Unified Elementary Proteach

— Dual Certification

There is a moratorium for the Unified Elementary ProTeach (UEP) program starting Fall 2021. The following information is only applicable to CURRENT UEP STUDENTS interested in the Dual Certification 5th Year.

If you have questions, please contact EduGator Central at studenthelp@coe.ufl.edu.

ProteachUnified Elementary Proteach students choosing the dual certification option complete their master’s degree in the School of Special Education, School Psychology, and Early Childhood Studies. The master’s degree (M.Ed.) consists of 36 semester hours. At the completion of the program, students are recommended for certification in special education (ESE K-12) and elementary education (K-6) as well as ESOL endorsement.

Graduates will be prepared to (a) use research-based practices to improve academic and behavioral outcomes for students with high incidence disabilities; (b) address the needs of students from culturally and linguistically diverse backgrounds and those from high need schools; (c) collaborate with general educators to improve outcomes for students with disabilities who are educated in general education classrooms; and (d) improve student outcomes on high standards for learning in core academic subjects. The dual certification program, which includes an emphasis on intensive intervention for students with reading disabilities, has been accredited by the International Dyslexia Association.

Required Courses

  • EEX 6053: Foundations in Special Education2014ADA.AccreditedProgramLogo
  • EEX 6125: Interventions for Language and Learning Disabilities
  • EEX 6219: Reading Assessment and Intervention for Students with Disabilities
  • EEX 6233: Designing Instruction for Inclusive Classrooms
  • EEX 6661: Teaching and Managing Behavior for Student Learning
  • EEX 6786: Collaborative Practice in Inclusive Schools
  • EEX 6841: Mild Disabilities Concentration: Practicum
  • EEX 6863: Supervised Practice in Special Education (6 credits fall, 6 credits spring)
  • EEX 6936: Mathematics & Writing Instruction for Struggling Learners

It is possible for students to take courses from the master’s program while completing the undergraduate portion of the their program. It should be noted, however, that taking graduate level courses does not guarantee admission to the graduate program.

The summer literacy intervention courses are face-to-face, but the remaining courses are accessible online. Consult the Program of Study for your course sequence, which is based on the semester you enter the program.

Teaching All Students
Behavioral Practices
Instructional Practices
Instructional Strategies

Teaching All Students

Dual certification graduates are uniquely prepared to use a variety of evidence-based practices to teach both students with and without disabilities. Click ahead to learn more.


Behavioral Practices

  • Conduct a Functional Behavioral Assessment (FBA) and create and implement a Behavior Intervention Plan (BIP)
  • Implement Positive Behavior Support (PBS) practices
Instructional Practices1100x500

Instructional Practices

  • Design, adapt, and implement reading strategies
  • Design, adapt, and implement writing strategies
  • Design, adapt, and implement mathematics strategies
  • Effectively utilize peer-mediated instructional strategies (e.g., collaborative learning, peer-tutoring)
  • Effectively utilize direct instruction
  • Integrate culturally responsive instructional practices into my teaching
  • Work with and effectively support English Language Learners (ELLs)

Instructional Strategies

  • Work with families
  • Prepare students and caregivers for transitions (e.g., elementary school to middle school, school to work)
  • Educate students with disabilities in a general education setting
  • Collaborate with other teachers and support staff to co-teach students with and without disabilities
  • Cultivate an inclusive learning community that supports individual student differences
  • Differentiate instruction
  • Integrate assistive technology into my teaching


  • Utilize standardized testing for identification purposes
  • Administer, score, and interpret a variety of assessments
  • Make data-based decisions for instructional and behavioral support based on Response to Intervention (RtI) information
  • Utilize classroom assessments to monitor student progress
  • Integrate data from a variety of sources to participate in the Individualized Education Programs (IEPs) process
  • Consider the impact of diversity on assessment


  • Teach conceptual skills to students with a variety of learning and behavioral needs
  • Teach word problem solving to students with a variety of learning and behavioral needs


  • Understand, select, and implement scientifically based reading assessments and interventions
  • Design, adapt, and implement word study instruction
  • Design, adapt, and implement phonics instruction
  • Design, adapt, and implement fluency strategy
  • Design, adapt, and implement vocabulary instruction
  • Design, adapt, and implement comprehension instruction
  • Design, adapt, and implement writing instruction
  • Motivate and engage students in literacy activities and instruction