Overview
Offered by the the Department of Teaching and Learning, the Bachelor of Science in Education in Special Education (Pre-K-12) equips teachers with deep understandings of the sociocultural context of education, high-impact instructional practices, and empirically-supported, preventative approaches to provide equitable education to children with disabilities.
The program features uphold and further both the College of Education and Human Development's and the university's mission in the following ways:
- Promoting evidence-based practice and effective implementation in the classroom;
- Recognizing and ameliorating the impact of socio-cultural factors on the education of children with disabilities;
- Advocating inclusive practices both within schools and within society as a whole; and,
- Emphasizing preventative approaches to support improved teaching and learning.
Campus Location: Main
Program Code: ED-SPPK-BSED
Accreditation
The program is approved as a teacher preparation program by the Pennsylvania Department of Education.
Licensure/Certification
Upon successful completion of the program requirements, candidates may apply for a Pennsylvania Instructional I Teaching Certificate. Please note, Pennsylvania requires assessment of candidates in General Knowledge, Professional Knowledge and/or Subject Area Knowledge prior to issuance of a certificate. Please refer to the PDE web site for testing requirements.
Contact Information
Undergraduate Advising, College of Education and Human Development
edadvising@temple.edu
Jason Travers, Program Coordinator
jason.travers@temple.edu
Kristie Newton, Teaching and Learning Department Chair
KJNewton@temple.edu
Learn more about the Bachelor of Science in Education in Special Education (Pre-K-12).
These requirements are for students who matriculated in academic year 2024-2025. Students who matriculated prior to fall 2024 should refer to the Archives to view the requirements for their Bulletin year.
Summary of Requirements
University Requirements
All students are required to complete the university's General Education (GenEd) curriculum.
All students (including transfer students) must take a minimum of two writing-intensive (WI) courses at Temple University. Writing intensive course numbers end in 96, 97 and 98.
College Requirements
Students receive a Bachelor of Science in Education degree by meeting the following minimum College requirements:
- Completion of program requirements as detailed on the academic plan.
- Earn a "C-" or above in all required Education Courses.
- Earn a "C-" or above in all required University General Education Courses.
- Additional University and College requirements are located on the College of Education and Human Development's Academic Policies and Regulations page in this Bulletin.
Program Requirements
| Code | Title | Credit Hours |
|---|---|---|
| MATH 1015 | Introduction to Numbers & Figures 1 | 4 |
| EDUC 1016 | Mathematics for Educators 1 | 4 |
| or MATH 1021 | College Algebra | |
| EDUC 2103 | Socio-cultural Foundations of Education in the United States 1 | 3 |
| EDUC 2109 | Adolescent Development for Educators 1 | 3 |
| SPED 2128 | Assistive Technology and Universal Design for Learning | 3 |
| SPED 2201 | Language Development and Communication Strategies | 3 |
| SPED 2231 | Introduction to Special Education 1 | 3 |
| ABA 3302 | Analyzing and Changing Behavior | 3 |
| ECED 3107 | Learning Mathematics for the Primary Grades: First through Fourth Grade | 3 |
| or MGSE 3404 | Teaching and Learning Math in the Middle Grades | |
| ECED 3187 | Junior Practicum I | 3 |
| or SPED 3187 | Integrated Literacy and Special Education Practicum | |
| ECED 3197 | Language and Literacy Development and Instruction I | 3 |
| or MGSE 3196 | Teaching and Learning Literacy in the Middle Grades | |
| SPED 3201 | Effective Instructional Strategies for Students with Moderate to Significant Disabilities | 3 |
| SPED 3211 | Effective Instructional Strategies for Students with Disabilities | 3 |
| SPED 3287 | Practicum for Diverse Learners | 3 |
| SPED 3304 | Effective Teaching Strategies and Academic Interventions | 3 |
| TESL 3631 | Principles and Practice for Teaching English Learners | 3 |
| SPED 4103 | Classroom Management and Positive Behavior Support | 3 |
| SPED 4105 | Assessment in Special Education | 3 |
| SPED 4196 | Literacy Instruction for Students with Disabilities | 3 |
| SPED 4201 | Effective Transition for Students with Disabilities | 3 |
| SPED 4331 | Family and Interdisciplinary Collaborative/Consultation Skills | 3 |
| SPED 4801 | Senior Seminar and Performance Assessment in Special Education | 3 |
| SPED 4888 | Student Teaching in Special Education | 9 |
| Total Credit Hours | 77 | |
- 1
These courses must be completed with a C- or better to be eligible for Candidacy approval; EDUC 2109 must be completed before Candidacy approval. Pre-Candidacy coursework includes a variety of courses, including a minimum of 1) two college-level math courses totaling at least six credits, 2) one college-level writing/composition course with a minimum of three credits (GenEd Analytical Reading and Writing), and 3) one literature course with a minimum of three credits (Intellectual Heritage I: The Good Life or Intellectual Heritage II: The Common Good); no 0700 or pre-college level courses can count toward these requirements.
