University of South Carolina

What you'll study

The programme combines foundational education studies with a focused sequence in special education. You will study child and adolescent development, assessment and diagnosis of learning and developmental differences, evidence-based instruction for students with disabilities, and legal and ethical issues in special education. Core topics typically include:

• Foundations of Special Education: history, philosophy and laws (including IDEA) that shape services for students with disabilities.
• Assessment and Measurement: formal and informal assessment, progress monitoring, formative assessment and data-based decision making.
• Instructional Methods: differentiated instruction, curriculum adaptation, literacy and numeracy strategies for learners with diverse needs.
• Behaviour Supports: positive behaviour interventions and supports, classroom management, and functional behaviour assessment.
• Assistive Technology and Accessibility: use of technology to support communication, access to curriculum and independent learning.
• Transition and Family Partnerships: planning for post-school life, working with families and interagency collaboration.
• Practicum and Student Teaching: progressively longer field placements in inclusive and specialised settings, culminating in supervised student teaching.

The degree also includes the university’s general education requirements, classroom management and pedagogical methods, and opportunities to choose electives or minors that deepen subject-matter knowledge. Coursework is structured to prepare students for state teacher licensure and participation in clinical experiences organized through the College of Education.

Entry requirements

Applicants should have a high school diploma or equivalent and meet the University of South Carolina’s undergraduate admissions standards. Competitive applicants typically demonstrate a strong academic record in college-preparatory subjects (English, mathematics and science) and submit the required application materials.

Additional programme-specific expectations often include a personal statement describing commitment to working with learners with disabilities, letters of recommendation, and evidence of relevant experience (for example volunteer or paid work in schools or community settings). Students are required to complete background checks, health clearances and any mandated immunisations prior to starting field placements.

Progression through the professional sequence normally requires meeting departmental criteria such as maintaining a satisfactory cumulative GPA, passing any required gateway assessments, and successfully completing initial practicum experiences. Prospective international applicants should consult the admissions office for details about academic equivalency and English language requirements.

Career prospects

Graduates are prepared for roles in public and private schools, early intervention programmes and community agencies. Common career pathways include:

• Special education teacher in inclusive or self-contained K–12 settings
• Resource-room or pull-out specialist providing targeted instruction
• Behaviour interventionist or classroom support specialist
• Transition coordinator or vocational support staff helping learners move to post-secondary education, training or employment
• Educational paraprofessional or teacher of the visually/hearing impaired with additional qualification
• Further study leading to roles such as educational diagnostician, literacy specialist, school administrator or university researcher

Many graduates move directly into licenced teaching posts after successfully completing required certification steps; others pursue postgraduate certificates or master’s degrees to expand their qualifications and leadership opportunities.

Why study at University of South Carolina

The College of Education at the University of South Carolina offers a programme with a strong emphasis on clinical experience and partnerships with local school districts, providing a range of practicum placements in urban and rural settings. Faculty combine classroom teaching with applied research in inclusive practice, assessment and intervention, giving students exposure to evidence-based approaches.

Students benefit from support services for teacher candidates, access to specialised resources and labs for assistive technology and assessment, and career services that connect graduates to regional school systems. The programme’s focus on hands-on learning, community engagement and preparation for state certification makes it a practical choice for those seeking a classroom career supporting learners with diverse needs.