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//Bachelor’s In Special Education Degree: Mild To Moderate Disabilities, Grades K-12

BS in Special Education: Mild to Moderate Disabilities, K-12

Domains

Program Domains

Development, Learning, and Motivation -
Candidates design and implement developmentally appropriate learning experiences and inclusive learning environments that enable each learner to meet high standards, are based on how students grow and develop, and recognize that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas. (InTASC 1, 2)
- Apply knowledge of students' developmental level, prior experiences, interests, and culture to design appropriate and engaging instruction. [MC2, MC5]
- Establish and maintain clear expectations for inclusive physical and digital learning environments that promote positive, safe relationships, high expectations, and equity for all students. [MC1]
- Collaborate with learners, families, communities, colleagues, and other professionals to establish a positive and supportive learning environment and promote learner growth and development. [MC1, MC4]
Curriculum Content -
Candidates apply the central concepts, tools of inquiry, and structures of the disciplines they teach to engage students in critical thinking, creativity and collaborative problem-solving, making the content accessible and meaningful to assure mastery. (InTASC 4, 5)
- Modify the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum, meet individualized learning goals, and function successfully within a variety of contexts. [MC3, MC5]
- Apply content standards and learning progressions to design inclusive, differentiated, and real-world learning experiences that address the needs of students with exceptionalities. [MC2, MC5]
- Collaborate with colleagues to design inclusive, rigorous learning experiences that ensure accessibility and differentiation for all learners. [MC1]
Instruction -
Candidates plan and implement instruction using a variety of instructional strategies that support every student in meeting rigorous learning goals by drawing upon knowledge of content areas, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (InTASC 3, 7, 8)
- Identify the strengths and needs of individuals when planning instruction and appropriate sequencing of learning that will lead to students meeting short and long-term goals. [MC2]
- Collaborate with all stakeholders when designing instruction that meets specific learner needs and engages students in meaningful tasks. [MC1, MC2]
- Identify learning theories and evidence-based instructional strategies, resources, and technology to effectively engage learners and meet diverse learning needs. [MC2, MC5]

Assessment -
Candidates understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. (InTASC 6)
- Analyze the importance of making adaptations to assessment tools that ensure accessibility and are responsive to the needs of students with exceptionalities. [MC2]
- Identify strategies to support learners in reflecting on progress, setting goals for holistic learning and development, and identifying quality work. [MC1, MC4]
- Identify culturally and linguistically appropriate measures and procedures that contribute to eligibility determination for special education services. [MC3, MC5]

Faculty

Program Faculty

Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.

Disclosures

BS in Special Education: Mild to Moderate Disabilities, K-12

Program Domains

Program Faculty

Disclosure Categories Related to Professional Licensure

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