Middle Grades and Special Education A.B.

A Bachelor of Arts degree with majors in middle grades and special education meets the coursework requirements for middle grades (6-9) licensure and special education licensure (K-12) in North Carolina. Students must apply and be admitted to the Teacher Education program and complete all requirements  to be recommended for teacher licensure.

A Bachelor of Arts degree with majors in middle grades and special education requires the completion of the Elon Core Curriculum as well as the Major Requirements listed below.

Major Requirements

Special Education

Required Courses: 26 sh

EDU 3420Foundations of Special Education

4 sh

EDU 3450Roles, Responsibilities, and Service Delivery in Special Education

4 sh

EDU 3540Early Childhood Language and Literacy Development Birth - 2nd Grade

4 sh

EDU 4350Data Collection, Interpretation, and Implementation in Special Education

4 sh

EDU 4440Literacy Special Education Methods

4 sh

EDU 4450Interdisciplinary Special Education Methods Course

4 sh

EDU 4040Professional Experience II

2 sh

Middle Grades Education

Required Courses : 30 sh

 

EDU 3050Learning and Teaching with Technologies

2 sh

PSY 3820EDUCATIONAL PSYCHOLOGY

4 sh

EDU 4030Explorations Capstone Seminar II

2 sh

EDU 4410Teaching Adolescents

4 sh

EDU 4970Student Teaching

10 sh

Choose one: 4sh
SOC 2430SOCIOLOGY OF EDUCATION

4 sh

EDU 2110Education and Society

4 sh

Choose one: 4sh
EDU 4500Teaching Diverse Learners in Middle and Secondary Schools

4 sh

EDU 4510Teaching Diverse Learners

4 sh

Concentrations

A student majoring in middle grades education must select one subject area concentration from the following:

English language arts concentration: 28 sh

ENG 2050Grammar

4 sh

ENG 2900Literary Studies: Theories and Methods

4 sh

ENG 2240American Literature After 1865

4 sh

ENG 3090Writing Center Workshop

4 sh

ENG 3580Young Adult Literature

4 sh

EDU 4210Methods of Teaching Middle Grades and Secondary English

4 sh

Choose one : 4 sh
ENG 2260African-American Literature Since 1945

4 sh

ENG 2340Caribbean Literature

4 sh

ENG 2350Asian-American Literature

4 sh

ENG 2575LGBTQ Literature & Culture

4 sh

ENG 3300The Harlem Renaissance

4 sh

ENG 3340Native American Literature

4 sh

ENG 3590African-American Novels

4 sh

ENG 3810Latin American Literature and Culture

4 sh

Social studies concentration: 28 sh

ECO 1000Principles of Economics

4 sh

GEO 1310THE WORLD'S REGIONS

4 sh

EDU 4250Methods of Teaching Middle Grades and Secondary Social Studies

4 sh

Choose one : 4sh
HST 1110MAKING OF THE WEST TO 1500

4 sh

HST 1120SEARCH FOR ORDER IN MODERN EUROPE

4 sh

Choose one : 4sh
POL 1110American Politics

4 sh

POL 1610Comparative Politics

4 sh

Two additional HST courses : 8 sh

  • Choose any US History course
  • Choose any non-US History course

Mathematics concentration: 28 sh

STS 1100INTRODUCTION TO STATISTICAL REASONING

4 sh

MTH 1510CALCULUS I

4 sh

MTH 2080NUMBER AND ALGEBRA FOR K-8 TEACHERS

4 sh

MTH 2090GEOMETRY AND DATA FOR K-8 TEACHERS

4 sh

MTH 3080MATHEMATICS & STATISTICS FOR MIDDLE GRADES AND SECONDARY TEACHERS

4 sh

EDU 4220Methods of Teaching Middle Grades and Secondary Mathematics

4 sh

Choose one: 4 sh
MTH 2510CALCULUS II

4 sh

STS 2120STATISTICS IN APPLICATION

4 sh

Science concentration: 28 sh

CHM 1110General Chemistry I with Lab

4 sh

PHY 1020INTRODUCTION TO ASTRONOMY

4 sh

EDU 4240Methods of Teaching Middle Grades and Secondary Science

4 sh

ENS 1110Introduction to Environmental Science

3 sh

ENS 1130Introduction to Environmental Science Lab

1 sh

 

NOTE: One other required course is Introduction to Geology, which was deleted from PHY and should be added to the catalog as an ENS course soon.

Choose one: 4 sh
PHY 1100ENERGY AND THE ENVIRONMENT

4 sh

PHY 2010GENERAL PHYSICS I

4 sh

Choose one; 4 sh
BIO 1012Topics in General Biology

3 sh

BIO 1013General Biology Laboratory

1 sh

BIO 1064Biology: the Science of Life

4 sh

Program Outcomes

The outcomes expected of students who have completed the Middle Grades & Special Education licensure program are drawn from two sets of standards for teacher licensure programs: (a) the NC Professional Teaching Standards (NCPTS); and (b) the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards.

North Carolina Professional Teaching Standards (2013):
1. Teachers demonstrate leadership (InTASC 5)
● lead in their classrooms, school, profession
● advocate for schools and students
● demonstrate high ethical standards
2. Teachers establish a respectful environment for a diverse population of students (InTASC 1-3)
● provide a positive, nurturing environment
● embrace diversity in school, community, world
● treat students as individuals
● adapt their teaching for students with special needs
● work collaboratively with families and significant adults in the lives of their students
3. Teachers know the content they teach (InTASC 4-5)
● align instruction with the NC SCOS
● know the content of their teaching specialty
● recognize interconnectedness of content area

● make instruction relevant to students
4. Teachers facilitate learning for their students (InTASC 6-8)
● know how learning takes place
● plan appropriate instruction and assessment
● use a variety of instructional methods
● integrate and utilize technology in instruction
● develop critical thinking and problem-solving skills
● facilitate teamwork and develop leadership qualities
● communicate effectively
5. Teachers reflect on their practice (InTASC 9-10)
● analyze student learning
● link professional growth to professional goals
● function effectively in a complex environment
6. Teachers contribute to academic success of students.
North Carolina Teacher Education Specialty Standards (2009):
Elementary teachers provide a foundation for K-6 students to become lifelong learners and critical thinkers who can successfully function, compete, and flourish in a global society. Therefore, effective 21st century elementary education teacher candidates must possess an overarching understanding and knowledge of the key concepts, which drive all content instruction. These key concepts, connected with other core standards, include candidates’ knowledge of assessment and instruction, the nature of the learner, school governance and culture, theories of learning and development, critical use of technology and the understanding of how the arts affect and interact with all other content areas. While content knowledge is essential, elementary teacher candidates must also understand the dynamic relationships and connections between content, instructional design, and assessment in relation to all elementary children. The elementary teacher candidate must understand the integrative and complex relationship between the following key concepts:
● Assessment and Instruction
● Nature of the Learner

● School Governance and Culture
● Theories of Learning
● Critical Use of Technology
● Classroom Learning Environment
A concurrent internship offers opportunities to apply concepts and skills.

Total Credit Hours: 84

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