Bachelor of Science Special Education with a Major in Early Intervention/Early Childhood Special Education (Birth-5) (BS)
Lisa Morin, Ph.D., Undergraduate Program Director
The BS in special education draws courses from across the University to prepare teacher candidates interested in teaching special education. Course work spans the disciplines of English literature and composition; history; fine and performing arts; mathematics; natural sciences; social sciences; human growth and development; and educational foundations, technology, assessment, theory, and methods. The broad curriculum, along with the admittance, continuance, and graduation requirements, prepares teacher candidates for endorsement in early childhood special education for the Commonwealth of Virginia.
Major coursework is available in both online and face-to-face formats. Additional information is posted on the departmental website or available in hard copy from the department.
Requirements
Lower-Division General Education
| Code | Title | Credit Hours |
|---|---|---|
| Written Communication | 6 | |
| Oral Communication | 3 | |
| Mathematics | 3 | |
| Language and Culture | 0-6 | |
| Information Literacy and Research | 3 | |
| Human Behavior | 3 | |
| Human Creativity | 3 | |
| Interpreting the Past | 3 | |
| Literature | 3 | |
| Philosophy and Ethics | 3 | |
| The Nature of Science | 8 | |
| Impact of Technology | 3 | |
Courses in Written Communication, Literature, Human Creativity, Interpreting the Past, Human Behavior, Mathematics, and the Nature of Science are departmental requirements for all teacher candidates and are not met by the associate degree.
Language and Culture: See Requirements for Undergraduate Degrees section of this Catalog for requirement. If language needed, Spanish preferred.
Information Literacy and Research: met in the major with LIBS 110G or STEM 251G
Human Behavior: PSYC 203S required
Impact of Technology: met in the major with STEM 370T
Interpreting the Past: HIST 104H required
Nature of Science: Select one from BIOL 105N, BIOL 106N, BIOL 110N/BIOL 111N, BIOL 112N/BIOL 113N, or BIOL 121N/BIOL 122N and one from OEAS 110N, OEAS 111N, ASTP 103N, ASTP 104N, or OEAS 250N.
Upper-Division General Education
Satisfied in the major.
Requirements for Graduation
To graduate, teacher candidates must:
- Minimum of 120 credit hours.
- Minimum of 30 credit hours overall and 12 credit hours of upper-level courses in the major program from Old Dominion University.
- Complete all program requirements.
- Earn a grade of no less than C- in all departmental requirements (C in ENGL 110C and ENGL 211C), major courses, and core courses.
- Have a minimum cumulative grade point average of 2.75 and 2.75 major and core GPA.
- Pass the writing intensive (W) course in the major with a grade of C or higher.
-
Obtain certificate of completion in First Aid/AED/CPR, Dyslexia Awareness Training, Child Abuse and Neglect Recognition and Intervention Training, and Regulations Governing the Use of Restraint and Seclusion in Elementary and Secondary Schools.
-
Complete the Senior Assessment Survey.
- Submit a professional portfolio according to Darden College of Education and Professional Studies and program requirements.
Due to changing University requirements, national accreditation standards, and Commonwealth of Virginia licensure regulations, the programs in the Darden College of Education and Professional Studies are under constant revision. Any changes resulting from these factors supersede the program requirements described in this catalog. Students should obtain current program information from their advisors and the Darden College of Education and Professional Studies website at https://www.odu.edu/eps.
Special Education Core
| Code | Title | Credit Hours |
|---|---|---|
| FOUN 301 | Learning and Development | 3 |
| FOUN 302 | Assessment of Learning | 3 |
| SPED 400 | Foundations of Special Education: Legal Aspects and Characteristics + | 3 |
| SPED 411 | Classroom and Behavioral Management Techniques for Students with Diverse Needs | 3 |
| SPED 417 | Collaboration and Transitions | 3 |
| STEM 370T | Technology and Society (writing intensive; C or better required) ** | 3 |
| TLED 326 | Socio-Cultural Perspectives in Education | 3 |
| TLED 426 | Introduction to Literacy, Linguistics and Practice in the Classroom | 3 |
| Total Hours | 24 | |
- +
LiveText is required for all Special Education majors and minors upon registration for SPED 400.
- **
Meets Impact of Technology and writing intensive requirement.
