Special Education PK-12 BS

Major: Special Education PK-12
Degree Awarded: Bachelor of Science (BS)
Calendar Type: Quarter
Minimum Required Credits:181.0
Co-op Options: No Co-op (Four years)
Classification of Instructional Programs (CIP) code: 13.1001
Standard Occupational Classification (SOC) code: 25-2051; 25-2055; 25-2056; 20-2057; 25-2058

About the Program

Special educators are in a unique position to support diverse young learners to develop social, emotional, academic, and life skills that will serve them throughout their lives. The role of the special educator is challenging and rewarding and requires extensive knowledge and practical experience and insight into their learners’ unique abilities and challenges. Drexel’s BS in Special Education offers students the opportunity to develop professional knowledge and skills to assist these learners in a full- or part-time online option.

The courses address all required state and federal regulations as well as the Pennsylvania General Standards for Special Education and the competencies and standards outlined by the Council for Exceptional Children (CEC). Most courses include a fieldwork component that helps the student apply the skills and content learned in the classroom to real world educational environments. Clearances and field placement applications must be submitted before participating in coursework with classroom-based field components. 

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

More information is available at the School of Education's website.

Admission Requirements

  • HS Diploma or GED (in last 2 years) plus transcript
  • SAT/ACT score no more than 5 years old

Degree Requirements

General Education/Content Requirements
Art History or Music Elective (Choose one):3.0
History of Art I
History of Art II
History of Art III
African Art
Introduction to Music
BIO 161General Biology I3.0
BIO 162General Biology II3.0
Science Elective (Choose One):3.0-4.0
General Chemistry I
Environmental Science and Society
Survey of the Universe
Applied Physics
COM 111Principles of Communication3.0
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
HIST 275History of Pennsylvania3.0
MATH 107Probability and Statistics for Liberal Arts3.0
MATH 110Precalculus3.0
MATH 171Introduction to Analysis A3.0
MATH 172Introduction to Analysis B3.0
NFS 100Nutrition, Foods, and Health2.0
NFS 101Introduction to Nutrition & Food1.0
PSY 101General Psychology I3.0
PSY 320 [WI] Educational Psychology3.0
PSY 330Cognitive Psychology3.0
SOC 335Sociology of Education3.0
Pedagogy Requirements
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 222Development in Early Childhood Education 3.0
EDUC 216Diversity and Today's Teacher3.0
EDUC 236Early Literacy I3.0
EDUC 305 [WI] Junior Pedagogy Seminar1.0
EDUC 308Creating a Positive Classroom Climate3.0
EDUC 314Science Teaching Methods3.0
EDUC 316Teaching in Urban Contexts 3.0
EDUC 322Evaluation of Instruction3.0
EDUC 324Current Research in Curriculum & Instruction3.0
EDUC 336Early Literacy II3.0
EDUC 355Social Studies Teaching Methods3.0
EDUC 360English/Language Arts Teaching Methods for the Middle Years1.5
EDUC 361Middle Years Science Methods 1.5
EDUC 362Middle Years Social Studies Methods 1.5
EDUC 365Foundations in Instructing English Language Learners3.0
EDUC 405Senior Pedagogy Seminar1.0
EDUC 411Family and Community Partnerships3.0
MTED 363Middle Years Mathematics Methods (4-8)1.5
MTED 417Mathematics Methods and Content: Early Childhood3.0
MTED 418Mathematics Methods and Content3.0
Special Education Core Courses
EDEX 142Special Education Foundations: Referral and Assessment3.0
EDEX 336Special Education Law and Processes3.0
EDEX 344Inclusive Practices3.0
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 368 [WI] Literacy and Content Skill Development PK-123.0
EDEX 375Teaching STEAM in an Inclusive Environment PK-123.0
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
Free Elective3.0
Total Credits181.0-182.0

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

First Year (Part-Time)
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 1013.0EDUC 1071.0EDEX 1423.0EDUC 2163.0
EDUC 1061.0EDUC 2223.0EDUC 1081.0ENGL 1033.0
ENGL 1013.0ENGL 1023.0Free Elective3.0HIST 2753.0
PSY 1013.0MATH 1713.0MATH 1723.0 
 10 10 10 9
Second Year (Part-Time)
FallCreditsWinterCreditsSpringCreditsSummerCredits
BIO 1613.0BIO 1623.0EDUC 2363.0EDEX 3363.0
EDEX 3443.0EDEX 3683.0EDUC 3051.0EDPO 3123.0
EDUC 2051.0EDUC 3223.0EDUC 3083.0Art History or Music Elective3.0
MATH 1073.0 EDUC 3653.0 
 10 9 10 9
Third Year (Part-Time)
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDEX 3493.0EDEX 3553.0EDEX 3523.0EDEX 3503.0
EDEX 3753.0EDUC 3163.0Literature Elective3.0EDLT 3253.0
MATH 1103.0NFS 1002.0Science Elective3.0-4.0EDUC 3553.0
 NFS 1011.0  
 9 9 9-10 9
Fourth Year (Part-Time)
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDEX 3783.0EDEX 3483.0EDEX 3883.0EDUC 3601.5
EDUC 3243.0EDUC 3143.0EDUC 3363.0EDUC 3611.5
EDUC 4113.0PSY 3203.0MTED 4173.0EDUC 3621.5
   MTED 3631.5
 9 9 9 6
Fifth Year (Part-Time)
FallCreditsWinterCreditsSpringCreditsSummerCredits
EDUC 4051.0EDEX 4149.0COM 1113.0MTED 4183.0
EDUC 4099.0 ECON 2014.0PSY 3303.0
  SOC 3353.0 
 10 9 10 6
Total Credits 181-182

Program Level Outcomes

  • Use multiple reliable and valid methods to assess student strengths and needs and make instructional recommendations based on assessment data. 
  • Demonstrate collaborative partnerships with stakeholders (including educational team members, family members and students) in the development, implementation and assessment of individualized educational plans and goals. 
  • Create and support inclusive learning environments where all learners are welcomed, challenged and held to high expectations. 
  • Demonstrate competency with the legal requirements as well as ethical and professional standards that undergird the practice of Special Education. 
  • Exhibit competence in selecting and executing evidence-based behavioral, instructional, and technology strategies to address the diverse needs of students with disabilities.