Special Education (K-12), Bachelor of Science in Education (BSED)
PROGRAM LEARNING OUTCOMES
PSLO 1 states that pre-service special education teachers will understand how exceptionalities interact with development and learning and will use this knowledge to provide meaningful and challenging learning experiences. This aligns with SRU Outcome 5, “Develop as a whole person,” because candidates apply knowledge and skills in their major, make disciplinary connections, and demonstrate a desire for lifelong learning related to diverse developmental needs. It also aligns with SRU Outcome 2, “Apply critical thinking to argument and problem solving,” by requiring candidates to gather, analyze, and evaluate learner information to design developmentally appropriate instruction.
PSLO 2 states that pre-service special education teachers will create safe, inclusive, culturally responsive learning environments that promote emotional well-being, positive social interactions, and self-determination. This aligns with SRU Outcome 9, “Develop a worldview that acknowledges diversity and global interdependence,” because candidates must understand diverse experiences, identities, and interactions that affect learning. It also aligns with SRU Outcome 8, “Act ethically,” as candidates are expected to respect varied ethical perspectives, understand the impact of their actions, and use inclusive practices that support all learners.
PSLO 3 states that pre-service special education teachers will use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. This aligns with SRU Outcome 5, “Develop as a whole person,” through application of content knowledge and professional skills. It also aligns with SRU Outcome 2, “Apply critical thinking to argument and problem solving,” because individualization requires analysis of learner needs, curriculum requirements, and instructional decisions grounded in evidence and reflection.
PSLO 4 states that pre-service special education teachers will use multiple methods of assessment and data sources to make educational decisions. This aligns with SRU Outcome 2, “Apply critical thinking to argument and problem solving,” by requiring candidates to gather and analyze information, evaluate data, and reach informed instructional decisions. It also aligns with SRU Outcome 4, “Apply quantitative reasoning in appropriate contexts,” because candidates use data, graphs, and progress measures to draw instructional inferences.
PSLO 5 states that pre-service special education teachers will select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning. This aligns with SRU Outcome 5, “Develop as a whole person,” because candidates apply discipline-specific knowledge and soft skills in professional contexts. It also aligns with SRU Outcome 2, “Apply critical thinking to argument and problem solving,” since evidence-based instruction requires evaluation of research, student needs, and context to guide strategy selection.
PSLO 6 states that pre-service special education teachers will use foundational knowledge of the field, professional ethical principles, and practice standards to inform practice, engage in lifelong learning, and advance the profession. This aligns with SRU Outcome 8, “Act ethically,” because candidates must demonstrate ethical reasoning and recognize the impact of their professional decisions. It also aligns with SRU Outcome 5, “Develop as a whole person,” by fostering lifelong learning, reflective practice, and professional growth.
PSLO 7 states that pre-service special education teachers will collaborate with families, educators, related service providers, community agencies, and individuals with exceptionalities in culturally responsive ways. This aligns with SRU Outcome 1, “Act as effective communicators,” because collaboration requires clear, professional, and respectful communication with multiple audiences. It also aligns with SRU Outcome 7, “Become civically engaged,” as candidates work in partnership with schools and community systems to support learners, and SRU Outcome 9, “Develop a worldview that acknowledges diversity and global interdependence,” through culturally responsive engagement with diverse families and communities.
Related Links
Special Education (K-12), BSED Program Page
Curriculum Guide
GPA Requirement
GPA must be 3.0 or higher for Teacher Candidacy.
A 3.0 GPA and passing subject area assessment (PECT) or a 2.8 GPA and a qualifying passing subject area assessment (PECT) score (as determined by PDE) is required for certification,
Summary*
| Code | Title | Hours |
|---|---|---|
| Rock Studies 2 Requirements | 42 | |
| Major Requirements | 86 | |
* All undergraduate degree programs require a minimum of 120 credits. Some courses meet multiple requirements, but are only counted once toward the 120 credit total required to graduate.
