Department of Elementary, Literacy, and Special Education

[1] Departmental Purposes

The primary purposes of the department are to (a) prepare novice teachers with entry-level skills that will allow them to develop into competent professionals, (b) prepare experienced professionals with the knowledge and skills that will allow them to assume leadership roles in schools and other agencies and organizations whose principal functions relate to K-12 schooling, (c) provide service to agencies and organizations that interface with K-12 schools and the preparation of teachers and other educators, and (d) advance the knowledge and practice of teaching and schooling through scholarly and creative activities.

All programs are accredited by NCATE/CAEP.

[2] Honors in Elementary, Literacy, and Special Education

Students who major in Elementary Education or Special Education and who demonstrate exceptional ability may be invited to enter the Honors in the Major Program. For details, see Honors in the Major Program.

[3] Baccalaureate Degree: Bachelor of Science in Education

The department offers the Bachelor of Science in Education (BSE) degree with a major in Elementary Education K-6, the Bachelor of Science in Education (BSE) degree with a major in Special Education K-12 and the Bachelor of Science in Education (BSE) in Elementary Education K-6 and Special Education Dual Licensure.  A general description and course requirements of the Elementary Education K-6 major are outlined in section 3.1 while section 3.2 provides the same information on the Special Education K-12 major, and section 3.3 articulates the program details for the Bachelor of Science in Education (BSE) degree in Elementary Education K-6 with Special Education licensure.

[3.1] Major in Elementary Education K-6 (123 hours)

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The performance based undergraduate program in elementary education is designed to prepare candidates for positions as teachers in grades K-6. Upon completion of the program, candidates are expected to: (a) understand and apply knowledge related to the social, historical, and philosophical foundations of elementary education; (b) possess knowledge and skills to effectively teach all content areas including literacy/reading, mathematics, science, and social studies; (c) know the way children learn and develop; (d) use knowledge of how children learn and develop to design and implement age appropriate instruction; (e) understand language acquisition, cultural influences on learning, emotional and social development, exceptionalities, diverse student populations, inclusion and equity in classrooms and schools; (f) integrate technology into instruction and learning; (g) use research and developmentally appropriate practices in their teaching; and (h) know the roles and responsibilities of the profession of teaching.

Follow this link for Admission to Teacher Education/Retention/Licensure information.

The degree requires the successful completion of 123 hours including: (1) lower-division UCA Core requirements (see the UCA Core) including designated related course requirements that fulfill both UCA Core and program requirements); (2) professional education courses including courses that fulfill upper-division UCA Core requirements; and (3) academic core courses.

Mathematics Pathway: First-time, first-year students majoring in Elementary Education enter the Quantitative Literacy Mathematics Pathway and must enroll in MATH 1360 during their first year of study, unless they have been awarded credit that completes their 1000-level math requirements.

Professional Education (65 semester hours)

Academic Core Requirements (20 semester hours)

Related Course Requirements (16 semester hours)

Delivery of Courses: With the exception of the lower-division UCA Core, EDUC 1300, ELSE 3304, ELSE 3301, ELSE 3305, ELSE 3308, MATH 3351, MATH 3352, MATH 4310, ELSE 3390, SCI 3410, SCI 4410, HIST 3310, and educational technology prerequisite, all requirements must be completed after admission to the teacher education program. Several courses are scheduled to form blocks, and these courses must be taken simultaneously. All other courses must be taken prior to entry into Junior Block.

Junior Block: ELSE 4307, 4309, 4310, 4311, and 4315 must be taken during the same semester, with field experiences on Tuesday, 8:00-4:00. All Junior Block courses and requirements must be successfully completed before entering Internship I.

Internship I: ELSE 4305, 4316, 4318, 4319, 4320, and 4331 must be taken during the same semester, with field experiences on Tuesdays from 8:00-4:00 and Thursdays from 8:00-4:00. Please see requirements below for entry into Internship II.

Internship II: ELSE 4T90, with daily field experiences. Students must successfully complete all program courses (i.e., General Education, Professional Education, Academic Content, Internship I courses and requirements, and related courses) and earn score(s) on relevant Praxis subject-area assessment(s) to meet or exceed the state’s minimum requirements to be eligible for a license upon graduation before enrolling in Internship II.

[3.2] Major in Special Education K–12 (122 hours)

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The department offers the Bachelor of Science in Education (BSE) degree with a major in Special Education K-12. The performance based undergraduate program in special education is designed to prepare candidates for positions as special education teachers in grades K-12. The program recognizes the changing and complex role of the special educator and as such prepares the candidates to (1) provide support and instruction to students with cognitive, physical, behavior, multiple, and/or health disabilities from kindergarten through 12^th grade; (2) work in different educational settings such as self-contained, resource, and regular classrooms; (3) access the general education curriculum demonstrating a strong knowledge and skill set in academic content areas for instructing students with disabilities; (4) effectively collaborate and work closely with general education teachers, related service personnel, administrators, and families to ensure all students are given every opportunity to reach their full potential; (5) understand language acquisition, cultural influences on learning, emotional and social development, exceptionalities, diverse student populations, inclusion and equity in classrooms and schools; (6) understand and apply knowledge related to the social, historical, and philosophical foundations of special education; (7) integrate technology into instruction and learning; (8) use research and developmentally appropriate practices in their teaching; and (9) know the roles and responsibilities of the profession of teaching.

