EC-6 Generalist Special Education

2016-2017 Admission Requirements

Traditional Undergraduate Teacher Preparation Program 

Applications for admission to the Teacher Preparation Program are accepted in September for the following spring semester and in February for the following fall semester.

  1. Application to program submitted through TK20, to include the following:
    • Disposition Survey
    • Code of Ethics Reflection Statement
    • Completed FERPA form
  2. Overall GPA of 2.80 or higher
  3. Completion of Pre-Content TExES, an Oral-Language Assessment, and a Writing Sample at required TPP Orientation
  4. Completed hours in content area:< >For grades 4-8 or 7-12 Science or Math content area certifications, candidates must have 15 semester hours from content area with no grade below "C".  All other 4-8/7-12 certification candidates must have completed 12 semester hours in content area with no grade below "C".For EC-6 certifications, 12 semester hours from the list below (no grade below “C"){C}3 semester hours from ENG prefix (not ENGL 1301 or ENGL 1302)
  5. 3 semester hours from MATH prefix
  6. 3 semester hours from GOVT or HIST prefix
  7. 3 semester hours from BIO, PHYS, or CHEM prefix
  8. 3 semester hours from Arts or Technology
  9. Demonstrate College Level Skills by one of the following ways:
    1. THEA:  Reading 240; Math 230; Writing 220
    2. Students who are not successful on the Math THEA may satisfy this requirement with a grade of B or above in College Algebra (MATH 1314) or higher course, excluding MATH 1350 and MATH 1351.
  10. Advisement

Out of Country Applicants

Out of country applicants to the teacher preparation program must meet ONE of the following:

  • Verification of satisfactory score on the Test of English as a Foreign Language- Internet Based Test (TOEFL-IBT).  All four portions (listening, speaking, reading, and writing) are used to calculate the score.  Only a passing score on the Speaking portion is required at this time.  The acceptable passing score on the Speaking portion is 26.
  • Completion of an undergraduate or graduate degree in the U.S.
  • Completion of an undergraduate or graduate degree outside of the U.S. where English was the primary language of instruction
  • Verification of three creditable years of teaching experience in an educational setting in the U.S.

For Admission to Block #1 Semester

  1. A Notice of Intent for Block #1 semester submitted in TK20 in September for the following spring semester and in February for the following fall semester.
  2. Must have completed ED 321, ED 311, SPED 410, with appropriate grade
  3. Minimum of 2.80 GPA overall; no grade below "C" in upper-division courses
  4. Essay submitted and Criminal History background cleared
  5. Positive school district interview

For Admission to the Block #2 Co-Teaching Semester

  1. Passing scores on all required TExES examinations
  2. Successful completion of Block #1 semester as determined by Director of Teacher Preparation Program
  3. Maintain 2.80 cumulative GPA ; no grade below "C" in upper-division courses

EC-6 Core Subjects with  Special Education Teacher Certification Degree Requirements

Students should refer to their DegreeWorks degree audit in their Web for Students account for more information regarding their degree requirements.