Rock Studies 2 Requirements
| Code | Title | Hours |
|---|---|---|
| The Rock | ||
| SUBJ 139 | Foundations of Academic Discovery 1 | 3 |
| ENGL 102 | Critical Writing | 3 |
| ENGL 104 | Critical Reading | 3 |
| MATH 210 | Mathematics for Elementary Teachers I 2 | 3 |
| Select one of the following: | 3 | |
| Civil Discourse: Theory & Practice | ||
| Ethics and Civil Discourse | ||
| Civil Discourse and Democracy | ||
| Subtotal | 15 | |
| Integrated Inquiry | ||
| Creative and Aesthetic Inquiry | ||
| Select 3 Credits | 3 | |
| Humanities Inquiry | ||
| Select 3 Credits | 3 | |
| Social Science Inquiry | ||
| Select 3 Credits | 3 | |
| Natural Sciences Inquiry | ||
| SCI 101 | Science of Life | 3 |
| Physical Sciences Inquiry | ||
| SCI 102 | Understanding the Physical World | 3 |
| Subtotal | 15 | |
| Additional Rock Studies 2 Requirements (12 credits) | ||
| MATH 310 | Mathematics for Elementary Teachers II 2 | 3 |
| PHED 243 | Educational Movement in Health & Wellness 2 | 3 |
| SOWK 105 | Human Diversity | 3 |
| SPED 121 | Overview of Special Education 2 | 3 |
| Total Hours | 42 | |
- 1
Course offered in multiple subjects; cannot take course in first major subject.
- 2
Required as per PA Department of Education Certification Policy.
DIVERSITY, EQUITY, AND INCLUSION REQUIREMENT
Students must take and pass a course with the Diversity, Equity, and Inclusion (DEI) designation prior to graduation. Students can meet this requirement by taking any DEI - designated course in any program at any time during their undergraduate career.
Major Requirements
- 39 major credits must be taken at SRU or PASSHE
- 39 major credits must be taken at the 300 level or above
| Code | Title | Hours |
|---|---|---|
| Foundation Courses | ||
| ELEC 200 | Child Development Typical | 3 |
| or CDEV 248 | Human Development and Education | |
| PHED 243 | Educational Movement in Health & Wellness 2 | 3 |
| or DANC 223 | Creative Dance for Children | |
| SPED 121 | Overview of Special Education 2 | 3 |
| SPED 222 | Introduction to Special Education Law | 3 |
| SPED 230 | Early Intervention Practices for Students with Disabilities | 3 |
| SPED 245 | Technology in Special Education | 3 |
| ELEC Courses | ||
| ELEC 230 | Field-Based Child Development Typical | 3 |
| ELEC 237 | ELL Strategies and Practice for Early Childhood Education | 3 |
| or CIEL 326 | Teaching Multi Language Learners | |
| ELEC 238 | Literacy Practices for the Emergent Learner, PK-1 | 3 |
| ELEC 281 | Family and Community Diversity and Partnerships | 3 |
| Block 1 - 13 Credits | ||
| Block 1 must be taken before Special Education Core courses and you must enroll in all courses within the block | ||
| ELEC 311 | Mathematics & Literacy Teaching Lab Pre K - 4 | 1 |
| ELEC 316 | Developmental Formal and Informal Assessments | 3 |
| or CIEL 316 | Diagnostic, Formative, and Summative Assessment Strategies | |
| ELEC 330 | Literacy Practices for the Developing Learner, Grades 2 - 4 | 3 |
| ELEC 340 | Mathematics Methods and Strategies for PRE K - 4 Teachers | 3 |
| SPED 350 | Universal Intervention | 3 |
| Secondary Special Education Block - 12 Credits | ||
| SPED 315 | Special Education Issues in Diverse Secondary Classrooms | 3 |
| SPED 360 | Targeted Instructional and Behavioral Interventions for Neuro-Diverse Learners | 3 |
| SPED 410 | Transition Practicum | 3 |
| One of the Following Elective Courses | 3 | |
| American Education in the Twenty-First Century: A Comparative Perspective | ||
| Spanish for Educators | ||
| The Nature and Needs of Autism Spectrum Disorders | ||
| Transition Across the Lifespan | ||
| Americans with Disabilities | ||
| Teaching in an Area of High Need | ||
| Block 3 - 18 Credits | ||
| SPED 431 | Intense Behavioral and Emotional Interventions for Neuro-Diverse Learners | 3 |
| SPED 432 | Intensive ELA Interventions for Neuro-Diverse Learners | 3 |
| SPED 433 | Assessment Strategies in Special Education | 3 |
| SPED 434 | Professional Collaboration and Ethical Practices | 3 |
| SPED 435 | Processes and Procedures in Special Education | 3 |
| SPED 436 | Intensive Mathematics Interventions for Neuro-Diverse Learners | 3 |
| Student Teaching | ||
| All previously listed coursework must be completed prior to Student Teaching | ||
| SPED 440 | Seminar in Special Education | 1 |
| SPED 455 | Student Teaching - Special Education | 12 |
| Total Hours | 86 | |
- 1
ELEC courses required by PDE Guidelines for Special Education Certification
- 2
Course required as part of Rock Studies 2 Program and major requirements. Course credits count in Rock Studies 2 only.
