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Department of
Education
Master of Science in Education – MSEd
?School
Counseling
?Exceptional Needs
Mild Intervention
Intense Intervention
Master
of Science in Education (MSEd)
?School Counseling
?Exceptional Needs (Mild
Intervention: MiDis)
Based on the conceptual
framework developed in the Institutional Report: Joint
Accreditation for Teacher Education, State of Indiana/NCATE
(1997), the Interstate New Teacher Assessment and
Support Consortium (INTASC) and National Board for
Professional Teaching Standards, the teacher education
curriculum at the University of Saint Francis is
committed to providing quality academic programs which
foster the formation of religious, moral, and ethical
values; encourage the life-long pursuit of learning; and
develop a sense of community.
The theme of teacher
education in the University of Saint Francis Department
of Education, “Educators facilitating and advancing
learning in a diverse, ever-changing society,” is
incorporated within the conceptual framework of the
curriculum design. The framework focuses on: 1)
knowledge of self as an individual, 2) knowledge of
content,
3) knowledge of the learner, 4) knowledge of pedagogy,
5) knowledge of self as an educator and partner in a
learning community, and 6) knowledge of spiritual self.
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Admission
Requirements
In addition to university admission requirements, the
Department of Education requires:
- A composite score of
800 (verbal and quantitative subtests) on the
Graduate Record Exam or 36 on the Miller Analogies
Test.
- A Standard Teaching
License and/or a baccalaureate degree from a
regionally accredited institution. NOTE: Completion of
the teaching license coursework is part of the program
requirements for exceptional needs if the candidate
does not hold a valid teaching license.
- Non-licensed
candidates must successfully pass the PRAXIS I exam.
- Undergraduate GPA of
2.8 or better.
- A statement of
career goals.
- A letter of
recommendation and an “Assessment of Professional
Potential” from two people capable of speaking
authoritatively about the applicant’s academic ability
and teaching potential.
- Candidate interview
with the Department of Education.
- A criminal history
check and sex offender check (within the current
year).
In addition to the
above, the following apply to applicants for School
Counseling. Applicant selection will be based on the
following (list is not prioritized):
- Applicant’s goals
being consistent with the purpose and focus of the
MSEd in School Counseling Program as well as
indicative of commitment to the counseling profession.
- Demonstration of
proficiency regarding academic performance. Applicants
must have a minimum 2.8 GPA in undergraduate
coursework, as recorded on official transcripts.
Undergraduate coursework should include a minimum of
six hours of coursework in Psychology (may be
augmented by coursework in closely related fields or
may reflect life experience).
- Indication of
sufficient emotional maturity and stability to
complete the rigors of graduate study as well as
maintain ethical practice regarding counselee welfare.
This includes, but is not limited to, openness and
introspective ability regarding how applicant’s own
issues impact his/her work as a counseling
professional.
- Presentation of
willingness to develop a non-judgmental attitude and
awareness of need to refer counselees who are outside
the applicant’s range of competence.
- Candidates for the
degree in school counseling will have an interview
with the Psychology and Counseling Admissions
Committee.
Following the completed
application process, the Office of Admissions will
inform the applicant in writing of the recommendation of
the Admissions Committee. This recommendation may take
one of three forms:
- Accept: Registration
for courses will be permitted and applicant will
contact the Director of School Counseling or the
Exceptional Needs advisor for an advising appointment.
- Deny: Application
has been denied at this time.
- Provisional Accept: Out of
commitment to see the applicant succeed and because
certain areas of perceived deficiency exist, the
applicant is provisionally accepted. These provisions
may include additional coursework, assignments or
restrictions being successfully met before full
admission is granted. The applicant will meet with the
Director of School Counseling or the Exceptional Needs
advisor for advisement and to contract any provisions.
All provisions need department chair approval.
Applicants have one
year (12 months) from the date of notification of
acceptance or provisional acceptance to register for
classes; not to do so invalidates admission and the
applicant must re-apply without guarantee of acceptance.
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School Counseling
(MSEd)
The program of study leading to the MSEd Degree in
School Counseling is designed to prepare students to
function as professional school counselors in public or
parochial environments. Students will:
- Demonstrate the
ability to analyze, synthesize and critique in a
scholarly manner academic subject matter, professional
journal articles, and other professional resources.
- Demonstrate the
ability to write coherently and professionally
according to the Publication Manual of the American
Psychological Association (4th edition) standards.
- Demonstrate, promote
and adhere to the standards for ethical and
professional conduct in the classroom and field
experiences, i.e., American Counseling Association,
American Association for School Counselors, as well as
any legal mandates regarding school counseling.
- Demonstrate the
ability to articulate, evaluate and synthesize broad
knowledge of counseling theories and approaches.
- Develop the
appreciation, sensitivity and skills necessary for
effective communication with the exceptionalities of
school-age persons, i.e., empathy, unconditional
positive regard, non-judgmental attitude toward
different
ethnic/cultural backgrounds, value orientations, and
lifestyles.
- Demonstrate
competence in the various modalities of the school
counseling setting, i.e., listening, influencing and
group counseling skills.
- Be prepared to apply
for the Standard I School Services License (K-12),
valid for five years and renewable, and to seek
employment as a school counselor or seek further
educational opportunities.