Major Requirements
General Education Requirements42
ART 369Principles and Elements of Fine Art3
ENG 305Children's Literature I3
ENG 345Advanced Composition for Educators3
HIST 460Cultural History of Texas3
HIST 2321World Civilization I 63
or HIST 2322 World Civilization II
MATH 1350Fundamentals of Mathematics I (prereq of Math 1314) 83
MATH 1351Fundamentals of Math II3
MATH 326Problem Solving for Elementary Teachers3
RDG 350Emergent Literacy Development3
RDG 352Literacy Development in the Upper Grades 73
RDG 354Assessment Driven Literacy Instruction 73
Other: EC-6 Generalist
BIOL 1308Biology for Non-Science Majors I 63
BIOL 1108Biology for Non-science Majors I Lab 61
BIOL 1309Biology for Non-Science Majors II 63
BIOL 1109Biology for Non-science Majors II Lab 61
MATH 1314College Algebra 63
PHYS 1415Physical Science I4
ECE 301Early Childhood Education: History and Philosophy3
ITED 350Technologies for Instruction, Learning, and Communication3
Select six semester credit hours from the following:6
Introduction to the Teaching Profession
Introduction to Special Populations
Early Childhood Education: Curriculum
Understanding Grammar
Learning and Behavior
Cognitive Psychology
Teaching Students with Moderate to Severe Disabilities
Prof. Development in EC-6 Special Education
ED 311Growth and Development for Early Childhood to Grade 123
ED 321Foundations of Education3
SPED 410Introduction to Individual with Exceptionalities 73
ED 486Teaching Methods for EC-6 in Health, Math, Physical Education and Science 73
SPED 417Assessment of Individuals with Exceptionalities 73
ED 487Teaching Methods for EC-6 in Social Studies, Fine Arts, English, Language Arts & Reading 73
Block 1:
ED 331Classroom and Behavior Management 93
ED 495Block 1: Co-Teaching Practicum for Certification Candidates 93
Block 2:
SPED 418Research, Trends, and Issues in Education 103
ED 496Co-Teaching Practicum for Certification Candidates 103
Electives (As needed to satisfy minimum degree requirements and 54 semester credit hours of Upper Division Coursework)
Minimum Grade of "C" required in all Major, Ed, SPED and Professional Development Courses
Minimum Hours for Degree120
6

Satisfies Core Curriculum

7

Requires Admission to Teacher Prep Prog

8

See Other Requirements

9

Requires successful placement interview with a partnership public school district

10

Requires passing all TExES exams 

Note: A minimum of 54 upper division hours (300 and 400 level courses) are required for this degree. Resident credit totaling 25% of the hours is required for the degree.  A minimum GPA of 2.0 is required in three areas for graduation:  Overall GPA, Institutional GPA, and Major GPA.

Courses in EC-6 Core Subjects with Special Education

ART 369. Principles and Elements of Fine Art. 3 Hours.

This course focuses on knowledge teachers need to effectively teach EC-6 arts standards using visual art, music, and drama. The course instructs the student as to the basic materials, tools, and skills needed to appropriately facilitate student creative expression and performance.

ECE 301. Early Childhood Education: History and Philosophy. 3 Hours.

This course is a study of the history and philosophies of early childhood ages 3 through 8 years of age. Areas of emphasis will include the movements and impact of past and present early childhood educational trends and projected directions of the future. Prerequisite: None.

ED 311. Growth and Development for Early Childhood to Grade 12. 3 Hours.

This course examines theories of children's growth and development along with relationships to learning and teaching. Cultural, emotional, physical, intellectual, and learning differences are studied. Prerequisite: None.

ED 321. Foundations of Education. 3 Hours.

This course examines theories of learning along with the impact of strategies for effective teaching. Educational measurement and evaluation as used by schools will be studied. Theories relevant to the use of media and technology will be addressed. Prerequisite: None.

ED 331. Classroom and Behavior Management. 3 Hours.

This course presents best practices in classroom and behavior management including management of time, materials, and space. Additionally, the course examines strategies for managing individual and large-group student behaviors, transitions, lab activities, and other arrangements for classrooms in general and special education. Prerequisite: Admitted to the Teacher Preparation Program.

ED 403. Early Childhood Education: Curriculum. 3 Hours.

This course is a comprehensive study of the curriculum including the areas of instruction, experience, and the use of materials for instructional purposes in early childhood. Prerequisite: ECE 301.

ED 486. Teaching Methods for EC-6 in Health, Math, Physical Education and Science. 3 Hours.

This course is a project-based course that engages students in the planning, delivery, and assessment of state standards using high-impact practices for Health, Math, Physical Education and Science for Grades EC-6. Course content aligns with Texas Educator Content Standards for EC-6 and student standards including content standards for EC-6, College and Career Readiness Standards, and English Language Proficiencies. This course integrates science, math, health, and physical education standards. Prerequisite: Admission to the Teacher Preparation Program.

