELOPMENT FOR INDIVIDUALS WITH HEARING LOSS (min C grade)3
SPED 43309INTRODUCTION TO DEAF STUDIES (ELR) (WIC) (min B grade)3
SPED 43310LANGUAGE DEVELOPMENT FOR DEAF AND HARD-OF-HEARING STUDENTS (min B grade)3
SPED 43311INSTRUCTION OF DEAF/HARD-OF-HEARING STUDENTS WITH SPECIAL NEEDS (min B grade)3
SPED 43313LITERACY ASSESSMENT AND INTERVENTION FOR DEAF/HARD-OF-HEARING STUDENTS (min B grade)6
SPED 43324CURRICULUM METHODS AND MATERIALS FOR DEAF/HARD-OF-HEARING STUDENTS (min B grade)3
SPED 43392PRACTICUM: DEAF EDUCATION (ELR) (course is taken twice) 12
SPED 44492STUDENT TEACHING IN SPECIAL EDUCATION (ELR) 14-9
SPED 48880DEAF EDUCATION TEACHING LABORATORY (course is taken three times)3
SPED 49525INQUIRY SEMINAR INTO PROFESSIONAL PRACTICE (min C grade)3
Additional Requirements (courses do not count in major GPA)
ETEC 39525EDUCATIONAL TECHNOLOGY (min C grade)3
HED 42575HEALTH AND LEARNING: STRATEGIES FOR STUDENTS AND TEACHERS (min C grade)3
MATH 14001BASIC MATHEMATICAL CONCEPTS I (KMCR) (min C grade)4
MATH 14002BASIC MATHEMATICAL CONCEPTS II (KMCR) (min C grade)4
3
6
2
Minimum Total Credit Hours:89
1

Teacher candidates are only permitted to repeat a field experience course once. Please see  policy for details.

Disability Services Concentration Requirements

Concentration Requirements (courses count in major GPA)
CULT 26001INTRODUCTION TO DISABILITY STUDIES 3
CULT 46001PRINCIPLES AND METHODS OF COMMUNITY INCLUSION 3
NURS 45070HEALTH CARE NEEDS FOR INDIVIDUALS WITH DISABILITIES (min C grade)3
SPED 24000INCLUSIVE PRACTICES (min C grade)3
SPED 43050CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS (min C grade)3
SPED 43051CHARACTERISTICS OF STUDENTS WITH MODERATE/INTENSIVE INTERVENTION NEEDS (min C grade)3
SPED 43062CURRICULUM METHODS MILD/MODERATE INTERVENTION (min C grade)3
SPED 43063CURRICULUM METHODS MODERATE/INTENSIVE INTERVENTION (min C grade)3
SPED 43070PLANNING AND PROGRAMMING FOR TRANSITIONS (min C grade)3
SPED 43080ASSISTIVE TECHNOLOGY FOR STUDENTS WITH DISABILITIES (min C grade)3
SPED 43309INTRODUCTION TO DEAF STUDIES (ELR) (WIC) (min C grade)3
SPED 44092FIELD EXPERIENCE FOR MILD/MODERATE INTERVENTION SPECIALIST (ELR) 3
SPED 44192FIELD EXPERIENCE FOR MODERATE/INTENSIVE INTERVENTION SPECIALIST (ELR) 3
SPED 44309AUTISM SPECTRUM DISORDERS: THEORY AND DIAGNOSIS (min C grade)3
Additional Requirements (courses do not count in major GPA)
MATH 10041INTRODUCTORY STATISTICS (KMCR) (minimum C grade in each)4
or MATH 10051 QUANTITATIVE REASONING (KMCR)
or MATH 14001 BASIC MATHEMATICAL CONCEPTS I (KMCR)
PACS 11001INTRODUCTION TO CONFLICT MANAGEMENT (DIVD) (KSS) 3
PSYC 11762GENERAL PSYCHOLOGY (DIVD) (KSS) 3
PSYC 21211PSYCHOLOGY OF EVERYDAY LIFE (DIVD) (KSS) 3
3
3
General Electives (total credit hours depends on earning 120 credit hours, including 39 upper-division credit hours)25
Minimum Total Credit Hours:86