Suggested Academic Plan
Bachelor of Science in Education in Special Education (Pre-K-12)
Suggested Plan for New Students Starting in the 2024-2025 Academic Year
(Certain courses require that a student secure clearances as per the College of Education and Human Development policy; students should check the current list of courses that require clearances on the College of Education and Human Development web site.)
| Year 1 | ||
|---|---|---|
| Fall | Credit Hours | |
| MATH 1015 | Introduction to Numbers & Figures 1,3 | 4 |
| ENG 0802 | Analytical Reading and Writing [GW] 3 or Analytical Reading and Writing: ESL [GW] or Honors Analytical Reading and Writing [GW] | 4 |
| GenEd Breadth Course | 3 | |
| GenEd Breadth Course | 3 | |
| GenEd Breadth Course | 3 | |
| Credit Hours | 17 | |
| Spring | ||
| EDUC 2103 | Socio-cultural Foundations of Education in the United States 3 | 3 |
| Select one of the following: 1,3,4 | 4 | |
| Mathematics for Educators | ||
| College Algebra | ||
| IH 0851 or IH 0951 | Intellectual Heritage I: The Good Life [GY] 3 or Honors Intellectual Heritage I: The Good Life [GY] | 3 |
| GenEd Breadth Course | 3 | |
| GenEd Breadth Course | 3 | |
| Credit Hours | 16 | |
| Year 2 | ||
| Fall | ||
| EDUC 2109 | Adolescent Development for Educators 2,3 | 3 |
| SPED 2128 | Assistive Technology and Universal Design for Learning | 3 |
| SPED 2231 | Introduction to Special Education 2,3 | 3 |
| IH 0852 or IH 0952 | Intellectual Heritage II: The Common Good [GZ] 3 or Honors Intellectual Heritage II: The Common Good [GZ] | 3 |
| GenEd Breadth Course | 3 | |
| Credit Hours | 15 | |
| Spring | ||
| SPED 2201 | Language Development and Communication Strategies | 3 |
| ABA 3302 | Analyzing and Changing Behavior | 3 |
| Elective | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Credit Hours | 15 | |
| Year 3 | ||
| Fall | ||
| ECED 3107 or MGSE 3404 | Learning Mathematics for the Primary Grades: First through Fourth Grade 1 or Teaching and Learning Math in the Middle Grades | 3 |
| ECED 3187 or SPED 3187 | Junior Practicum I or Integrated Literacy and Special Education Practicum | 3 |
| MGSE 3196 or ECED 3197 | Teaching and Learning Literacy in the Middle Grades [WI] or Language and Literacy Development and Instruction I [WI] | 3 |
| SPED 4331 | Family and Interdisciplinary Collaborative/Consultation Skills | 3 |
| TESL 3631 | Principles and Practice for Teaching English Learners 2 | 3 |
| Credit Hours | 15 | |
| Spring | ||
| SPED 3211 | Effective Instructional Strategies for Students with Disabilities | 3 |
| SPED 3304 | Effective Teaching Strategies and Academic Interventions | 3 |
| SPED 4201 | Effective Transition for Students with Disabilities | 3 |
| Elective | 3 | |
| Elective | 3 | |
| Credit Hours | 15 | |
| Year 4 | ||
| Fall | ||
| SPED 3201 | Effective Instructional Strategies for Students with Moderate to Significant Disabilities | 3 |
| SPED 3287 | Practicum for Diverse Learners | 3 |
| SPED 4103 | Classroom Management and Positive Behavior Support | 3 |
| SPED 4105 | Assessment in Special Education | 3 |
| SPED 4196 | Literacy Instruction for Students with Disabilities [WI] | 3 |
| Credit Hours | 15 | |
| Spring | ||
| SPED 4801 | Senior Seminar and Performance Assessment in Special Education | 3 |
| SPED 4888 | Student Teaching in Special Education | 9 |
| Credit Hours | 12 | |
| Total Credit Hours | 120 | |
- 1
Completion of 1) MATH 1015, 2) MATH 1021 or EDUC 1016, and 3) ECED 3107 constitutes the waiver for the GenEd Quantitative Literacy (GQ) category if the courses are completed with a C- or better.
- 2
Completion of 1) SPED 2231, 2) EDUC 2109 and 3) TESL 3631 constitutes the waiver for the GenEd Human Behavior (GB) category if the courses are completed with a C- or better.
- 3
These courses must be completed with a C- or better to be eligible for Candidacy approval; EDUC 2109 must be completed before Candidacy approval. Pre-Candidacy coursework includes a variety of courses, including a minimum of 1) two college-level math courses totaling at least six credits, 2) one college-level writing/composition course with a minimum of three credits (GenEd Analytical Reading and Writing), and 3) one literature course with a minimum of three credits (Intellectual Heritage I: The Good Life or Intellectual Heritage II: The Common Good); no 0700 or pre-college level courses can count toward these requirements.
- 4
Students selecting MATH 1021 should do so in consultation with a CEHD advisor.