Bachelor of Science in Education in Special Education (Pre-K-12)
Learn more about the Bachelor of Science in Education in Special Education (Pre-K-12).
The Special Education (PreK-12) program in the College of Education and Human Development 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’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
- Emphasizing preventative approaches to support improved teaching and learning
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 2103 | Socio-cultural Foundations of Education in the United States 1 | 3 |
| SPED 2128 | Assistive Technology and Universal Design for Learning | 3 |
| EDUC 1016 | Mathematics for Educators 1 | 4 |
| or MATH 1021 | College Algebra | |
| SPED 2231 | Introduction to Special Education 1 | 3 |
| ECED 2101 | Child Development, Birth to Nine 1 | 3 |
| SPED 2201 | Language Development and Communication Strategies | 3 |
| EDUC 2109 | Adolescent Development for Educators 1 | 3 |
| ABA 3302 | Analyzing and Changing Behavior | 3 |
| SPED 4331 | Family and Interdisciplinary Collaborative/Consultation Skills | 3 |
| ECED 3106 | Literacy Foundations for the Primary Grades: First Grade through Fourth Grade | 3 |
| ECED 3107 | Learning Mathematics for the Primary Grades: First through Fourth Grade | 3 |
| ECED 3108 | Social Studies for the Early Years, Pre K-4 | 3 |
| ECED 3109 | Science for the Early Years | 3 |
| ECED 3187 | Practicum for the Primary Grades | 3 |
| MGSE 3196 | Teaching and Learning Literacy in the Middle Grades | 3 |
| MGSE 3404 | Teaching and Learning Math in the Middle Grades | 3 |
| SPED 3304 | Effective Teaching Strategies and Academic Interventions | 3 |
| SPED 3187 | Integrated Literacy and Special Education Practicum | 3 |
| SPED 3211 | Effective Instructional Strategies for Students with Disabilities | 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 |
| TESL 3631 | Principles and Practice for Teaching English Learners | 3 |
| SPED 3201 | Effective Instructional Strategies for Students with Moderate to Significant Disabilities | 3 |
| SPED 3287 | Practicum for Diverse Learners | 3 |
| SPED 4201 | Effective Transition for Students with Disabilities | 3 |
| SPED 4801 | Senior Seminar and Performance Assessment in Special Education | 3 |
| SPED 4888 | Student Teaching in Special Education | 9 |
| Total Credit Hours | 95 | |
| 1 | These courses must be completed with a C- or better to be eligible for Candidacy approval; either ECED 2101 or 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
B.S.ED. in Special Education (Pre-K-12)
Requirements for New Students starting in the 2022-2023 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 | |
| ENG 0802, 0812, or 0902 | Analytical Reading and Writing [GW]3 | 4 |
| MATH 1015 | Introduction to Numbers & Figures1,3 | 4 |
| GenEd Breadth Course | 3 | |
| GenEd Breadth Course | 3 | |
| Term Credit Hours | 14 | |
| Spring | ||
| IH 0851 or 0951 | Intellectual Heritage I: The Good Life [GY]3 | 3 |
| GenEd Breadth Course | 3 | |
| GenEd Breadth Course | 3 | |
| EDUC 2103 | Socio-cultural Foundations of Education in the United States3 | 3 |
| Select one of the following:1,3,4 | 4 | |
| Mathematics for Educators | ||
| College Algebra | ||
| Term Credit Hours | 16 | |
| Year 2 | ||
| Fall | ||
| IH 0852 or 0952 | Intellectual Heritage II: The Common Good [GZ]3 | 3 |
| GenEd Breadth Course | 3 | |
| SPED 2128 | Assistive Technology and Universal Design for Learning | 3 |
| SPED 2231 | Introduction to Special Education2,3 | 3 |
| ECED 2101 | Child Development, Birth to Nine2,3 | 3 |
| Term Credit Hours | 15 | |
| Spring | ||
| SPED 2201 | Language Development and Communication Strategies | 3 |
| EDUC 2109 | Adolescent Development for Educators2,3 | 3 |
| ABA 3302 | Analyzing and Changing Behavior | 3 |
| SPED 4331 | Family and Interdisciplinary Collaborative/Consultation Skills | 3 |
| GenEd Breadth Course | 3 | |
| Term Credit Hours | 15 | |
| Year 3 | ||
| Fall | ||
| ECED 3106 | Literacy Foundations for the Primary Grades: First Grade through Fourth Grade | 3 |
| ECED 3107 | Learning Mathematics for the Primary Grades: First through Fourth Grade1 | 3 |
| ECED 3108 | Social Studies for the Early Years, Pre K-4 | 3 |
| ECED 3109 | Science for the Early Years | 3 |
| ECED 3187 | Practicum for the Primary Grades | 3 |
| Term Credit Hours | 15 | |
| Spring | ||
| MGSE 3196 | Teaching and Learning Literacy in the Middle Grades [WI] | 3 |
| MGSE 3404 | Teaching and Learning Math in the Middle Grades | 3 |
| SPED 3304 | Effective Teaching Strategies and Academic Interventions | 3 |
| SPED 3187 | Integrated Literacy and Special Education Practicum | 3 |
| SPED 3211 | Effective Instructional Strategies for Students with Disabilities | 3 |
| Term Credit Hours | 15 | |
| Year 4 | ||
| Fall | ||
| 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 |
| TESL 3631 | Principles and Practice for Teaching English Learners2 | 3 |
| SPED 3201 | Effective Instructional Strategies for Students with Moderate to Significant Disabilities | 3 |
| SPED 3287 | Practicum for Diverse Learners | 3 |
| Term Credit Hours | 18 | |
| Spring | ||
| SPED 4201 | Effective Transition for Students with Disabilities | 3 |
| SPED 4888 | Student Teaching in Special Education | 9 |
| SPED 4801 | Senior Seminar and Performance Assessment in Special Education | 3 |
| Term Credit Hours | 15 | |
| Total Credit Hours: | 123 | |
| 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 or ECED 2101, 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; either ECED 2101 or 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. |