Mild to Intensive Dual License Concentration Requirements

Concentration Requirements (courses count in major GPA)
CI 47501TEACHING MATHEMATICS IN EARLY AND MIDDLE GRADES (min C grade)3
CI 47504TEACHING READING AND WRITING IN MIDDLE GRADES (min C grade)3
ECED 40302TEACHING PHONICS AND WORD STUDY (min C grade)3
ECED 40402TEACHING READERS IN THE ELEMENTARY YEARS (min C grade)3
NURS 45070HEALTH CARE NEEDS FOR INDIVIDUALS WITH DISABILITIES (min C grade)3
SPA 34210SPEECH AND LANGUAGE DEVELOPMENT (min C grade)3
SPED 24000INCLUSIVE PRACTICES (min C grade)3
SPED 43021ASSESSMENT FOR SPECIAL EDUCATION (min C grade)3
SPED 43031APPLIED BEHAVIOR ANALYSIS II: APPLICATION (min C grade) 13
SPED 43040LANGUAGE AND READING IN SPECIAL EDUCATION (min C grade)3
SPED 43050CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS (min C grade) 13
SPED 43051CHARACTERISTICS OF STUDENTS WITH MODERATE/INTENSIVE INTERVENTION NEEDS (min C grade) 13
SPED 43062CURRICULUM METHODS MILD/MODERATE INTERVENTION (min C grade)3
SPED 43063CURRICULUM METHODS MODERATE/INTENSIVE INTERVENTION (min C grade)3
SPED 43070PLANNING AND PROGRAMMING FOR TRANSITIONS (min C grade)3
SPED 43080ASSISTIVE TECHNOLOGY FOR STUDENTS WITH DISABILITIES (min C grade) 13
SPED 44092FIELD EXPERIENCE FOR MILD/MODERATE INTERVENTION SPECIALIST (ELR) 13
SPED 44192FIELD EXPERIENCE FOR MODERATE/INTENSIVE INTERVENTION SPECIALIST (ELR) 13
SPED 44309AUTISM SPECTRUM DISORDERS: THEORY AND DIAGNOSIS (min C grade)3
SPED 44492STUDENT TEACHING IN SPECIAL EDUCATION (ELR) 14-9
SPED 44951CREATING LEGALLY DEFENSIBLE INDIVIDUAL FAMILY SERVICE PLANS AND INDIVIDUALIZED EDUCATION PROGRAMS (WIC) (min C grade)3
SPED 49525INQUIRY SEMINAR INTO PROFESSIONAL PRACTICE (min C grade)3
Additional Requirements (courses do not count in major GPA)
ENG 22071STORIES THAT BUILT THE WORLD: HEROES, QUESTS AND LEGENDS (KHUM) (min C grade in either course)3
or ENG 22072 STORIES TO SAVE THE WORLD: LITERATURE AND THE FUTURE OF HUMANITY (KHUM)
or ENG 22073 MAJOR MODERN WRITERS: BRITISH AND UNITED STATES (KHUM)
MATH 14001BASIC MATHEMATICAL CONCEPTS I (KMCR) (min C grade)4
MATH 14002BASIC MATHEMATICAL CONCEPTS II (KMCR) (min C grade)4
PACS 11001INTRODUCTION TO CONFLICT MANAGEMENT (DIVD) (KSS) 3
3
2
Minimum Total Credit Hours:91
1

Teacher candidates are only permitted to repeat a field experience course once. Please see  policy for details.

Licensure Information

Candidates seeking Ohio licensure are required to pass specific assessments in order to apply for licensure. See Ohio Department of Education-Educator Preparation website for more information on assessments specific to licensure type. Taking and passing the licensure tests prior to graduation is encouraged but not required.

Students must apply for State of Ohio Licensure (defined by completion of all licensure program requirements) within 12 months of program completion. After 12 months, applicants must meet State-approved program/licensure requirements that are in effect at the time of application. This means that students who apply after the 12-month deadline may have to take additional coursework if the content, methods courses, program requirements, or licensure requirements have changed from the catalog in force.

Students completing the Disability Services concentration will not be eligible for licensure.

