Bachelor of Science
Winthrop’s Special Education program was created to enhance the preparation of future teachers to meet the growingly diverse and unique needs of children with disabilities. One of very few of its kind, this program leads to the triple certification of our candidates and diversifies teacher opportunities our graduates will have in PK-12 schools. Specifically, Special Education program graduates will leave Winthrop with initial teaching licensures in: PK-12 Multi-categorical Disabilities, PK-12 Severe Disabilities, and Elementary Education Grades 2-6. Through our program’s commitment to access, collaboration, research and innovation, learning, and relationships, we believe this level of preparation will optimize our candidates’ preparedness to provide rich, high-quality learning environments for all children and their families.
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Graduates of this program have gone on to become:
Many of the graduates of this program find themselves working in:
Students pursuing the Bachelor of Science in Special Education at Winthrop University are prepared to teach students with learning disabilities, emotional and behavior disorders, intellectual disabilities, autism spectrum disorders, and severe disabilities. The program focuses on the inclusion of all students with disabilities into the general education setting.
Curriculum
Learn from faculty who are committed to research and scholarly endeavors that inform the profession and enhance public education in our society.
The Special Education Program is accredited through the Council for Exceptional Children.
Early clinical experiences like tutoring at-risk learners and intensive course work in the areas of concentration are important features of the program.
Standrick Rhodes
Special Education, Class of 2007
"I went to visit the Winthrop campus in February of 2003 and knew it was the place for me. I liked that there was a clear boundary between campus and the rest of Rock Hill. I also liked that everything I needed was in walking distance. Most importantly, I loved the class size. I knew that professors wouldn’t just know me as a number, or a student, but that they would know me by name and took attendance for each class. There was a strong sense of family and accountability, and I fell in love that day."
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