ED 487. Teaching Methods for EC-6 in Social Studies, Fine Arts, English, Language Arts & Reading. 3 Hours.

This course emphasizes social studies standards that integrate fine arts and English, language arts, and reading standards. Students will engage in planning, delivery, and assessment of state standards using high-impact practices for Social Studies, Fine Arts and English, and Language Arts & Reading (ELAR) for Grades EC-6. Course content aligns with Texas Educator Content Standards for EC-6 and student standards including content standards for EC-6, College and Career Readiness Standards, and English Language Proficiencies. Prerequisite: Admission to the Teacher Preparation Program.

ED 495. Block 1: Co-Teaching Practicum for Certification Candidates. 3 Hours.

This course provides clinical work in the public school setting as part of field experience requirements for the undergraduate Teacher Preparation Program (TPP). University student is identified as Teacher Candidate and is required to spend 6 hours per week for 12 weeks in an assigned classroom under the supervision of an Instructional Leadership Team (ILT) to include University Field Supervisor and Cooperating Teacher. Block 1 is the first semester of the co-teaching assignment (2 semesters) in which Teacher Candidate and Cooperating Teacher are considered co-teachers for the class. Student is required to complete assignments, activities, projects, and observations as assigned by ILT. Prerequisite: Approved field-based assignment by the Teacher Preparation Program.

ED 496. Co-Teaching Practicum for Certification Candidates. 3 Hours.

This course provides clinical work in the public school setting as part of field experience requirements for the undergraduate Teacher Preparation Program (TPP). University student is identified as Teacher Candidate and is required to spend 72 full public school days in an assigned classroom under the supervision of an Instructional Leadership Team (ILT) to include University Field Supervisor and Cooperating Teacher. Block 1 (prerequisite) is the first semester of the co-teaching assignment (2 semesters) in which Teacher Candidate and their Cooperating Teacher are considered co-teachers for the class in a public school setting in the grade level and content of the certification they are seeking. Student will complete assignments, activities, projects, and observations related to certification being sought as assigned by ILT. Prerequisite: Successful completion of ED 495; passing scores on both TExES PPR and TExES Content exams appropriate for the level and certification being sought; continued acceptance in a public school classroom.

EDUC 1301. Introduction to the Teaching Profession. 3 Hours.

This course introduces the student to teaching as a career choice. This course examines student diversity within American public schools and changes in American society that influence classrooms. Foundations in education and the complexities in the teaching profession will be explored. The field experience component will include 16 hours of structured observations and participation in public schools.

EDUC 2301. Introduction to Special Populations. 3 Hours.

This course introduces the student to the foundations of multicultural education. This course explores education in a changing society as well as historical and theoretical perspectives on multicultural education. It focuses upon diversity in the classroom including culturally and linguistically diverse learners, students who are at-risk for failure, and exceptional learners. The field experience component will include 16 hours of structured observations and participation in the schools to examine multicultural teaching in action. This course applies to EC-12 majors with special populations.

ENG 305. Children's Literature I. 3 Hours.

This course provides a survey of the history of children's books, books for very young children, picture books and illustrators, short fiction, folk tales, fables, myths and epics, historical fiction and biography.

ENG 320. Understanding Grammar. 3 Hours.

This course engenders improved application and understanding of English grammar by using traditional sentence diagramming to review fundamental principles of grammar and mechanics.

ENG 345. Advanced Composition for Educators. 3 Hours.

This course provides future educators opportunities to grow as writers, personally and professionally, through interaction with the conventions of writing, literature, and writing across the curriculum, all within a writing community focused on education of self and others. Prerequisite: ENGL 1301 and ENGL 1302 with a grade of C or better.

ESL 400. Foundations of English as a Second Language (ESL) Education. 3 Hours.