Early Intervention/Early Childhood Special Education (Birth-5) Major
| Code | Title | Credit Hours |
|---|---|---|
| General Education | ||
| Complete lower-division requirements | 35-47 | |
| Complete upper-division requirements | ||
| Special Education Core | ||
| Complete special education core | 24 | |
| Early Intervention/Early Childhood Special Education (Birth-5) Major | ||
| LIBS 110G | Information Literacy for the Digital Age ** | 3 |
| or STEM 251G | Computer Literacy: Communication and Information | |
| SPED 313 | Fundamentals of Human Growth and Development: Birth through Adolescence | 3 |
| SPED 404 | Characteristics and Medical Aspects of Disabling Conditions | 3 |
| TLED 320 | Perspectives on the Young Child and the Family | 3 |
| TLED 338 | Integrated Methods & Curriculum in Early Childhood Ed: Birth-Pre-K | 4 |
| SPED 415 | Instructional Design II: Curricular Procedures and Individualized Education Planning *** | 3 |
| SPED 440 | Assistive Technology for Diverse Students | 3 |
| SPED 441 | Teaching Students with Severe Physical and Sensorimotor Disabilities *** | 3 |
| SPED 469 | Communication/Language Development/Intervention for Students with Significant Disabilities | 3 |
| SPED 460 | Teaching Preschoolers With Diverse Abilities *** | 3 |
| SPED 461 | Developmental Assessment of Young Children with Diverse Abilities | 3 |
| SPED 467 | Family-Centered Practices in Early Childhood Intervention *** | 3 |
| SPED 486 | Teacher Candidate Internship for Special Endorsement ***++ | 12 |
| Early Intervention/Early Childhood Special Education (Birth-5) Major Total Credit Hours | 49 | |
| Total Credit Hours | 114-120 | |
| (Additional Credits to reach 120 can be earned as a minor or through electives) | ||
- **
Meets the Information Literacy and Research requirement.
- ***
Admission to the undergraduate special education teacher preparation program and completion of a background clearance check is required prior to registration for SPED 415, SPED 441, SPED 460, SPED 467, and SPED 486. SPED 415, SPED 441, SPED 460, and SPED 467 each include a 45-hour practicum requirement. Students enrolled in SPED 415 must request an elementary school placement, students enrolled in SPED 460 and SPED 467 must request an early intervention or early childhood special education placement, and students in enrolled in SPED 441 may request any Prek-12 setting. In SPED 486, teacher candidates will teach 7-weeks at the early intervention (Birth-3) level and 7-weeks at the early childhood special education (3-5) level. A passing score on the Special Education exit exam is required prior to SPED 486.
- ++
A passing score on the Special Education exit exam is required prior to SPED 486.
Note: All students must earn a minimum of 120 credit hours for the baccalaureate degree, which must include both a minimum of 30 credit hours overall and 12 credit hours in upper-level courses in the major program from Old Dominion University.
Additional Requirements and Information
Declaration of Major
To declare the major, teacher candidates must have a C or better in ENGL 110C and meet with an advisor in the Darden College of Education and Professional Studies.
Virginia Board of Education Prescribed Assessments for Admission to an Approved Teacher Education Program
Old Dominion University students seeking admission to an approved teacher education program must satisfy the Virginia Board of Education required assessment for admission into an approved teacher education program.
For the most current information on the prescribed Virginia Board of Education admission assessment, visit the Virginia Department of Education at https://www.doe.virginia.gov/.
Admission to Undergraduate Teacher Education Program
All teacher candidates must be admitted to the special education program as a requirement of continuance and graduation. Admittance to the special education program requires that the teacher candidate:
- Be a declared BS in special education student.
- Have a cumulative GPA of 2.75.
- Have a 2.75 GPA in major and core courses.
- Have no grade below a C- in any course required in the program.
- Submit an application for admittance that is approved by the program and the Darden College of Education and Professional Studies.
Additionally, teacher candidates should be admitted to the special education program by the end of their 60th credit hour. Transfer students with 60 or more credits should be admitted to the special education program by the end of their second semester enrolled at the University.
Continuance
Teacher candidates must:
- Maintain a cumulative grade point average of 2.75 and a 2.75 major and core GPA.
- Earn a grade no less than C- in all departmental requirements, major courses, and core courses.
- Successfully complete a background clearance check.
Background Clearance Requirement: Old Dominion University requires a background clearance check of candidates interested in professional education programs. Professional education programs have several field experiences that are required for continuance and graduation from the program. The background clearance must be successfully completed prior to a field experience placement. The process to complete the ODU clearance background check is located at: https://www.odu.edu/clinical-experiences/placement/background-checks. The ODU clearance process includes the FBI fingerprint SP-24 form, the child protective service/social service check, and the sexual offender registry check. Candidates interested in professional education programs are advised to complete this clearance process immediately upon entry since the clearance process takes a minimum of eight weeks to complete. Please contact the Office of Clinical Experiences at 757-683-3348 with any questions.
Teacher candidates who fail to meet program requirements for two consecutive semesters will be encouraged to consider other academic and professional goals.
Additionally, passing scores on the Special Education exit exam is a required prerequisite to enrollment in SPED 486. Special Education exit examination scores will be submitted to the Office of Clinical Experiences by the Undergraduate Program Director. All teacher candidates must consult with an academic advisor every semester to review their academic progress.
