Elementary and Special Education A.B.
A Bachelor of Arts degree with majors in Special Education and Elementary Education meets the coursework requirements for special education and elementary education (K-6) licensure in North Carolina. Other licensure components (testing, edTPA) are required for licensure referral.
A Bachelor of Arts degree with majors in Special Education and Elementary Education requires the completion of the Elon Core Curriculum as well as the Major Requirements listed below.
Major Requirements
Elementary Education Requirements
Core Courses: 54 sh
| MTH 208 | NUMBER AND ALGEBRA FOR K-8 TEACHERS | 4 sh |
| MTH 209 | GEOMETRY AND DATA FOR K-8 TEACHERS | 4 sh |
| PEH 362 | HEALTHFUL LIVING IN THE ELEMENTARY SCHOOL | 2 sh |
| POL 111 | AMERICAN GOVERNMENT | 4 sh |
| PSY 321 | EDUCATIONAL PSYCHOLOGY | 4 sh |
| EDU 298 | CHILDREN'S LITERATURE AND ARTS INTEGRATION | 4 sh |
| EDU 401 | EXPLORATIONS CAPSTONE SEMINAR I FOR EARLY CHILDHOOD, ELEMENTARY AND SPECIAL/ELEMENTARY MAJORS | 2 sh |
| EDU 403 | EXPLORATIONS CAPSTONE SEMINAR II | 2 sh |
| EDU 211 | EDUCATION AND SOCIETY | 4 sh |
| EDU 212 | SCIENCE FOR ELEMENTARY TEACHERS | 4 sh |
| EDU 255 | FOUNDATIONS OF 21ST CENTURY TEACHING | 4 sh |
| EDU 342 | FOUNDATIONS OF SPECIAL EDUCATION | 4 sh |
| EDU 354 | EARLY CHILDHOOD LANGUAGE AND LITERACY DEVELOPMENT BIRTH - 2ND GRADE | 4 sh |
Laboratory Science: 4 sh
Students must choose any one Laboratory Science.
BIO 106 is recommended.
History Course: 4 sh
Students must choose one HST course from the following list
| HST 120 | UNRULY ORIGINS: US TO 1865 (NC) | 4 sh |
| HST 121 | UNRULY ORIGINS: US TO 1865 | 4 sh |
| HST 122 | CONTESTED DEMOCRACY: US FROM 1865 | 4 sh |
| HST 123 | CONTESTED DEMOCRACY: US FROM 1865 (NC) | 4 sh |
Methods Courses
| EDU 304 | PROFESSIONAL EXPERIENCE I | 2 sh |
| EDU 423 | METHODS AND MATERIALS FOR TEACHING ENGLISH LANGUAGE ARTS | 4 sh |
| EDU 426 | METHODS AND MATERIALS FOR TEACHING SOCIAL STUDIES | 4 sh |
| EDU 404 | PROFESSIONAL EXPERIENCE II | 2 sh |
| EDU 420 | METHODS AND MATERIALS FOR TEACHING MATHEMATICS | 4 sh |
| EDU 430 | METHODS AND MATERIALS FOR TEACHING SCIENCE | 4 sh |
| EDU 404 | PROFESSIONAL EXPERIENCE II | 2 sh |
| EDU 444 | Literacy Special Education Methods | 4 sh |
| EDU 445 | Interdisciplinary Special Education Methods Course | 4 sh |
Student Teaching
Special Education Requirements
| EDU 345 | Roles, Responsibilities, and Service Delivery in Special Education | 4 sh |
| EDU 435 | Data Collection, Interpretation, and Implementation in Special Education | 4 sh |
Program Outcomes
Due to our national accreditation with CAEP and under the licensure requirements established by the North Carolina Department of Public Instruction, the following standards must be successfully met in order for teacher candidates to be eligible for licensure. The North Carolina Professional Teaching Standard and Interstate New Teacher Assessment Support Consortium are the Elementary Education program outcomes.
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: 102