Progression Requirements

For students seeking teacher education licensure, admission to advanced study is required prior to enrolling in select upper-division education courses. Students must meet all professional requirements for admission to advanced study and have a minimum 2.750 overall GPA1.

For students in the non-licensure concentration, admission into the professional phase is required prior to enrolling in select upper-division courses. Successful completion of 60 credit hours with a minimum 2.750 overall GPA1 is required for admittance into the professional phase of the major.

To manage enrollment and deliver high-quality programs, the faculty will select the most qualified applicants for admission based upon evaluation of academic success (overall GPA1) at Â鶹´«Ã½, non-academic criteria and other specific program criteria.

Please be aware that reapplication may be necessary if postponing advanced study coursework or if withdrawing for one year or more.

1

Undergraduate students who have not completed a minimum of 12 Â鶹´«Ã½ credit hours will be evaluated for advanced study and professional phase based on their high school GPA for new freshmen or transfer GPA for transfer students.

Graduation Requirements

Minimum Major GPA Minimum Overall GPA
3.000 2.750
  • To graduate, students in the Deaf Education concentration must pass the Sign Language Proficiency Interview (SLPI) at the intermediate level or receive a minimum Level 2 on the American Sign Language Proficiency Interview (ASLPI).
Roadmaps
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Roadmaps

Deaf Education Concentration

This roadmap is a recommended semester-by-semester plan of study for this major. However, courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.

Plan of Study Grid
Semester OneCredits
!ASL 19201 ELEMENTARY AMERICAN SIGN LANGUAGE I 4
!MATH 14001 BASIC MATHEMATICAL CONCEPTS I (KMCR) 4
UC 10001 FLASHES 101 1
Kent Core Requirement 3
Kent Core Requirement 3
 Credit Hours15
Semester Two
!ASL 19202 ELEMENTARY AMERICAN SIGN LANGUAGE II 4
!MATH 14002 BASIC MATHEMATICAL CONCEPTS II (KMCR) 4
!SPED 23000 INTRODUCTION TO EXCEPTIONALITIES (DIVD) 3
Kent Core Requirement 3
Kent Core Requirement 3
 Credit Hours17
First Summer Term
If students are placed into developmental math courses in the first two semesters, it is suggested that MATH 14001 and/or MATH 14002 be taken during the summer.  
 Credit Hours0
Semester Three
Requirement: minimum 2.750 overall GPA by end of term  
!ASL 29201 INTERMEDIATE AMERICAN SIGN LANGUAGE I 3
!CULT 29535 EDUCATION IN A DEMOCRATIC SOCIETY 3
SPED 43306 FUNDAMENTALS OF AUDIOLOGY FOR STUDENTS WITH HEARING LOSS 3
SPED 43309 INTRODUCTION TO DEAF STUDIES (ELR) (WIC) 3
Kent Core Requirement 3
Kent Core Requirement 3
 Credit Hours18
Semester Four
Requirement: 2.750 overall GPA. Note: apply online for Advanced Study by the second Friday of the term  
!ASL 29202 INTERMEDIATE AMERICAN SIGN LANGUAGE II 3
!EPSY 29525 EDUCATIONAL PSYCHOLOGY 3
ETEC 39525 EDUCATIONAL TECHNOLOGY 3
SPED 43307 LISTENING, LANGUAGE AND PHONEMIC DEVELOPMENT FOR INDIVIDUALS WITH HEARING LOSS 3
Kent Core Requirement 3
 Credit Hours15
Semester Five
Requirement: minimum 2.750 overall GPA  
CI 47504
or ECED 40402
 TEACHING READING AND WRITING IN MIDDLE GRADES
or TEACHING READERS IN THE ELEMENTARY YEARS
3
CI 47505
or MCED 30002
 INTEGRATED SOCIAL STUDIES AND SCIENCE
or INTEGRATED SOCIAL STUDIES AND SCIENCE IN MIDDLE CHILDHOOD
3
SPED 43010 FAMILY AND PROFESSIONAL COLLABORATION 3
SPED 43310 LANGUAGE DEVELOPMENT FOR DEAF AND HARD-OF-HEARING STUDENTS 3
SPED 48880 DEAF EDUCATION TEACHING LABORATORY 1
Kent Core Requirement 3
 Credit Hours16
Semester Six
Requirement: minimum 2.750 overall GPA  
CI 47501 TEACHING MATHEMATICS IN EARLY AND MIDDLE GRADES 3
!SPED 43030 APPLIED BEHAVIOR ANALYSIS I: THEORY AND TECHNIQUES 3
!SPED 43313 LITERACY ASSESSMENT AND INTERVENTION FOR DEAF/HARD-OF-HEARING STUDENTS 6
!SPED 43392 PRACTICUM: DEAF EDUCATION (ELR) 1
SPED 48880 DEAF EDUCATION TEACHING LABORATORY 1
 Credit Hours14
Semester Seven
Requirement: minimum 2.750 overall GPA. Note: successful completion of the Sign Language Proficiency Interview (SLPI) at Intermediate level or above and successful completion of all NCATE assessments  
HED 42575 HEALTH AND LEARNING: STRATEGIES FOR STUDENTS AND TEACHERS 3
!SPED 43311 INSTRUCTION OF DEAF/HARD-OF-HEARING STUDENTS WITH SPECIAL NEEDS 3
!SPED 43324 CURRICULUM METHODS AND MATERIALS FOR DEAF/HARD-OF-HEARING STUDENTS 3
!SPED 43392 PRACTICUM: DEAF EDUCATION (ELR) 1
SPED 48880 DEAF EDUCATION TEACHING LABORATORY 1
Kent Core Requirement 2
Kent Core Requirement 3
 Credit Hours16
Semester Eight
Requirement: minimum 2.750 overall GPA and 3.000 major GPA  
SPED 44492 STUDENT TEACHING IN SPECIAL EDUCATION (ELR) 9
SPED 49525 INQUIRY SEMINAR INTO PROFESSIONAL PRACTICE 3
 Credit Hours12
 Minimum Total Credit Hours:123

