College of Education, Nursing and Health Professions
BS in Integrated Elementary and Special Education
In our Integrated Elementary and Special Education Program, you can earn two certifications in four years, which opens doors to more career options. You’ll be eligible for certification in elementary education (grades 1-6) and special education (grades K-12).
Our class sizes are small, and students receive plenty of individual mentoring from our experienced faculty, who are very well connected with area schools. With an extensive network of partner schools, you’ll apply skills learned in the classroom to real-world settings and gain the expertise to excel in your career.
About the Major
The integrated elementary and special education program is a professional teacher preparation program that will give you an in-depth understanding of exceptionalities and knowledge of the developmental, academic, and social needs of elementary school-age children.
You’ll learn through a planned sequence of coursework, independent study, field observations, student teaching, conferences, lectures, and other educational experiences.
Field placements are with children with disabilities and children in general education classrooms.
Upon successful completion of course work and specified Praxis II state examinations and the recommendation of the University, students are eligible for Connecticut teacher certification in special education (grades K-12) and elementary education (grades 1-6).
The Bachelor of Science degree in Integrated Elementary Education and Special Education is 129 credit program. A sample of courses is listed below. View the full curriculum here.
Psychology of Exceptionalities
Language, Literacy and Linguistic Diversity
Reading and Language Arts Instruction
Mathematics Instruction and Methods
Integrated Methods: Science, Social Studies and the Arts
Special Education: Screening and Diagnosis
Mathematics for Elementary School
Introduction to Psychology
World Language - 3 credits
Natural Science - 4 credits
Employment of special education teachers is projected to grow 8 percent from 2016 to 2026, about as fast as the average for all occupations according to the federal Bureau of Labor Statistics. Demand for special education services and teachers should rise as children with disabilities are increasingly being identified earlier and enrolled in special education programs.
Hannah Schulz ‘14, special education teacher, New London (Conn.) Public Schools
When I was job hunting, many employers took note of my dual certification in elementary and special education. That flexibility really made me stand out, along with the research I completed and presented at a national conference through the honors program. They were at the top of my resume.
Graduate is Thriving in Her Special Education Career
Just a few months after starting her teaching job, Mikayla Pascucci ’18 found that her experience at UHart prepared her well. She’s a special education teacher/case manager at the Reggio Magnet School of the Arts in Avon, Conn. “Some of my friends who went through other education programs are working as paraprofessionals this year, because they need more time before they feel comfortable leading a classroom,” Mikayla said. “But I feel comfortable teaching every day. The University of Hartford really prepared me well for where I am now.”
Students applying to the Integrated Elementary Education and Special Education program are accepted for admission in either the fall or the spring semester. Although there are no strict application deadlines, we suggest students send their applications to be received by December 1 for entrance in January and by March 1 for entrance in September.
In general, a candidate for admission to the University of Hartford:
- must be a graduate of, or student who will be graduated from, an accredited secondary school, or have passed a state secondary school equivalency examination;
- must complete and submit an application form and the application fee;
- must submit an official transcript of the secondary school record and official college transcripts (if any);
- must submit a letter of recommendation from a high school teacher or counselor.
- Submission of SAT or ACT scores is optional* (see below for requirements for Education majors)
For admission to programs in the Department of Education, 16 units of secondary subjects are expected and should include the following at a minimum:
- English: 4 units
- Social studies: 2 units
- One language: 2 units
- Science: 2 units
- Mathematics: 2 units (including 1 unit of algebra)
- Other academic subjects: 4 units
Professional Program Requirements
Education students must apply for admission to the professional program during the fall of sophomore year. Professional program admission requirements include:
- SAT, ACT or Praxis Core scores. Although the University does not require SAT, ACT or Praxis scores for admission, the State of Connecticut requires these scores for teaching certification.
- Cumulative grade point average of 3.0 or higher.
- Completed dispositions interview form
Please see the Catalog for grade requirements for preprofessional and professional level courses.
To transfer into a teacher education program as a college junior (48 credits or more), you must show evidence of having taken the SAT, ACT, or the Praxis Core. In addition, you must have obtained a minimum of a 3.0 (B) grade point average (GPA) in your previous coursework.
Your ability to complete the program in two calendar years will depend on the specific courses required and your flexibility regarding summer coursework. Once admitted you must immediately complete the Professional Program Application. We would be happy to review your records and map out a sample plan of study. Please contact the Office of Admission:
Office of Admission
CANDIDATE EFFECT ON STUDENT LEARNING
Learn to assess their ability to plan effective instruction based on student outcomes.
Gauge and reflect on whether they are able to assess student outcomes using pre- and post-assessment.
Gain firsthand experience observing/working in classrooms and reflect on these experiences. They will be in a 1-6 general education classroom for four weeks and in a K-12 special education setting for ten weeks.
STUDENT TEACHING PORTFOLIO
Align activities with curriculum objectives, state and national standards.
Write clear objectives and plan developmentally appropriate lesson plans based on student needs.
Differentiate instruction and use appropriate scaffolding thereby ensuring that all students can learn.
Use effective instructional techniques and maintain a positive environment in the classroom.
Reflect on their performance and its effect on student understanding.
Work in collaboration with others.
Plan a standard-based sequence of instruction using national and state standards.
Align assessments with meaningful learning objectives.
Differentiate instruction and make accommodations for students from diverse backgrounds and abilities.
Understand the importance of reflective practice and provide strong evidence of their ability to reflect on their practice.
If you are a full-time undergraduate student applying to the Integrated Elementary Education and Special Education program, you will be considered for financial aid programs that the University administers. In addition to our own funds, the University participates in all Federal Title IV Programs and Federal Family Education Loan programs. Residents of Connecticut and those states with reciprocal agreements with the State of Connecticut may also be eligible to receive state scholarships or grants.
Detailed Information on Tuition, Fees, and Financial Aid
Department of Education
Accreditation and State of Connecticut Certification
Certification programs in the College of Education, Nursing and Health Professions, including our integrated elementary education and special education program, are approved by the National Council for Accreditation of Teacher Education (NCATE) as well as the State of Connecticut Department of Education. The Educational Testing Service's Praxis II exam is utilized for certification of teachers in Connecticut. See pass rate report.