Special Education

Department of Special Education

Department Chair: Ying Hui-Michael

Professors Dell, Hui-Michael, Imber, Lynch; Associate Professors LaCava, McDermott-Fasy; Assistant Professors Kemp, Pinheiro

Students in the Department of Special Education must meet the admission and retention requirements of their major (Elementary Education or Secondary Education) as well as the admission and retention requirements of the special education program.

Students are eligible for an initial educator certificate in special education in Rhode Island if they have successfully completed ALL teaching concentration requirements in their major (Elementary Education or Secondary Education) as well as ALL requirements for their special education concentration.

Admission Portfolio Requirements (Undergraduate only. See "Special Education Programs M.Ed." for graduate requirements.)

B.S. Elementary and Special Education programs (i.e., Concentration in Mild/Moderate Grade 1-6, Severe Intellectual Disabilities) allow joint admission. See “FSEHD admission requirements."

B.S. Secondary Special Education Program (i.e., Concentration in Mild/Moderate Grade 7-12):

1. A completed special education application form.
2. A copy of current transcripts. Minimum GPA of 2.75.
3. SPED 300 course artifact and graded rubric or equivalent course with a B- or better.
4. One reference letter from a professional documenting the extent and quality of the candidate’s experience with individuals with disabilities.
5. A personal statement describing the candidate’s interest in a career teaching individuals with disabilities.
6. A copy of a letter of acceptance to a secondary education teacher preparation program.

Retention Requirements (Undergraduate only. See "Special Education Programs M.Ed." for graduate requirements.)

1. A minimum cumulative GPA of 2.75 at Rhode Island College.
2. Completion of admission and retention requirements in an elementary or secondary teacher preparation program.
3. A minimum grade of B- in all coursework in Special Education courses, including at least an “acceptable” rating on primary course artifact.
4. Positive recommendations from all education instructors based on academic work, fieldwork, and professional behavior.

Students must maintain acceptable standing in academic work, fieldwork, and demonstrate consistent professionalism (as described above), or risk suspension and/or dismissal from the Special Education program.