- *
Some courses may require pre-requisites. Please see course descriptions to determine if there are any pre-requisites for that specific course.
Important Information
Prerequisites for Admission to Teacher Candidacy
- Grades below a “C” are not admissible.
| Code | Title | Hours |
|---|---|---|
| Basic Courses | ||
| ENGL 102 | Critical Writing | 3 |
| Select one of the following: | 3 | |
| Civil Discourse: Theory & Practice | ||
| Ethics and Civil Discourse | ||
| Civil Discourse and Democracy | ||
| SPED 121 | Overview of Special Education | 3 |
| ELEC 200 | Child Development Typical | 3 |
| or CDEV 248 | Human Development and Education | |
| ELEC 230 | Field-Based Child Development Typical | 3 |
| ENGL 104 | Critical Reading | 3 |
| Math Requirement for BS in Education | ||
| Prior to Admission to Teacher Candidacy. Minimum grade of "D" required. | ||
| MATH 210 | Mathematics for Elementary Teachers I | 3 |
| MATH 310 | Mathematics for Elementary Teachers II | 3 |
| Total Hours | 24 | |
Special Education (PK-12) Grade Requirements
- Grades in each of the following courses must be “C” or better to qualify for Student Teaching and/or Graduation
| Code | Title | Hours |
|---|---|---|
| ELEC 200 | Child Development Typical | 3 |
| or CDEV 248 | Human Development and Education | |
| ELEC 230 | Field-Based Child Development Typical | 3 |
| ELEC 237 | ELL Strategies and Practice for Early Childhood Education | 3 |
| or CIEL 326 | Teaching Multi Language Learners | |
| ELEC 238 | Literacy Practices for the Emergent Learner, PK-1 | 3 |
| ELEC 281 | Family and Community Diversity and Partnerships | 3 |
| ELEC 311 | Mathematics & Literacy Teaching Lab Pre K - 4 | 1 |
| ELEC 316 | Developmental Formal and Informal Assessments | 3 |
| or CIEL 316 | Diagnostic, Formative, and Summative Assessment Strategies | |
| PHED 243 | Educational Movement in Health & Wellness | 3 |
| SPED 121 | Overview of Special Education | 3 |
| SPED 222 | Introduction to Special Education Law | 3 |
| SPED 230 | Early Intervention Practices for Students with Disabilities | 3 |
| SPED 245 | Technology in Special Education | 3 |
| SPED 350 | Universal Intervention | 3 |
| SPED 360 | Targeted Instructional and Behavioral Interventions for Neuro-Diverse Learners | 3 |
| SPED 432 | Intensive ELA Interventions for Neuro-Diverse Learners | 3 |
| SPED 433 | Assessment Strategies in Special Education | 3 |
| SPED 434 | Professional Collaboration and Ethical Practices | 3 |
| SPED 435 | Processes and Procedures in Special Education | 3 |
| SPED 436 | Intensive Mathematics Interventions for Neuro-Diverse Learners | 3 |
| SPED 440 | Seminar in Special Education | 1 |
| SPED 455 | Student Teaching - Special Education | 3-12 |
Important Curriculum Guide Notes
This Curriculum Guide is provided to help SRU students and prospective students better understand their intended major curriculum. Enrolled SRU students should note that the My Rock Audit may place already-earned and/or in progress courses in different, yet valid, curriculum categories. Enrolled SRU students should use the My Rock Audit Report and materials and information provided by their faculty advisers to ensure accurate progress towards degree completion. The information on this guide is current as of the date listed. Students are responsible for curriculum requirements at the time of enrollment at the University.
