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. 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 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: 56 sh
| MTH 2080 | NUMBER AND ALGEBRA FOR K-8 TEACHERS | 4 sh |
| MTH 2090 | GEOMETRY AND DATA FOR K-8 TEACHERS | 4 sh |
| PEH 3620 | HEALTHFUL LIVING IN THE ELEMENTARY SCHOOL | 2 sh |
| POL 1110 | American Politics | 4 sh |
| PSY 3820 | EDUCATIONAL PSYCHOLOGY | 4 sh |
| EDU 2980 | Children's Literature and Arts Integration | 4 sh |
| EDU 4030 | Explorations Capstone Seminar II | 2 sh |
| EDU 2110 | Education and Society | 4 sh |
| EDU 2120 | Science for Elementary Teachers | 4 sh |
| EDU 2550 | Foundations of 21st Century Teaching | 4 sh |
| EDU 3420 | Foundations of Special Education | 4 sh |
| EDU 3540 | Early Childhood Language and Literacy Development Birth - 2nd Grade | 4 sh |
| EDU 4510 | Teaching Diverse Learners | 4 sh |
Laboratory Science: 4 sh
Students must choose any one Laboratory Science. BIO 1064 is recommended.
History Course: 4 sh
Students must choose one HST course from the following list
| HST 1200 | UNRULY ORIGINS: US TO 1865 (NC) | 4 sh |
| HST 1210 | UNRULY ORIGINS: US TO 1865 | 4 sh |
| HST 1220 | CONTESTED DEMOCRACY: US FROM 1865 | 4 sh |
| HST 1230 | CONTESTED DEMOCRACY: US FROM 1865 (NC) | 4 sh |
Methods Courses
| EDU 3040 | Professional Experience I | 2 sh |
| EDU 4230 | Methods and Materials for Teaching English Language Arts | 4 sh |
| EDU 4260 | Methods and Materials for Teaching Social Studies | 4 sh |
| EDU 4040 | Professional Experience II | 2 sh |
| EDU 4200 | Methods and Materials for Teaching Mathematics | 4 sh |
| EDU 4300 | Methods and Materials for Teaching Science | 4 sh |
| EDU 4040 | Professional Experience II | 2 sh |
| EDU 4440 | Literacy Special Education Methods | 4 sh |
| EDU 4450 | Interdisciplinary Special Education Methods Course | 4 sh |
Students should register for EDU 3040, EDU 4230, and EDU 4260 together; EDU 4040, EDU 4200, and EDU 4300 together; and EDU 4040, EDU 4450, and EDU 4440 together.
Student Teaching
Special Education Requirements
| EDU 3450 | Roles, Responsibilities, and Service Delivery in Special Education | 4 sh |
| EDU 4350 | Data Collection, Interpretation, and Implementation in Special Education | 4 sh |
Program Outcomes
The outcomes expected of students who have completed the Elementary & 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: 104