Special Education BS Mild - Moderate Disabilities

Program Purpose


Purpose: The purpose of the Special Education Mild/Moderate Disabilities program is to maximize the potential of diverse learners with individualized educational needs to elevate their quality of life. Through the B.S. program, we prepare competent and moral special educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with disabilities.

Alignment with BYU and Educator Preparation Programs Aims: The B.S. Special Education Program (SPED) in Mild/Moderate Disabilities supports Brigham Young University's mission "to assist individuals in their quest for perfection and eternal life" (BYU Mission Statement). The Special Education (SPED) program also supports the aims of the Educator Preparation Programs (EPP), as we prepare teacher candidates to (1) apply the Moral Dimensions of Teaching (stewardship, access to knowledge, nurturing pedagogy, educating youth for democracy), (2) demonstrate academic excellence, (3) act with social competence, and (4) engage in meaningful collaboration.

 

Career Opportunities: This program is designed to prepare undergraduate students (teacher candidates) for licensure in Mild/Moderate Disabilities from the Utah State Office of Education. Many states have reciprocal agreements with Utah, where few or no additional courses, tests, or other requirements are necessary for the license to be recognized.

A teaching license with an emphasis in mild/moderate disabilities prepares candidates to teach K-12 students whose learning or behavioral difficulties impede normal or expected academic achievement. Elementary teachers teach the core curriculum, primarily with beginning or remedial skills in reading, written language, math, and social behaviors. Secondary teachers address these skills in addition to preparing students to transition to vocations or to post-secondary education.

Students with mild/moderate disabilities generally spend all or most of their time in general classroom settings, but may also receive special education for part of the day in resource rooms or in self-contained classrooms within the school. Most mild/moderate students have learning disabilities, communication disorders, or emotional and behavioral disorders. Students may have mild intellectual disabilities, high-functioning autism, traumatic brain injury, or other mild forms of disabilities.

The Mild/Moderate program can be combined with courses leading to an endorsement in English as a Second Language. There exists a great need for special education teachers who have skills with students learning English as a Second Language and with students who are ethnically diverse.

Curricular Structure

Catalog Information

Program Information

Major Academic Plan (MAP)

PAA Sp Ed BS MM.pdf

Learning Outcomes


Upon completion of the Special Education Mild/Moderate Disabilities undergraduate program teacher candidates meet the needs of students with disabilities through competencies described in the Utah Effective Teaching Standards (UETS). The 10 UETS-based learning outcomes of the program are

1. Learner Development

The teacher understands cognitive, linguistic, social, emotional and physical areas of student development.

Courses that Contribute: CPSE 300 CPSE 402 CPSE 403 CPSE 410 CPSE 420 CPSE 425 CPSE 430 CPSE 440 CPSE 442 CPSE 443 CPSE 446R CPSE 452 CPSE 462 CPSE 466R CPSE 470 CPSE 486R CPSE 490 CPSE 496R
Linked to BYU Aims: Human knowledge, Competence
2. Learning Differences

The teacher understands individual learner differences and cultural and linguistic diversity.

Courses that Contribute: CPSE 300 CPSE 402 CPSE 403 CPSE 410 CPSE 420 CPSE 425 CPSE 440 CPSE 442 CPSE 443 CPSE 446R CPSE 452 CPSE 462 CPSE 466R CPSE 470 CPSE 486R CPSE 490 CPSE 496R
Linked to BYU Aims: Think soundly, Human knowledge, Competence
3. Learning Environments

The teacher works with learners to create environments that support individual and collaborative learningpositive social interaction, active engagement in learning, and self motivation.

Courses that Contribute: CPSE 300 CPSE 402 CPSE 403 CPSE 410 CPSE 425 CPSE 430 CPSE 440 CPSE 442 CPSE 443 CPSE 446R CPSE 466R CPSE 480 CPSE 486R CPSE 490 CPSE 496R
Linked to BYU Aims: Think soundly, Human knowledge, Competence
4. Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline.

Courses that Contribute: CPSE 300 CPSE 402 CPSE 403 CPSE 425 CPSE 440 CPSE 442 CPSE 443 CPSE 446R CPSE 452 CPSE 460 CPSE 462 CPSE 466R CPSE 470 CPSE 480 CPSE 486R CPSE 490 CPSE 496R
Linked to BYU Aims: Think soundly, Human knowledge, Competence
5. Assessment

The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.

