University of Southern Indiana

What you'll study

The programme combines foundational education coursework with specialist study in special education, emphasising inclusive instruction, assessment and evidence‑based interventions. You will study child and adolescent development, learning theory, curriculum adaptation, behaviour management, and instructional strategies for students with mild to moderate disabilities.

• Core professional studies: educational psychology, classroom management, assessment and instructional design.
• Specialist special education modules: differentiated instruction, behaviour intervention strategies, functional assessment, Individual Education Programme (IEP) development, and transition planning.
• Practical and technology skills: assistive technology, data-based decision making, progress monitoring and adapted materials development.
• Inclusive practice and collaboration: co‑teaching models, family and community partnerships, and working with paraeducators and multidisciplinary teams.

The degree includes progressive field experiences in local schools, culminating in an extended student teaching placement where you take primary responsibility for planning, instructing and assessing a special education cohort under faculty supervision.

Entry requirements

Applicants should hold a high school diploma or equivalent and meet the University of Southern Indiana's general admission standards. Admission to the professional phase of the programme typically requires completion of initial education prerequisites, a minimum cumulative GPA in those courses, and successful completion of a background check.

• Submission of secondary school transcripts (and post‑secondary transcripts if applicable).
• Demonstrated academic readiness through GPA and preparatory coursework; standardised test requirements vary and are considered in the context of the full application.
• Completion of required prerequisite courses in English, mathematics and introductory education, and satisfactory performance in observation or service hours in school settings.
• Clearances commonly required before field placements: criminal background check, health screening (which may include TB test), and any mandated certifications such as CPR/First Aid.
• Admission to the teacher education programme is competitive and often involves an interview or review of a professional disposition portfolio before progression to student teaching.

Career prospects

Graduates are prepared for licenced teaching roles working with students who have disabilities in public and private schools. The degree supports a range of career paths in education and related services.

• Special education teacher (elementary, middle or secondary settings)
• Resource room or inclusion/support classroom teacher
• Behaviour interventionist or classroom behaviour specialist
• Transition specialist supporting secondary students into post‑school life
• Paraeducator leader, programme coordinator, or instructional coach (often with additional experience or graduate study)
• Further professional paths include educational diagnostician, special education administrator, or higher education positions—these typically require postgraduate qualifications or state specialist licensure.

Why study at University of Southern Indiana

The University of Southern Indiana offers a teacher preparation programme with a strong emphasis on applied learning and local school partnerships, giving students extensive, supervised experience in real classrooms. The College of Education and Health Professions works with regional districts to provide diverse placement opportunities across urban, suburban and rural settings.

• Practical experience: multiple field placements and a capstone student teaching semester ensure graduates are classroom‑ready.
• Supportive cohort model: small class sizes, faculty mentorship and advising tailored to teacher candidates.
• Preparation for licensure: coursework and supervised practice are aligned with state licensure standards to prepare students for certification requirements.
• Community engagement: strong regional partnerships mean opportunities for service learning, internships and collaboration with local agencies serving students with special needs.