Our program is based within the liberal arts tradition; it is rigorous, field-centered and highly personalized.
Contact the Office of Admissions
Contact the Office of Admissions
Faculty and Staff
Faculty and Staff
Array ( [0] => WP_Post Object ( [ID] => 94074 [post_author] => 53 [post_date] => 2021-05-20 13:22:58 [post_date_gmt] => 2021-05-20 17:22:58 [post_content] => Curriculum Vitae [post_title] => Amy Holcombe [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => dr-amy-holcombe [to_ping] => [pinged] => [post_modified] => 2021-08-27 14:22:57 [post_modified_gmt] => 2021-08-27 18:22:57 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?post_type=faculty-staff&p=94074 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [1] => WP_Post Object ( [ID] => 98166 [post_author] => 53 [post_date] => 2021-06-03 16:23:05 [post_date_gmt] => 2021-06-03 20:23:05 [post_content] => Dr. Sarah Vess is the Associate Dean of the Stout School of Education at High Point University.  She is a Licensed Psychologist in the state of North Carolina and is also a Nationally Certified School Psychologist. She is currently the co-principal investigator of the Incredible Years Dinosaur School Sustainability Grant funded by the Duke Endowment to retain social-emotional learning practices in pre-K classrooms across Guilford County.   Dr. Vess joined the HPU faculty in Fall 2011 and served as the Chair of the Specialized Curriculum and Instruction Department for five years before moving into the Associate Dean role. She teaches courses in educational psychology, behavior management, special education, and research methods at both the undergraduate and graduate levels.  Dr. Vess is an active proponent of extending student learning beyond the classroom through service, research, and international experience. She teaches service learning courses that involve partnerships with K-12 schools in the High Point area and has taught courses that involved taking students to South Africa, Australia, and the United Kingdom. She supervises undergraduate research and has mentored several students through presentations at the National Conference on Undergraduate Research and university sponsored conferences and publications.   Dr. Vess’ current research interests involve working with teachers and school leaders to sustain impactful instructional practices such as incorporation of social-emotional learning (SEL) curricula and supporting SEL and teacher behavior management practices.  Her research agenda involves supporting teacher-child interactions to facilitate learning and improve teacher-child relationships. Recent completed research projects include designing and evaluating Tier 2 reading support interventions for middle school students and creating an after-school literacy and arts enrichment program for a local school. Previous completed projects include research on the use of Parent-Child Interaction Therapy (PCIT) with families of children with Autism Spectrum Disorders and teaching pre-service educators about response to intervention techniques through local partnerships with school psychologists. Dr. Vess’ recent publications include articles in the Journal of Applied School Psychology and Teaching Education.   Dr. Vess is a Fulbright Scholar and earned her Ph.D. in School Psychology from the University of Georgia where she was a Presidential Fellow. Prior to joining the HPU faculty, Dr. Vess worked as a school psychologist for Guilford County Schools and as a Clinical Therapist at Children’s Hospital in Greenville, SC where she specialized in the diagnosis and treatment of children with Autism Spectrum Disorders. [post_title] => Sarah Vess [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => sarah-vess [to_ping] => [pinged] => [post_modified] => 2021-10-21 12:34:01 [post_modified_gmt] => 2021-10-21 16:34:01 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?p=98166 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [2] => WP_Post Object ( [ID] => 94719 [post_author] => 62 [post_date] => 2021-05-27 16:47:27 [post_date_gmt] => 2021-05-27 20:47:27 [post_content] => Mrs. Debbie Albert joined the faculty at High Point University in 2011. She has been an educator for thirty-two years.  

Mrs. Albert is a member of Kappa Delta Pi, and NCAEE (North Carolina Association of Elementary Educators). Mrs. Albert has been a presenter at both the regional and state conferences of NCAEE. She is on the regional advisory board for NCAEE and co-hosted the Region V Conference.

 

During her years in the elementary classroom, Mrs. Albert was named Teacher of the Year in both 2003-2004 and 2008-2009, has served as grade level chair, School Improvement Team (SIT) chair, a member of the School Staff Development Team, mentored new teachers, and served as a cooperating teacher for university interns.