Disability Services Concentration

This roadmap is a recommended semester-by-semester plan of study for this major. However, courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.

Plan of Study Grid
Semester OneCredits
MATH 10041
or MATH 10051
or MATH 14001
 INTRODUCTORY STATISTICS (KMCR)
or QUANTITATIVE REASONING (KMCR)
or BASIC MATHEMATICAL CONCEPTS I (KMCR)
4
PSYC 11762 GENERAL PSYCHOLOGY (DIVD) (KSS) 3
!SPED 23000 INTRODUCTION TO EXCEPTIONALITIES (DIVD) 3
!UC 10001 FLASHES 101 1
Kent Core Requirement 3
Kent Core Requirement 3
 Credit Hours17
Semester Two
!CULT 29535 EDUCATION IN A DEMOCRATIC SOCIETY 3
PSYC 21211 PSYCHOLOGY OF EVERYDAY LIFE (DIVD) (KSS) 3
SPED 43050 CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS 3
Kent Core Requirement 3
Kent Core Requirement 3
 Credit Hours15
Semester Three
Requirement: minimum 2.750 overall GPA by end of term  
!EPSY 29525 EDUCATIONAL PSYCHOLOGY 3
!SPED 43051 CHARACTERISTICS OF STUDENTS WITH MODERATE/INTENSIVE INTERVENTION NEEDS 3
Kent Core Requirement 3
Kent Core Requirement 3
Kent Core Requirement 3
 Credit Hours15
Semester Four
Requirement: minimum 2.750 cumulative GPA; 3.000 major GPA. Apply online for Professional Phase by the second Friday of the term  
PACS 11001 INTRODUCTION TO CONFLICT MANAGEMENT (DIVD) (KSS) 3
SPED 24000 INCLUSIVE PRACTICES 3
SPED 44309 AUTISM SPECTRUM DISORDERS: THEORY AND DIAGNOSIS 3
Kent Core Requirement 3
General Elective 3
 Credit Hours15
Semester Five
Requirement: minimum 2.750 cumulative GPA; 3.000 major GPA  
CULT 26001 INTRODUCTION TO DISABILITY STUDIES 3
SPED 43030 APPLIED BEHAVIOR ANALYSIS I: THEORY AND TECHNIQUES 3
!SPED 43062 CURRICULUM METHODS MILD/MODERATE INTERVENTION 3
!SPED 44092 FIELD EXPERIENCE FOR MILD/MODERATE INTERVENTION SPECIALIST (ELR) 3
General Elective 3
 Credit Hours15
Semester Six
Requirement: minimum 2.750 cumulative GPA; 3.000 major GPA  
CULT 46001 PRINCIPLES AND METHODS OF COMMUNITY INCLUSION 3
!SPED 43063 CURRICULUM METHODS MODERATE/INTENSIVE INTERVENTION 3
!SPED 44192 FIELD EXPERIENCE FOR MODERATE/INTENSIVE INTERVENTION SPECIALIST (ELR) 3
!SPED 43080 ASSISTIVE TECHNOLOGY FOR STUDENTS WITH DISABILITIES 3
General Elective 3
 Credit Hours15
Semester Seven
Requirement: minimum 2.750 cumulative GPA; 3.000 major GPA  
SPED 43010 FAMILY AND PROFESSIONAL COLLABORATION 3
SPED 43309 INTRODUCTION TO DEAF STUDIES (ELR) (WIC) 3
General Electives 9
 Credit Hours15
Semester Eight
Requirement: minimum 2.750 cumulative GPA; 3.000 major GPA  
NURS 45070 HEALTH CARE NEEDS FOR INDIVIDUALS WITH DISABILITIES 3
SPED 43070 PLANNING AND PROGRAMMING FOR TRANSITIONS 3
General Electives 7
 Credit Hours13
 Minimum Total Credit Hours:120

