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The Special Education Major
The Department of Education offers a major in elementary/middle school special education as a teacher of exceptional children in Maryland. This program has been approved by the Maryland State Department of Education. A student who satisfactorily fulfills the standards of the programs and meets the Maryland State Department of Education’s Essential Dimensions of Teaching is recommended for generic special education certification (Grades 1-8) in the state of Maryland. Maryland certifies special education teachers non-categorically by age/grade-level criteria. Although graduation usually occurs within eight semesters, satisfactory completion of certification requirements may require one or more additional semesters.
Because Maryland certifies special education teachers non-categorically, students who would like certification outside Maryland should contact the State Department of Education of the state of their choice regarding reciprocity and that state’s requirements. A categorical major in special education, which does not lead to Maryland certification, can be offered in the area of learning disability, mental retardation, or emotional disturbance and may be used toward certification through credit count in another state. Interested students should consult with the director of special education as early as possible.
Maryland law prohibits anyone who has been convicted of a crime of violence or a crime against children from being certified to teach.
Program Faculty
Professor
Barbara Gould, (learning disability, reading, elementary education)
Associate Professor
Ann Marie Longo, director (reading, diagnostic assessment, special education)
Assistant Professors
Frona Brown (learning disabilities), LaJerne Cornish (secondary education, counseling) Saralee Goodman (reading, special education, assessment)
The Special Education Major
Required courses for certification in generic special education, grades 1-8:
ED 101 ED 207 ED 210 ED 221 ED 222
ED 241 (taken in January) ED 243 ED 246 ED 248 or CS 102
SPE 100 SPE 235 SPE 238 SPE 320
SPE 324 or 326 or 328 SPE 327 SPE 350*
(taken concurrently with 350)
Electives for additional practical experience:
SPE 224 SPE 228 SPE 226
SPE 344, 346, or 348 may be substituted for SPE 350 for those seeking categorical out-of-state certification.
Successful completion of Praxis I is a prerequisite for SPE 344, 346, 348, and 350.
A minimum grade of B- in these internship courses and satisfactory completion of Praxis II is required to complete the certification program.
Courses required in other academic areas: MA 110 and 113, English composition, literature, art or music, United States history, non-Western culture, social science other than education, laboratory science other than psychology, second physical science course; (need not include a lab), may include psychology.
Demonstrated writing proficiency in the major through one of the following:
ED 210 SPE 320 ED 222 SPE 324, 326, or 328
Note: Many special education courses are offered only in alternate years, so these programs require careful planning. Students should consult with the director of the Special Education Program as early as possible.
Course Descriptions—Special Education
SPE 100. Special Education: Historical, Philosophical, and Legal Foundations (4)
Changing roles of disabled individuals in society. Historical and philosophical development of treatments, educational provisions, institutions, programs, and services for exceptional children. Characteristics of exceptional children and their education needs. Various contemporary models of treatment and teaching. The legal rights of the disabled. Thirty hours internship; Tuesday or Thursday mornings 8:30 a.m. to noon. Prerequisite: ED 101 or 103 recommended.
Spring semester. Department.
SPE 235. Curriculum for Exceptional Students: Methods and Instructional
Procedures (3)
Methods of instructional procedures for disabled students in the elementary/middle school age range with focus on the individual: task analysis, IEP, behavioral instructional objectives, resource management, and classroom organization. Emphasis on mathematics and science. Accommodating individual differences in reasoning, listening comprehension, oral expression, reading skills, written language, mathematical calculations, motor skills, and social/emotional development. Prerequisite: SPE 100.
Spring semester. Department. Offered 2006-07 and alternate years.
SPE 238. Curriculum for Exceptional Students: Principles and Programs (3)
Principles, programs, and problems in teaching disabled students in the elementary/middle school age range. Overview of curriculum for different learning styles and modalities: emphasis on language, linguistic, psycholinguistic, reading, perceptual-motor, visual, and auditory. Developing programs for different disabilities. Alternate programs according to learning problems: vocational, functional academics, circumvention strategies, and the use of instructional technology. Prerequisite: SPE 100.
Spring semester. Department. Offered 2005-06 and alternate years.
SPE 320. Counseling Exceptional Students and Their Parents (3)
Emphasis on communication skills and strategies applicable to the disabled. Topics include interviewing and conducting conferences; counseling strategies; human relations; the teacher’s role in a team concerned with children’s evaluation, placement, and instruction. Prerequisites: ED 207 and SPE 100.
Spring semester. Department. Offered 2006-07 and alternate years.
SPE 327. Diagnostic and Prescriptive Techniques for Exceptional Children (3)
Diagnosis of perceptual-motor, intellectual, physical, social, and behavioral development of exceptional children. Assessment of cognitive style and sensory learning modalities. Task analysis of learning skills and prescriptive teaching techniques based on diagnostic information. Prerequisites: ED 221, and one course in special education, or junior standing.
Spring semester. Offered 2005-06 and alternate years.