Degree Program Guide
The Degree Program Guide is a suggested curriculum to complete this degree program in four years. It is just one of several plans that will work and is presented only as broad guidance to students. Each student is strongly encouraged to develop a customized plan in consultation with their academic advisor. Additional information can also be found in Degree Works.
| Freshman | ||
|---|---|---|
| First Semester | Credit Hours | |
| ENGL 110C | English Composition (C or better required) | 3 |
| Mathematics (C- or better required) | 3 | |
| PSYC 203S | Lifespan Development (C- or better required) | 3 |
| HIST 104H | Interpreting the American Past (C- or better required) | 3 |
| Elective or Language and Culture (may be waived; if needed SPAN 101F preferred) | 3 | |
| Credit Hours | 15 | |
| Second Semester | ||
| ENGL 211C or ENGL 231C |
Writing, Rhetoric, and Research (C or better required) or Writing, Rhetoric, and Research: Special Topics |
3 |
| Oral Communication | 3 | |
| Human Creativity (C- or better required) | 3 | |
| LIBS 110G or STEM 251G |
Information Literacy for the Digital Age (C- or better required) or Computer Literacy: Communication and Information |
3 |
| Elective or Language and Culture (may be waived; if needed SPAN 102F preferred) | 3 | |
| Credit Hours | 15 | |
| Sophomore | ||
| First Semester | ||
| FOUN 301 | Learning and Development (C- or better required) | 3 |
| Literature (C- or better required) | 3 | |
| Philosophy & Ethics | 3 | |
| Nature of Science I (C- or better required) | 4 | |
| Select one of the following: | ||
| Biology for Nonscience Majors I | ||
| Biology for Nonscience Majors II | ||
| Environmental Science for Non-Majors (must also take BIOL 111N) | ||
| Environment and Humanity (must also take BIOL 113N) | ||
| General Biology I (must also take BIOL 122N) | ||
| Elective | 3 | |
| Credit Hours | 16 | |
| Second Semester | ||
| STEM 370T | Technology and Society (writing intensive; C or better required) | 3 |
| FOUN 302 | Assessment of Learning (C- or better required) | 3 |
| TLED 320 | Perspectives on the Young Child and the Family (C- or better required) | 3 |
| TLED 326 | Socio-Cultural Perspectives in Education (C- or better required) | 3 |
| Nature of Science II (C- or better required) | 4 | |
| Select one of the following: | ||
| Earth Science | ||
| Physical Geology | ||
| Introductory Astronomy of the Solar System | ||
| Introductory Astronomy of Galaxies and Cosmology | ||
| Natural Hazards and Disasters | ||
| Credit Hours | 16 | |
| Junior | ||
| First Semester | ||
| TLED 426 | Introduction to Literacy, Linguistics and Practice in the Classroom (C- or better required) | 3 |
| SPED 400 | Foundations of Special Education: Legal Aspects and Characteristics (C- or better required) | 3 |
| SPED 440 | Assistive Technology for Diverse Students (C- or better required) | 3 |
| SPED 313 | Fundamentals of Human Growth and Development: Birth through Adolescence (C- or better required) | 3 |
| SPED 411 | Classroom and Behavioral Management Techniques for Students with Diverse Needs (C- or better required) | 3 |
| Credit Hours | 15 | |
| Second Semester | ||
| SPED 417 | Collaboration and Transitions (C- or better required) | 3 |
| SPED 404 | Characteristics and Medical Aspects of Disabling Conditions (C- or better required) | 3 |
| SPED 469 | Communication/Language Development/Intervention for Students with Significant Disabilities (C- or better required) | 3 |
| SPED 441 | Teaching Students with Severe Physical and Sensorimotor Disabilities (C- or better required) | 3 |
| SPED 461 | Developmental Assessment of Young Children with Diverse Abilities (C- or better required) | 3 |
| Credit Hours | 15 | |
| Senior | ||
| First Semester | ||
| TLED 338 | Integrated Methods & Curriculum in Early Childhood Ed: Birth-Pre-K (C- or better required) | 4 |
| SPED 415 | Instructional Design II: Curricular Procedures and Individualized Education Planning (C- or better required) | 3 |
| SPED 460 | Teaching Preschoolers With Diverse Abilities (C- or better required) | 3 |
| SPED 467 | Family-Centered Practices in Early Childhood Intervention (C- or better required) | 3 |
| Elective | 3 | |
| Credit Hours | 16 | |
| Second Semester | ||
| SPED 486 | Teacher Candidate Internship for Special Endorsement | 12 |
| Credit Hours | 12 | |
| Total Credit Hours | 120 | |
Master's Degree Options
There is a linked program available to qualified students under existing university policy to link the Bachelor of Science (Special Education with a Major in Early Intervention/Early Childhood Special Education Birth-5) undergraduate program with the Master of Science in Education (Special Education with a Concentration in K-12 Licensure-Adapted Curriculum-K-12) or Master of Science in Education (Special Education with a Concentration in K-12 Licensure-General Curriculum-K-12) graduate program. See program director for additional details.