Mild to Intensive Dual License Concentration

This roadmap is a recommended semester-by-semester plan of study for this major. However, courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.

Plan of Study Grid
Semester OneCredits
!MATH 14001 BASIC MATHEMATICAL CONCEPTS I (KMCR) 4
!SPED 23000 INTRODUCTION TO EXCEPTIONALITIES (DIVD) 3
UC 10001 FLASHES 101 1
Kent Core Requirement 3
Kent Core Requirement 3
 Credit Hours14
Semester Two
!CULT 29535 EDUCATION IN A DEMOCRATIC SOCIETY 3
!MATH 14002 BASIC MATHEMATICAL CONCEPTS II (KMCR) 4
SPED 43050 CHARACTERISTICS OF STUDENTS WITH MILD/MODERATE INTERVENTION NEEDS 3
Kent Core Requirement 3
Kent Core Requirement 3
 Credit Hours16
First Summer Term
If students are placed in developmental math courses in the first two semesters, it is suggested that MATH 14001 and/or MATH 14002 be taken during the summer.  
 Credit Hours0
Semester Three
Requirement: minimum 2.750 overall GPA by end of term  
!EPSY 29525 EDUCATIONAL PSYCHOLOGY 3
!SPED 43051 CHARACTERISTICS OF STUDENTS WITH MODERATE/INTENSIVE INTERVENTION NEEDS 3
Kent Core Requirement 3
Kent Core Requirement 3
Kent Core Requirement 3
 Credit Hours15
Semester Four
Requirement: 2.750 overall GPA. Note: apply online for Advanced Study by the second Friday of the term  
ENG 22071
or ENG 22072
or ENG 22073
 STORIES THAT BUILT THE WORLD: HEROES, QUESTS AND LEGENDS (KHUM)
or STORIES TO SAVE THE WORLD: LITERATURE AND THE FUTURE OF HUMANITY (KHUM)
or MAJOR MODERN WRITERS: BRITISH AND UNITED STATES (KHUM)
3
PACS 11001 INTRODUCTION TO CONFLICT MANAGEMENT (DIVD) (KSS) 3
SPED 24000 INCLUSIVE PRACTICES 3
SPED 44309 AUTISM SPECTRUM DISORDERS: THEORY AND DIAGNOSIS 3
Kent Core Requirement 2
 Credit Hours14
Second Summer Term
It is suggested that students take any Kent Core courses missing from semesters 1-4 during the summer.  
 Credit Hours0
Semester Five
Requirement: minimum 2.750 overall GPA  
CI 47501 TEACHING MATHEMATICS IN EARLY AND MIDDLE GRADES 3
ECED 40302 TEACHING PHONICS AND WORD STUDY 3
!SPED 43021 ASSESSMENT FOR SPECIAL EDUCATION 3
SPED 43030 APPLIED BEHAVIOR ANALYSIS I: THEORY AND TECHNIQUES 3
!SPED 43062 CURRICULUM METHODS MILD/MODERATE INTERVENTION 3
!SPED 44092 FIELD EXPERIENCE FOR MILD/MODERATE INTERVENTION SPECIALIST (ELR) 3
 Credit Hours18
Semester Six
Requirement: minimum 2.750 overall GPA  
SPA 34210 SPEECH AND LANGUAGE DEVELOPMENT 3
SPED 43031 APPLIED BEHAVIOR ANALYSIS II: APPLICATION 3
!SPED 43063 CURRICULUM METHODS MODERATE/INTENSIVE INTERVENTION 3
SPED 43070 PLANNING AND PROGRAMMING FOR TRANSITIONS 3
!SPED 43080 ASSISTIVE TECHNOLOGY FOR STUDENTS WITH DISABILITIES 3
!SPED 44192 FIELD EXPERIENCE FOR MODERATE/INTENSIVE INTERVENTION SPECIALIST (ELR) 3
 Credit Hours18
Semester Seven
Requirement: minimum 2.750 overall GPA  
