Elementary Education: PK-4 and Special Education

Major: Elementary Education
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Minimum Required Credits: 185.0
Co-op Options: One Co-op (Four years)
Classification of Instructional Programs (CIP) code: 13.1202
Standard Occupational Classification (SOC) code: 25-2022

About the Concentration

This certification option within the BS in Elementary Education enables teachers to work with children in prekindergarten, kindergarten, and grades 1 through 4 (ages 3-9) across subject areas with the addition of being specialized to work with prekindergarten through secondary grade students at risk for disabilities or with disabilities. As with the Elementary PK-4 certification, the program covers required competencies such as child development, language development, early literacy and math foundations for preschool years, early intervention, integration of the arts for the developing child, and family and community partnerships.

Improvements in the diagnosis of learning disabilities at earlier ages have resulted in an increase in the number of students requiring special education. This program is designed to provide the information necessary to understand the complexities of the disabled learner's needs; modify a curriculum appropriately; provide remedial instruction; use technology to address the learner's needs/progress; and manage instruction for students with special needs in the inclusive classroom, as well as additional approaches to assessment and special education teaching techniques.

The program requires that candidates have a B average (3.0 GPA) in content courses needed for teacher certification in addition to the grade of B or better in each EDEX, EDLT, EDPO, EDUC and MTED courses throughout their time in the program. These requirements must be satisfied for Drexel to recommend the candidates for teacher certification upon graduation and/or be considered to have completed the program. 

Additional Information

For more information about the program, visit the School of Education website.

Degree Requirements

General Education/Content Requirements
BIO 100Applied Cells, Genetics & Physiology3.0
or BIO 161 General Biology I
BIO 101Applied Biological Diversity, Ecology & Evolution3.0
or BIO 162 General Biology II
CHEM 111General Chemistry I4.0
CIVC 101Introduction to Civic Engagement *1.0
COM 111Principles of Communication3.0
COOP 101Career Management and Professional Development *1.0
ECON 201Principles of Microeconomics4.0
ENGL 101Composition and Rhetoric I: Inquiry and Exploratory Research3.0
or ENGL 111 English Composition I
ENGL 102Composition and Rhetoric II: Advanced Research and Evidence-Based Writing3.0
or ENGL 112 English Composition II
ENGL 103Composition and Rhetoric III: Themes and Genres3.0
or ENGL 113 English Composition III
English (Literature) elective: Select course between ENGL 200 - ENGL 3603.0
ENVS 260Environmental Science and Society3.0
HIST 275History of Pennsylvania3.0
MATH 171Introduction to Analysis A3.0
or MATH 101 Introduction to Analysis I
MATH 172Introduction to Analysis B3.0
or MATH 102 Introduction to Analysis II
MATH 173Introduction to Analysis C3.0
or MATH 107 Probability and Statistics for Liberal Arts
MUSC 130Introduction to Music3.0
NFS 100Nutrition, Foods, and Health2.0
NFS 101Introduction to Nutrition & Food1.0
PHYS 151Applied Physics3.0
PSY 101General Psychology I3.0
PSY 320 [WI] Educational Psychology3.0
PSY 330Cognitive Psychology3.0
SOC 335Sociology of Education3.0
UNIV T101The Drexel Experience *1.0
Pedagogy Requirements
EDEX 142Special Education Foundations: Referral and Assessment3.0
EDEX 344Inclusive Practices3.0
EDEX 368 [WI] Literacy and Content Skill Development PK-123.0
EDLT 325Design for Learning with Digital Media3.0
EDPO 312Educational Policy, Law & Advocacy3.0
EDUC 101Foundations in Education I: A Historical and Philosophical Perspective3.0
EDUC 106First Year Seminar: A Case of Schools and Cities1.0
EDUC 107First Year Seminar: Exploring Pedagogies1.0
EDUC 108First Year Seminar: Designing Learning Spaces 1.0
EDUC 205Sophomore Pedagogy Seminar1.0
EDUC 216Diversity and Today's Teacher3.0
EDUC 222Development in Early Childhood Education 3.0
EDUC 236Early Literacy I3.0
EDUC 305 [WI] Junior Pedagogy Seminar1.0
EDUC 306Assessment of Young Children I3.0
EDUC 308Creating a Positive Classroom Climate3.0
EDUC 314Science Teaching Methods3.0
EDUC 316Teaching in Urban Contexts 3.0
EDUC 324Current Research in Curriculum & Instruction3.0
EDUC 326 [WI] Language Arts Processes3.0
EDUC 335Engaging the Learner3.0
EDUC 336Early Literacy II3.0
EDUC 338Expressive Arts for PK-43.0
EDUC 355Social Studies Teaching Methods3.0
EDUC 365Foundations in Instructing English Language Learners3.0
EDUC 405Senior Pedagogy Seminar1.0
EDUC 411Family and Community Partnerships3.0
MTED 417Mathematics Methods and Content: Early Childhood3.0
MTED 418Mathematics Methods and Content3.0
Special Education Core Courses
EDEX 336Special Education Law and Processes3.0
EDEX 348Emotional and Behavioral Support of Individuals with Disabilities3.0
EDEX 349Teaching Individuals with High Incident Disabilities3.0
EDEX 350Teaching Individuals with Low Incident Disabilities3.0
EDEX 352Integrating Technology for Learning & Achievement3.0
EDEX 355Teaching Students with Autism Spectrum Disorders3.0
EDEX 378Special Education: Methods & Practices PK-123.0
EDEX 388Implementing Academic Interventions in Inclusive Educational Environments3.0
Student Teaching Experience
EDUC 409 [WI] Teaching Practicum9.0
EDEX 414 [WI] Special Education Student Teaching Seminar9.0
Total Credits185.0
*

