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B.A. Special Education / Multi-Categorical

Education studentThe Bachelor of Arts in Special Education / Multi-Categorical program of study focuses on the preparation of teachers of students with mild to moderate disabilities (e.g., autism, learning disabilities, intellectual disabilities, emotional disabilities, and traumatic brain injury). Candidates who complete the program will be certified/licensed in graded Pre-K-12 in the area of multi-categorical disabilities. This program involves both in-class and field experiences that prepare candidates for this exciting and rewarding career field. Students must earn a “C” or better in all foundation and major requirements courses. Students should plan carefully with their assigned advisers since some courses have prerequisites and are limited to specific semesters. With the exception of EDSP 200: Foundations of Special Education, students may not participate in courses designated with the education/special education prefix (EDSP) until after being admitted to the professional program in teacher education.

Teacher candidates in the special education program will participate in coursework and field experiences to prepare them as special educators. Students will acquire and demonstrate knowledge about child growth and development; students with disabilities; instructional planning; academic content including language, reading, math, science, and social studies; instructional content designed to respond to learners individual needs; assessment; collaboration with families and school professionals; and professional and ethical practice.

Admission to the Professional Program in Teacher Education

Contents of Accordions

Admission to the Professional Program in Teacher Education

Pre-professional program education majors will submit a formal application for admission to the Professional Program in Teacher Education by posted deadlines. All requirements on the current Application to the Professional Program must be met before admission. The following evidence is required and reviewed before admission to the Professional Program in Teacher Education:

  • Minimum GPA of 2.6
  • 60 hours of coursework, Grade of C or better
  • Grade of C or better in EDUC 111
  • Grade of C or better in EDUC 204
  • Grade of C or better in all required education courses completed
  • Passing scores on all 3 areas of Praxis I (Reading, Writing and Math) OR
  • Score of 1100 or higher on OLD SAT
  • 1650 or higher on NEW SAT (Verbal, Math, Writing)
  • 24 or higher ACT Composite
  • A signed Criminal Offense Disclosure Statement
  • Professional Behavior and Dispositions Self-Evaluation completed in LiveText
  • Approval of Portal I Faculty Committee
Beyond the Classroom

Students in the College of Education participate actively in the following organizations. Each has a faculty advisor, but student officers direct all activities. Student South Carolina Education Association (S-SCEA) is a club for all education majors and those interested in education. The Physical Education Teacher Education Club (PETE) is open to all students enrolled in the physical education program. Kappa Delta Pi is an international honors society in education committed to recognizing excellence and fostering mutual cooperation, support, and professional growth for educational professionals. The Council for Exceptional Children (CEC) at CCU gives back to the community by raising money for students and adults with disabilities. The National Alliance of Black School Educators (NABSE) is devoted to advancing the academic success of all children through the mentoring and empowering African American educators. The Peer-to-Peer Mentoring Program is designed to provide new students who are majoring in education with peers in the Spadoni College of Education who act as positive role models in promoting healthy lifestyles and making a smooth transition to college. The program also provides meaningful experiences and opportunities for students on their paths to becoming great educators.


Four-Year Plan for Special Eduaction / Multi-Categorical

Students are advised that adherence to the prescribed courses as recommended by their advisers is necessary for graduation in the timeline identified above.

Students who do not place in MATH 201 must take the appropriate prerequisite course(s).

The plan above is based on the 2015-2016 academic year. The University Catalog provides the most up-to-date program information.


Jamia Richmond, Ph.D.
Assistant Professor, Coordinator of Special Education
Spadoni College of Education
Prince Building 105B

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