“High Point University’s Stout School of Education has truly been an extraordinary journey for me. As I embarked on my college search, uncertain of where I wanted to study or what environment would suit me best, one thing remained clear: my passion for Special Education. High Point University stood out immediately for its robust Special Education program, offering hands-on experiences right from the first year. During my campus tour, guided by an education major, I explored state-of-the-art learning labs and learned about the practical, in-classroom opportunities available.
What truly sets High Point University apart is its dedicated faculty who not only teach but inspire. Throughout my four years in the School of Education, I have been supported, challenged, and guided by professors who genuinely care about my growth as both a teacher and a person. They have fostered an environment where learning extends beyond the classroom, emphasizing community outreach that broadens perspectives and enriches learning experiences.
High Point University has equipped me with the knowledge, skills, and confidence to become the best Special Educator I can be. It has been a place where education isn’t just about gaining knowledge but about personal and professional development. I am grateful for the opportunities I’ve had here and would highly recommend High Point University’s Stout School of Education to anyone passionate about making a difference in the field of education.”
~Claire Cassell, Class of 2024, Special Education/Adapted Curriculum
The education program at High Point University has long been recognized for its excellence throughout North Carolina and the eastern United States. Our program is based within the liberal arts tradition; it is rigorous, field-centered and highly personalized. The teacher education programs at High Point University meet the requirements of both the National Council for the Accreditation of Teacher Education (NCATE) and the North Carolina State Board of Education.
Special education majors have a choice between two programs of study, General Curriculum or Adapted Curriculum. A major in special education will qualify a student for licensure either in Special Education: General Curriculum (K-12) or Special Education: Adapted Curriculum (K-12) depending upon which program of study they choose to follow. Several General Education area requirements and core courses may be fulfilled by required courses in professional education and supporting disciplines.
Students are now able to take American Sign Language.
Effective Fall 2019:
Students pursuing degrees in the School of Education will have the option of selecting between the Licensure-Track and Non-Licensure Track programs of study within the Elementary Education, Special Education, Middle Grades Education or Health/Physical Education programs of study.
Licensure Track:
Student Teaching with N.C. licensure will become an optional track that students may pursue at the end of the program. Choosing this track requires completion of the mandatory 16-week student teaching, all related licensure tests, and the edTPA portfolio. These credits will be included in the required 128 to graduate.
Degree ONLY (Non-Licensure Track)
Students who choose (or who are moved) to the non-licensure track in the degree program will earn a B.A. degree in Elementary Education, Special Education, Middle Grades Education or Health/Physical Education. Instead of student teaching students will complete other university electives to reach the required 128 credits for graduation and a four credit internship that is not student teaching. The School of Education does not apply for North Carolina license as the required student teaching, edTPA portfolio, and teacher exams are not part of this track.
This program was reviewed and accredited by CAEP in the spring of 2016.
| Degree Requirements | Credits |
|---|---|
| Major Requirements | 61 |
| University Core Requirements | 36-44 |
| Electives | 23-31 |
| Total | 128 |
| Degree Requirements | Credits |
|---|---|
| Major Requirements | 61 |
| University Core Requirements | 36-44 |
| Electives | 23-31 |
| Total | 128 |
| Course | Course Title | Credits |
|---|---|---|
| EDU 1200 | Introduction to Teaching | 2* |
| EDU 2100 | Educational Psychology (GE: Social Science) | 4* |
