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Dual Elementary Education Program with Dual Licensure in Special Education Pre K-5

Bachelor of Arts

Preschool, kindergarten, and elementary teachers work with children ages three through eleven, pre-kindergarten through fifth grade. Preschool teachers develop routines and curricula that teach students basic skills and encourage them to explore interests, develop skills, and learn about the world. These dedicated teachers are integral to students’ ability to learn and apply essential concepts in middle school preparation.

The Lourdes Dual Elementary Education Program with Dual Licensure in Special Education Pre K-5 prepares graduates to begin their careers as preschool, kindergarten, and elementary teachers and earn the special education licensure.

Kindergarten and elementary educators guide students in several subjects, including math, science, and reading. They assess students’ skills, determine educational needs, develop individualized education programs, plan activities specific to each student’s abilities, assess students’ performance, and track their progress.

Licensed Pre-K-5 intervention specialists are caring professionals who work with their students in classrooms and one-on-one situations. Graduates work as preschool, kindergarten, and primary educators in public and private schools.

The U.S. Bureau of Labor Statistics projects employment for preschool teachers to grow 2 percent by 2029, kindergarten and primary education employment to grow 4 percent, and intervention specialists employment to increase by 3 percent.

Video Overview

Learn more about the Dual Elementary Education Program with Dual Licensure in Special Education.

Plan of Study

Required Curriculum
Lourdes University Connections (3 credit hours)
LUC 101 College Connections
LUC 102 Career Connections – Fulfilled by EDU 100
LUC 201 Concept Connections – Fulfilled by EDU 216
LUC 202 Communication Connections – Fulfilled by EDU 251

English (6 credit hours)
ENG 101 College Composition
ENG 313 Theoretical Approaches to the Teaching of Writing

Mathematics (3 credit hours)
MTH 112 if ACT score < 22 or SAT score < 520 (except MTH 224 or MTH 225) OR a math course higher than MTH 114 if ACT score is > or equal to 22 or SAT score is > or equal to 520 (except MTH 224 or MTH 225)

Ethics (3 credit hours)

Education students meet the Core Curriculum Requirement for Ethics through an integrated approach of studying ethics for educators in five courses (EDU 100/101, EDU 230, EDU 216, EDU 317/319, EDU 329).

Enduring Question Seminar (2-3 credit hours)

Capstone in the major (12 credit hours)
EDD 490 Capstone: Dual Elementary Methods Practicum

Service Learning (20 hours)

Cultural Diversity course or experience (3 credit hours)
EDU 216 Multicultural & Social Issues in Education

General Education
History (3 credit hours)
HST 121 Survey of United States History I or
HST 219 Ohio History

Literature (3 credit hours)
ENG 200 (or higher) Introduction to Literature

Philosophy (3 credit hours)
PHL 101 Introduction to Philosophy

Theology (6 credit hours)
First course – one of the following:
THS 125 Foundation of Theology
THS 218 Celebrating the Sacraments
THS 220 Introduction to the Old Testament
THS 221 Introduction to the New Testament
THS 235 Survey of Catholic Belief
THS 265 Christian Ethics
THS 312 J esus, the Christ
THS 316 The Shape and Mission of the Church

Second course – Any Theology course (Note that if THS 101 was taken as a first course, THS 105 cannot be taken to fulfill the second course requirement.)

Art/Music (3 credit hours)
ART 117 Art for the Teachers of Young Children
MUS 113 Integrating Music into the Early Childhood Classroom

Natural Science (3 credit hours)
SCI 170 Survey of Science
Social Science (3 credit hours)

EDU 250** Educational Psychology and Human Development

Professional Education Foundation Courses
EDU 100* Foundations of Education
EDU 151 Technology in Learning
EDU 251 Technology & Pedagogy for Learning
EDU 351 Technology, Pedagogy & Content Knowledge for Learning
EDU 216 Multicultural & Social Issues in Education
EDU 230** Survey of Special Needs Education
EDU 250*** Educational Psychology and Human Development
EDU 317 Classroom Management for Early Childhood Education or
EDU 329 Differentiated Instruction & Assessment

Primary Education Strand
EDE 235** Integrated Curriculum and Instruction in Early Childhood
EDE 250 Early Childhood Methods and Field Experience I
EDE 307 Special Education Assessment & Instructional Adaptations
EDE 315 Family, School, Community Relations
EDD 350* Dual Elementary Education Field Experience
EDD 490 Dual Elementary Program Methods Practicum
EDD 490 requires a 75-day (Approx. 15-week) field placement

Reading Strand
EDU 220 Reading Comprehension Skills & Strategies
EDU 221 Content Area Reading
EDU 324 The Role of Phonics & Foundations of Reading
EDU 335 Reading Diagnosis, Assessment, & Instructional Implications

Curriculum Content
Language Arts
COM 100 Oral Communications
ENG 101 College Composition
ENG 200 (or Higher) Introduction to Literature
ENG 220 Structures of English Language

MTH 112 if ACT score <22 or SAT score <520 (except MTH 224 or MTH 225) OR a math course higher than MTH 114 if ACT score > or equal to 22 or SAT score > or equal to 520 (except MTH 224 or MTH 225)
MTH 224 Mathematics for Teachers of Young Children I
MTH 225 Mathematics for Teachers of Young Children II

* Field Experience Required
** Clinical Experience Required
*** Field and Clinical Experience Required

Learning Outcomes

The Department of Education is committed to preparing students with the knowledge, skills, and dispositions needed to become competent, caring and qualified teachers and lead rich, meaningful lives.

The curriculum and clinical & field experiences of the teacher education program are designed to provide students preparing to become teachers with the opportunities to demonstrate competency in meeting the following Teacher Candidate Performance Outcomes:

  • The teacher candidate will model the Franciscan values of reverence, service, and learning.
  • The teacher candidate will demonstrate an understanding of subject content, developmentally appropriate teaching practices, student learning and development, assessment, and respect for diversity.
  • The teacher candidate will plan developmentally appropriate and inclusive lessons that articulate clear learning goals, connect prior and future learning, and include appropriate assessment strategies that advance the learning of each individual student.
  • The teacher candidate will use a variety of instructional strategies, which may incorporate the appropriate use of technology, to make content comprehensible; to promote high order thinking; and use varied assessments to inform instruction, evaluate and ensure student learning.
  • The teacher candidate will create a positive and safe learning environment, incorporating consistent and appropriate standards for behavior, which respects and celebrates the diversity of all students.
  • The teacher candidate will use a variety of communication methods and collaborate with students, families (parents/guardians), school personnel, and community to support student learning and development.
  • The teacher candidate will engage in reflective practice to improve teaching performance and assume responsibility for professional growth, performance, and involvement as an individual and as a member of a learning community.

The Department of Education programs are designed to offer students the opportunity to achieve a liberal arts education and prepare students for the teaching profession. All programs meet the requirements as set forth by the Ohio Department of Education and the licensure requirements of the Ohio Department of Education. In order to graduate, students must meet the Lourdes University Department of Education requirements. The responsibility for meeting the goals and requirements rests with the student. Lourdes University Department of Education reserves the right to make changes to the courses of study and program requirements due to the frequent changes in national and state standards and regulations.

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