 

Mrs. Albert’s professional interests focus on strategies for enhancing the joyful literary lives of children. She is particularly interested in how males see themselves as readers and writers, and the impact of poverty on young readers and writers. She currently teaches elementary education courses in children’s literature, process writing, classroom behavior management and the 21st century classroom instruction. Mrs. Albert coordinates student internships and the New Teacher Support Program.

[post_title] => Deborah Albert [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => dr-deborah-albert [to_ping] => [pinged] => [post_modified] => 2021-10-21 12:36:34 [post_modified_gmt] => 2021-10-21 16:36:34 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?post_type=faculty-staff&p=94719 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [3] => WP_Post Object ( [ID] => 98175 [post_author] => 53 [post_date] => 2021-06-03 16:24:28 [post_date_gmt] => 2021-06-03 20:24:28 [post_content] => Dr. Thomas Albritton came to High Point University in the fall of 1989. He earned his undergraduate and master’s degrees in English from Wake Forest University, and his Ph.D. in English Education from Florida State University. He taught high school English in Tallahassee, FL, before taking a research position in the Department of Education at The University of Chicago, and then an instructorship in the Department of Education at Wake Forest University. During his tenure at HPU, Dr. Albritton has served on the faculty of both the School of Education and the Department of English.   In addition to his teaching duties, Dr. Albritton has directed the Honors Program, Chaired the English Department , Chaired the Department of Professional Education and Leadership Studies, and served as Associate Dean in the School of Education. He has been a member of numerous university committees, including the Teacher Education Council, Faculty Council, Assessment Advisory Board, Study Abroad Committee, Global Studies Committee, and the Editorial Board of The Lighted Lamp. In the spring of 1999, he received one of his most prized honors as a faculty member, HPU’s Meredith Clark Slane Distinguished Teaching/Service Award.   He presents regularly at state and national conferences on topics related to adolescent literacy and pop culture, and the educational qualities of children’s and adolescent literary classics. His teaching responsibilities include courses on adolescent literacy for the Educator Preparation Program and educational history and foundations in the Education Studies program. [post_title] => Thomas Albritton [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => thomas-albritton [to_ping] => [pinged] => [post_modified] => 2021-10-21 12:37:46 [post_modified_gmt] => 2021-10-21 16:37:46 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?p=98175 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [4] => WP_Post Object ( [ID] => 97386 [post_author] => 50 [post_date] => 2021-06-03 15:03:56 [post_date_gmt] => 2021-06-03 19:03:56 [post_content] =>
Dr. Blosser joined HPU’s Department of Leadership Studies in 2016.  She holds a Ph.D. in Cultural and Educational Policy Studies from Loyola University Chicago, where she graduated with distinction.  Her dissertation titled, “Here there is no Gentile or Jew: Doing Diversity in a Conservative Christian School,” earned her the Dissertation of the Year award at Loyola.  She also holds an MA from Michigan State University, a BA from Texas Christian University, and is a member of Phi Beta Kappa. Prior to beginning her doctoral program, Dr. Blosser taught high school English and was a college counselor at several private schools in the South.  She also volunteered as a college counselor for Upward Bound, a federally funded program that prepares first-generation and low-income students for college.  It was witnessing the disparities in access to educational opportunities between the students she taught and counseled in private school and the students she worked with through Upward Bound that inspired her to study educational policy and school reform. Dr. Blosser’s research focuses on diversity policies and practices in schools, educator professionalization and advocacy, school choice, as well as culturally responsive teaching.  She is the author of the book, Faith, Diversity, and Education: An Ethnography of a Conservative Christian School, which is part of Routledge’s Research in Religion and Education series.  Dr. Blosser has also published on the need for globally-minded educators and argued for the inclusion of comparative and international education in teacher education programs.  She recently co-edited a book as part of the Oxford Studies in Comparative Education series titled, Teaching Comparative Education: Trends and Issues Informing Practice, and was a founding member and co-chair of the Teaching Comparative Education SIG for the Comparative and International Education Society (CIES).  She regularly presents her research at national and international conferences such as CIES and AERA (American Educational Research Association). Dr. Blosser believes in developing educators into advocates and change agents.  She is passionate about justice, educational equity, and inclusivity and loves working with educators to help them achieve those ends in their schools and classrooms.