SPE 350. Special Education Internship (10)
Internship with exceptional children in the elementary/middle school age range under the supervision of a classroom teacher in special education and a member of the Education Department of Goucher College. The course provides for a minimum of 250 hours of observation, participation, teaching, and conferences. The experience stimulates insight into the special needs and unique educational approaches to teaching disabled children. Discussion of problems in seminar meetings. A grade of B- is required for certification. Elected concurrently with ED 246 and
SPE 324 or 326 or 328. Prerequisites: Completion of 86 credits including ED 222 and SPE 327, successful completion of Praxis I test from ETS, and recommendation of department.
Fall semester. Goodman, Longo.
Course descriptions—Mental Retardation
SPE 224. Practicum in Special Education with Children with Mental
Retardation (Variable)
Practicum with mentally retarded children in the elementary/middle school age range under the supervision of a classroom teacher in special education. The practicum provides insight into the special needs and the unique educational approaches to teaching mentally retarded children. Prerequisites: One special education course and permission of the instructor before November 1. January intersession. Department.
SPE 324. The Assessment of the Behavior and Development of a Child with
Mental Retardation (4)
Study of a mentally retarded child in the elementary/middle school age range through observation, anecdotal records, behavioral data, informal assessment techniques, tests, school records, developmental data, and tutorial work relationship. Emphasis on factors that affect the behavior and development of the child in the education process. The analysis of the data results in a case study and an IEP. Prerequisite: Completion of 86 credits including ED 222 and SPE 327. Elected concurrently with ED 246 and SPE 324 or 326 or 328.
Fall semester. Longo.
SPE 344. Special Education Internship with Children with Mental Retardation (10)
Internship with mentally retarded children in the elementary/middle school age range under the supervision of a classroom teacher in special education and a member of the Education Department of Goucher College. The course provides for a minimum of 250 hours of observation, participation, teaching, and conferences. The experience stimulates insight into the special needs and unique educational approaches to teaching retarded children. Discussion of teaching problems in seminar meetings. A minimum grade of B- is required for certification. Elected concurrently with ED 246 and SPE 324 or 326 or 328. Prerequisites: Completion of 86 credits including ED 222 and SPE 327, successful completion of Praxis I, and recommendation of department.
Fall semester. Goodman, Longo.
Course Descriptions—Learning Disability
SPE 226. Practicum in Special Education with Children with Learning
Disabilities (Variable)
Practicum with learning-disabled children in the elementary/middle school age range under the supervision of a classroom teacher in special education. The practicum provides insight into the special needs and the unique educational approaches to teaching learning-disabled children. Prerequisite: One special education course and permission of the instructor before November 1. January intersession. Department.
SPE 326. The Assessment of the Behavior and Development of a Child with Learning Disabilities (4)
Study of a learning-disabled child in the elementary/middle school age range through observation, anecdotal records, behavioral data, informal assessment techniques, tests, school records, developmental data, and tutorial work relationship. Emphasis on factors that affect the behavior and development of the child in the education process. The analysis of the data results in a case study and an IEP. Prerequisite: SPE 327.
Fall semester. Longo.
SPE 346. Special Education Internship with Children with Learning
Disabilities (10)
Internship with learning-disabled children in the elementary/middle school age range under the supervision of a classroom teacher in special education and a member of the Education Department of Goucher College. The course provides for a minimum of 250 hours of observation, participation, teaching, and conferences. The experience stimulates insight into the special needs and unique educational approaches to teaching learning-disabled children. Discussion of teaching problems in seminar meetings. A minimum grade of B- is required for certification. Elected concurrently with ED 246 and SPE 324 or 326 or 328. Prerequisites: Completion of 86 credits including ED 222 and SPE 327, successful completion of Praxis I, and recommendation of department.
Fall semester. Goodman, Longo.
Course Descriptions—Emotional Disturbance
SPE 228. Practicum in Special Education with Children with Emotional
disturbance (Variable)
Practicum with emotionally disturbed children in the elementary/middle school age range under the supervision of a classroom teacher in special education. The practicum provides insight into the special needs and the unique educational approaches to teaching emotionally disturbed children. Prerequisite: One special education course and permission of the instructor before November 1.
January intersession. Department.
SPE 328. The Assessment of the Behavior and Development of a Child with Emotional Disturbance (4)
Study of an emotionally disturbed child in the elementary/middle school age range through observation, anecdotal records, behavioral data, informal assessment techniques, tests, school records, developmental data, and tutorial work relationship. Emphasis on factors that affect the behavior and development of the child in the education process. The analysis of the data results in a case study and an IEP. Prerequisite: SPE 327.
Fall semester. Longo.
SPE 348. Special Education Internship with Children with Emotional
Disturbance (10)
Internship with emotionally disturbed children in the elementary/middle school age range under the supervision of a classroom teacher in special education and a member of the Education Department of Goucher College. The course provides for a minimum of 250 hours of observation, participation, teaching, and conferences. The experience stimulates insight into the special needs and unique educational approaches to teaching emotionally disturbed children. Discussion of teaching problems in seminar meetings. A minimum grade of B- is required for certification. Elected concurrently with ED 246 and SPE 324 or 326 or 328. Prerequisites: Completion of 86 credits including ED 222 and SPE 327, successful completion of Praxis I, and recommendation of department.
Fall semester. Goodman, Longo.