ID
student teaching in elementary classroom

Special Education, Unified Special Education K-12 and Elementary/Middle K-9, Online, Teaching (SETT: Transition to Teaching Pathway)

This pathway is a route for nontraditional undergraduate and other adult learners to complete a preparation program and become practicing teachers.

Available as
Major
Description

Earn a Degree in Education

Transition to Teaching is a pathway to completing UW-Eau Claire’s unified elementary and middle special education program. This is a route for nontraditional undergraduate and other adult learners to complete a preparation program and become practicing teachers. The end result of this pathway is a bachelor's degree and eligibility for licensure in both 4k-12 Special Education and 4k-9 Elementary/Middle Education.

Adult learners with several years of experience as paraprofessionals/educational assistants or otherwise employed in school settings are excellent candidates for this pathway. Approximately 30 credits of general education/liberal arts coursework or an associate’s degree or bachelor’s degree is needed to be eligible for this pathway. Other adults who want to make a career change and who meet these credit requirements are also good candidates.

This pathway is offered in an accelerated format online and can be completed within two years plus student teaching. There are several ways to complete student teaching, such as on the job as an intern or as the teacher of record with a License with Stipulations.

Degree Types

Program Details

Degree Types
Bachelor of Science (BS)
Degree Level undergraduate
Available asMajor
Department
Program Length 2 years, plus student teaching
Campus
Eau Claire
Offered
Online
Requires a minor No
Authored on

Licensure Information

Completion of teacher preparation programs at UW-Eau Claire meets licensure requirements in Wisconsin. Our programs may not meet requirements in other states. It is very important that individuals seeking licensure in another state obtain the most recent certification/licensure information directly from the state in which they seek employment. Find contact information on each state licensure office here.

Licensure requirements can change at any time. UW-Eau Claire’s Teacher Education Program Office ensures that our programs meet the requirements for licensure in Wisconsin. If you seek licensure in another state, be aware that their requirements could change at any time.

The United States Department of Education requires institutions to disclose information for programs leading to professional certification or licensure concerning whether each program meets state educational requirements for initial licensure or certification. Please note:

  1. Obtaining a Wisconsin Teaching License PRIOR to applying for a teaching license in another state is usually helpful and strongly recommended.
  2. "Meets requirements" means that a student is eligible for a license with stipulations, typically for 1-3 years, in that state. The stipulations are likely to be specific testing requirements and/or competency through a course or examination. In some instances, additional stipulations might be added.
  3. Licensure grade levels vary from state to state. Students who are eligible for a specific grade range in Wisconsin may be licensed for a narrower grade range in another state. Each state determines grade ranges for licensing differently.
  4. State licensure requirements may change at any time. Licensure questions should be referred to the Teacher Education Program Office (tep@uwec.edu).

Students in this program are eligible for two licenses (K-12 Special Education and K-9 General Education)

General Education K-9

The requirements of this program meet the requirements in the following states and territories:

Alabama, Arizona, Arkansas, California, Colorado, Connecticut, Florida, Hawaii, Idaho, Illinois, Indiana, Iowa, Louisiana, Maine, Michigan, Minnesota, Mississippi, Missouri, Nevada, North Carolina, North Dakota, Oklahoma, Oregon, Rhode Island, South Carolina, Texas, Utah, Vermont, Virginia, West Virginia, Wisconsin, Wyoming, American Samoa

The requirements of this program do not meet requirements in the following states or territories:

Alaska, Delaware, Georgia, Kansas, Kentucky, Maryland, Massachusetts, Montana, Nebraska, New Hampshire, New Jersey, New Mexico, New York, Ohio, Pennsylvania, South Dakota, Tennessee, Washington, Washington D. C., Guam, Northern Mariana Islands, Puerto Rico, U.S. Virgin Islands

Cross-Categorical K-12

The requirements of this program meet the requirements in the following states and territories:

Alabama, Arizona, Arkansas, California, Colorado, Florida, Hawaii, Idaho, Illinois, Indiana, Iowa, Louisiana, Maine, Michigan, Minnesota, Mississippi, Missouri, Nevada, North Carolina, North Dakota, Oklahoma, Oregon, Rhode Island, South Carolina, Texas, Utah, Vermont, Virginia, West Virginia, Wisconsin, Wyoming, American Samoa

The requirements of this program do not meet the requirements in the following states and territories:

Alaska, Connecticut, Delaware, Georgia, Kansas, Kentucky, Maryland, Massachusetts, Montana, Nebraska, New Hampshire, New Jersey, New Mexico, New York, Ohio, Pennsylvania, South Dakota, Tennessee, Washington, Washington D. C., Guam, Northern Mariana Islands, Puerto Rico, U.S. Virgin Islands

Hallmarks
Teaching lesson, female instructor
Contribute to Your Community

Advance in salary and professional esteem while helping to meet the need for teachers in your local community.

student teacher in a classroom
Level-Up Your Career

You'll be able to continue working in your current role while paving the way to become a teacher in just two short years, plus student teaching.

open laptop in marketing class
Evening Courses and Individual Work

Courses are offered after the school day and are specifically designed for adult learners with life experience. Meet 1.5 hours online per course per week and complete the rest of your weekly learning at the time that works best for you. 

advising in ARCC
Personalized Advising

You'll receive individualized advising to consider how your prior coursework may fit in with your current goal of becoming a teacher.

Facts List
Flex Content

Transition to Teaching Pathway Curriculum

Courses start in the May session of summer. You would take courses for two years (summer, fall, spring) and then have a semester of student teaching. For many students student teaching is a paid experience, as either an intern or the teacher of record with a License with Stipulations.

