Special Education Major (BSEd)

Special Education Major - Bachelor of Science in Education

Please see the UNLV Department of Early Childhood, Multilingual, and Special Education web page at education.unlv.edu/ecs/ for more information about department programs, faculty, and facilities. Degree worksheets and 4/5 year plan for the major are available at www.unlv.edu/degree/bsed-special-education.

Please see advising information at the UNLV Advising & Field Placement Center at education.unlv.edu/afp

Accreditation

Institution - Northwest Commission on Colleges and Universities www.nwccu.org

Learning Outcomes

1. Knowledge of the central concepts, tools of inquiry, and structures of the discipline as well as the creation of learning experiences that make these aspects of content meaningful. [CEC Philosophical, Historical, and Legal Foundations of Special Education; INTASC Content Knowledge]
2. Knowledge of how individuals learn and how to develop and provide opportunities that support intellectual, career, social, and personal development. [CEC Characteristics of Learners; INTASC Individual Development]
3. Knowledge of how individuals differ in their approaches to learning and how to create opportunities that are equitable and adaptable to the needs of diverse learners. [CEC Characteristics of Learners; INTASC Diverse Learners]
4. Knowledge of the planning processes based upon knowledge of content, learners characteristics, the community, and curriculum goals and standards. [CEC Instructional Content and Practice; INTASC Planning Process]
5. Knowledge of employing a variety of methods while developing critical thinking, problem solving, decision-making, and performance skills. [CEC Instructional Content and Practice. Managing Student Behavior and Social Interaction Skills; INTASC Strategies and Methods]]
6. Knowledge of individual and group motivation and behavior and the creation of learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. [CEC Planning and Managing the Teaching and Learning Environment; INTASC Learning Environments]
7. Knowledge of effective verbal, nonverbal, and media communication techniques and other forms of symbolic representation and how to foster active inquiry, collaboration, and supporting interactions. [CEC Planning and Managing the Teaching and Learning Environment; INTASC Communication]
8. Knowledge about formal and informal assessment strategies and evaluation of the learner’s continuous intellectual, social, and physical development. [CEC Assessment, Diagnosis, and Evaluation; INTASC Assessments]]
9. Knowledge of ethical relationships with parents, school colleagues, and organizations in the larger community to support the individual’s learning development. [CEC Planning and Managing the Teaching and Learning Environment; INTASC Collaboration, Ethics, and Relationships]
10. Becoming a reflective practitioner who continually evaluates the effects of choices and actions on students, adults, parents, and other professionals in the learning community, and who actively seeks opportunities to grow professionally. [CEC Professionalism and Ethical Practices; INTASC Reflection and Professional Development]

The Department of Early Childhood, Multilingual, and Special Education’s philosophy includes a rich understanding of the unique needs of children and adults with disabilities/gifts and talents as well as typically developing young children and their impact on families, communities, and society. Each program has a set of principles by which they make programmatic and curricula decisions. These principles are aligned with COE/INTASC Standards and CEC Standards and include the understanding of:

• The central concepts, tools of inquiry, and structures of their discipline to create learning experiences that makes content meaningful.
• Individual development
• How individuals differ in their approaches to learning and how culture, disability, and/or learning opportunities impact students and their families
• The individuals planning process and how learner characteristics impact planning
• A variety of teaching and learning strategies that improve personal problem solving, decision making, and critical thinking
• Learning environments that encourage positive social interaction, active engagement in learning and self-motivation
• Effective communication strategies that foster active inquiry, collaboration, and supporting interactions

University Graduation Requirements

• Please see Graduation Policies for complete information