Bachelor of Science in Special Education

On successful completion of the program, learners will have acquired the relevant knowledge, skills and attitudes which will enable them to:

• Acquire thorough knowledge of the philosophical, historical, and legal foundation of the education of children with diverse abilities.
• Use multiple assessment data in making educational decisions for students with diverse abilities.
• Locate and critically use relevant, meaningful, and evidence-based instructional and assistive technologies that will promote maximum learning and social and emotional growth in students.
• Establish a research-based responsive learning environment for students with diverse abilities.
• Examine the cultural and social contexts in which students with diverse abilities live and learn.
• Use effective communication skills (oral and writing) and diverse collaborative models to promote the well-being of students with diverse abilities across a wide range of settings.
• Manage consistently and sensitively ethical practices and professionalism in the area of Special Education.

This four-year special education curriculum comprises thirty competency-based modules which are covered in eight semesters. A detailed description of courses for both theory and clinical has been outlined.

This is a full-time special education curriculum designed to be implemented within a minimum period of four years or eight semesters. The modules are sequenced in such a way that, during the first year, learners gain sound knowledge of general education principles and related determinants for the special education discipline. Thereafter the modules are built on the scientific foundation and progress is achieved in a way that offers learners opportunities to increasingly acquire requisite skills and apply knowledge by their final year.

The modules are also sequenced in such a way that learners are provided with a theory which is immediately followed by a practical module to allow for adequate exposure to experiential learning for developing required competencies. Both theory and practical courses have clearly defined essential competencies which are based on the expected outcomes of the course and which are to be achieved at the end of each course.

The curriculum is competency-based and learner-centered with emphasis on the learners’ development of special education competencies, including management and administration skills. Implementation involves learner-centered approaches such as problem-based learning which incorporates the principles of self-directed learning and group processes. Its emphasis is on developing an understanding of special education and that special education requires a more active approach from the learners who will be encouraged to think critically as they reflect and analyze their own learning and professional practice. It is delivered through direct contact for both theory and practical domains. Mentorship during practical attachment will be provided by trained special educators and mentors to ensure that the learners acquire practical competencies in the management, planning, and implementation of skills.

The graduate from this four-year curriculum will be a competent, responsible, accountable, compassionate, and self-directed leader/manager and educator. S/he should be a critical thinker, using evidence and functioning effectively in a variety of education settings within the context of special education.

Teaching and learning methods

The choice should focus on those methods that would best promote self-directed learning, critical thinking, and the acquisition of competencies. A combination of different teaching and learning methods is therefore encouraged to ensure adequate and appropriate information flow and learner participation. The different teaching and learning methods are listed below, namely:

Lectures, case presentations, ICT, visual aids, individual and group assignments, seminar presentations, lpracticals, group learning, problem-based learning, demonstrations, role play, role modeling, case studies/projects, e-learning, readings, discussions, reflective diaries; feedback on learning and performance.

Practical teaching and learning should take place in carefully selected educational settings, with rich and diverse learning experiences in line with the curriculum outcomes and graduate competencies. It should be facilitated by both the classroom teachers and certified special educators as mentors.

The availability of reading resource materials and an adequately stocked library could enhance the teaching capacity of the teachers and also make it easier for the learners to access and utilize relevant information.

Practical experience for special educators takes place in Schools, Physiotherapy Centre, Occupational Therapy Centre, Speech and Language Therapy Centre/settings Visits to Pediatric Units of Hospital, Psychological/Psychiatric Clinics under the responsibility of educators who are certified in Special Education, with the cooperation and assistance of other qualified special educators. It is most essential that the settings for learner placements should be carefully selected, to ensure not only the quality of the environment but also the ability and motivation of mentors who should supervise the learners at the various stages and levels of the program. The placements should only take place after and/or concurrently with classroom teaching and must be in the school setting. The learner should be supervised by both the special educators in such a way that opportunities are provided for the learner to integrate theory into practice.

Assessments and Evaluation Strategies

A range of formative and summative assessment strategies should be used for theoretical and practical aspects of the program. They should include: assignments/projects, tests, clinical reflection, practice, checklists, observations, skills portfolios, case presentations, peer reviews, patient assessments and reviews, logbooks, written and practical final examinations) and other relevant assessment measures. Evaluation and assessment should be based on objective and credible tools.

Both internal and external examiners should review assessments that should be in line with country and institutional provisions for acceptable assessment measures. These should conform to national standards and the quality control set by educational and regulatory bodies. Different methods should reflect learners’ abilities to apply knowledge in planning, implementation, and evaluation of nursing care as well as competency and ethical and cultural undertones. Both internal and external examiners should use such adopted criteria to maintain consistency.