Program Purpose

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Purpose: 

Jesus ministered to individuals with disabilities with profound compassion, recognizing their infinite and divine potential (see 3 Nephi 17:6–10). Following His example, the special education program fosters the same love and commitment to those with disabilities. In this program, you will learn to identify and understand the unique needs of students with disabilities while developing the skills necessary to help them reach their full potential (see Doctrine and Covenants 88:19).

Throughout the program, you will engage in both study and hands-on experiences. Coursework aligns with practical application, allowing you to bridge theory with real-world practice.

As a participant in this program, you will develop essential skills, including:

• Designing effective lesson plans and instructional strategies

• Assessing academic, social, and functional abilities

• Identifying, selecting, and implementing evidence-based interventions

• Understanding the importance of ongoing reflection and progress monitoring

• Making data-driven decisions to enhance student outcomes

• Collaborating effectively with parents, colleagues, and other professionals

As you progress, you will not only cultivate professional expertise but also deepen your discipleship, enabling you to bless the lives of others while experiencing personal and spiritual growth.

 

 

Alignment with BYU and Educator Preparation Programs Aims: The B.S. Special Education Program (SPED) in Severe 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.

• Spiritually Strengthening: Teachers use their spiritual strength to engage in nurturing pedagogy and to create environments which support all students (EPP). Special education teacher candidates engage in collaborative interpersonal relations and teaching/behavior strategies which demonstrate the divine worth of each individual, assisting students with disabilities to maximize their potential (SPED).

• Intellectually Enlarging: Teachers must demonstrate academic excellence in their own acquisition of knowledge, skills, and dispositions in order to create opportunities for all students to access knowledge (EPP). Special education teacher candidates demonstrate competence in assessing, teaching, collaborating, and promoting positive behavior skills in order to ensure students with disabilities have access to knowledge (SPED).

• Character Building: Teachers educate youth for participation in a social and political democracy (EPP). Special education teacher candidates engage in professional practices by fulfilling duties and assignments and abiding by all laws and policies to equip students with disabilities with the knowledge, skills, and dispositions for full citizenship in a democracy (SPED).

• Lifelong Learning and Service: The teaching profession requires lifelong learning and service. Specifically, candidates serve as stewards of public education (EPP). Special education teacher candidates serve as stewards as they collaborate in the assessment, teaching, and promotion of positive behavior of students with disabilities (SPED).

Career Opportunities: This program is designed to prepare undergraduate students (teacher candidates) for licensure in Severe 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 severe disabilities prepares candidates to teach K-12 students whose difficulties require functional academics and life skills instruction (e.g., communication, social behavior, daily living activities). These students may have intellectual disabilities, autism, other health impairments, multiple disabilities, severe traumatic brain injuries, or other disabilities which significantly impact their lives. While many students with severe disabilities are taught in self-contained classrooms within regular schools, others are included in general classrooms or attend separate schools designed to meet their special needs.

Curricular Structure

Catalog Information

Program Information

Major Academic Plan (MAP)

PAA Sp Ed BS Severe.pdf

Learning Outcomes

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Upon completion of the Special Education Mild/Moderate Disabilities undergraduate program teacher candidates are prepared to use data-based decision making to meet the needs of students iwth disabilities.  

  1.Effective Instruction

The teacher understands and demonstrate effective instruction. 

2. Progress Monitoring

The teacher understands and demonstrates progress monitoring. 

3. Adaptation or Intensification

The teacher understands and demonstrates appropriate adaptation or intensification of support. 

Evidence of Learning

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Direct Measures

1. Guided Observations

• Teacher candidates identify effective instruction in a classroom setting (CPSE 420, 425, 442, 466)

2. Targeted Reading Interventions 

• Teacher candidates demonstrate competence implementing targeted reading interventions (CPSE 425, 430)

3. Explicit Instruction 

• Teacher candidates demonstrate competence delivering explicit instruction (CPSE 440, 452, 462, 466) 

4. Curriculum Based Measures 

• Teacher candidates demonstrate competence administering curriculum based measures (CPSE 420, 462)

5. Graphing

• Teacher candidates demonstrate competence creating, interpreting, and evaluating graphical information to guide decision making (CPSE 410, 442) 

6. Implementation fidelity 

• Teacher candidates demonstrate competene evaluating and addressing implementation fidelity (CPSE 410, 430, 442) 

7. Intensification 

• Teacher candidates demonstrate competence intensifying instruction/supports to meet student needs (CPSE 410, 425, 430, 442)

8. Epirically Supported Treatment

• Teacher candidates demonstrate competence identifying, selecting, and impelmenting treatments/interventions that have the highest probability of meeting student needs. (CPSE 410, 425, 442) 

Learning and Teaching Assessment and Improvement

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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.