Special Education, B.S.E.

Requirements for Program

The Special Education teacher preparation program supports the UK educator preparation unit’s theme of Research and Reflection for Learning and Leading. Special education teachers are prepared to assess, plan, and teach based on what they learn from their students and to conduct continuous self-reflection in order to improve their teaching. The standards and competencies on which the Special Education program is based are those prescribed by The Council for Exceptional Children and The Kentucky New Teacher Standards. The B.S. in Education program in Special Education requires completion of: (1) the UK Core requirements; (2) specified course work in Related Studies and Professional Education; and (3) specified course work in the Learning/Behavior Disorders (LBD) and Moderate to Severe Disabilities (MSD) areas of specialization. Students graduating from the certification program obtain two Kentucky teacher certificates in Moderate to Severe Disabilities (grades P-12) and in Learning/Behavior Disorders (grades P-12). It is possible to complete this certificate program in four years.

Continuous Assessment

1. All students in the Special Education program are expected to meet the standards and rules for Admission, Retention, and Completion from Teacher Education Programs as set forth in the section “Admission, Retention, and Completion from Teacher Education Programs”.
2. Assessment at the Point of Entry to the Special Education Program. The admission process provides the first point for formal assessment of the competencies outlined in the Initial Certification Program Folio for the program. Students who apply for admission must: (a) meet the requirement for admission to the Teacher Education Program; (b) have successfully completed a special education survey course (EDS 375 ) and have completed or be enrolled in initial coursework (EDS 514 , EDS 526 , EDS 546 ); and (c) be able to articulate their philosophy of teaching and document their experiences with persons with disabilities in an initial portfolio and an entrance interview. For students that have limited experience with individuals with disabilities, it is strongly recommended to be enrolled in the initial practicum when applying (EDS 301 ).
3. On-going Assessment. Once a student is admitted to the program, he/she meets with an advisor to plan the remainder of the program. Prior to the student teaching semester, the student must present a portfolio that documents his/her progress toward meeting program competencies in the courses completed.
4. Completion Assessment. At the completion assessment, students must document that they have met all program competencies through a final review of their portfolio and the successful completion of student teaching in multiple public school placements for students across a variety of grade levels and ability levels (i.e., LBD and MSD).