Teacher Education (Special Education Option)

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Associate of Arts (A.A.)

Semester Sequence

This is a suggested full-time schedule for a student who has completed any developmental course work and has no transfer credits. Refer to the College catalog for specific requirements in selecting General Education courses .

Fall Semester Year 1*

CMNS 101 - Fundamentals of Communication 3 Credit(s).
ENGL 101 - College Composition I 3 Credit(s).
EDTR 101 - Foundations of Education 3 Credit(s).
PSYC 101 - Introduction to Psychology 3 Credit(s).
FAPA 101 - Introduction to Fine and Performing Arts 3 Credit(s).

Spring Semester Year 1

EDTR 103 - Principles of Human Growth and Development 3 Credit(s).
EDTR 107 - Introduction to Special Education 3 Credit(s).
ENGL 102 - College Composition II 3 Credit(s).
Gen. Ed. Elective - Biological and Physical Sciences 3 Credits.
Gen. Ed. Elective - Mathematics 4 Credits.

Fall Semester Year 2

EDTR 215 - Educational Psychology 3 Credit(s).
Gen. Ed. Elective - Biological and Physical Sciences 4 Credits.
Gen. Ed. Elective - Information Technology 3 Credits.
Gen. Ed. Elective - Social and Behavioral Sciences 3 Credits.
Program Elective 3 Credits.

Spring Semester Year 2

EDTR 271 - Field Based Experience 1 Credit(s). (Special Education)
EDTR 273 - Field-Based Experience 3 Credit(s). (Special Education)
Gen. Ed. Elective - Wellness and Health 3 Credits.
Program Electives 6 Credits.

Note:

*If a student is required to complete ACDV 101 —Transitioning to College (1 credit), this course should be taken in the first semester and will increase the number of credits required for the degree by 1 credit.

General Education Requirements and Electives - 35 Credits

General Education Requirements:

CMNS 101 - Fundamentals of Communication 3 Credit(s).
ENGL 101 - College Composition I 3 Credit(s).
ENGL 102 - College Composition II 3 Credit(s).
FAPA 101 - Introduction to Fine and Performing Arts 3 Credit(s).
PSYC 101 - Introduction to Psychology 3 Credit(s).

General Education Electives:

(Choose courses in each category from the list of approved General Education courses . One 3-credit General Education course must be a Diversity course.)

Students must have at least 60 credits for an associate degree. Students who choose to take 3 credits of Mathematics and 7 credits of Biological and Physical Sciences, rather than 4 and 8, may need to take an additional class in order to reach at least 60 credits.

Biological and Physical Sciences (from 2 different disciplines or 2-course sequence, 1 with a lab) 7 Credit(s).
Information Technology 3 Credit(s).
Mathematics 4 Credit(s).
Social and Behavioral Sciences 3 Credit(s).
Wellness and Health 3 Credit(s).

Program Requirements and Electives - 24 Credits

Program Requirements:

EDTR 101 - Foundations of Education 3 Credit(s).
EDTR 103 - Principles of Human Growth and Development 3 Credit(s).
or
PSYC 103 - Principles of Human Growth and Development 3 Credit(s).
EDTR 107 - Introduction to Special Education 3 Credit(s).
or
PSYC 107 - Introduction to Special Education 3 Credit(s).
EDTR 215 - Educational Psychology 3 Credit(s).
or
PSYC 215 - Educational Psychology 3 Credit(s).
EDTR 271 - Field Based Experience 1 Credit(s). (Special Education)
EDTR 273 - Field-Based Experience 3 Credit(s). (Special Education)

Program Electives:

Selection of electives dependent upon articulation with four-year transfer institution and the number of credits required to complete A.A. degree

EDTR 120 - Child Growth and Development 3 Credit(s).
EDTR 121 - Curriculum and Materials in Early Childhood Education 3 Credit(s).
EDTR 122 - Infant and Toddler Growth and Development 3 Credit(s).
or
PSYC 122 - Infant and Toddler Growth and Development 3 Credit(s).
EDTR 242 - Processes and Acquisition of Reading 3 Credit(s).
or
EDTR 252 - Teaching Reading in the Content Area, Part I 3 Credit(s).
EDTR 260 - Characteristics of Children with Behavioral and Learning Disabilities 3 Credit(s).
EDTR 261 - Evaluation of the Exceptional Child 3 Credit(s).
EDTR 262 - Educational Planning for the Exceptional Child 3 Credit(s).
EDTR 264 - Classroom Management/Teaching Techniques for the Exceptional Child 3 Credit(s).
EDTR 265 - Pre-Vocational and Vocational Methods 3 Credit(s).
INTR 101 - American Sign Language I 3 Credit(s).
INTR 102 - American Sign Language II 3 Credit(s).
PSYC 219 - Adolescent Psychology 3 Credit(s).

Total Credits Required for Degree 60*

Notes

*Credit students who are new to college (no successfully completed college coursework at other institutions) are required to take ACDV 101 in the first semester at CCBC. This is a 1-credit class, and it does not count towards the number of credits required for a degree or certificate. Students are required to provide an official transcript(s) to document successful completion of college coursework at another institution(s) for this requirement to be waived.

Program Description

This degree is provided for students who changed their major from another program or degree option where they earned 35 or more credits. It does not transfer seamlessly to Maryland four-year institutions offering Teacher Education programs. Students pursuing the A.A. degree option must meet with the CCBC Teacher Education Director or their campus coordinator before registering for classes.

Generic Special Education-Early Childhood, in Maryland, includes birth-grades 3.

Generic Special Education-Elementary, in Maryland, includes grades 1-8.

Generic Special Education-Secondary, in Maryland, includes grades 6-adult.

Program Outcomes

Upon successful completion of this degree option, students will be able to:

demonstrate understanding of how children learn and develop by analyzing instructional practices and student behaviors during an observation in an authentic setting;
provide learning opportunities that support a child’s intellectual, social, and personal development by creating instructional activities that are developmentally appropriate;
understand diversity and its connection to learning by analyzing hypothetical scenarios;
use an understanding of individual and group motivation and behavior that encourages positive social interaction, active engagement in learning, and self-motivation by analyzing instructional practices and student behaviors during an observation in an authentic setting;
understand how to foster active inquiry, collaboration, and supportive interaction in the classroom using verbal, non-verbal, and technological communication techniques by creating a lesson plan using the Common Core Curriculum Frameworks;
be reflective and continually evaluate the effects of his or her choices and actions on self and others by completion of their Individual Development Plan; and,
understand the importance of fostering relationships with colleagues, families, and the larger community by utilizing technology to identify school-and community-based resources that support parents and families.