Sep 21, 2021  
2020-2021 Catalog 
2020-2021 Catalog [PAST CATALOG]

Elementary Education/Elementary Special Education (A.A.T.)

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Official Title of Major: Elementary Education/Elementary Special Education, A.A.T.


Total Credit Hours: 66

About the Teacher Education and Child Care Institute (TEACH)

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.

Additional Degree Requirements

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 prior to the completion of the 30th credit hour. For more details visit Praxis Information.
  • 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.

The A.A.T. degrees parallel the Maryland State Department of Education grade bands:

  Early Childhood Education PreK-grade 3
  Elementary Education Grades 1-6
  Secondary Academic Areas Grades 7-12

Entrance/Admission Requirements

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.

Graduation Requirements

See Academic Regulations for college-wide Graduation Requirements .

Honors Program Courses

If you qualify for the Honors Program, you may take honors versions  of some courses (such as ENG 101H , ENG 102H , etc.).

Planning Tools: Sequence of Courses


  TWO-YEAR (FALL and SPRING TERMS): Open/Print this Planning Tool        YEAR-ROUND (FALL, SUMMER, SPRING and WINTER TERMS): Open/Print this Planning Tool    




General Education Requirements: 34 credits

An approved list of general education courses can be found in the General Education and Diversity, Technology and Wellness Requirements  section of the catalog. Choose general education courses from the following topics:

English Composition: 6 credits

Biological and Physical Sciences: 8 credits

Social and Behavioral Sciences: 6 credits

Diversity Requirement

Satisfied by EDU 214 

Technology Requirement

Satisfied by EDU 214 

Program Outcomes

Upon successful completion of this program, students will be able to:

  1. 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.
  2. 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.
  3. 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.
  4. Be introduced to evidence-based instructional strategies to individualize instruction for students with exceptional learning needs.
  5. 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.
  6. 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.
  7. Be introduced to the planning process and its components for students with disabilities based on local, state, and national curriculum.
  8. 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.
  9. 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.
  10. 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. 

Career and Educational Advancement Resources


Wellness Requirement

Due to a special wellness requirement exemption, students are permitted to graduate with this degree without satisfying a Wellness Requirement.

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