Graduates of the BEED Special Education programs are teachers who:

• have the basic and higher level of literacy, communication literacy, critical thinking, learning skills needed for higher learning;
• have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
• have a deep and principled understanding of how educational processes relate to larger historical, cultural, and political processes;
• have a meaningful and comprehensive knowledge of the subject matter they will teach;
• can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials and development, educational assessment, and teaching approaches;
• have direct experience in the field/classroom (e.g. classroom observation, teaching assistance, practice teaching;
• can demonstrate and practice the professional and ethical requirements of the teaching professions;
• can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills;
• can reflect on the relationships among teaching the teaching process skills, the learning processing in the students, the nature of the content/ subject matter, and the broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices;
• can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning and;
• are willing and capable to continue learning in order to better fulfill their mission as teachers.