Special Education Minor
Hours - 13 Credit Hours
Effective Jan. 2020
Last Revised 3/3/2023
Holokai Category: Professional Studies
Required — 13 Credits
|Course Number||Title||Semesters Offered||Credit Hours||Prerequisites|
|EDU 200||Human Growth and Learning in Schools||F, W, S||3.0|
|SPED 300||Education of Students with Exceptionalities||F, W, S||3.0||EDU 200|
|SPED 309||Theory and Practice with Students with Disabilities||F, W||3.0||SPED 300|
|SPED 320||Behavioral Management||W, S||2.0||SPED 300|
|SPED 387||IEP Development: Assessment to Implementation||F, S||2.0||Pre or corequisite: SPED 309|
Additional Program Requirements
All passing grades will be accepted in fulfilling minor or certificate requirements.
This special education minor does not imply or lead to Hawaii teacher licensing.
Program Learning Outcomes
Upon completing a major in teacher education, students can demonstrate an understanding of these outcomes:
- Learner Development - The teacher candidate designs and implements developmentally appropriate and challenging learning experiences.
- Learning Differences - The teacher candidate creates inclusive learning environments that enable each learner to meet high standards.
- Learning Environments - The teacher candidate works with others to create environments that support individual and collaborative learning and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Content Knowledge - The teacher candidate understands the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content - The teacher candidate uses differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment - The teacher candidate uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Planning for Instruction - The teacher candidate plans instruction that supports every student in meeting rigorous learning goals.
- Instructional Strategies - The teacher candidate uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections and to build skills to apply knowledge in meaningful ways.
- Professional Learning and Ethical Practice - The teacher candidate uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration - The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, and to collaborate with learners, families, colleagues, other school professionals.