Special Education - B.S.E.
The Deaf Education concentration prepares candidates for licensure to work with students with hearing loss. The program develops expertise in a variety of areas, including: knowledge of content that crosses the general education curriculum (e.g., reading, mathematics, science, social studies) and specific methods for adapting content to meet the needs of students with hearing loss, language development. American Sign Language. deaf culture. audiological and medical aspects of hearing loss.; assistive listening technology and telecommunications. In addition, students learn skills necessary for working with families, other professionals and the students themselves. Deaf Education students participate in practicum and student teaching experiences in residential and public schools within Ohio as well as other states. Graduates are eligible for teacher licensure through the Ohio Department of Education for K-12 students who are deaf.
The Educational Interpreter concentration prepares candidates for licensure to work with children and adults who are deaf or hard-of-hearing (D/HH). The program prepares students to interpret in the classroom and to perform related student-support activities under the supervision of a licensed or certified classroom teacher. Students are required to complete a one-week internship (minimum five full school days) in a residential school for the deaf during the year of their method sequence. Additionally, to qualify for the final practicum, students must pass a sign language and proficiency examination. The Educational Interpreter concentration is not equivalent to a teaching license, and positions in public schools are not considered teaching positions. Graduates of the program receive state of Ohio licensure in educational interpreting for pre-K-12 students.
The Mild/Moderate Educational Needs concentration is built upon extensive field-based experiences that are connected to theory and practical application of current evidence-based technologies/strategies for teaching students with learning disabilities, emotional and behavioral disorders and mild cognitive delays. The program includes coursework from middle and early childhood education to ensure candidates are prepared to teach across the curricular areas of reading, math, science and social studies. In addition, specialized courses in characteristics of different disability and at-risk populations, collaborating with families and other professionals, identifying and assessing strengths and areas of need, and academic and behavioral interventions ensure that candidates are responsive to the learning and social skills of individuals with disabilities. Graduates are eligible for licensure through the Ohio Department of Education to teach K-12 students with mild/moderate disabilities.
The Moderate/Intensive Intervention Educational Needs concentration is built upon extensive field-based experiences that are connected to theory and practical application of current evidence-based technologies/strategies for teaching students with significant learning and daily living needs. Students with more intensive needs include those with motor or sensory impairment, significant cognitive delays, autism or multiple disabilities. The program includes preparation across curricular areas in addition to specialized coursework focused on academic accommodations, adaptive daily living skills, technology to assist with physical, communication and mobility, alternative assessment and transition from school to the world of work and adult living. Graduates are eligible for teacher licensure through the Ohio Department of Education for K-12 students with moderate/intensive needs.
Special education teachers held a total of about 459,000 jobs in 2006. Nearly all work in public and private educational institutions. A few worked for individual and social assistance agencies or residential facilities, or in homebound or hospital environments. (Source: Bureau of Labor Statistics)
Students admitted to the College of Education, Health and Human Services as freshmen must have been fully admitted to the university. Admission to the college does not guarantee admission to a major and/or admission to professional coursework for a selective admission program. To be admitted directly into a teacher education program, it is required that new freshmen have a 2.75 high school GPA and 16 units of college preparatory curriculum or a 21 ACT or 980 SAT score. Students who do not meet the GPA requirements of their intended major may enroll as pre-majors for selected programs or EHHS General until which time they have the required 2.75 GPA.
Students seeking admission to this program must meet all professional requirements for admission to advanced study and have a minimum cumulative 2.75 GPA in all previous undergraduate coursework. Students transferring from another university should meet with an academic advisor in 304 White Hall at least one semester prior to transferring.
Minimum 123-127 credit hours (depending on concentration). Minimum 2.75 cumulative and a 3.00 major GPA. Students must earn a minimum C (2.0) grade in all major coursework unless indicated otherwise.
REQUIREMENT: Yes, for some concentrations (American Sign Language)
STUDY ABROAD/AWAY OPPORTUNITIES: There are many Study Abroad/Away Opportunities, for more information contact the Office of Global Education.
PROGRAM FEE: $50/semester
ACCREDITATION: National Council for Accreditation of Teacher Education, Ohio Department of Education, Council on Exceptional Children and Council on Education of the Deaf (for the Deaf Education concentration)
Kent Student Education Association
Special Education (M.Ed., Ed.S., Ph.D.)