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 3420 | Foundations of Special Education | 4 sh |
| EDU 3450 | Roles, Responsibilities, and Service Delivery in Special Education | 4 sh |
| EDU 3540 | Early Childhood Language and Literacy Development Birth - 2nd Grade | 4 sh |
| EDU 4350 | DATA COLLECTION, INTERPRETATION, AND IMPLEMENTATION IN SPECIAL EDUCATION | 4 sh |
| EDU 4440 | LITERACY SPECIAL EDUCATION METHODS | 4 sh |
| EDU 4450 | INTERDISCIPLINARY SPECIAL EDUCATION METHODS COURSE | 4 sh |
| EDU 4040 | PROFESSIONAL EXPERIENCE II | 2 sh |
Middle Grades Education
Required Courses : 30 sh
Choose one: 4sh
Choose one: 4sh
| EDU 4500 | TEACHING DIVERSE LEARNERS IN MIDDLE AND SECONDARY SCHOOLS | 4 sh |
| EDU 4510 | 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
| ENG 2050 | GRAMMAR | 4 sh |
| ENG 2900 | LITERARY STUDIES: THEORIES AND METHODS | 4 sh |
| ENG 2240 | AMERICAN LITERATURE AFTER 1865 | 4 sh |
| ENG 3090 | Writing Center Workshop | 4 sh |
| ENG 3580 | YOUNG ADULT LITERATURE | 4 sh |
| EDU 4210 | METHODS OF TEACHING MIDDLE GRADES AND SECONDARY ENGLISH | 4 sh |
Choose one : 4 sh
| ENG 2260 | AFRICAN-AMERICAN LITERATURE SINCE 1945 | 4 sh |
| ENG 2340 | CARIBBEAN LITERATURE | 4 sh |
| ENG 2350 | ASIAN-AMERICAN LITERATURE | 4 sh |
| ENG 2575 | LGBTQ LITERATURE & CULTURE | 4 sh |
| ENG 3300 | THE HARLEM RENAISSANCE | 4 sh |
| ENG 3340 | NATIVE AMERICAN LITERATURE | 4 sh |
| ENG 3590 | AFRICAN-AMERICAN NOVELS | 4 sh |
| ENG 3810 | LATIN AMERICAN LITERATURE AND CULTURE | 4 sh |
Social studies concentration: 28 sh
| ECO 1000 | PRINCIPLES OF ECONOMICS | 4 sh |
| GEO 1310 | THE WORLD'S REGIONS | 4 sh |
| EDU 4250 | METHODS OF TEACHING MIDDLE GRADES AND SECONDARY SOCIAL STUDIES | 4 sh |
Choose one : 4sh
| HST 1110 | MAKING OF THE WEST TO 1500 | 4 sh |
| HST 1120 | 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
| STS 1100 | INTRODUCTION TO STATISTICAL REASONING | 4 sh |
| MTH 1510 | CALCULUS I | 4 sh |
| MTH 2080 | NUMBER AND ALGEBRA FOR K-8 TEACHERS | 4 sh |
| MTH 2090 | GEOMETRY AND DATA FOR K-8 TEACHERS | 4 sh |
| MTH 3080 | MATHEMATICS & STATISTICS FOR MIDDLE GRADES AND SECONDARY TEACHERS | 4 sh |
| EDU 4220 | METHODS OF TEACHING MIDDLE GRADES AND SECONDARY MATHEMATICS | 4 sh |
Choose one: 4 sh
Science concentration: 28 sh
| CHM 1110 | General Chemistry I with Lab | 4 sh |
| PHY 1020 | INTRODUCTION TO ASTRONOMY | 4 sh |
| EDU 4240 | METHODS OF TEACHING MIDDLE GRADES AND SECONDARY SCIENCE | 4 sh |
| ENS 1110 | INTRODUCTION TO ENVIRONMENTAL SCIENCE | 3 sh |
| ENS 1130 | 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
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