Specialized Education Services

Address: 209 Ferguson Building
Phone: 336.334.5843
Web site: www.uncg.edu/ses

Majors & Concentrations

• Advocacy & Services for the Deaf (BS) U931
• American Sign Language (BS) (Lic) U933
• Auditory/Oral B-K (BS) (Lic) U261
• Auditory/Oral B-K 2Plus (BS) (Lic) U790
• Deaf & Hard of Hearing Teacher Licensure B-12 (BS) U162
• Elementary Education & Special Education (BS) U252
• Interpreter Preparation (BS) U932
• Special Education (general) (BS) U265
• Special Education (general) 2Plus (BS) U785

Special Application Procedures

Candidates for Teacher Licensure must meet requirements for Admission to Teacher Education programs.

What's unique about Specialized Education Services at UNCG?

• You have the opportunity to choose from a variety of specialization areas.
• SES has the only four-year bachelor's degree program in interpreting in the state.
• SES has one of only three undergraduate early interventionist programs in Auditory/Oral approaches in the U.S.
• SES faculty members have secured over eight million dollars in federal funds in the past four years for the preparation of teachers, early interventionists, and interpreters.
• Dual major leads to licensure in both elementary and special education.

Message from the Department Head

In our teacher, interpreter, and early interventionist preparation programs, you will receive cutting-edge professional preparation and internship/field experiences that will lead directly to a rewarding and challenging career. Our faculty members truly care. They want you to be successful, and to graduate with the knowledge and skills to make a difference in the lives of your students.

Careers

• Early interventionist for young children with special needs
• Early interventionist for young children who are deaf or hard-of-hearing using Auditory/Oral approaches
• Elementary, middle school, or high school teacher for students who are deaf or hard of hearing
• Elementary, middle school, or high school teacher for students who have learning/behavioral differences who are accessing the general curriculum
• Educational interpreter
• Interpreter in non-school settings
• Service provider through community agencies and other organizations for individuals who are deaf or hard of hearing

Student success stories

Graduates of SES programs enjoy fulfilling and challenging careers working with young children, elementary and middle school students, young adults, and adults with special needs. Because of the high demand in these occupations, virtually every graduate who wishes to work in the field finds immediate employment.

Career experience through internships

All students in deaf and hard of hearing teacher preparation programs are required to enroll in a two-semester credit field experience course for each of two semesters prior to student teaching. These field experiences include work with students who are deaf or hard of hearing in elementary, middle school, and high school levels in public and non-public schools and educational settings who are accessing the general curriculum with specialized support systems. Student teaching includes a full semester of full-time work with students in an educational setting.

All students in interpreter programs are required to complete 40 hours of volunteer work or field experiences. Internship includes a full semester of full-time work with students in an educational setting or with deaf adults in community service settings.

All students in special education programs are required to enroll in a two-semester credit field experience course for each of the three semesters prior to student teaching. These field experiences include work with students with mild disabilities in elementary, middle school, and high school levels in public and non-public schools and educational settings who are accessing the general curriculum with specialized support systems. Student teaching includes a full semester of full-time work with students in an educational setting.

Accreditations/Recognition

• North Carolina Department of Public Instruction
• Council for Exceptional Children
• National Council for Accreditation of Teacher Education (NCATE)

Classes are up-to-date through faculty research

Faculty member publications include:

• Kurtts, S. A., Cooper, J. E., & Ponder, G. (2006). Integrating systems of care philosophy and practices into schools: The perspective of special education and general education. In M. Arbuckle, & C. Herrick (Eds.), Interdisciplinary practice:  System of care (pp. 267-289). Boston: MA: Jones & Bartlett.
• Smith, J.D. (In press). Power and epiphany: Reflections on the personal and cultural meanings of developmental disabilities in the 21st century. In P. Parette (Ed.) Research-based and emerging best practices in developmental disabilities. Austin, TX: PRO-ED.
• Smith, J.D. & Smallwood, G. (2007). From whence came mental retardation?: Asking why while saying goodbye. Mental Retardation, 45, 132-135.
• Smith, J.D. (2006). Speaking of mild mental retardation: It's no box of chocolates, or is it? Exceptionality: A Special Education Journal. 14, 191-204.

Faculty members in SES have made presentations at national conferences in San Diego, Las Vegas, New Orleans, Seattle, Washington, D.C., and Boston.

Academic Clubs, Organizations, and Activities

• National Association of Educators of Young Children
• Kappa Delta Pi
• Student chapter—Council for Exceptional Children

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