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Education - A.A.T. in Elementary Education-Elementary Special Education

View Associate of Arts in Teaching  —  Elementary Education/Elementary Special Education: 601A
View Associate of Arts in Teaching in Early Childhood Education/Early Childhood Special Education: 604
View Associate of Arts in Teaching in Secondary Education — Chemistry: 610
View Associate of Arts in Teaching in Secondary Education — English: 607
View Associate of Arts in Teaching in Secondary Education — Mathematics: 605 
View
 Associate of Arts in Teaching in Secondary Education —_Physics: 603
View Associate of Arts in Teaching in Secondary Education — Spanish: 602


 A.A.T.  in Elementary Education/Elementary Special Education:  601A

Revised:  Effective Semester-Fall 2013 

The teacher education transfer program A.A.T. comprises a curriculum that provides the first two years of a four-year bachelor's degree and teacher certification. The 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.) articulates with all of the transfer programs in elementary education and Generic Special Education in the state of Maryland. This program enables students to fulfill their General Education requirements, participate in fieldwork experiences, and complete a core of professional education course work appropriate for the first two years of teacher preparation. To earn the A.A.T. students must achieve a minimum of a  2.75 cumulative GPA and present acceptable scores on a state-approved basic skills test.

Please Note:   ED 140 Introduction to Special Education is a requirement of Montgomery College's A.A.T. in Early Childhood Education but is not sufficient to meet all special education or inclusion course requirements for four-year teacher education programs.  Students may be required to take additional special education or inclusion courses as part of the requirements for a baccalaureate degree and teacher education certification at four-year institutions.

General Education Requirements
Foundation Courses
EN 102 Critical Reading, Writing, and Research 3
HE 201 Health and Fitness for Teachers 3
MA 130 Elements of Mathematics I 4
SP 108 Introduction to Human Communication 3
Distribution Courses
BI 101 General Biology  (NSLD) 4
HS 201 History of the United States :  A Survey Course:  from Colonial Times to 1865 (HUMD)  

OR

   
HS 202 History of the United States :  A Survey Course:  from 1865 to the Present (HUMD) 3
  Humanities* 3
IS 273 Integrated Arts  (ARTD) 3
PC 101 Physical Science I  (NSLD) 4
PY 102 General Psychology  (BSSD) 3
Program Requirements
ED 101 Foundations of Education 3
ED 102 Field Experience in Education 1
ED 140 Introduction to Special Education 3
ED 141 Field Experience in Special Education 1
ED 216 Processes and Acquisition of Reading 3
EN 101 Introduction to College Writing 3
GE 110 Global Geography 3
MA 131 Elements of Mathematics II 4
MA 132 Elements of Mathematics III 4
PC 102 Physical Science II 4
PY 203 Human Growth and Development 3
PY 227 Educational Psychology 3
Total credit hours 65-68

*  Students should choose another HUMD besides an HS course.

† EN 101, if needed for EN 102/109.

 
Program Outcomes for the Teacher Education Transfer Program A.A.T. - Elementary

Upon completion of this program a student will be able to:

  • Describe the policies, issues, and trends in the field of elementary education.
  • Identify major historical events in education and analyze the impact of those events with current educational trends.
  • Identify the psychological, cognitive, emotional, and physical characteristics of typically
  • developing children, children with disabilities, and children who are culturally and linguistically diverse.
  • Explain the importance of research for the purpose of understanding the educational needs of students and families.
  • Analyze and critique current scientifically-based research instructional practices.
  • Compare and contrast instructional strategies based on students’ learning style.
  • Develop clear learning goals that are appropriate for all students across the continuum of learning needs.
  • Explain the impact of culturally and linguistically diverse experiences on learning.
  • Identify the current and inclusive philosophies and practices in providing services for students with disabilities.
  • Demonstrate and utilize technology as a teaching/reinforcement tool.
  • Identify and explain the models of classroom and behavior management.
  • Collaborate with school personnel and service providers to facilitate and promote inclusive education for students.
  • Identify strategies for working and advocating for families of culturally and linguistically diverse (CLD) students and students with disabilities in order to facilitate a child’s educational program.
  • Analyze and reflect upon teaching practices for the purpose of improving and differentiating instruction for students.
  • Identify community resources serving students with special needs and their families.
  • Demonstrate excellent written, verbal, critical thinking, and problem solving skills, which will allow them to effectively make connections between prior knowledge/ experience and new learning.

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