• Special Education Major

    Carlow University’s Special Education program prepares teachers to meet the needs of children with a wide variety of mental, physical, social, emotional, and behavioral disabilities in multiple settings. The Special Education program includes 30 credit hours of course work focusing on the practical application of research-based special education theoretical constructs and methodology. Equally essential are the carefully correlated field experiences totally 210 hours in a variety of classrooms and educational settings.

    Graduates of the program obtain Pennsylvania Special Education certification in Pre-K, K-12. Students complete Early Childhood Education with Special Education as part of this uniquely designed undergraduate program.


    Where Our Graduates Go

    • ● The Children's Center of Pittsburgh
    • ● The Watson Institute
    • ● Head Start of Fayette County
    • ● Tender Care Learning center
    • ● Woodland Hills School District 


    Teacher candidates completing the special education program Pre-K, K-12 will:

    •  Demonstrate the ability to design and/or employ a variety of assessment tools and strategies, formative and summative, formal and informal, to analyze the results of the assessments and to use those results in the design and implementation of instruction for students with disabilities.
    •  Consistently demonstrate knowledge of the characteristics of individuals with disabilities as well as the understanding of the impact of the disabling condition on ability to learn, interact socially and live as fulfilled, contributing members of society. They demonstrate the ability to use this knowledge in planning and implementing instruction for students with disabilities.
    •  Consistently choose and implement a variety of research-based, systematic instructional strategies designed to allow students with a range of disabilities opportunity to learn identified objectives, content and skills.
    •  Demonstrate the ability to consistently incorporate a variety of research-based strategies to create positive educational environments that support individual and collaborative learning, value diversity, encourage independence, self-motivation, self-direction, personal empowerment and self-advocacy for students with disabilities.
    •  Demonstrate the ability to use knowledge about student diversity in general, and individual student characteristics, strengths and needs in particular, to create lessons that meet those diverse needs and that ensure opportunity to learn and access the general curriculum for students with a range of disabilities.
    •  Demonstrate professionalism and ethical behavior in all interactions with others in the teaching environment by using evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on