Mild to Moderate Focus
The Mild to Moderate Focus K-12 Special Education Teacher Preparation Program (undergraduate level) is a 60-credit program leading to the Bachelor of Science degree in Special Education. The program consists of a three semester sequence of coursework and culminates in a one semester (15 weeks) supervised internship in an approved special education setting with a certified special education teacher. The program is competency based and is organized around national (INTASC/Council for Exceptional Children/CEC) and State of Arizona teacher certification standards.
The Mild to Moderate Focus K-12 Special Education Teacher Preparation Program is designed to prepare special education teachers to work with students with mild/moderate disabilities in the areas of learning disabilities, mental retardation, and emotional/behavioral disorders. Upon successful completion of all coursework, the student teaching internship, and the Arizona Educator’s Proficiency Assessment (AEPA), participants will be qualified to teach students with mild/moderate disabilities in K-12 settings.
The Mild-Moderate Disabilities Focus Program is designed around a cohort model. Two cohorts of students are admitted each year, Fall and Spring. For admission to the Fall cohort, students must submit a complete application package by the 2nd Friday in February. For admission to the Spring cohort, a complete application package must be received by the 2nd Friday in September. A minimum GPA of 3.0 is required for application, along with documented contact hours with school age children, documented contact hours with diverse groups, fingerprint clearance, and a minimum of two professional letters of recommendation. For additional application specifics and online application, contact the Office of Admissions, Advising and Student Services for the College of Education at (520) 621-7865 and/or visit the University’s website at http://www.arizona.edu/. Admission to the program is competitive; approximately 25 – 30 students are admitted each academic year.
Math 302A: Understanding Elementary Math (3)
Math 302B: Understanding Elementary Math (3)
SERP 400: Introduction to Special Education (3)
First and Second Semester Courses
EP 301: Child Development (3)
LRC 416: Structured English Immersion (3)
LRC 480: Children's Literature (3)
SERP 407A: Assessment in Special Education (3)
SERP 409: Introduction to Learning and Behavior Disorders (3)
SERP 475: Observation in Special Education (1)
TTE 300: Classroom Processes and Instruction (3)
SERP 402: Behavioral Principles and Disability (3)
SERP 403: Special Services in the Schools (3)
SERP 415: Assessment & Instruction - Learners with Low Incidence Disabilities (3)
SERP 407B: Assessment in Special Education (3)
SERP 475: Observation in Special Education (1)
Third Semester Courses: Elementary Methods
TTE 322: Language Arts and Communication (3)
TTE 323: Reading and Decoding (3)
TTE 324: Science and Health (3)
TTE 326: Math and Technology (3)
TTE 327: Social Sciences and Multicultural Instruction (3)
Note: Fall II TTE methods courses must be taken as a block.
Fourth Semester Course
SERP 493: Internship in Special Education (12)
Upon admission to the program, students are linked with an Advisor in the Office of Admissions, Advising and Student Services. Students should maintain ongoing contact with their advisor and schedule regular appointments to review their program prior to registration each semester. For specific special education related questions, please contact the Program Coordinator, Dr. Betty Carlson, at (520) 626-0441 or via email for an appointment (email@example.com).
For specific information regarding graduation (e.g., degree checks, deadlines, fees, paperwork) and for licensure requirements, check with your assigned advisor in the Office of Admissions, Advising and Student Services. Information regarding the licensure application process (including registration for the Arizona Educator’s Proficiency Assessment) is also available through this Office.
* Cohort Model
The Mild-Moderate Disabilities Focus K-12 Special Education program is organized around a cohort model. Students enter as a cohort twice a year, in the Fall and Spring semesters, and process through the coursework and practica/internship experiences as a group. Small cohort sizes allow students to develop close working/mentoring relationships with each other and with the program faculty. This model of admission and program operations provides maximum support to students within each cohort and facilitates the building of preprofessional linkages and networks. These networks provide lateral support and assistance to students throughout the program as well as post graduation and during the first year/induction period for new teachers.
* Evidence Based Practices
The Mild-Moderate Disabilites Focus K-12 program is a high-quality, pre-service experience with course work in special education and elementary education, with an emphasis on mild/moderate disabilities in the areas of learning disabilities, mental retardation, and emotional/behavioral disorders. The program provides a focus on current research-based best practices and curriculum content for the instruction of students with special learning and behavioral needs.
* Observation and Participation Experiences
The Observation and Participation practicum (SERP 475) courses are linked with specific content courses, providing students with real-life experiences in which to observe and interact with students with disabilities in public school settings. Students are visited during the SERP 475 practica by a University supervisor and meet regularly for seminars to discuss their experiences and theme-based topics (e.g., technology for students with disabilities, etc.). Students also participate in field trips to community based agencies as well as model demonstration classroom sites.
* Standards-Based Internship Experience
The Student Teaching/Internship experience (SERP 493) is an intensive period of 15 weeks, full-day placement in an approved special education setting. Students are encouraged to participate in the selection of their internship site and their Cooperating Teacher. Pre-selection interviews and meetings are held to ensure the best match for each student teacher-cooperating teacher pair. Student teachers receive biweekly visits/observations from a University supervisor, as well as regularly scheduled seminars to discuss their experiences. Students also complete a standards-based, professional teaching portfolio, documenting their mastery of teaching competences and standards across the 15-week internship period.
Dr. Betty C. Carlson
The University of Arizona
College of Education
P.O. Box 210069
Phone: (520) 626-0441