[post_title] => Allie Blosser [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => allie-blosser [to_ping] => [pinged] => [post_modified] => 2021-08-06 14:00:18 [post_modified_gmt] => 2021-08-06 18:00:18 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?p=97386 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [5] => WP_Post Object ( [ID] => 94371 [post_author] => 62 [post_date] => 2021-05-25 15:57:39 [post_date_gmt] => 2021-05-25 19:57:39 [post_content] => Dr. Leslie Cavendish came to High Point University in 2011. Dr. Cavendish has a M.A. in Developmental Reading and earned her Ph.D. in Language, Literacy and Culture from the University of Iowa. She taught literacy courses for 5 years at the University of Iowa in the Teaching and Learning Department and has enjoyed teaching both undergraduate and graduate level courses at High Point University for the past three years. She strives to support High Point preservice teachers as they learn to teach students who need additional support in their literacy development. She collaborates closely with Montlieu and Florence Elementary Schools in organizing book buddies and reading tutors for the children identified as needing additional support. Dr. Cavendish also organized a community Literacy Night celebration for all the parents and students at Montlieu Elementary School in the Fall of 2011, 2012 and 2013. Dr. Leslie M. Cavendish was awarded a 7,000 grant to develop a Summer Reading Institute for June/July of 2014. The goal was make a positive impact on the rising third grade students who are at risk of failing to achieve third grade level reading proficiency. Dr. Cavendish strives to meet the needs of the High Point Community while also offering School of Education graduate and undergraduate students the unique opportunity to develop and implement instructional programs based on their passions and interests.   Prior to her graduate work she spent over 10 years as an elementary classroom teacher working overseas in Bahrain, Malaysia and China. She developed and implemented curriculum in different types of international schools including a bilingual school and a school that incorporated a blend of European, Australian and American curricular programs. She also taught in an American consulate school that followed a solely American-based educational program.   In addition to her international school experience, Dr. Cavendish taught elementary school in an urban Texas setting and in a small rural town in Iowa. She has also supervised a summer reading clinic established to assess and support literacy development for local elementary students. While working at the University of Iowa Dr. Cavendish earned an Excellence in Teaching Award and was a yearlong Ballard-Seashore Fellow. Dr. Cavendish presents at national educational conferences including AERA (American Educational Research Association), LRA (Literacy Research Association) and WLU (Whole Language Umbrella). She has invited graduate students to co-present with her at the state NC Elementary Educators Conference in November of 2012. Dr. Cavendish has also mentored undergraduate students in presenting at the HPU-Research and Creativity Symposium (High-PURCS), State of North Carolina Undergraduate Research and Creativity Symposium (SNCURCS) and at the National Conference of Undergraduate Research (NCUR).   Dr. Cavendish’s particular research interests include culturally responsive teaching, international educators and narrative inquiry. She has worked in southeast Asia conducting research which combined narrative and literacy pedagogy research. Dr. Cavendish also employed ethnographic research methods to study local immigrant students, their families, and preservice teachers who worked with them. This research focused on how the preservice teachers implemented literacy assessment and teaching methods with these children.   Based on her international teaching experience and her subsequent research, Dr. Cavendish recognizes the crucial role cultural diversity plays in classroom teaching pedagogy and literacy development. She strives to incorporate practicum work with pre-service teachers to ensure they have successful experiences teaching students with different cultural backgrounds than their own. She continues her research alongside High Point University students and educators in the local community. [post_title] => Leslie Cavendish [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => dr-leslie-cavendish [to_ping] => [pinged] => [post_modified] => 2021-10-21 12:35:25 [post_modified_gmt] => 2021-10-21 16:35:25 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/faculty-staff/education/dr-leslie-cavendish/ [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [6] => WP_Post Object ( [ID] => 98112 [post_author] => 53 [post_date] => 2021-06-03 16:23:33 [post_date_gmt] => 2021-06-03 20:23:33 [post_content] => Curriculum Vitae   Formerly a curriculum specialist for Rowan-Salisbury Schools, Dr. Disseler received her doctorate from UNCC in Educational Leadership with a focus on Curriculum and Supervision. Dr. Disseler spent seven years teaching elementary school where she was voted Hurley Elementary Teacher of the Year and Rowan County Math Teacher of the Year. While teaching elementary school, she was a state finalist for the Presidential Award for Excellence in the Teaching of Mathematics and Science and served as a First Flight Educator.   