Follow this link for Admission to Teacher Education/Retention/Licensure information.

The degree requires the successful completion of 122 hours including: (1) lower-division UCA Core requirements (see the UCA Core) including designated related course requirements that fulfill both UCA Core and program requirements); (2) professional education courses including courses that fulfill upper-division UCA Core requirements; and (3) academic core courses.

Mathematics Pathway: First-time, first-year students majoring in Special Education K-12 enter the Quantitative Literacy Mathematics Pathway and must enroll in MATH 1360 during their first year of study, unless they have been awarded credit that completes their 1000-level math requirements.

Professional Education (65 semester hours)

Academic Core Requirements (16 semester hours):

Related Course Requirements (13 semester hours)

Delivery of Courses: With the exception of the lower-division UCA Core, EDUC 1300, ELSE 3301, ELSE 3305, ELSE 3308, ELSE 3390, MATH 3351, MATH 3352, MATH 4310, SCI 3410, SCI 4410, HIST 3310, and educational technology prerequisite, all requirements must be completed after admission to the teacher education program (no later than second semester sophomore year). Several courses are scheduled to form blocks, and these courses must be taken simultaneously. All other courses must be taken prior to entry into Junior Block.

Junior Block: ELSE 4307, 4309, 4310, 4311, and 4315 must be taken during the same semester, with field experiences. All Junior Block courses and requirements must be successfully completed before entering Internship IA or Internship IB.

Internship IA: ELSE 4303, 4306, 4308, 4325, and ELSE 4322 (15 hrs.) must be taken during the same semester. Internship IA may be completed before or after Internship IB. If going into Internship II following Internship IA, please see the entry requirements for Internship II below.

Internship IB: ELSE 4301, 4302, 4305, 4320, 4324, and 4331 must be taken during the same semester. Internship IB may be completed before or after Internship IA. If going into Internship II following Internship IB, please see the entry requirements for Internship II below.

Internship II: ELSE 4T90, with daily field experiences. Students must successfully complete all program courses (i.e., General Education, Professional Education, Academic Content, Internship I courses and requirements, and related courses) and earn score(s) on relevant Praxis subject-area assessment(s) to meet or exceed the state’s minimum requirements to be eligible for a license upon graduation before enrolling in Internship II.

[3.2.1] Minor in Special Education

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This minor in Special Education is designed to build a basic knowledge and understanding of disabilities by introducing students to (1) types of disabilities/conditions, (2) current laws and trends guiding community and educational services to individuals with disabilities, and (3) educational and behavioral strategies for working effectively with individuals with disabilities. The minor program is designed for non-education majors and does not lead to Arkansas teacher licensure in special education. The minor in Special Education includes the following 18 hours of upper division special education courses. Course substitutions are not allowable.

[3.3] BSE Degree Completion in Elementary Education K-6 and Special Education Dual Licensure (60 hours)

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This online, performance-based undergraduate program-completion pathway for dual licensure in elementary education and special education is designed to prepare candidates for positions as teachers in grades K-6 and Special Education K-12, which will prepare them to address the needs of all students, including those with disabilities. Upon completion of the program, candidates are expected

1. to understand and apply knowledge related to the social, historical, and philosophical foundations of elementary and special education.
2. to possess knowledge and skills to effectively teach all content areas including literacy/reading, mathematics, science, and social studies.
3. to know the way children learn and develop.
4. to use knowledge of how children learn and develop to design and implement age appropriate instruction.
5. to understand language acquisition, cultural influences on learning, emotional and social development, exceptionalities, diverse student populations, and inclusion and equity in classrooms and schools.
6. to integrate technology into instruction and learning.
7. to use research and developmentally appropriate practices in their teaching.
8. to know the roles and responsibilities of the profession of teaching.

The program also recognizes the changing and complex role of educators working with students with and without disabilities, and as such, prepares candidates

1. to provide support and instruction to students in the regular education classroom (Grades K-6) as well as those with cognitive, physical, behavior, multiple, and/or health disabilities from kindergarten through 12th grade.
2. to access the general education curriculum demonstrating a strong knowledge and skill set in academic content areas for instructing students with disabilities.
3. to effectively collaborate and work closely with other teachers, related service personnel, administrators, and families to ensure all students are given every opportunity to reach their full potential.

Follow this link for Admission to Teacher Education/Retention/Licensure information.

The prerequisite for admission to this program is an earned associate degree that conforms to existing 2+2 transfer agreements between UCA and partner institutions. In the absence of the conforming associate degree, admissibility may be verified by review of transcripts.

The degree requires the successful completion of 60 hours in the courses listed below:

[4] Course Links (EDUC, ELSE)

Follow this link for EDUC courses descriptions: course link.

Follow this link for ELSE course descriptions: course link.

Follow this link for SPEL course descriptions: course link.