Jan 19, 2021
Total Credit Hours: 60 credit hours
Purpose: The Associate of Arts in Teaching (A.A.T.) degree is designed for students preparing to transfer to a four-year institution to obtain a baccalaureate degree and earn Maryland state teacher certification. The program incorporates foundation coursework in teacher education, content coursework in a selected certification area and a field-based experience at the appropriate level of teacher certification.
This curriculum prepares students to transfer to an elementary education or generic special education program at a four-year college or university in the state of Maryland. The Associate of Arts in Teaching (A.A.T.) degree has been articulated with all of the transfer programs in elementary education and generic special education in the state of Maryland. Upon completion of the A.A.T. degree, students are eligible to be admitted as an elementary education or generic special education major at a Maryland transfer institution. The courses in this degree are not sufficient to meet all special education or inclusion course requirements for four-year teacher education programs.
Range of Occupations
Occupations can be explored further through the virtual Careers Center.
The A.A.T. degrees parallel the Maryland State Department of Education grade bands:
||Early Childhood Education
||Secondary Academic Areas
Criminal Background Check
Participation in the required fieldwork experience is contingent upon satisfactory completion of the criminal background check. For complete details, see the Teacher Education and Childcare Institute section of this catalog.
To earn the degree and be eligible for seamless transfer within Maryland, students must complete all required coursework and the following additional requirements:
- Students must submit official qualifying scores as established by the State Superintendent of Schools on pre-professional basic skills tests (e.g., SAT, ACT, PRAXIS/CORE) approved by the State Board of Education. For more information visit www.aacc.edu/teach/praxis.cfm.
- Students must complete fieldwork requirements as indicated by the Teacher Education and Child Care Institute.
- Students must earn a C or better in all coursework required for the degree and obtain a cumulative grade point average of 2.75 or better.
Students may be required to meet additional admittance requirements at the chosen transfer institution.
Planning Tools: Sequence of Courses
AACC faculty developed the following sequences of courses to encourage greater success in each student’s program of study. These sequences incorporate all of the student’s requirements for this degree and provide the student with essential notes to guide their success. It is recommended that students view and save this as they plan courses for this degree.
Arts and Humanities: 6 credits
Biological and Physical Sciences: 8 credits
Computer Technology, Interdisciplinary Studies or Mathematics: 4 credits
Health/Fitness/Wellness: 3 credits
Social and Behavioral Sciences: 6 credits
Program Requirements: 29 credits
Computer Competency Requirement
Program requirements EDU 211 and EDU 214 meet this requirement.
Program requirement EDU 214 meets this requirement.
Upon successful completion of this program, students will be able to:
- Articulate principles, theories, and laws that have and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society.
- Demonstrate an understanding of similarities and differences in human development, etiologies of various disabilities, characteristics of diverse learners, and educational implications of diverse cultural and learning differences.
- Demonstrate an understanding of the effects an exceptional condition can have on an individual’s learning in school and throughout life. Special education teacher candidates will demonstrate an understanding of how primary language, culture and familial backgrounds interact with the individual’s exceptional condition to impact on the individual’s academic and social abilities, attitudes, values and interests.
- Be introduced to evidence-based instructional strategies to individualize instruction for students with exceptional learning needs.
- Be introduced to strategies to create learning environments that foster cultural understanding, safety and emotional well-being, positive social interactions and active engagement of individuals with exceptional learning needs and in which diversity is valued.
- Be introduced to typical and atypical language development across diverse cultures and familiarity with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with disabilities.
- Be introduced to the planning process and its components for students with disabilities based on local, state, and national curriculum.
- Be introduced to multiple types of assessment information and how it is used for a variety of educational decisions. Special education teacher candidates will be introduced to legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction and placement of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds.
- Be introduced to best practices, with attention to legal matters, ethical considerations, sensitivity to the many aspects of diversity, and a view of themselves as lifelong learners.
- Understand the importance of collaborating with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways.
This program aligns with all the college’s core competencies. For a full list of Core Competencies, click here.
Continuing Education and Workforce Development Offerings