After teaching elementary school, Dr. Disseler taught middle school for seven years; five of which was spent teaching academically gifted math and science. At that level, she was voted Southeast Middle Teacher of the Year and received several top honors in the profession including The Hornets Award for Excellence in Teaching, The Malibu Teaching Award, Time Magazine Teaching Excellence Top 18 Teachers Award and was honored as a Time Warner Cable Star Teacher.   Dr. Disseler received her National Boards in 1999 as a Middle Childhood Generalist and renewed in 2018. She is a member of the NCAEE, Kappa Delta Pi National Honor Society, Middle School Association, NCCTM, NCSTA, ASCD, National Poets Society, and the LEGO Ambassadors Program, Currently Dr. Disseler serves as a distinguished member of Who’s Who Among Professionals, is a member of the LEGO Education Advisory Panel (LEAP) and the Global LEAP Panel as a Lego Education Specialist for North America. As a Certified Lego Trainer, Dr. Disseler leads the Center for Educational Outreach and Teacher Training at High Point University where she works with local teachers in Lego Education product training. She serves on the editorial board for the Journal of Educational Policies and Current Practices (JEPCP), Journal of Game-Supported Interactive Learning (JGSIL) and Teaching Children Mathematics (TCM). Dr. Disseler serves on the board of Teachers2Teachers Global and NC First.   Her poem, “A Child’s Darkness” is published in the poetry anthology entitled, Walk in the Garden. Other publications include: The Middle School Gender Gap in Mathematics & Perceptions of Mathematics Learning” ,Using Online Gaming to Prepare Preservice teachers. Dr. Disseler is the author the Brick Math Series; Strategies and Activities for Common Core: Grades 3-5 Part 1 & 2. Dr. Disseler’s research interests include transitioning issues for middle school students, poverty and learning, brain research and learning styles, Creativity in the classroom, teacher effectiveness and new teacher training, and Building with the Brick: The power of Lego Education in the Classroom. Several of her articles are awaiting publication. [post_title] => Shirley Disseler [post_excerpt] => [post_status] => publish [comment_status] => closed [ping_status] => closed [post_password] => [post_name] => shirley-disseler [to_ping] => [pinged] => [post_modified] => 2021-10-21 12:39:01 [post_modified_gmt] => 2021-10-21 16:39:01 [post_content_filtered] => [post_parent] => 0 [guid] => https://www.highpoint.edu/?p=98112 [menu_order] => 0 [post_type] => faculty-staff [post_mime_type] => [comment_count] => 0 [filter] => raw ) [7] => WP_Post Object ( [ID] => 97698 [post_author] => 53 [post_date] => 2021-06-03 16:15:01 [post_date_gmt] => 2021-06-03 20:15:01 [post_content] => Dr. Heidi Summey became a full-time faculty member at High Point University in 2010. With over 20 years of public school experience as a special education teacher, she formerly taught full-time at High Point University in the School of Education from 1995-2000. Over the past 10 years, she was also an adjunct faculty member in the Evening Degree Program, teaching primarily educational technology classes.   Dr. Summey received her doctoral degree in Curriculum and Instruction with an emphasis on Exceptional Individuals from the University of North Carolina at Greensboro. Dr. Summey has published articles focusing on a multiple intelligences approach to teaching students with disabilities who were included in middle grades language arts classrooms. She has presented her findings at national conferences including the American Educational Research Association (AERA) and the National Middle School Association (NMSA). Her current research interests include using technology to enhance instruction for students with disabilities. Dr. Summey became a SMART Certified Trainer from SMART Technologies in August 2012. 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Dean of the Stout School of Education
Associate Dean of the Stout School of Education, Associate Professor of Educator Preparation
Associate Professor of Educator Preparation
Assistant Professor; Program Coordinator, Education Studies
Chair and Associate Professor of Educator Preparation
Associate Professor of Educator Preparation
Assistant Professor of Educator Preparation