The course is a study of the conceptual, linguistic, sociological, historical, political, and legal foundations of English as a Second Language (ESL) education. Course is designed for students who are interested in broadening their knowledge on the historical and legislative foundations of ESL education. It presents an overview of the types of ESL and bilingual programs and the principles of effective ESL education for English Language Learners, including theory and research in ESL education, and effective strategies. In correlation with ESL 472 Instruction for English Language Learners, the course prepares students to pass the TExES 154 ESL Supplemental. This course is cross listed with BE 400.

ESL 472. Instruction for English Language Learners. 3 Hours.

This course studies the conditions for developing biliteracy and the acquisition of English as a Second Language (ESL) and effective teaching strategies for the ESL classroom. It reviews the English system and the processes of first language (L1) and second language (L2) acquisition, including the factors that affect L2 development. It studies implications and teaching strategies for developing communicative competence (listening and speaking), and reading and writing skills and assessment of biliteracy. The course prepares students to pass the TExES 164 Bilingual Supplemental. This course is cross listed with BE 472.

HIST 2321. World Civilization I. 3 Hours.

This course surveys world civilizations from the appearance of settled agricultural societies to the sixteenth century.

HIST 2322. World Civilization II. 3 Hours.

This course surveys the major political, cultural, economic, social, and intellectual developments from 1500 to the present.

HIST 460. Cultural History of Texas. 3 Hours.

This course is a study of the historical, political, and economic forces that have shaped the cultural identity of Texas from Native American prehistory through the Spanish conquest, republic independence, statehood, confederacy, and reconstruction to a major role in the emergence of the New South and the new economy.

ITED 350. Technologies for Instruction, Learning, and Communication. 3 Hours.

This course is designed to develop a comfort with technology and its application to communication. Emphasis is placed on computer assisted presentations, software/hardware analysis, and the design and execution of instruction using electronic means. Previously offered as COMM 350.

MATH 1314. College Algebra. 3 Hours.

This course provides a rigorous study of the concepts and applications of linear, quadratic, higher-order polynomial, rational, radical, exponential and logarithmic functions, and solving systems of equations using various methods. Additional topics such as sequences, series, probability, and conics may be included. This course is designed to prepare STEM majors for success in calculus. Appropriate computer software and hand held technologies will be utilized. Prerequisite: Must have satisfied the math portion of TSI. Placement will also be determined by the Math Placement Exam score.

MATH 1350. Fundamentals of Mathematics I. 3 Hours.

This course provides a rigorous study of the concepts and applications of sets, functions, numeration systems, number theory, and properties of the natural numbers, integers, rational, and real number systems with an emphasis on problem solving and critical thinking. This course is designed for students seeking EC-6 teacher certification. Appropriate computer software and hand held technologies will be utilized. Prerequisite: MATH 1314 with a C or better.

MATH 1351. Fundamentals of Math II. 3 Hours.

This course provides a rigorous study of the concepts and applications of geometry, probability, statistics, and measurement with an emphasis on problem solving and critical thinking. This course is designed for students seeking EC-6 teacher certification. Appropriate computer software and hand held technologies will be utilized. Prerequisite: MATH 1350 and MATH 1314 with a C or better.

MATH 326. Problem Solving for Elementary Teachers. 3 Hours.

This course provides a rigorous study of the concepts of effective problem solving strategies. Strategies will be applied to various problems taken from critical areas of algebra, number concepts, geometry, probability, statistics, measurement, and logic. The scope and sequence will be formative in nature and use a discovery approach to allow students to scaffold their critical thinking skills into a mathematical problem solving rubric. Logical reasoning will be emphasized in all strategies to distinguish the importance of the process of problem solving rather than just finding the answer. Appropriate computer software and hand held technologies will be utilized. With pre-service elementary teachers in mind, this course will also integrate the pedagogy of modeling these skills to elementary mathematics students. Prerequisite: MATH 1314 and MATH 1350 and MATH 1351 with a C or better.

