The Bachelor of Science in Special Education program is ideal for any student who wants to work with PK-12 students with disabilities in a school setting. This tight-knit community is committed to supporting its members as they work towards earning three South Carolina teacher education certifications during their four years at Winthrop:
Students pursuing a B.S. in Special Education will take the following courses, in addition to the general education core requirements:
Observation and Analysis of Culturally Responsive Teaching is an education core course where, using videos and vignettes, students develop and implement observation and analysis skills in the context of culturally responsive instructional practice, critical thinking and reflection, and the impact of teachers on classroom environment and climate. Special Education majors typically take this course in the fall of freshman year.
Introduction to Special and Gifted Education covers the foundations of students with exceptional education needs, including theoretical, legal, and ethical consideration sof special and gifted education. Characteristics of studetns with high- and low-incidence disabilities and students with gifts and talents are explored as well as evidence-based strategies for addressing their unique needs in classroom settings. Special Education majors typically take this course in the fall or spring of freshman year.
Developmental Sciences and the Context of Poverty is an education core lecture and field-based course that explores the six strands of growth and development from preschool to adolescence. Significant time will be devoted to the application of these strands to working with students living in poverty. Topics include motivation, self-regulation, and families and communities. Special Education majors typically take EDCO 200 during the spring of their freshman year.
Basic Number Concepts for Teachers (MATH 291) provides an in-depth study of the meaning and application of place value and basic number concepts. Special Education majors typically take MATH 291 during the spring of freshman year.
Rational Number Concepts and Algebraic Reasoning for Teachers (MATH 292) provides an in-depth study of the meaning and application of rational numbers, algebraic reasoning, and probability. Special Education majors typically take MATH 292 during the fall or spring of sophomore year.
Foundations of Literacy for Early Childhood and Elementary Students provides students with foundational knowledge in the nature and progression of literacy development across the early childhood and elementary years. Special Education majors typically take READ 330 in the spring of freshman year.
Effective Practices for Culturally and Linguistically Diverse Learners in the P-12 Classroom is a lecture and field-based course that applies content of the developmental sciences to working with the English language learner (ELL). Students examine the stages of language acquisition, the stages of acculturation, and methods for supporting ELLs in the content area.
Intervention with Exceptional Children provides an in-depth review of high-leverage practices in instruction and assessment for students with disabilities.
These two courses are typically taken together during the fall of sophomore year. They share a 32-hour field experience in an inclusive PK-12 classroom.
Characteristics of Students with Disabilities is an online course which examines characteristics of students with special needs and differentiated instruction in schools and classrooms. Participants review the legal foundations and requirements of special education, characteristics of each disability category as defined by IDEA, and the collaborative role of general and special educators in the implementation of individualized instructional programs. Special Education majors typically take SPED 507 in the fall of sophomore year.
Foundations of Early Childhood Education provides a study of the early childhood profession, including ethics, early models (birth-age 8), child care centers, Head Start, and other preschool facilities, state and federal regulations, historical and societal changes, and contemporary trends. Special Education majors typically take ECED 300 during the spring of sophomore year.
Consultation and Collaboration in Special and General Educationfocuses on effective collaboration and consultation skills required to enable candidates to address the diverse needs of individuals with disabilities across settings. Special Education majors typically take SPED 515 in the spring of sophomore year.
Assessment in Special Education is a course designed to teach students how to link formative and summative assessment with instruction. This course is typically taken by Special Education majors in the fall of the junior year.
Teaching Methods for Students with Severe Disabilities is designed for in-depth study of students with extensive support needs and appropriate curriculum goals, methods, materials, and research.
Teaching Communication and Language Skills addresses the process of verbal and non-verbal communication skills and investigates research-based strategies and interventions for improving communication for individuals with disabilities.
Special Education majors apply what they are learning in SPED 575 and SPED 584 during their Severe Disabilities Practicum (SPED 392), where they spend two half-days (e.g., Tuesday and Thursday mornings) in a PK-12 self-contained setting, planning and delivering instruction using evidence-based practices to students with extensive support needs.
Special Education majors typically take the Severe Disabilities methods block and practicum during the fall of junior year.
READ 380 is typically taken in the fall of your junior year.
Instructional Methods and Assessment I: Teaching Emergent, Beginning, & Struggling Readers and Writers (READ 370) provides students with the skills to assess and teach reading and writing to emergent, beginning, and struggling readers and writers, and provides them with the opportunity to implement these skills in a clinical setting. Special Education majors typically take READ 370 in the spring of junior year, at the same time as the Early Childhood/Elementary methods and practicum block.
