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• Admission to the University. 
• Completion of a minimum of 45 credits
• Cumulative ������ŮGPA of 2.75 or higher; 3.0 GPA is recommended for best consideration
• Completion of lower-level Fundamental English requirement with a “C-” or better
• Completion of lower-level Fundamental Math requirement with a “C-” or better (NOTE: Special Education majors must take STAT 100)
• Minimum passing scores on a Test of Basic Skills
   

• EDSP 210 (or approved substitute) with a “B-” or higher 
• 2.70 Cumulative GPA in the following courses:
  • Biological Science with Lab
  • Physical Science with Lab
  • MATH 212
  • STAT 100

*Each of the above 4 Math and Science Gateway Courses must be completed with a minimum grade of "C-".

• Prior experience in the education field with youth in the age range you intend to teach
• A written goal statement
• Two letters of recommendation (one must be from a faculty member)
• Submission of the College of Education Foundational Competencies/Model Code of Ethics for Educators (FC/MCEE)

Graduates are eligible for special education (Track I) or dual special and elementary education (Track II) initial teacher licensure in the state of Maryland, with reciprocity in 49 states. The four-year, 120-credit-hour course of study prepares teachers to assume the increasingly complex and sophisticated responsibilities of a teacher of students with and without disabilities. 

To ensure preparation for diverse classroom settings and needs, faculty embed self-reflection, advocacy, critical consciousness, and cultural competence throughout the program of study. Teacher candidates will be prepared to teach students with support students at-risk, students in need of intervention, and students with mild (high incidence) to severe (low incidence) disabilities, across disability categories. Distinctive programmatic features include:

• Focus on Autism/Autism Spectrum Disorders, Learning Disabilities, Behaviors Disorders, Physical Disabilities, Intellectual Disabilities, Attention Deficit Hyperactivity Disorder, Developmental Delays, and Physical and Other Health Impairments.
• Focus on collaboration in co-taught inclusive classrooms
• Rigorous and relevant coursework to develop the knowledge, skills, and dispositions necessary for successful teaching careers in special education 
• Focus on evidence based instructional practices and decision making
• Year long internship (Field Experience) in inclusive, diverse classrooms

The Elementary/Middle Special Education Teacher Preparation is designed to prepare professionals to work with students in Grades 1 through 8 with varying needs, design inclusive classrooms, and to collaborate with their families and other educational personnel. Teacher candidates in the program develop skills to:

• Assess the academic and social strengths of elementary and middle school aged students with and without disabilities
• Plan individualized educational lessons/instruction and support services that promote inclusive experiences and independent performance
• Individualize, implement, and evaluate evidenced based instructional methods
• Organize learning environments designed to meet individual needs
• Enhance access, engagement, and participation in inclusive classroom settings.
• Use universal design for learning, accommodations, modifications, and assistive technology to support