Throughout the program, students are required to complete a minimum of 100 hours of verified field experiences. The focus of each observation will relate to specific course content. Documentation will be maintained in the student's electronic portfolio. Students' field experiences are designed to prepare them for student teaching.
Student teaching is an integral component of the Special Education Program. Student teachers work with a cooperating teacher and with a University of Phoenix faculty advisor during a field-based experience in a cross-categorical special education setting. The student teaching experience is designed to emphasize the achievement of state standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified teacher.
The degree program has a research component as well. This component requires an Action Research Project. The project integrates the theoretical aspects of special education and the practical experience of the adult learner through the identification and exploration of a significant problem related to the student's area of professional responsibilities and interest.
| Course # | Course Title | Credits | Prerequisite(s) |
|
| MTE 507 | Orientation to Teacher Education | 0 | --- |
| COM 516 | Professional Communications | 1 | --- |
| SPE 513 | Orientation to the Exceptional Child | 3 | COM 516 |
| MTE 509 | Models, Theories, and Instructional Strategies | 2 | COM 516 |
| MTE 509E | E-portfolio evaluation for MTE 509 | 0 | --- |
| SPE 511 | Special Education Methods | 3 | SPE 513
MTE 509 |
| SPE 511E | E-portfolio evaluation for SPE 511 | 0 | --- |
| SEI 500 | Structured English Immersion | 3 | |
| SPE 512 | Special Education Assessment & Interpretation | 3 | SPE 511 |
| SPE 548 | Special Education Student Teaching: Cross Categorical, Seminar I | 2 | SPE 512
SPE 511E |
| SPE 548E | E-portfolio evaluation for SPE 548 | 0 | --- |
| Progression requirements must be completed by the end of SPE/548. These requirements include passing scores on the basic skills exam or equivalent, fingerprint clearance, letters of recommendation, passing scores on a formal interview, and a personal statement regarding teaching. Evidence of these proficiencies must be uploaded to the Teacher Education Program Requirement DRF in the e-portfolio. In some states, candidates may need to provide verification of immunizations. |
| MTE 561 | Action Research | 3 | COM 516 |
| SPE 537 | Characteristics of Learning Disabilities | 3 | MTE 509E
SPE 511E
SPE 548 |
| SPE 537E | E-portfolio evaluation for SPE 537 | 0 | --- |
| SPE 531 | Characteristics of MR & Developmental Disabilities | 3 | MTE 509E
SPE 511E
SPE 548E |
| SPE 544 | Characteristics of Emotional & Behavioral Disabilities | 3 | MTE 509E
SPE 511E
SPE 548E |
| SPE 556 | Characteristics of Physical and Health Disabilities | 3 | MTE 509E
SPE 511E
SPE 548E |
| RDG 530 | Curriculum Constructs and Assessment: Reading and Language Arts | 4 | MTE 509E
SPE 548E |
| RDG 530E | E-portfolio evaluation for RDG 530 | 0 | --- |
| SPE 575 | Inclusion Strategies of the Special Educator | 3 | SPE 537E
SPE 548E
SPE 531
SPE 544
SPE 556 |
| SPE 575E | E-portfolio evaluation for SPE 575 | 0 | --- |
| SPE 582 | Special Education Student Teaching: Cross Categorical, Seminar II | 3 | SPE 575
SEI 500 |
| SPE 582E | E-portfolio evaluation for SPE 582 | 0 | --- |
| SPE 583 | Special Education Student Teaching: Cross Categorical, Seminar III | 3 | SPE 575E
RDG 530E
SPE 582 |
| SPE 583E | E-portfolio evaluation for SPE 583 | 0 | --- |
| Total Credits | 45 | |
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