Special Education

Faculty—Barbara Hong,
School of Education, Room 124, (808) 675-3887
Special education courses help prospective teachers understand the variety of mild to moderate disabilities that exist, the laws that govern education in the United States, and the current evidence-based methodologies for working effectively with individuals with disabilities. All courses are aligned with the performance standards established by the Hawaii Teacher Standards Board (HTSB) and the Council for Exceptional Children (CEC). The special education courses are taken either with the elementary or the secondary education program with the aim of establishing a broader understanding of the skills and knowledge in working with a diverse population. 
300. Education of Exceptional Students (3) (F, W, S) Overview of the history and development of special education including causes, identification, characteristics, and interventions of various exceptionalities. (Prerequisite: EDU 200)
309. Theory and Practice with Students with Disabilities (3) (F, W) Organization of collaborative educational programs, diagnosis, curriculum development, and teaching methods for students with mild/moderate disabilities.  (Prerequisite: SPED 300, Pre or corequisite: EDU 312)
387. IEP Development: Assessment to Implementation (2) (F, S) Students will learn how to utilize evaluation data to plan, write and implement IEPs as required by IDEA. They will practice putting together quality and legal IEPs utilizing a case study approach. Students will also learn team building skills in working with families of children with special needs. (Pre or corequisite: SPED 309)
The need for highly qualified special education teachers is on the rise across the United States and around the world. A license in Special Education qualifies individuals to teach students with mild to moderate disabilities of all types, with the exception of visual and hearing impairments, in both the elementary and secondary school setting. With this degree and experience, pathways to career and graduate studies opportunities are greatly enhanced. These may include special education teaching in an inclusive or non-inclusive setting, speech therapy, physical therapy, reading specialist, behavioral specialist, music therapy, special education counseling, diagnostician, special education administrators and specialist positions at private and public schools, the school districts, and state level.
Brigham Young University Hawaii has been approved by the Hawaii Teacher Standard Board (HTSB) to recommend qualified candidates for The Special Education Area or Focus. Teacher Education Programs maintain national accreditation with the Council for Accreditation of Educator Preparation (CAEP) and the Council for Exceptional Children (CEC) in preparing highly qualified teachers for working with individuals with special needs in an elementary or secondary school setting.
1.0   Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
2.0   Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
3.0   Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
4.0   Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
5.0   Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
6.0   Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
7.0   Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.