Courses that Contribute: CPSE 300 CPSE 402 CPSE 403 CPSE 420 CPSE 425 CPSE 442 CPSE 443 CPSE 446R CPSE 452 CPSE 460 CPSE 462 CPSE 466R CPSE 486R CPSE 490 CPSE 496R
Linked to BYU Aims: Think soundly, Human knowledge, Competence
6. Instructional Planning

The teacher plans instruction to support students in meeting rigorous learning goals by drawing upon knowledge of content areas, Utah Core Standards, instructional best practices, and the community context.

Courses that Contribute: CPSE 300 CPSE 402 CPSE 403 CPSE 410 CPSE 420 CPSE 425 CPSE 430 CPSE 440 CPSE 442 CPSE 443 CPSE 446R CPSE 452 CPSE 460 CPSE 462 CPSE 466R CPSE 470 CPSE 480 CPSE 486R CPSE 490 CPSE 496R
Linked to BYU Aims: Think soundly, Communicate effectively, Human knowledge, Competence
7. Instructional Strategies

The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.

Courses that Contribute: CPSE 402 CPSE 403 CPSE 420 CPSE 452 CPSE 462
Linked to BYU Aims: Think soundly, Communicate effectively, Competence
8. Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner.

Courses that Contribute: CPSE 402 CPSE 403 CPSE 443 CPSE 460 CPSE 466R CPSE 467R CPSE 486R CPSE 496R
Linked to BYU Aims: Faith and testimony, Think soundly, Communicate effectively, Character
9. Leadership and Collaboration

The teacher is a leader who engages collaboratively with learners, families, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success.

Courses that Contribute: CPSE 300 CPSE 402 CPSE 403 CPSE 420
Linked to BYU Aims: Gospel knowledge, Think soundly, Communicate effectively, Character
10. Professional and Ethical Behavior

The teacher demonstrates the highest standard of legal, moral, and ethical conduct as specified in Utah State Board Rule R277-515.

Courses that Contribute: CPSE 300 CPSE 402 CPSE 403 CPSE 420 CPSE 462
Linked to BYU Aims: Gospel knowledge, Think soundly, Communicate effectively, Character

Evidence of Learning


Direct Measures

1. Learner Development

2. Learning Differences

3. Learning Environments

4. Content Knowledge

5. Assessment

6. Instructional Planning

7. Instructional Strategies

8. Reflection and Continuous Growth

9. Leadership and Collaboration

10. Professional and Ethical Behavior

Indirect Measures

1. Learner Development

2. Learning Differences

3. Learning Environments

4. Content Knowledge

5. Assessment

6. Instructional Planning

7. Instructional Strategies

8. Reflection and Continuous Growth

9. Leadership and Collaboration

10. Professional and Ethical Behavior

Learning and Teaching Assessment and Improvement


Analysis, Evaluation, and Improvement Process

Analysis, evaluation, and improvement of the SPED program occur primarily on three levels: course, program, and unit.

Course level analysis, evaluation, and improvement occur at various times during the academic year, but most frequently at mid-semester and end-of-semester of the course being taught. Individual instructors use services provided by the Faculty Center, use course evaluations, and develop their own evaluation activities to guide improvement of the course. For classes which are taught by more than one instructor, teams (or Professional Learning Communities) are formed to collect and analyze student data regarding achievement of the learning objectives of the course. Changes are made to assignments, learning activities, course objectives, or other essential components of the course as necessary.

Program level analysis, evaluation, and improvement occur at the end of each semester. The SPED Undergraduate Curriculum Committee gathers data from course syllabi to provide information to faculty regarding the scope and sequence of Council for Exceptional Children course competencies across the program. Changes are made as necessary. Also, Transition Point Data and artifacts are collected from the students at the end of each transition point (i.e., pre-admissions, admissions, pre-clinical, clinical, alumni); these data represent completion of and performance on unit-wide assessments (e.g., CPAS, PIBS, PRAXIS scores) and student progress in the program. These data are summarized at the end of each semester in the "End-of-Semester Evaluation" and decisions are made regarding student continuation in the program. Annually these data are reported to the faculty and consensus is reached regarding goals and activities for program improvement. If necessary, proposals for program changes (e.g., adding or deleting a course) are forwarded to the University Council on Teacher Education and the University Curriculum Committee for approval.

Unit level analysis, evaluation, and improvement occur on a systematic basis. Under the direction of the Educator Preparation Program Executive Committee, assessment instruments are developed, tested, implemented, evaluated, and revised for the EPP. Data are aggregated and reported to the respective programs. Comparisons are made within and between programs.