“Over the past four years, I have loved getting to be a part of the High Point University School of Education. It has given me so many impactful experiences and opportunities that have helped shape me into a better person and teacher.   From the classes, to the hands-on learning in schools, to community outreach, to the amazing professors, I feel like I am truly equipped with the knowledge that I need to be the best special education teacher I can be! I am so grateful to have gotten the opportunity to learn how to teach at the High Point University School of Education and would highly recommend it to anyone that wants to go into any type of teaching.”
~Caroline Hartley, Class of 2019, 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.

 

Course Requirements 2021/2022
Bachelor of Arts in Special Education - General Curriculum
Bachelor of Arts in Special Education - Adapted Curriculum
Bachelor of Arts in Special Education - General Curriculum
Degree Requirements Credits
Major Requirements 61
University Core Requirements 50
Electives 17
Total 128
Bachelor of Arts in Special Education - Adapted Curriculum
Degree Requirements Credits
Major Requirements 61
University Core Requirements 50
Electives 17
Total 128
Requirements for the B.A . in Special Education - General Curriculum K–12
Requirements for the B.A. in Special Education - Adapted Curriculum K–12
Requirements for the B.A . in Special Education - General Curriculum K–12
Course Course Title Credits
EDU 1200 Introduction to Teaching 2*
EDU 2100 The Nature of the Learner 4*
EDU 2200 The 21st Century Classroom 4*
EDU 3100 Students with Disabilities: Characteristics and Service Delivery Models 4
EDU 3110 Educational Technology for Teachers 2
EDU 3130 Methods of Teaching Reading and Writing in the Primary Grades K-2 4
EDU 3140 Special Education Policies and Procedure 4
EDU 3233 Methods of Teaching Mathematics 4
EDU 3243 Struggling Readers and Writers 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 Integration for Special Education K-12 Classrooms 2
EDU 4141 Instructional Strategies in the Content Areas for Secondary Students with Disabilities 4
EDU 4142 Special Education Policies and Procedures II 3
EDU 4144, EDU 4275 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 4
The following courses are required for licensure:
EDU 4000 Investigation of Teacher Performance Assessment I 1
EDU 4001 Independent Study (Required for students officially submitting their edTPA Portfolios) 4
EDU 4230 Student Teaching Continuation 8
Required Supporting Courses

Mathematics

1. One course to meet the mathematics University Core Requirement at placement (MTH 1110 or higher) (4).

2. Second Mathematics Course. Recommended options include:
MTH 1130 Finite Mathematics 4
MTH 2010 Mathematical Ideas 4
MTH 1400 Pre-Calculus 4
MTH 1410 Calculus I 4
Science

Choose one course from the following:
BIO 1100 Biology: A Human Perspective 4
BIO 1500 Principles of Cell Biology 4
CHM 1000 The World of Chemistry 4
CHM 1010 General Chemistry I 4
ENV 1110 Environmental Science 4
NSC 2200 Earth Science 4
PHY 1510 General Physics 4
Social Studies
PSC 2310 American Politics 4
Choose one course from the following:
HST 1201 American Beginnings 4
HST 1202 American Expansions 4
HST 1203 American Aspirations 4
HST 2201 American Identities 4
HST 2235 U.S. in the World 4
Course Descriptions
*These courses are prerequisites for admission to the Educator Preparation Program.

This major will qualify a student for licensure in Special Education: General Curriculum (K–12). Several General Education area requirements and core courses may be fulfilled by required courses in professional education and supporting disciplines.

