SPECIAL EDUCATION
(Curriculum  Checksheets)

Special education teachers may work with children, adolescents, or adults with mental retardation, learning disabilities, severe emotional disturbance, physical disabilities, or multiple disabilities.  Most graduates work initially in public school-related programs where they plan and develop instructional programs, construct and use evaluative tools, and keep accurate records.

Teachers serve students who, by law, participate in general education programs to the maximum possible degree.  Thus, special education teachers must coordinate their efforts into a larger education program and work collaboratively with general education teachers, school psychologists, and others.  In addition, they are expected to cooperate with community agencies, parent groups, and organizations concerned with the welfare of individuals with special needs.

Graduate work normally is not required to obtain entry-level positions in this field.  A few states, however, require a fifth year of study or qualification for a master's degree within a certain period of time following the teacher's initial employment.  Most school systems also assist teachers with further professional development experiences and continuing education. Most supervisory and administrative positions require an advanced degree.

Individuals who want to be special education teachers must be capable, flexible, creative, and well-organized.  Their students require individualized attention and instruction because of their varying rates and styles of learning.  Some students with disabilities may have behavior problems in addition to learning difficulties, so the teacher must be able not only to design effective educational programs, but also to use appropriate systems of behavior modification.

The undergraduate major is intended to provide students with entry-level skills that will allow them to teach students with special needs in a variety of settings.  The Special Education major offers students several opportunities to obtain practical experience with special needs students during their undergraduate preparation.  The first experience, usually in the junior year, requires systematic observation, in multiple settings, of students with a variety of exceptionalities.  The second and third experiences are pre-practica scheduled in the same semesters as professional methods courses.  Finally, each student enrolls in a full-time, 15-week student teaching experience for which the student earns 15 credits.  (usually in Altoona, PA)

Advanced preparation and specialization (for example, additional course work and practica related to teaching preschool children or individuals with severe disabilities) is available at the master's level.

At the present time, there is a favorable employment picture in the field of special education. This open job market is expected to continue for several more years.  Graduates with strong academic backgrounds, enthusiasm, and a commitment to teaching have been more successful in the job market than is commonly believed.  As school systems continue to seek top quality teachers, graduates with good job-seeking strategies should benefit from the reputation of Penn State's Special Education programs.

In addition to public school teaching, graduates of this major may find employment in state schools, hospitals, clinics, or centers that deal with individuals with special needs.  Graduates may be employed as early intervention specialists working with very young children or as transition specialists working with students as they enter the world of work.