You will be part of a cohort that takes two short courses at a time during the school year. Courses are after the school day and are offered as remote learning with online components. Each course meets 1.5 hours per week synchronously online with the remainder of the time asynchronous to meet your own individual schedule. Some coursework is also completed during the summer.

Course Sequence

Summer 1 (Semester 1, 3-9 credits): Introduction to Typical Development
  • PSYC 260 Ed Psych (3 credits, may substitute with prior Ed Psych, Lifespan or Child Growth/Dev) 
  • ES 385 Social Foundations of Human Interactions (3 credits, may substitute with prior diversity course) 
  • CSD 257 Normal Communication Development (3 credits) 
Fall 1 (Semester 2, 10-12 credits): Introduction to Diverse Learners in Schools 
  • SEIP 340 Introduction to Mild Disabilities (3 credits, Quarter 1) 
  • SEIP 208/SEIP 499 School Experiences in Special and Inclusive Education (1-3 credits based on prior experience, Quarter 1) 
  • SEIP 219 Intro to Developmental Disabilities & Autism Spectrum Disorders (3 credits, Quarter 2) 
  • UEM 324 Language & Cultural Diversity (3 credits, Quarter 2) 
  • SEIP 200 Intro to Diverse Learners (content for this course is met using substitution and credit for prior learning when applicable)
Spring 1 (Semester 3, 12 credits): Foundations of Special Education and Inclusive Early Learning
  • SEIP 331 Special Education Planning & Procedures (3 credits, Quarter 1) 
  • UEM 301 Inclusive Early Literacy & Reading (PK-9) (3 credits, Quarter 1) 
  • SEIP 306 Behavior Analysis for Teachers (3 credits, Quarter 2) 
  • UEC 322 Play and Sensory Pedagogy (3 credits, Quarter 2) 
Summer 2 (Semester 4, 9 credits): Assessment and Development
  • UEC 424 Early Numeracy & Mathematics (PK-3rd) (3 credits) 
  • SEIP 401 Assessment (3 credits) 
  • PSYC 332 Psychology of the Adolescent (3 credits) 
Fall 2 (Semester 5, 12 credits): Advanced Special Education Pedagogy and Application 
  • SEIP 404 Pre-Student Teaching in Special Education (3 credits, Quarter 1) 
  • SEIP 431 Reading/Writing Remediation (3 credits, Quarter 1) 
  • SEIP 458 Advanced Behavior Interventions/Assessment (3 credits, Quarter 2) 
  • SEIP 419 Advanced Interventions: Developmental Disabilities & Autism Spectrum Disorders (3 credits, Quarter 2) 
Spring 2 (Semester 6, 13 credits): Inclusive Pedagogy and Application
  • UEM 407 Inclusive Education Practicum (1 credit, full semester) 
  • UEM 436 Inclusive Math Methods (3 credits, Quarter 1) 
  • UEM 425 Integrated Curriculum & Inquiry (3 credits, Quarter 1) 
  • UEM 433 Middle Level Language Arts & Literature (3 credits, Quarter 2) 
  • UEM 438 Inclusive Science/Social Studies Methods 4-9 (3 credits, Quarter 2) 
Summer 3 (Semester 7, 9 credits): Secondary Education and Collaboration
  • SEIP 439 Secondary Methods in Special Education (3 credits) 
  • SEIP 418 Transition Planning & Secondary Special Education (3 credits)  
  • SEIP 402 Collaboration for Student Success (3 credits) 
Fall 3 (Semester 8, 3-12 credits): Applying Knowledge through Student Teaching and Internship

Every student will complete student teaching. There are multiple formats and credit requirements for the student teaching experience based on prior degrees, prior licensure, and the school site placement and employment details. It will be important to work with your advisor to register for the correct student teaching coursework.

Note: A total of 120 credits are needed to complete an undergraduate degree. These credits are fulfilled using the prior coursework you bring with you and credits from the coursework included in this sequence. It will be important to work with your SETT: Transition to Teaching advisor to individually determine how your prior coursework meets requirements from this sequence and what coursework will be needed to complete your degree.

For Questions About the Program, Please Contact:

Dr. Karen Potter
Academic Director, Transition to Teaching
Department of Special Education and Inclusive Practices
University of Wisconsin- Eau Claire
Office: Centennial Hall 3723
715-836-5827
potterk@uwec.edu

Courses information
SampleCourses

Courses cover a variety of topics, including communication development, disabilities, assessment, and sensory pedagogy.

Here are a few courses in Special Education, Unified Special Education K-12 and Elementary/Middle K-9, Online, Teaching (SETT: Transition to Teaching Pathway) at UW-Eau Claire.

SEIP 306

Applied Behavior Analysis for Teachers

This course will introduce the student to models, methods, and materials for managing the classroom behavioral problems of children with exceptional needs. The course will focus on the acquisition and development of skills which will permit teachers to: (a) manage behaviors that are counterproductive to learning in the classroom, (b) teach prosocial interpersonal behaviors that facilitate successful functioning in schools and society, and (c) structure the classroom environment so that both academic and social interpersonal behaviors produce appropriate consequences for children.

SEIP 402

Collaboration for Student Success

This course will provide students with the knowledge and skills related to collaboration skills with parents, teachers, agencies and other school personnel that impact students with disabilities. Parent and family relations, conflict resolution, co-teaching practices, Special Education law and ethical behavior will also be presented.

SEIP 331

Special Education Policies, Procedures, and Planning

This course is designed for students to begin the process of writing and reviewing IEPs for students in special education. Specific IEP forms will be used to demonstrate the procedures while discussing variations in the overall process. As students develop an IEP, the importance of measurable goals and appropriate accommodations/ modifications will be discussed. In addition, topics related to legal procedures, data collection, and collaboration will be addressed.

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