As a special education teacher, you will have the rewarding experience of knowing that, day-by-day, you are changing lives, encouraging dreams and paving the way to a brighter future for your students.
Make no mistake — this career path is not for the faint of heart. You will experience challenges on both physical and mental levels, but with these challenges comes the promise of a meaningful and fulfilling future. You will be the person to tell someone they can, when the world tells them they can’t.
Within our special education program you will have the unique opportunity to work alongside seasoned professionals in the field and network with program administrators. Our small class sizes provide opportunity for you to receive individualized attention from your professors. Then you will take what you’ve learned in the classroom and apply it to the real world, gaining hands on experience through William Woods University offered clinical work and a semester of student teaching.
Using the knowledge and practicum they receive at William Woods University, bachelors in education graduates in special education are prepared to pursue an exciting career as:
The Bachelor of Science in Special Education degree at William Woods University consists of 122 distinct credit hours for graduation—including 85 core major credits.
Rationale, trends and goals for the multicultural curriculum are addressed. Students learn concepts and influences of various microcultures on cultural pluralism and strategies for teaching diverse populations.
Educational Technology I
The role of technology in the K-12 classroom and issues surrounding technology use are examined. Students incorporate technology use into projects presented to the class.
A study of children with special needs who qualify for special education services. Topics include the history and legal basis of special education, the special education process, assessment and evaluation procedures, characteristics, and appropriate intervention strategies and teaching methods. Emphasis is placed on characteristics and teaching strategies for the following exceptionalities: learning disabilities, mental retardation, behavior/emotional disorders and giftedness.
It is recommended for all Education majors and for students seeking secondary education certification. It focuses on the development of educational institutions and ideas, social forces that have influenced them and current issues affecting educators. It specifically included a survey of the policies, procedures, portfolios and certification examinations that are part of the Missouri educator certification process.
Cross Categorical Disabilities
Instructional, classroom and student strategies involving mild/moderate cross categorical disabilities are provided. Readings, lectures, discussions and assignments focus on researched differentiated instruction.
Pre-Student Teaching I
Students become familiar with classroom organization and operation, curriculum materials and a school’s instructional program through classroom observations. Includes 30 required hours of classroom observation, journal reflections and scheduled meetings with the course instructor.
Pre-Student Teaching II
Includes 30 required hours of classroom observation and limited instructional participation. Journal reflections and scheduled meetings with the course instructor are also part of the course.
Integrated Curriculum I
The values and criteria for selecting and using literature with elementary and middle school students at various stages of development are emphasized. Planning and evaluation of a literature program are stressed. Four traditional expressions of language -reading, writing, listening, and speaking - are explored.
Integrated Curriculum II
Teaching methods, strategies, resources and practices in teaching art, music, physical education, science and social studies at the elementary and middle school levels are emphasized. A thematic unit will be developed to demonstrate competency in curriculum planning, development and teaching.
Teaching Mathematics (Elementary)
Instructional methods, materials, mathematics literature, and the evaluation procedures used in teaching mathematics at the elementary level are studied. Focuses on the improvement of teaching and curriculum expansion as recommended in the National Council of Teachers of Mathematics standards. This course does not apply toward a major or minor in mathematics and does not apply toward the university’s general education program.
Language and communication disorders of students with special needs are investigated. Topics include normal language acquisition, language development of exceptional children, language problems and deficits, implications of language disorders and delays for learning, assessment, instructional strategies, and treatment.
Teaching Remedial Mathematics
Teaching methods specific to remediation of special mathematics learning needs. Students will spend time in the schools assisting with the teaching of remedial mathematics. This course does not apply toward a major or minor in mathematics and does not apply toward the university’s General Education program.
Teaching Cross Categorical Disabilities
Study of learning patterns, educational diagnostic techniques and development of educational strategies and materials for use with children with cross-categorical disabilities. This course requires 16 hours of clinical experience in the schools.
Reading in the Content Area
The special demands of content-area reading and writing for elementary, middle school and secondary students are addressed. Possible causes of reading difficulties and simple assessment procedures are discussed. Teaching strategies for content comprehension, study skills, and vocabulary development are explored.
Teaching Elementary Reading
Instructional methods and materials used in teaching reading in the elementary grades are examined.
Conferencing and Consultation
Addresses parental rights and responsibilities in the education of their child with special needs. Topics include the evaluation process, eligibility requirements and determination, the individualized education plan (IEP), and parent involvement in all stages of their child’s educational program.
Measurement and Evaluation
Individual diagnostic procedures are studied, including informal and formal assessment, the interpretation of assessment results, and development of educational programs and instruction. Proficiency in assessment procedures and test administration are emphasized.
Analysis and Correction
A field-based course that covers methods of diagnosing mild reading disabilities commonly found in elementary-age students and methods of working with children to help them overcome disabilities. The course includes 12 hours of tutoring assignments outside of class time with elementary and/or middle school students.
The nature of behavior problems in schools, including types, etiology, and management through educational and behavioral intervention procedures are addressed. Students are encouraged to take this course the semester before they do their student teaching.
Learning characteristics, career/vocational opportunities, assessment of secondary students with mild to moderate disabilities.
Teaching competence is strengthened through multiple means, including the examination of and reflection upon the students experiences during their supervised teaching placement. This is a writing intensive course that includes a community profile paper, reflection pieces and a culminating portfolio that documents performance standards. Class meetings occur before, during and after the student teaching experience.
CoREQUISITE: EDU 490 or EDU 493 or EDU 495 or EDU 499.
Supervised Teaching (Special Education)
Students gradually assume full responsibility for classroom instruction. Supervision is provided by the classroom cooperating teacher and by a university faculty member. Acceptance into the university’s student teacher program is required. (Special fee)
CoREQUISITE: EDU 492
Mathematics for Elementary Teachers
Mathematics for Elementary Teachers will address the mathematical knowledge, skill, and processes students in grades 1-8 need to know and be able to do. These mathematics include Algebra, Geometry, and Statistics.
Instructional Techniques in Health K-12
To develop an understanding and competency in teaching health, nutrition, and safety in the elementary grades. Required for K-12 Physical Education, Early Childhood, and Elementary Education majors.
Child Development and Behavior
This course addresses the cognitive, biological and social development of children. Factors that impact development and the bi-directional relationship of the child and their environment are considered.
The study of the psychological principles which support the foundation of educational theory and practice. The student will be able to understand and apply the psychological principles that form the basis of educational theory and practice.
Psychology of the Adolescent and the Middle-Level Child
This course addresses the physical, intellectual, emotional and social development of the adolescent and the middle-level child and how this development is related tdo the learning-teaching process.
Learn more about undergraduate admissions requirements, deadlines, tuition and financial aid available to you.