With successful completion of the program and licensure requirements, students earn a Bachelor of Science in Education (B.S.Ed.) degree in Inclusive Education and are recommended to the North Carolina Department of Public Instruction for initial licensure in both Exceptional Children General Curriculum (K-12) and Elementary Education (K-6). Inclusive Education graduates are highly sought after teachers who have flexibility in employment and the ways they choose to teach across their careers.
The Inclusive Education degree requires 126 hours including Liberal Studies, Professional Education Sequence coursework, and major/program courses. Through this curriculum, students learn to effectively identify and assess students’ abilities and needs, differentiate instruction, and manage classrooms to facilitate a positive and productive learning experience. Candidates also practice new skills in course-related field experiences, build interpersonal strengths through community-based service learning activities, and engage in a year-long internship during their senior year.
Other majors can supplement their skill set with a Minor in Special Education through which they will gain information on students with disabilities and best practices for supporting their growth and development. Students can shape their minor by selecting special education elective courses specific to their interests and/or career goals.
The minor requires 18 hours including SPED 240: The Exceptional Child (3) and 15 hours of guided elective hours. This curriculum plan identifies minor requirements and details on guided elective options.
For additional information on our Special Education Minor or for specific questions, please contact Kelly Kelley.
The Adapted Curriculum Add-On Licensure (K-12) program leads to an Adapted Curriculum license that can be added to a license in any area of special education (e.g. SPED: General Curriculum). The add-on license in the adapted curriculum is available to students who want to add the license on to the BSED in Inclusive Education. Satisfactory completion of the BSED in Inclusive Education results in recommendation for the EC Special Education: General Curriculum license, allowing teachers to work with EC populations who have mild-to-moderate disabilities. Adding on the Adapted Curriculum license will also allow teachers to work with EC populations who have severe/profound disabilities.
The courses are available at the undergraduate level and are provided in face-to-face format, on-campus. The course sequence meets the state requirements for add-on adapted curriculum licensure, provided that the student also meets state requirements for Adapted Curriculum licensure exams. The four courses required to add on the license are:
To be considered for admission to the undergraduate Adapted Curriculum licensure program, you must hold or be eligible for a North Carolina license. BSED students in the Inclusive Education program are eligible to add on the license.
The program requires 12 student credit hours of study (four courses), that can be completed in 4 consecutive fall/spring semesters. Field experiences will be built into the coursework.
The AIG Add-On licensure (k-12) program leads to an AIG license that can be added to a license in any area of education (e.g., SPED: General Curriculum or Elementary Education). Adding on the AIG license will allow teachers to work with gifted student populations.
The courses are available at the undergraduate and graduate level and are provided in online format. The course sequence meets the state requirements for add-on AIG licesure. The four courses required to add on the license are:
To be considered for admission to the undergraduate or graduate AIG licensure program, you must hold or be eligible for a North Carolina license. BSED students are eligible to add on the license.
The program requires 12 student credit hours of study (four courses), that can be completed in as little as three consecutive semesters. Field experiences will be built into the coursework. Please note that one of the courses is offered in the summer semester only, and requires a one-week field experience on WCU’s Cullowhee campus. Two courses are offered in the fall, and one is offered in the spring.
Inclusive Education majors are required to complete 50 hours of service learning as part of the program. Service learning nurtures development of one’s altruism, develops a respect for the dignity of others, and provides students with important experiences with community agencies and supports. Service is defined as time spent as a volunteer working in a recognized school, agency or community organization supporting individuals with and without disabilities and/or their families. Service appropriate for this requirement should involve working directly with individuals in a helping function. It is also important to provide service across various community settings in order to develop a rich understanding of the diversity of individuals, families, academic programs and community resources.
Students will complete 50 hours of service learning across five courses. Students must successfully document and reflect on their 50 hours of service by the end of their Intern I semester. The service learning schedule is as follows:
SPED 240: 10 hours
SPED 310: 10 hours
SPED 312: 10 hours
EDEL 416: 10 hours
EDRD 440: 10 hours
The College of Education and Allied Professions maintains a partnership with public schools throughout the region. As a student with a major in inclusive education, you’ll work with a group of highly qualified faculty in the School of Teaching and Learning and with cooperating teachers from the public schools.
Our students participate in a year-long internship during their senior year. Our two-stage internship gradually familiarizes you with real-world classrooms under the mentorship of dedicated, experienced public school teachers and a university supervisor.
Inclusive Education interns complete their internships in inclusive elementary classrooms working with students with and without disabilities. Interns are dually placed with elementary education and special education teacher teams where they will have extensive experiences mastering the competencies of both educator roles and building the collaboration skills necessary for effective inclusion and instruction of students with diverse learning needs. Interns will spend time in the range of settings through which their teachers work and support their students.
While participating in Internship I, interns spend two days per week in their K-6 public school classrooms while taking courses at WCU. During Internship II, interns work in the same public school classrooms full-time, Mondays through Fridays. For additional internship information and deadlines, visit the website for the Office of Field Experiences.