Note: Students may receive only one C- grade in a supporting course. Any subsequent course with a grade of C- or lower must be repeated. A grade of D+ or lower in a supporting course will not be accepted.
Requirements for the B.A. in Special Education - Adapted Curriculum K–12
Course Course Title Credits
EDU 1200 Introduction to Teaching 2*
EDU 2100 The Nature of the Learner 4*
EDU 2200 The 21st Century Classroom 4*
EDU 3100 Students with Disabilities: Characteristics and Service Delivery Models 4
EDU 3110 Educational Technology for Teachers 2
EDU 3130 Methods of Teaching Reading and Writing in the Primary Grades K-2 4
EDU 3140 Special Education Policies and Procedures 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 3246 Behavior Strategies for Students with Moderate to Severe Disabilities 4
EDU 3290 Systematic Instruction for Students with Moderate to Severe Disabilities 4
EDU 4009 Technology Integration for Special Education K-12 Classrooms 2
EDU 4142 Special Education Policies and Procedures II 3
EDU 4144, EDU 4275 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 4
Required Supporting Course:
EDU 1010 American Sign Language I 4
The following courses are required for licensure:
EDU 4000 Investigation of Teacher Performance Assessment I 1
EDU 4001 Independent Study(Required for students officially submitting their edTPA Portfolios) 4
EDU 4230 Student Teaching Continuation 8
Course Descriptions
*These courses are prerequisites for admission to the Educator Preparation Program.

A major in special education will qualify a student for licensure in Special Education: Adapted Curriculum (K–12). Several General Education area requirements and core courses may be fulfilled by required courses in professional education and supporting disciplines.

Note: Students may receive only one C- grade in a supporting course. Any subsequent course with a grade of C- or lower must be repeated. A grade of D+ or lower in a supporting course will not be accepted.

Program of Study-General Curriculum

Program of Study-Adapted Curriculum
Career Opportunities
High Point University is proud of its graduates. In the last five years, the School of Education has graduated more than 300 students in teacher education and 150 graduate students who have gone on to become classroom teachers and school principals, thereby impacting the lives of thousands of school-aged children. Recent graduates from High Point University’s School of Education have received many honors and distinctions including:

-NC District Teachers of the Year
-NC District Rookie Teachers of the Year
-NC District Principals of the Year
-Teacher Assistants of the Year
Student Outcomes
Katherine Pinto
Ocean View NPS

With another Commencement behind us, High Point University graduates will be commencing prestigious career paths around the world at Fortune 500 companies, international service programs, public school systems, top-tier law, medical and graduate school programs, and many other esteemed organizations thanks to their journey at HPU. Here’s a glimpse of one extraordinary senior from the…

Name: Morgan Gould Hometown: Framingham, Massachusetts Major: Gould will graduate with a degree in Special Education on May 6. Post-graduation plans: Gould accepted a position as a Level 2 special education teacher at The New England Center for Children in Southborough, Massachusetts. In her position, Gould will be responsible for the direct care and Applied Behavior Analysis therapy of students in her classroom. She…

With another successful commencement behind us, recent High Point University graduates are preparing to commence prestigious career paths around the world at Fortune 500 companies, international service programs, public school systems, top-tier law, medical and graduate school programs, and many other esteemed organizations thanks to their journey at HPU. Here’s a glimpse of one extraordinary…

With another successful commencement behind us, recent High Point University graduates are preparing to commence prestigious career paths around the world at Fortune 500 companies, international service programs, public school systems, top-tier law, medical and graduate school programs, and many other esteemed organizations thanks to their journey at HPU. Here’s a glimpse of one extraordinary…

It may be early in the semester, but Commencement will be here before we know it. Many High Point University seniors are preparing to commence prestigious career paths around the world at Fortune 500 companies, international service programs, public school systems, top-tier law, medical and graduate school programs, and many other esteemed organizations thanks to their…

With a successful 2014 Commencement Ceremony behind us, recent High Point University graduates are preparing to commence prestigious career paths around the world at Fortune 500 companies, international service programs, public school systems, top-tier law, medical and graduate school programs, and many other esteemed organizations thanks to their journey at HPU. Here’s a glimpse of…

Study Abroad
At High Point University, our emphasis on global perspectives is designed to provide students with opportunities to enhance their international awareness and to develop their cross-cultural communication skills. Study abroad is strongly encouraged as a part of this emphasis on global studies. With a variety of extraordinary options at some of the most prestigious universities in the world, students at High Point University are encouraged to study abroad as early as the summer after their freshman year. Employers are looking for more than just a degree; they want well-rounded individuals who have familiarity with diverse cultures, special skills, and knowledge of the world around them.
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