RDG 350. Emergent Literacy Development. 3 Hours.

This course provides the pre-service EC-6 teacher with knowledge and skills necessary to promote early literacy development. Students will develop competency in the components of emergent literacy, including oral language development, phonological and phonemic awareness, the alphabetic principle, high frequency vocabulary development, decoding and spelling strategies, and fluency development. The targeted grade levels for this course are early childhood through grade two.

RDG 352. Literacy Development in the Upper Grades. 3 Hours.

This course provides the pre-service EC-6 teacher with knowledge and skills necessary to promote literacy development in the upper grades. Pre-service teachers will develop competency in promoting content literacy, fluency with expository texts, and vocabulary development. The targeted grade levels for this course are grades three through six. Prerequisite: Admission to the Teacher Preparation Program and successful completion of RDG 350.

RDG 354. Assessment Driven Literacy Instruction. 3 Hours.

This course provides the pre-service teachers with strategies for helping students who are experiencing minor difficulties in their reading development. A holistic framework will be provided for examining reading difficulties and with techniques for developing reading strengths within the classroom. Prerequisite: Admission to the Teacher Preparation Program and successful completion of RDG 350.

SPED 415. Teaching Students with Moderate to Severe Disabilities. 3 Hours.

This course prepares teachers to meet the need of learners with moderate to severe disabilities, ages 3 to 21 years. The course content focuses on: methods of instruction for students with moderate to severe disabilities, research-based instructional interventions demonstrated to be effective with this specific population, and strategies to measure, document, and track student performance for the purpose of making evidence-based decisions and planning.

SPED 410. Introduction to Individual with Exceptionalities. 3 Hours.

This course develops students’ foundational knowledge of historical perspectives, educational principles, laws, and professional ethics and roles in the fields of special education and English Language Learners (ELL). It focuses on the learning and behavioral characteristics of diverse learners, including students with exceptionalities (which includes disabilities, Attention Deficit Hyperactivity Disorders, Dyslexia, and Gifted/Talented) students who are ELL and students who are Culturally and Linguistically Diverse Exceptional (CLDE) learners. Additionally, this course introduces instructional strategies, appropriate curriculum, accommodations, modifications, and assistive technology to ensure the success of all learners.

SPED 417. Assessment of Individuals with Exceptionalities. 3 Hours.

This course focuses on the use of formative and summative assessment to inform instructions and to ensure student achievement for all learners. Based upon the principles of ethical assessment, best practices, and standards-based assessment, students will develops knowledge and skills in the administration and interpretation of assessment. Additionally, assessment of at-risk students, students with exceptionalities, students who are English Language Learners (ELL) and students who are Culturally and Linguistically Diverse Exceptional (CLDE) learners will be emphasized.

SPED 418. Research, Trends, and Issues in Education. 3 Hours.

This course presents current research, issues, and trends in education, specifically emphasizing the teaching-learning process. Students investigate neurodevelopment, action research in the classroom, academic response to intervention, and evidence-based decision-making. Prerequisite: Admission to the Teacher Preparation Program.

Faculty

Dr. Martha Harris

Professor

Email: martha.harris@tamut.edu

Dr. Janis Murdock

Professor

Email: jmurdock@tamut.edu

Laura Currey

Instructor

Email: laura.currey@tamut.edu

Dr. Teri Fowler

Assistant Professor

Email: teri.fowler@tamut.edu

Dr. Sandra Labby

Assistant Professor

Email: slabby@tamut.edu

Sara Langford

Instructor

Email: sara.langford@tamut.edu

Dr. Sara Lawrence

Assistant Professor

Email: sara.lawrence@tamut.edu

Dr. Judy Sander

Professor

Email: judy.sander@tamut.edu

Debora Shidemantle

Instructor

Email: debora.shidemantle@tamut.edu

Dr. Abbie Strunc

Assistant Professor

Email: astrunc@tamut.edu