Instructional Methods and Assessment II: Teaching Transitional, Intermediate, & Advanced Readers and Writers (READ 380) provides students with the skills to assess and teach reading and writing to transitional, intermediate, and advanced readers and writers. Special Education majors typically take READ 380 in the fall of junior year, at the same time as the Severe Disabilities methods and practicum block.
Teaching Mathematics in PK-6 Classrooms (EDCI 360) focuses on developmentally and age-appropriate instruction for mathematics in grades PK-6. It includes a study of standards, curriculum, methods, materials, activities, assessment, research, and current philosophy of mathematics education for the early childhood and elementary student.
Teaching Science in PK-6 Classrooms (EDCI 361) focuses on developmentally and age-appropriate instruction for science in grades PK-6. It includes a study of standards, curriculum, methods, materials, activities, assessment, research, and current philosophy of science education for the early childhood and elementary student.
Teaching Social Studies in PK-6 Classrooms (EDCI 362) focuses on developmentally and age-appropriate instruction for science in grades PK-6. It includes a study of standards, curriculum, methods, materials, activities, assessment, research, and current philosophy of social studies education for the early childhood and elementary student.
Field Experience in Early Childhood Special Education (SPED 390) provides opportunities for students to apply what they learned in their methods coursses to an inclusive early childhood classroom setting. This practicum takes place over three non-consecutive weeks during the semester.
Special Education majors typically take the Elementary/Early Childhood methods block and practicum during the spring of junior year.
Assessment and Instruction for Young Children with Disabilities focuses on the techniques and issues involved in gathering, analyzing, and synthesizing robust and holistic assessment data for developing and monitoring individualized family service plans (IFSPs) and/or individualized education programs (IEPs) for preschool children with disabilities in today's culturally and linguistically diverse home, school, and community environments. Spcial Education majors typically take SPED 509 during the spring of junior year.
Education in a Democracy is an education core class where, using the context of the internship experience, teacher candidates analyze competing conceptions of what it means to teach in a democratic society. Candidates explore the political, legal, and philosophical foundations of education to develop an understanding of the rights and responsibilities of the professional educator. Special Education majors take EDCO 410 at the same time as Internship I (EDCO 401), typically during fall of senior year.
Content Area Reading and Writing for Early Childhood and Elementary Students provides an introduction to methods and strategies used to integrate literacy in early childhood and elementary content area settings. Special Education majors typically take this online class at the same time as Internship I (EDCO 401), in the fall of senior year.
Positive Behavioral Intervention and Supports for the Classroom Teacher provides an overview of applied behavior analysis (ABA) and its application to classroom settings. Procedures for establishing a positive classroom climate and designing and implementing positive behavioral itnerventions and supports is studied. Special Education majors typically take SPED 510 at the same time as Internship I, in the fall of senior year.
Methods of Teaching Students with Emotional Behavioral Disorders, Learning Disabilities, Intellectual Disability, and Autism Spectrum Disorder prepares special education majors to provide leadership in maximizing learning experiences of students with disabilities through effective teaching, curriculum planning, modification, and adaptations of teaching materials and use of technology. Special Education majors typically take SPED 585 at the same time as Internship I, in the fall of senior year.
During Internship I: Understanding Contextual Factors, you will spend two half-days (e.g., Tuesday and Thursday mornings) and one whole day (e.g., Friday) in a PK-12 special education setting, typically during senior fall. You will come to campus three Friday afternoons this semester for a special education seminar (SPED 596) where we discuss a range of topics including building resumes, crisis management, collaborating with colleagues, and more.
Technology in the Inclusive Classroom is an education core lecture and field-based course that explores the use of technology as a tool to solve specific teaching and learning challenges related to content area standards. Universal Design for Learning (UDL) provides a structure for planning, implementing, and assessing technology-assisted lessons. Special Education majors take this online class during Internship II, typically in spring of senior year.
During Internship II: Assessment and Instruction (typically senior spring), you will spend every day in the same PK-12 special education setting where you completed Internship I. You will come to campus three Friday afternoons this semester for Intern I Seminar (SPED 597) where we discuss a range of topics including interview skills, professional development opportunities, and engage in collaborative problem solving as a professional learning community (PLC). In Professional Ethics in Special Education (SPED 593), students complete their EdTPA and learn how to exercise professional judgment and ethics when working with students with disabilities and the importance of actively pursuing opportunities for professional growth as special educators.