CI 47504 TEACHING READING AND WRITING IN MIDDLE GRADES 3
ECED 40402 TEACHING READERS IN THE ELEMENTARY YEARS 3
NURS 45070 HEALTH CARE NEEDS FOR INDIVIDUALS WITH DISABILITIES 3
SPED 43010 FAMILY AND PROFESSIONAL COLLABORATION 3
SPED 43040 LANGUAGE AND READING IN SPECIAL EDUCATION 3
SPED 44951 CREATING LEGALLY DEFENSIBLE INDIVIDUAL FAMILY SERVICE PLANS AND INDIVIDUALIZED EDUCATION PROGRAMS (WIC) 3
 Credit Hours18
Semester Eight
Requirement: minimum 2.750 overall GPA and minimum 3.000 major GPA  
SPED 44492 STUDENT TEACHING IN SPECIAL EDUCATION (ELR) 9
SPED 49525 INQUIRY SEMINAR INTO PROFESSIONAL PRACTICE 3
 Credit Hours12
 Minimum Total Credit Hours:125
Program Delivery
  • Delivery:
    • In person
  • Location:
    • Kent Campus
Accreditation for Special Education - B.S.E.

National Council for Accreditation of Teacher Education (Deaf Education and Mild to Intensive Dual License concentrations only)

SPED Concentrations

Students who major in Special Education must choose one of the following three concentrations: Deaf Education, Disability Services or Mild to Intensive Dual License.

Deaf Education Concentration

Deaf Education is the education of students who are deaf or hard of hearing. Â鶹´«Ã½'s program provides students the skills needed to work with students of varying levels of hearing, and to cater lessons to the child's individual needs.

The Deaf Education program provides students with the coursework and field experiences necessary to be licensed in the field of special education in the area of deaf education. Students pursuing this program will be prepared to teach learners ages 3-21 who have been identified with hearing loss (deaf or hard of hearing).

Please contact Dr. Karen Kritzer for more information.

Deaf Education Resources

Disability Services Concentration

The Disability Services concentration prepares students to work with individuals with disabilities who have a wide variety of support needs in a broad array of settings (e.g., vocational, residential, community).

Students in this concentration progress through highly-structured coursework and field experiences to learn evidence-based practices to teach leisure, social, adaptive and life skills to individuals with disabling conditions. Students can tailor the program to their specific interests by selecting from a wide array of elective coursework. Students who complete this program are not eligible for licensure as special educators/intervention specialists in the state of Ohio.

Students in the Disability Services concentration may apply early to the M.Ed. degree in Clinical Rehabilitation Counseling and double count 9 credit hours of graduate courses toward both degree programs. See the Combined Bachelor's/Master's Degree Program Policy in the University Catalog for more information.

