北卡罗来纳州立大学格林波若分校

The Special Education Program provides opportunities for the study of school-age learners with mild to moderate disabilities (learning disabilities, behavior and/or emotional disabilities, and educable mental disabilities). Students enrolling in this program learn about trends and issues in the field of special education, characteristics and needs of students with mild to moderate disabilities, specialized teaching methods for working with these students, strategies for collaboration with parents and/or families and colleagues, positive means for providing behavior supports, and technology applications that support students’ education.

In addition to courses in the major area, students elect a second academic concentration (e.g., psychology, sociology, interdepartmental studies). Field experiences and student teaching take place at local public and private schools with students who have mild to moderate disabilities. Students completing this program and its requirements are eligible for licensure by the North Carolina Department of Public Instruction in special education: general curriculum (K-12).

Student Learning Goals

Students completing the teacher preparation program in Special Education: General Curriculum are able to:

• Demonstrate understanding of current federal and North Carolina law and policy related to special education and related services.
• Explain the basic educational and clinical concepts relative to definition, characteristics, identification, and diagnosis of students with mild to moderate disabilities.
• Create or revise program models for effective special education service delivery, including transition, based on a system of care philosophy and issues related to competent professional role management.
• Use exemplary diagnostic, instructional, and therapeutic approaches, including those based on technology applications, for effectively and positively meeting the academic and social and/or emotional needs of students with mild to moderate disabilities.
• Evaluate the effectiveness of students’ special education programs and services as well as overall program and service structures.
• Work collaboratively with other school professionals, paraprofessionals, parents, and community and agency personnel to meet the needs of students with mild to moderate disabilities.