Writing-Intensive Course Requirements

In order to graduate, all students must pass three writing-intensive courses after their freshman year. Two writing-intensive courses must be in a student's major. The third can be in any discipline. Students are advised to take one writing-intensive class each year, beginning with the sophomore year, and to avoid “clustering” these courses near the end of their matriculation. Transfer students need to meet with an academic advisor to review the number of writing-intensive courses required to graduate.

A "WI" next to a course in this catalog may indicate that this course can fulfill a writing-intensive requirement. For the most up-to-date list of writing-intensive courses being offered, students should check the Writing Intensive Course List at the University Writing Program. Students scheduling their courses can also conduct a search for courses with the attribute "WI" to bring up a list of all writing-intensive courses available that term.

Sample Plan of Study

4 year, 1 co-op

First Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
COM 1113.0BIO 100 or 1613.0CHEM 1114.0VACATION
EDUC 1013.0CIVC 1011.0EDEX 1423.0 
EDUC 1061.0EDUC 1071.0EDUC 1081.0 
ENGL 101 or 1113.0EDUC 2163.0ENGL 103 or 1133.0 
PSY 1013.0EDUC 2223.0NFS 1002.0 
UNIV T1011.0ENGL 102 or 1123.0NFS 1011.0 
 MATH 171 or 1013.0MATH 172 or 1023.0 
 MUSC 1303.0  
 14 20 17 0
Second Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDEX 3443.0BIO 101 or 1623.0EDEX 3503.0EDEX 3553.0
EDEX 3363.0COOP 1011.0EDEX 3523.0EDPO 3123.0
EDEX 3493.0EDEX 3483.0EDUC 2363.0EDUC 3063.0
EDUC 2051.0EDEX 3683.0EDUC 3051.0EDUC 3353.0
EDUC 3653.0EDUC 3163.0EDUC 3143.0EDUC 3383.0
MATH 107 or 1733.0PSY 3303.0EDUC 3083.0ENVS 2603.0
  PHYS 1513.0 
 16 16 19 18
Third Year
FallCreditsWinterCreditsSpringCreditsSummerCredits
COOP EXPERIENCECOOP EXPERIENCEECON 2014.0EDLT 3253.0
EDUC 3363.0MTED 4173.0EDEX 3783.0EDUC 3243.0
  EDEX 3883.0EDUC 3553.0
  EDUC 3263.0HIST 2753.0
  SOC 3353.0MTED 4183.0
  ENGL Literature (ENGL 200-260)3.0 
 3 3 19 15
Fourth Year
FallCreditsWinterCredits  
EDUC 4051.0EDEX 4149.0  
EDUC 4099.0PSY 3203.0  
EDUC 4113.0   
 13 12  
Total Credits 185

Program Level Outcomes

  • Make ethical, sound decisions based on the Pennsylvania Professional Code of Conduct.
  • Demonstrate leadership in the classroom, school community, and profession that is focused on positive and innovative change.
  • Seek ongoing professional growth and development in the field to improve practice.
  • Demonstrate a growth mindset and take responsibility for student learning and academic growth.
  • Partner with parents in the education of their children.
  • Use culturally responsive pedagogy to create equitable learning experiences for all students.
  • Use critical self-reflection to understand one’s own identity in the context of a classroom of diverse learners.
  • Create an inclusive classroom environment with high expectations for all learners.
  • Demonstrate the ability to self-reflect on his or her professional practice.
  • Use data and classroom-based evidence to inform and improve professional practice.
  • Demonstrate strong content knowledge in all subject areas that are developmentally appropriate and aligned with NAEYC standards and program outcomes.
  • Deliver effective developmentally informed instruction that is culturally and linguistically sensitive to the children in the class.
  • Use appropriate means of ongoing assessment that is developmentally appropriate and sensitive to the unique capabilities of young children and utilize assessment information to make appropriate modifications to the curriculum that will demonstrate children’s progress and ensure optimal learning opportunities for all children.
  • Integrate tools of technology in teaching and learning that are appropriate for the developmental levels of children and that expand, enrich, implement, individualize, differentiate, and extend the overall curriculum.
  • Construct well-written, research-based developmentally appropriate lesson plans that reflect active teaching and learning.
  • Create a safe, positive and productive learning environment that supports and facilitates learning for all students.
  • Build a sense of community in a collaborative climate, based on developmentally appropriate pro- social skills, where students work collaboratively and have a shared sense of ownership.
  • Demonstrate a thorough understanding of child and/or adolescent development and the learning sciences.
  • Use differentiated instruction to meet the diverse learning needs of one’s students.
  • Use developmentally informed teaching practices.