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
| EDU3420 | Foundations of Special Education | 4 sh |
| EDU3450 | Roles, Responsibilities, and Service Delivery in Special Education | 4 sh |
| EDU3540 | Early Childhood Language and Literacy Development Birth - 2nd Grade | 4 sh |
| EDU4350 | Data Collection, Interpretation, and Implementation in Special Education | 4 sh |
| EDU4440 | Literacy Special Education Methods | 4 sh |
| EDU4450 | Interdisciplinary Special Education Methods Course | 4 sh |
| EDU4040 | Professional Experience II | 2 sh |
Middle Grades Education
Required Courses : 30 sh
| EDU3050 | Learning and Teaching with Technologies | 2 sh |
| PSY3820 | Educational Psychology | 4 sh |
| EDU4030 | Explorations Capstone Seminar II | 2 sh |
| EDU4410 | Teaching Adolescents | 4 sh |
| EDU4970 | Student Teaching | 10 sh |
Choose one: 4sh
Choose one: 4sh
| EDU4500 | Teaching Diverse Learners in Middle and Secondary Schools | 4 sh |
| EDU4510 | Teaching 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
| ENG2050 | Grammar | 4 sh |
| ENG2900 | Literary Studies: Theories and Methods | 4 sh |
| ENG2240 | American Literature After 1865 | 4 sh |
| ENG3090 | Writing Center Workshop | 4 sh |
| ENG3580 | Young Adult Literature | 4 sh |
| EDU4210 | Methods of Teaching Middle Grades and Secondary English | 4 sh |
Choose one : 4 sh
| ENG2260 | African-American Literature Since 1945 | 4 sh |
| ENG2340 | Caribbean Literature | 4 sh |
| ENG2350 | Asian-American Literature | 4 sh |
| ENG2575 | LGBTQ Literature & Culture | 4 sh |
| ENG3300 | The Harlem Renaissance | 4 sh |
| ENG3340 | Native American Literature | 4 sh |
| ENG3590 | African-American Novels | 4 sh |
| ENG3810 | Latin American Literature and Culture | 4 sh |
Social studies concentration: 28 sh
| ECO1000 | Principles of Economics | 4 sh |
| GEO1310 | The World's Regions | 4 sh |
| EDU4250 | Methods of Teaching Middle Grades and Secondary Social Studies | 4 sh |
Choose one : 4sh
| HST1110 | Making of the West to 1500 | 4 sh |
| HST1120 | Search for Order in Modern Europe | 4 sh |
Choose one : 4sh
Two additional HST courses : 8 sh
- Choose any US History course
- Choose any non-US History course
Mathematics concentration: 28 sh
| STS1100 | Introduction to Statistical Reasoning | 4 sh |
| MTH1510 | Calculus I | 4 sh |
| MTH2080 | Number and Algebra for K-8 Teachers | 4 sh |
| MTH2090 | Geometry and Data for K-8 Teachers | 4 sh |
| MTH3080 | Mathematics & Statistics for Middle Grades and Secondary Teachers | 4 sh |
| EDU4220 | Methods of Teaching Middle Grades and Secondary Mathematics | 4 sh |
Choose one: 4 sh
Science concentration: 28 sh
| CHM1110 | General Chemistry I with Lab | 4 sh |
| PHY1020 | Introduction to Astronomy | 4 sh |
| EDU4240 | Methods of Teaching Middle Grades and Secondary Science | 4 sh |
| ENS1110 | Introduction to Environmental Science | 3 sh |
| ENS1130 | Introduction 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
Choose one; 4 sh
| BIO1012 | Topics in General Biology | 3 sh |
| BIO1013 | General Biology Laboratory | 1 sh |
| BIO1064 | Biology: 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