Disability Services Program Highlights

  • Combined bachelor’s/master’s program with Rehabilitation Counseling
  • Option to add on Minor in Autism Spectrum Disorder, Early Intervention, and/or Disability Studies (and others)
  • One-to-one advising each semester to keep you on track and ensure timely graduation
  • Excellent program reputation; graduates are highly sought after
  • Energetic and passionate faculty who are invested in student success
  • Highly structured special coursework that begins freshman year
  • Extensive field experiences enable students to experience a wide range of students, settings, and professional roles
  • Interdisciplinary coursework including general education, speech pathology, and nursing

For more information about the Disability Services concentration, please contact SPED faculty advisor Dr. Sloane Burgess.

Mild to Intensive Dual License Concentration

The Mild to Intensive Dual License (MIDL) concentration prepares prospective special educators to become licensed by the State of Ohio to teach students with mild/moderate AND moderate/intensive disabilities in any grade, K-12. Being dually licensed in mild/moderate and moderate/intensive needs expands employment opportunities! 

The Mild to Intensive Dual License program engages students in hands-on coursework and field experiences that focus on evidence-based methods for meeting the special educational needs of children and youth with disabilities, ages five to twenty-one (grades k-12). This program is well-suited to a wide range of career interests in terms of where, who, how, and what students prefer to teach. Students are prepared to fulfill a wide range of professional roles that involve working directly with children with disabilities in a variety of settings (general education classrooms; resource or pull-out classrooms; self-contained classrooms; special/alternative schools; hospital and residential settings).

Students in this program gain competence in effective instruction, classroom and behavior management, assessment and evaluation, collaboration with other professionals, assistive technology, Individualized Education Plans (IEPs), and school-wide multi-tiered systems of support. This program prepares students to meet all requirements for a K-12 special education teaching license in Mild/Moderate and Moderate/Intensive Educational Needs. In addition to working as teachers, some Mild to Intensive graduates secure professional positions in community-based residential and/or vocational programs for adults with disabilities. 

Mild to Intensive Dual License (MIDL) Program Highlights

  • Eligible for two special education licenses; expands employment options
  • One-to-one advising each semester to keep you on track and ensure timely graduation
  • Excellent program reputation; graduates are highly sought after
  • Option to add on Minor in Autism Spectrum Disorder or Early Intervention
  • Energetic and passionate faculty who are invested in student success
  • Highly structured special education coursework that begins freshman year
  • Extensive field experiences  enable students to experience a wide range of students, settings, and professional roles
  • Interdisciplinary coursework including general education, speech pathology, and nursing

For more information about the Mild to Intensive concentration, please contact SPED MIDL faculty advisor Dr. Andrew Wiley.

Examples of Possible Careers and Salaries for Special Education - B.S.E.

Graduates of Â鶹´«Ã½'s B.S.E. in Special Education are prepared for various careers in the education industry.

Special education teachers, kindergarten and elementary school

2.9%

slower than the average

193,000

number of jobs

$60,620

potential earnings

Special education teachers, secondary school

3.2%

about as fast as the average

143,000

number of jobs

$62,320

potential earnings

Special education teachers, all other

8.5%

much faster than the average

36,600

number of jobs

$62,820

potential earnings

Substitute teachers, short-term

2.6%

slower than the average

619,400

number of jobs

$29,370

potential earnings

Teaching assistants, except postsecondary

3.6%

about as fast as the average

1,395,900

number of jobs

$28,900

potential earnings

Rehabilitation counselors

10.3%

much faster than the average

120,200

number of jobs

$37,530

potential earnings

Community and social service specialists, all other

11.7%

much faster than the average

105,200

number of jobs

$46,770

potential earnings

Social and community service managers

17.0%

much faster than the average

175,500

number of jobs

$69,600

potential earnings

Social and human service assistants

16.8%

much faster than the average

425,600

number of jobs

$35,960

potential earnings

Notice: Career Information Source
* Source of occupation titles and labor data comes from the U.S. Bureau of Labor Statistics' . Data comprises projected percent change in employment over the next 10 years; nation-wide employment numbers; and the yearly median wage at which half of the workers in the occupation earned more than that amount and half earned less.
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