| EDU 2200 | Critical Perspectives in Teaching and Learning (GE: American Context) | 4* |
| EDU 3100 | Students with Disabilities: Characteristics and Service Delivery Models | 4 |
| EDU 3110 | Educational Technology for Teachers | 2 |
| EDU 3133 | Methods of Teaching Mathematics I: Operation and Number | 4 |
| EDU 3140 | Special Education Policies and Procedures | 4 |
| EDU 3233 | Methods of Teaching Mathematics II: Geometry, Measurement & Data Analysis | 4 |
| EDU 3243 | Teaching Reading and Writing to Students with Disabilities | 4 |
| EDU 3244 | Teaching and Learning Strategies: Practicum in Special Education | 2 |
| EDU 3245 | Classroom and Behavior Management for Special Education Teachers K-12 | 4 |
| EDU 4009 | Technology for Inclusive Teaching and Learning | 2 |
| EDU 4141 or EDU 3280 | Instructional Strategies in the Content Areas for Secondary Students with Disabilities or Literacy in the Content Areas | 4 |
| EDU 3290 | Specially Designed Instruction for Students with Disabilities | 4 |
| EDU 4142 | Special Education Policies and Procedures II | 3 |
| EDU 4144 or EDU 4811 | Introduction to Student Teaching (FA) or Internship in Education (SP) | 4 |
| EDU 4166 | Using Data to Assess Student Impact in K-12 Classrooms | 2 |
| EDU 4200 | Diverse Learners and Culturally Relevant Pedagogy | 4 |
| These courses are prerequisites for admission to the Educator Preparation Program: | ||
| EDU 4000 | Investigation in Teacher Performance Assessment I | 1 |
| EDU 4001 | Investigation in Teacher Performance Assessment II | 4 |
| EDU 4240 | Student Teaching Continuation | 6 |
| Additional General Education Required Coursework | ||
| GE | First Year Writing | 4 |
| GE | Foreign Language (1020 or Higher) | 4 |
| GE | Intellectual Discovery | 4 |
| GE | Arts | 4 |
| GE | Ethical Reasoning and Religious Traditions | 4 |
| GE | Humanities | 4 |
| GE | Integrative Course | 4 |
| GE | Natural Science | 4 |
| GE | Quantitative Reasoning | 4 |
| Course Descriptions | 36 | |
| Course | Course Title | Credits |
|---|---|---|
| EDU 1010 | American Sign Language I | 4 |
| EDU 1200 | Introduction to Teaching | 2* |
| EDU 2100 | Educational Psychology (GE: Social Science) | 4* |
| EDU 2200 | Critical Perspectives in Teaching and Learning | 4* |
| EDU 3100 | Students with Disabilities: Characteristics and Service Delivery Models | 4 |
| EDU 3110 | Educational Technology for Teachers | 2 |
| EDU 3140 | Special Education Policies and Procedures | |
| EDU 3133 | Methods of Teaching Mathematics I: Operation and Number | 4 |
| EDU 3233 | Methods of Teaching Mathematics II: Geometry, Measurement & Data Analysis | 4 |
| EDU 3243 | Teaching Reading and Writing to Students with Disabilities | 4 |
| EDU 3244 | Teaching and Learning Strategies: Practicum in Special Education | 2 |
| EDU 3245 | Classroom and Behavior Management for Special Education Teachers K-12 | 4 |
| EDU 3290 | Specially Designed Instruction for Students with Disabilities | 4 |
| EDU 4009 | Technology Integration for Special Education K-12 Classrooms | 2 |
| EDU 4142 | Special Education Policies and Procedures II | 4 |
| EDU 4144 or EDU 4811 | Introduction to Student Teaching or Internship in Education | 4 |
| EDU 4166 | Using Data to Assess Student Impact in K-12 Classrooms | 2 |
| EDU 4200 | Diverse Learners and Culturally Relevant Pedagogy (GE: Diversity) | 4 |
| EDU 4290 | Methods of Teaching Adapted Curriculum K-12 | 4 |
| Required Supporting Course: | ||
| EDU 4000 | Investigation in Teacher Performance Assessment I | 1 |
| EDU 4001 | Investigation in Teacher Performance Assessment II | 4 |
| EDU 4240 | Student Teaching Continuation | 6 |
| Course Descriptions | ||
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All undergraduate students who complete degrees in special education are required to pass the Pearson’s Foundations of Reading test, the General Curriculum tests and Praxis II Specialty Area Exam in order to be eligible for N.C. Teacher licensure. These comprehensive multiple choice and essay examinations are standardized test typically taken at the end of the four year program of study. High Point University’s program completers have exceeded the State of North Carolina’s average pass rates on the Pearson’s reading, math and multi-subject tests and have averaged a 100% pass rate on the Praxis II examination the past three years (2015-2017).
