Overview: Special Education

The purpose of the Special Education teacher certification program is to prepare educators to serve as resources and advocates for persons with disabilities and their families. This includes working cooperatively within and outside the schools to improve the quality of life for individuals with disabilities and their families and assuming leadership as warranted to enhance the education of all students.

In keeping with current trends in the schools, the completion of the Special Education teacher certification program will allow graduates to teach students with a wide array of experiences, backgrounds, and abilities. The Special Education program is cross-categorical in composition with licensable concentrations in Cognitive Disabilities, Learning Disabilities, or Emotional/Behavioral Disabilities. Included within the cross categorical program are options for certification for Middle Childhood through Early Adolescence, Early Adolescence through Adolescence, or both levels.

As the population of our nation’s public schools becomes increasingly multicultural, there is a growing need for teachers from diverse backgrounds. To strengthen the teaching profession and to enhance the quality of our preparation program, the Special Education faculty encourages qualified applicants from under-represented groups to apply for admission to the teacher education program.

Program Structure

The Special Education program has three primary components:

• Liberal studies and general education courses expose students to a broad range of academic disciplines.
• Professional education course work includes an examination of the schools' relationship to our society, the processes by which students grow and learn, teaching methods course work, and experience in the schools.
• Core requirements offer an in-depth study of Special Education.

Students interested in Special Education usually begin their academic careers in the School of Education with a "pre-professional" designation (“Pre-Special Education” or “PSR”). Pre-Special Education students enroll in liberal studies, general education, and professional education courses during their freshman and sophomore years. Current on-campus students wishing to transfer to the School of Education can find a pre-professional application form at the "Forms" quick link on the front page of this site; choose the "Pre-Teacher Education" link.

Students generally apply to the professional program during their sophomore year and begin the professional sequence as juniors. Most students require four years to complete the Special Education degree program.

Program Admission

Students apply for admission to the Special Education program during their sophomore year. Minimum eligibility requirements currently include 40 credits earned by the end of the fall semester before application; a minimum 2.5 cumulative grade-point average; scores on the Pre-Professional Skills Test (PPST; also called Praxis I); and completed application materials submitted by February 1. Applicants submit many items, including a description and dates of educational and work experiences, awards, and accomplishments; a list of references; statement of purpose; letters of recommendation; and other documentation.

When reviewing an application, Special Education faculty want to learn as much about the applicant as possible and will make every effort to take into account “the whole person.” The selection committee members will consider several factors when selecting students for the program. Grade-point average and Praxis I: Pre-Professional Skills Test (PPST) scores will be a part of the evaluation process. Although these numerical scores are considered important indicators of success, they are not the only basis on which applicants will be selected for admission.

The faculty will also consider college grading and course selection pattern; trends of college grades; diversity of experience or background; and an essay in which the applicant gives reasons for becoming a special education teacher. Recommendation letters will play an important role in helping the selection committee judge the applicant’s prospects for academic success in the program. Working with people with disabilities will be taken into account in the selection process. Working with people from a background different than the applicant’s may also be taken into account in the selection process. The program’s quest for diversity leads the selection committee to take into account fully qualified applicants from under-represented groups. Race, ethnicity, cultural, geographic background, and economic disadvantage are among the factors that will be considered, taking into account the needs of the schools. A full-time or extra heavy part-time work load will be considered a factor in close cases.

Advising

Students are encouraged to meet regularly with their advisor at Education Academic Services (EAS). Each student interested in an education major is assigned a specific EAS advisor. Find your EAS advisor in Room B117 of the Education Building, on the north side of Bascom Hill. Make an appointment by calling (608) 262-1651. Students admitted to the program will work closely with a Special Education faculty advisor.

Incoming freshmen discuss program options with advisors during the Student Orientation, Advising and Registration (SOAR) Program. At SOAR advisors help students select courses and plan their first semesters at UW-Madison. Recognizing that students often have many academic interests and more than one possible career goal, School of Education advisors help students explore options and maintain academic flexibility. Prospective off-campus transfer students and on-campus students considering teacher education may meet with an advisor in an individual advising session.

Next Steps

See the program requirements on the EAS website:www.education.wisc.edu/eas > Degree Requirements and Admission Information > Special Education. Students should review carefully the appropriate liberal studies and major requirements. Confer with an EAS advisor around your course choices; phone 608-262-1651 to make an appointment. Review your program's admission selection criteria. Consider the types of volunteer or work experiences that may (1) help you confirm your initial decision to teach, (2) provide opportunities for you to consider the educational issues to be addressed in your program application, and (3) obtain experience with individuals from cultural backgrounds different from your own. Consult with your EAS advisor about possible ways to gain these experiences. Congratulations for considering teacher education at UW-Madison!

More info on the web: www.education.wisc.edu/eas • Advising appointments: call 608-262-1651

Comments or Problems: easinfo@education.wisc.edu.
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