Exceptional Child Education, Bachelor of Science
| Required Major Hours |
|
47 |
| Required Minor Hours |
|
27 |
| Total Program Hours |
|
74 |
Exceptional Child Education is designed to prepare candidates to become special
education teachers in Grades K-12. The program follows InTASC standards, GWU Conceptual Framework, and the North Carolina Professional Teaching Standards. Candidates pursuing this major will be prepared to teach in a K-12 setting. During the program, candidates will investigate current
educational theories, educational philosophies, and exceptional child teaching methods. Multiple
opportunities will be provided for candidates to observe and teach in PK-12 schools.
Candidates must meet the requirements listed in the Catalog for entrance into Teacher
Education and for entrance into the Professional Semester. Candidates will not be
permitted to complete more than 50% of the major or Professional Education minor until
they are formally admitted into the Teacher Education Program. Candidates must be
admitted into the Teacher Education Program at least two full semesters prior to the
student teaching experience.
Admission to the College of Education is a separate process from general admission to Gardner-Webb University. In addition to being admitted to the university, students must complete a secondary admission process specific to the College of Education, which includes a formal interview.
The North Carolina State Board of Education has adopted new teacher standards and
required all teacher education programs to be revised. Candidates who are already in
Teacher Education can choose to complete the current program or the new program.
The optional 14-credit-hour concentration in Exceptional Children (EC) prepares
candidates to support diverse learners and become successful teachers of exceptional
children. In order to be recommended for licensure, candidates must successfully
complete a dual student teaching experience (EDUC 450) and must pass all Elementary
Education and Exceptional Children licensure exams.
The Exceptional Children Concentration is also available for non-Elementary Education
candidates. For candidates who are non-Elementary Education majors, the following
courses are required in order to obtain the concentration: MATH 204, MATH 205, and
EDUC 302.
A non-licensure track for qualifying candidates is
available. Please consult the Professional Education Committee (PEC) Handbook for
details.
Exceptional Child Education at Gardner-Webb University is state-approved by the North
Carolina State Board of Education.
Students who graduate from the Exceptional Child Education program will demonstrate
proficiency in the North Carolina Professional Teaching Standards (NCPTS) as follows:
1. Teachers demonstrate leadership;
2. Teachers establish a respectful environment for a diverse population of students;
3. Teachers know the content they teach;
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practice, and
6. Teachers contribute to the academic success of students.
Proficiencies will be met as students exhibit competency in the following goals and
learning outcomes.
Student Learning Outcomes
Student Learning Outcomes are subject to change based on data collected and
analyzed by the Exceptional Child Education faculty.
1. Candidates will be able to demonstrate leadership skills to assume leadership
roles in an educational setting (NCPTS I);
2. Candidates will be able to apply leadership skills to assume leadership roles in
an educational setting (NCPTS I);
3. Candidates will be able to demonstrate the ability to adapt instruction for the
diverse needs of learners (NCPTS II);
4. Candidates will be able to differentiate instruction in an effective and appropriate
manner (NCPTS II);
5. Candidates will be able to demonstrate advanced content knowledge related to
core concepts (NCPTS III);
6. Candidates will be able to implement processes relative to the specific discipline
(NCPTS III);
7. Candidates will be able to use formative and summative assessment data to
inform instruction (NCPTS IV);
8. Candidates will be able to integrate reading practices and assessments to design
and implement an appropriate reading program of instruction (NCPTS IV);
9. Candidates will be able to implement management processes in an educational
setting (NCPTS IV);
10.Candidates will be able to reflect critically on performances of others and/or self
for the purpose of improvement (NCPTS V);
11. Candidates will use research and data to adapt instruction (NCPTS V);
12.Candidates will be able to design instruction to meet the needs of digital-age
learners (NCPTS V); and
13.Candidates will be able to demonstrate professional dispositions in varied
settings with regard to all members of an organization (NCPTS V).
Program Requirements
Required Minor Hours (27)
| EDUC 250 | Teaching in the 21st Century Schools | 4 |
| EDUC 350 | Diverse Populations in 21st Century Schools | 4 |
| EDUC 435 | Facilitating Learning in 21st Century Schools | 4 |
| PSYC 303 | Educational Psychology | 3 |
| EDUC 450 | Student Teaching | 12 |
Required Major Hours (37)
| ECED 270 | Critical Components of Special Education | 3 |
| ECED 370 | Specially Designed Instruction for Exceptional Learners | 4 |
| ECED 380 | Communication and Collaboration with Stakeholders | 3 |
| ECED 425 | Providing Instruction - Continuum of Alternative Exceptional Children Placements | 4 |
| ECED 430 | Classroom and Behavior Management | 4 |
| ECED 445 | IEP Development & Seminar | 3 |
| EDUC 251 | Introduction to Effective Teaching and Learning | 1 |
| EDUC 252 | Applying Principles of Effective Teaching and Learning | 1 |
| EDUC 302 | Literacy Foundations | 3 |
| EDUC 306 | Literacy and Language Arts for K-8 | 3 |
| EDUC 312 | Practicum in Literacy (K-6) | 2 |
| EDUC 320 | Vocabulary, Comprehension and Writing Instruction | 3 |
| EDUC 410 | Introduction to Curriculum Integration and Assessment | 3 |
| MAED 204 | Mathematics for Elementary Teachers | 3 |
| MAED 205 | Mathematics for Elementary Teachers II | 3 |
| MAED 330 | Math Methods in 21st Century Schools | 3 |
| PHED 311 | Healthful Living for the Elementary Educator Seminar | 1 |