Special Education, Foundations, and Research

The Department of Special Education, Foundations, and Research is a unique blend of three program areas. SEFR includes a variety of courses providing a base for understanding the field of special education, investigating educational research and practice, and meeting the needs of diverse learners and students with disabilities. The Special Education program offers several options for teacher licensure and professional development. Bachelor of Science (BS) degrees are available in either General Curriculum (GC) or Adapted Curriculum (AC). The Master of Arts in Education (MAEd) – Special Education degree is offered in the areas of Intellectual Disabilities, Learning Disabilities, Emotional/Behavioral Disabilities, and Low Incidence Disabilities. Three graduate certificate programs in the areas of Assistive Technology,  Autism and Deaf-blindness are also available. Candidates in these graduate programs are prepared for advanced instructional and leadership roles in special education.

Program Area Internship Internship Course Number Description of Internship Average Annual
# of Interns*
Contact Person
Special Education Senior I SPED 4300 This internship is designed is to acclimate the intern to the special education public school environment with direct observation and planned participation with students who have disabilities in an appropriate school environment. Interns will understand policies and procedures, to understand the multiple roles of the special education classroom teacher, to begin to understand the diverse needs of special education students, and to begin the process of long-range curricular planning, delivery of instruction, and assessment. Interns are expected to be in their school one full day per week the entire semester. 37 Office of Clinical Experiences
Special Education Senior II SPED 4324 This internship is a full semester of teaching business, marketing, or information technology in a public High School classroom, with the clinical teacher providing constant feedback to the intern about the teaching and learning process. In addition, the interns, with support from the clinical teacher and the university supervisor, develop a portfolio/electronic evidences to document their growth and development as a classroom teacher. 37 Office of Clinical Experiences