Dual Certification

General and Special Education

The dual certification program provides students with a unique opportunity to receive an undergraduate degree in both general and special education. This degree provides students with the knowledge and experience to become leading teachers. Through competency-focused coursework, the dual certification program will prepare students to be certified in K-12 special education and general education (i.e., preK-4, middle level, or secondary). The program can be completed in four years of full-time study. Program coursework contains fieldwork, allowing students to apply material learned in class to their field placements. Students conclude the program by participating in a student teaching placement with a host teacher and Duquesne University mentor.

Course Requirements

The requirements for the Special Education Grades K-12 certificate must include all course and field competencies. There must be nine (9) credits/270 hours dedicated to special education classwork and three (3) credits/90 hours to meet English learners’ requirements.

To meet these competencies, we redesigned or created three special education courses and fields, and designed the stage 4 field placement. These are discussed below:

LTSP 203: Foundations of Inclusive Practices in Special Education - 3 credits
Chronicles the historical and legal foundations of the field of special education with a focus on inclusive educational practice as it relates to the principle of least restrictive environment. Examines the types and nature of disabilities from the perspective of normal growth and development and the impact on instruction and learning for students with diverse learning needs. Topics include the special education process, collaborative skills for team decision-making and building partnerships, and identifying supports for students with diverse learning and behavior needs based on individualized assessments. 

LTSP 293: Inclusive Field Experience Stage 1 - 0 credits
This field allows teacher education students to observe and think critically about their experiences regarding the Foundations of Inclusive Practices Course. The field experience provides students with a foundation for understanding the importance of inclusive practices necessary for the teaching profession. This field accompanies LTSP 203 Foundations of Inclusive Practices for Special Education.

LTSP 216: Foundations of Assessment for Dual Certification PK-4, Middle, & Secondary & Special Education – 3 credits
This course will focus on the use of assessment in special education and current issues regarding teacher use of student data to inform instructional decision-making in Pre-K-4 classrooms. Students will address topics on the special education referral and eligibility process, types of assessment and their uses, academic and behavioral assessment, progress monitoring, diagnostic assessment, data-based decision making, differentiated assessment and instruction, and the delivery of intensive intervention for supporting students with disabilities.

LTSP 296: Classroom Assessment Field Experience for Dual Majors Stage 2 - 0 credits
This field experience provides the opportunity for teacher education students to reflect critically on their developing knowledge base and practical experiences in relation to the content of the Foundations of Assessment for Dual Certification PK-4, Middle, Secondary & Special Education. This experience is designed to foster personal and professional growth in preparation for student teaching and entry into the teaching profession.

LTSP 356: Instructional Methods in Special Education - 3 credits
This course provides a basis for individualizing instruction for K-12 students with high-incidence and low incidence disabilities. It involves designing basic instructional sequences, utilizing behavioral and standards-based objectives, matching technology, learner and goal characteristics, identifying appropriate instructional strategies, finding, understanding and selecting evidenced-based practices and evaluating the effectiveness of instruction. Multicultural education is also explored in order for the K-12 student to consider the impact that culture has on learning and ways teachers can positively impact learning by being aware and sensitive to various cultural needs.

LTSP 396: Classroom Instructional Methods for Dual Majors Field Experience Stage 3 - 0 credits
This field experience is a combination of individual tutorials, small group, and whole class instruction at the selected grade level over the course of the semester. Candidates work with materials that they have prepared and created for classroom instruction including lesson plans, activities. This field experience provides the opportunity for teacher education students to reflect critically on their developing knowledge base and practical experiences in relation to the content of the Foundations of Assessment for Dual Certification PK-4, Middle, Secondary & Special Education. This experience is designed to foster personal and professional growth in preparation for student teaching and entry into the teaching profession.

LTSP 490: Practicum in Special Education for Dual Certification Field Experience Stage 4 -  12 credits (6 credits special education classroom; 6 credits general education classroom) Practicum in Special Education for Dual Majors Field Experience Stage 4- This field experience provides the opportunity for teacher education students to reflect critically on their developing knowledge base and practical experiences in relation to the content of the Foundations of Assessment for Dual Certification PK-4, Middle, Secondary and Special Education. This experience is designed to foster personal and professional growth in preparation for student teaching and entry into the teaching profession.

LTEL 201: Meeting the Needs of English Language Learners - 3 credits
English as a Second Language (ESL) instruction aims to provide English Language Learner (ELLs) with social, cultural, and basic and academic language skills to improve their academic achievement. Granted that the developmental goals of ELLs’ language and academic skills are interdependent, ESL instruction cannot be perceived as the sole responsibility of ESL specialists. This course aims to support pre-service content area teachers in developing an adequate level of competency in addressing the special needs of linguistically and culturally diverse learners in their classes. It also prepares teachers to work with ESL professionals on various levels. The course provides them with basic knowledge and skills for appropriate and effective instructional experience with the ELL population. It focuses on how content area teachers can make accommodations, adaptations, and modifications in their instructional planning and implementation to create an inclusive instructional environment for all learners. We added competencies that address English Language Learners who have disabilities in this class.

Total Program Credits to Complete Degree 

  1. Early Childhood (Pre-K-4) and K-12 Special Education = 130 credits
  2. Middle Level and K-12 Special Education
    1. English Language Arts B.S.Ed. = 131credits
    2. Math B.S.Ed. = 137 credits
    3. Math and English Language Arts B.S.Ed. = 142 credits
    4. Science B.S.Ed.  = 135 credits
  3. Secondary Education, English and K-12 Special Education
    1. Secondary English B.S.Ed. = 133 credits
    2. Secondary English B.S.Ed. English, B.A. = 1 27 credits
  4. Secondary Education, Mathematics and K-12 Special Education:
    1. Secondary Mathematics B.S.Ed. = 127 credits
    2. Secondary Mathematics B.S.Ed. (Algebra with Calculus) = 127 credits
    3. Secondary Mathematics, B.S.Ed. (Calculus) = 127 credits
    4. Secondary Mathematics, B.S.Ed., Mathematics, B.A. = 136 credits
    5. Secondary Mathematics, B.S.Ed., Mathematics, B.S. = 147 credits
  5. Secondary Education, Social Studies and K-12 Special Education:
    1. Secondary Social Studies, B.S.Ed. = 130 credits
    2. Secondary Social Studies, B.S.Ed., History, B.A. = 136 credits

Student Learning Outcomes

  1. Students will be able to meet competencies to obtain content and special education certificates.
  2. Students will demonstrate the required skills and competencies in classroom environments
    to meet the needs of all learners.
  3. Students will be able to translate theory and adapt pedagogy to serve the needs of all
    learners.