Special Education: Severe Disabilities

Special Education: Severe Disabilities
Hours73 Credit Hours
LEPLimited Enrollment Program of 128 Students.
Application Website
MAPMajor Academic Plan

Program Requirements

This major is designed to prepare students to teach in public schools. In order to graduate with this major, students are required to complete Utah State Office of Education licensing requirements. To view these requirements go to http://education.byu.edu/ess/licensing.html or contact Education Student Services, 350 MCKB, (801) 422-3426.
For students accepted into the major after August 1, 2014, grades below C in any required coursework in a teaching major or teaching minor will not be accepted. Teacher candidates must maintain a total GPA of 3.0 or higher throughout the program and to qualify for student teaching. For details on admission and retention requirements for teaching majors and teaching minors, see Educator Preparation Program (EPP) Requirements in the undergraduate catalog.
Requirement 1 Complete 2 Courses
Complete the following with at least a C grade prior to beginning the program:
Requirement 4 Complete 1 Option
Student teaching or internship experience:
Application for student teaching must be completed prior to student teaching. Applications are online at education.byu.edu/ess/application.html
Option 4.1 Complete 12.0 hours from the following Courses
Student teachers/interns must complete three forms in their LiveText accounts (PIBS, CDS, FED) and attach their TWS to the LiveText account for their program. All four must be completed to be cleared for graduation.
Additional Licensing Requirements: It is the student's responsibility to be sure that the PRAXIS test has been passed and that BYU has received the test scores and that their fingerprint background clearance is current. Students will also be responsible for any additional requirements imposed by the state prior to their graduation. To confirm the status of these requirements, contact Education Student Services, 350 MCKB, (801) 422-3426. Graduation and Utah licensure cannot be processed until these requirements have been completed.
Program Outcomes

1. Learner Development

a. create developmentally appropriate and challenging learning experiences based on individual student's strengths, interests, and needs.

b. collaborate with families, colleagues, and other professionals to promote student growth and development.

2. Learning Differences

a. understand individual learner differences and hold high expectations of students.

b. design, adapt, and deliver instruction to address each student's diverse learning strengths and needs.

c. allow students different ways to demonstrate learning sensitive to multiple experiences and diversity.

d. create a learning culture that encourages individual learners to persevere and advance.

e. incorporate tools of language development into planning and instruction for English language learners, and supports development of language proficiency.

3. Learning Environments

a. develop learning experiences that engage and support students as self-directed learners who internalize classroom routines, expectations, and procedures.

b. collaborate with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry.

c. use a variety of classroom management strategies to effectively maintain a positive learning environment.

d. equitably engage students in learning by organizing, allocating, and managing the resources of time, space, and attention.

e. extend the learning environment using technology, media, and local and global resources.

f. encourage students to use speaking, listening, reading, writing, analysis, synthesis, and decision-making skills in carious real-world contexts.

4. Content Knowledge

a. know the content of the discipline and convey accurate information and concepts.

b. demonstrate an awareness of the Utah Common Core State Standards/Core Curriculum and references it in short and long-term planning.

c. engage students in applying methods of inquiry and standards of evidence of the discipline.

d. use multiple representations of concepts that capture key ideas.

e. support students in learning and using academic language accurately and meaningfully.

5. Assessment

a. design or select pre-assessments, formative, and summative assessments in a variety of formats that match learning objectives and engage the learner in demonstrating knowledge and skills.

b. engage students in understanding and identifying the elements of quality work and provide them with timely and descriptive feedback to guide their progress in producing that work.

c. Adjust assessment methods and make appropriate accommodations for English language learners, students with disabilities, advanced students, and students who are not meeting learning goals.

d. use data to assess the effectiveness of instruction and to make adjustments in planning and instruction.

e. document student progress and provide descriptive feedback to students, parents, and other stakeholders in a variety of ways.

f. understand and practice appropriate and ethical assessment principles and procedures.

6. Instructional Planning

a. plan instruction based on the approved state curriculum.

b. individually and collaboratively select and create learning experiences that are appropriate for reaching content standards, relevant to learners, and based on principles of effective instruction.

c. differentiate instruction for individuals and groups of students by choosing appropriate strategies and accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning.

d. create opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems, and create original work.

e. integrate cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.

7. Instructional Strategies

a. understand and practice a range of developmentally, culturally, and linguistically appropriate instructional strategies.

b. Use appropriate strategies and resources to adapt instruction and vary his or her role to meet the needs of individuals and groups of learners.

c. analyze student errors and misconceptions in order to redirect, focus, and deepen learning.

d. use a variety of instructional strategies to support and expand learners' communication skills.

e. provide multiple opportunities for students to develop higher-order and meta-cognitive skills.

f. provide opportunities for students to understand, question, and analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems.

g. support content and skill development by using multiple media and technology resources and know how to evaluate these resources for quality, accuracy, and effectiveness.

h. use a variety of questioning strategies to promote engagement in learning.

8. Reflection and Continuous Growth

a. independently and in collaboration with colleagues, uses a variety of data to evaluate the outcomes of teaching and learning, and to reflect on and adapt planning and practice.

b. actively seek professional, community, and technological learning experiences, within and outside the school, as supports for reflection and problem solving.

c. recognize and reflect on personal and professional biases, and access resources to deepen understanding of differences to build stronger relationships and create more relevant learning experiences.

d. actively investigate and consider new ideas that improve teaching and learning and draw on current education policy and research as sources of reflection.

e. develop a professional learning plan based on individual needs and the needs of learners, schools, and educational communities.

9. Leadership and Collaboration

a. prepare for and participate actively as team members in decision-making processes and building a shared culture that affects the school and larger educational community.

b. participate actively as parts of the learning community, sharing responsibility for decision making and accountability for each student's learning, and giving and receiving feedback.

c. advocate for the learners, the school, the community, and the profession.

d. work with other school professionals to plan and jointly facilitate learning to meet divers needs of learners.

e. engage in professional learning to enhance knowledge and skill, to contribute to the knowledge and skill of others, and to work collaboratively to advance professional practice.

10. Professional and Ethical Behavior

a. are responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives.

b. avoid actions that may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role-model responsibilities.

c. take responsibility to understand professional requirements and prepare for Utah teacher licensure.

d. maintain accurate instructional and non-instructional records.

e. maintain integrity and confidentiality in matters concerning student records and collegial consultation.

f. develop appropriate student-teacher relationships as defined in rule, law, and policy.

g. maintain professional demeanor and appearance as defined by the local education agency (LEA).