PASSHE - Pennsylvania State System of Higher Education Institutions
Special Education (K-12) BSED - (17)
Effective Summer 2025
Revised 04.16.2026
UCC 02.10.2026
Recommended Four-Year Plan
| First Year | ||
|---|---|---|
| Fall | Hours | |
| SPED 121 | Overview of Special Education | 3 |
| ENGL 102 | Critical Writing | 3 |
| ESAP 101 | FYRST Seminar * | 1 |
| SUBJ 139 | Foundations of Academic Discovery 1 | 3 |
| Creative & Aesthetic Inquiry | 3 | |
| Humanities Inquiry | 3 | |
| Hours | 16 | |
| Spring | ||
| SPED 222 | Introduction to Special Education Law | 3 |
| ELEC 200 | Child Development Typical | 3 |
| ENGL 104 | Critical Reading | 3 |
| SCI 101 | Science of Life | 3 |
| SOWK 105 | Human Diversity | 3 |
| Hours | 15 | |
| Second Year | ||
| Fall | ||
| SPED 230 | Early Intervention Practices for Students with Disabilities | 3 |
| ELEC 230 | Field-Based Child Development Typical | 3 |
| ELEC 237 | ELL Strategies and Practice for Early Childhood Education | 3 |
| ELEC 281 | Family and Community Diversity and Partnerships | 3 |
| MATH 210 | Mathematics for Elementary Teachers I | 3 |
| Hours | 15 | |
| Spring | ||
| ELEC 238 | Literacy Practices for the Emergent Learner, PK-1 | 3 |
| MATH 310 | Mathematics for Elementary Teachers II | 3 |
| PHED 243 or DANC 223 |
Educational Movement in Health & Wellness or Creative Dance for Children |
3 |
| SCI 102 | Understanding the Physical World | 3 |
| Social Science Inquiry | 3 | |
| Hours | 15 | |
| Third Year | ||
| Fall | ||
| SPED 350 | Universal Intervention | 3 |
| ELEC 311 | Mathematics & Literacy Teaching Lab Pre K - 4 | 1 |
| ELEC 316 | Developmental Formal and Informal Assessments | 3 |
| ELEC 330 | Literacy Practices for the Developing Learner, Grades 2 - 4 | 3 |
| ELEC 340 | Mathematics Methods and Strategies for PRE K - 4 Teachers | 3 |
| Select one of the following: | 3 | |
| Civil Discourse: Theory & Practice | ||
| Ethics and Civil Discourse | ||
| Civil Discourse and Democracy | ||
| Hours | 16 | |
| Spring | ||
| SPED 245 | Technology in Special Education | 3 |
| SPED 360 | Targeted Instructional and Behavioral Interventions for Neuro-Diverse Learners | 3 |
| Education Electives | 3 | |
| Education Electives | 3 | |
| Education Electives | 1-3 | |
| Hours | 13-15 | |
| Fourth Year | ||
| Fall | ||
| SPED 431 | Intense Behavioral and Emotional Interventions for Neuro-Diverse Learners | 3 |
| SPED 432 | Intensive ELA Interventions for Neuro-Diverse Learners | 3 |
| SPED 433 | Assessment Strategies in Special Education | 3 |
| SPED 434 | Professional Collaboration and Ethical Practices | 3 |
| SPED 435 | Processes and Procedures in Special Education | 3 |
| SPED 436 | Intensive Mathematics Interventions for Neuro-Diverse Learners | 3 |
| Hours | 18 | |
| Spring | ||
| SPED 440 | Seminar in Special Education | 1 |
| SPED 455 | Student Teaching - Special Education | 12 |
| Hours | 13 | |
| Total Hours** | 121-123 | |
- 1
Course offered in multiple subjects; cannot take course in first major subject
- *
Students are encouraged to take ESAP 101 as a Free Elective.
**This document serves as a guide. Earning a degree requires at least 120 credits, though some majors require more. Before registering for courses, consult your academic adviser and review your curriculum guide. Be sure to review and confirm your plan with your adviser at least once each academic year.
Major Code: 17
Revised 09.23.2025