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School Counselor
License
To be licensed as a school counselor, the student must
earn a Master’s Degree in counseling (MSEd) at the
University of Saint Francis or from another institution
of higher learning. One of the following also is
required for licensure: two years of teaching
experience, or a valid out-of-state counseling license
and one year of experience as a school counselor, or a
one-year counseling internship in a school setting under
the supervision of a counseling faculty member.
Students with a
Master’s Degree in counseling may apply for the Standard
I School Counseling License (non-degree licensure) upon
successful completion of the following required courses
not completed in their master’s program. An MSEd in
elementary, secondary or other related educational areas
does not meet the State of Indiana Criteria for school
counseling licensure.
EDUC 553 Organization
and Administration
of Guidance Services - 3 cr.
PSYC
579 Practicum in School Counseling - 3 cr.
PSYC 583 Internship in School Counseling - 6 cr.
__
12 credit hours
Program Outline (42-45
Credit Hours)
Required Core Courses:
EDUC 553 Organization and Administration
of Guidance Services - 3 cr.
PSYC 500 Research Methods and Statistics - 3 cr.
PSYC 501 Advanced Human Growth
and Development - 3 cr.
PSYC 518 Lifestyle and Career Counseling - 3 cr.
PSYC 522 Social and Cultural Issues in Counseling - 3
cr.
PSYC 528 Test and Appraisal of Individuals - 3 cr.
PSYC 530 Personality and Counseling Theories - 3 cr.
PSYC 535 Psychopathology - 3 cr.
PSYC 544 Counseling Skills - 3 cr.
PSYC 548 Group Processes in Counseling - 3 cr.
PSYC 578 Ethical and Legal Issues in Counseling - 3 cr.
PSYC 579 Practicum in School Counseling - 3 cr.
TRACK A:
Students with two (2) years verifiable teaching
experience as determined by the Indiana State Department
of Education will complete 42 hours of coursework. Track
A students are not required to complete the one-year
internship. A professional portfolio must be
successfully completed and presented at the end of the
program. They will also select two electives from the
following choices:
PSYC 529 Human
Sexuality - 3 cr.
PSYC 545 Substance Abuse Counseling - 3 cr.
PSYC 550 Behavior Modification - 3 cr.
PSYC 566 Play Therapy - 3 cr.
PSYC 570 Marriage and Family Counseling - 3 cr.
PSYC 576 Psychopharmacology - 3 cr.
TRACK B:
Students without two (2) years verifiable teaching
experience will complete 45 hours of coursework.
Included in the 45 hours, Track B students are required
to complete PSYC 583, a one year internship (six [6]
credit hours) in a public or parochial school
environment (511 IAC 10-1-65.5 [1] [A] or [B]). A
professional portfolio must be successfully completed
and presented at the end of the program.
Upon successful
completion of one of the above tracks, the school
counseling candidate will be eligible for the Standard
School Services License (first) as a school counselor
(K-12) in the State of Indiana. The Standard License
will be valid for five years and may be renewed. The
Standard License may be converted to a Professional
License after five years experience as a counselor and
18 additional hours of graduate coursework.
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Practicum and
Internship
The Indiana Professional Standards Board requires
supervised practicum and internship experience in a
school setting with students at all levels. The 105
clock-hours practicum experience of PSYC 579 is designed
primarily to enhance the student’s one-to-one counseling
skills in an approved school setting. Other experiences,
i.e., group counseling, group guidance, testing, record
keeping, etc., are also included in the practicum.
Students must have on file proof of professional
liability insurance and a signed contract with the host
school and the University of Saint Francis before
registering for class. Additional information is
available from the Director of School Counseling. Six
months advanced planning is recommended for this course.
Internship in School
Counseling, PSYC 583, is designed only for those
students who lack two years of valid teaching
experience. Pursuant to 511 IAC 10-1-65.5 [1] (A) or
(B), intern students are required to complete a one year
(host school calendar year), 1,000 clock-hours minimum
internship in a school setting. The intern is mentored
on site by a Professionally Licensed school counselor
with five years counseling experience. Throughout the
year the intern will be involved in the day-to-day
activities of a school counselor. Six months advanced
planning is recommended for this course. Internships may
be paid; however, this occurs only occasionally.
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School Counselor Professional License
For those school counselors who wish to professionalize
their Standard License, the following non-degree program
is appropriate for the Professional License.
Required: five (5)
years of counseling experience and eighteen (18) hours
of graduate level counseling courses from the following:
PSYC 529 Human Sexuality - 3 cr.
PSYC 545 Substance Abuse Counseling - 3 cr.
PSYC 570 Marriage and Family Counseling - 3 cr.
PSYC 576 Psychopharmacology - 3 cr.
PSYC 584 Advanced Practicum in Counseling - 3 cr.
PSYC 585 Supervision in Counseling - 3 cr.
PSYC 587 Counseling Consultation - 3 cr.
PSYC 590 Directed Elective - 3 cr.
If any of the above
courses have been taken, directed electives may be
substituted with the approval of the Director of School
Counseling and the Associate Vice President for Academic
Affairs. Directed electives may be selected from 500/600
level Department of Education courses not already
incorporated into the School Counseling Licensure
Program.
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Exceptional Needs
(MSEd)
Mild Intervention
Mild Disabilities (MiDis)(No new candidates accepted; must be completed by 2006)
Emotionally Disabled (ED)(Must be completed by 2006)
Pre-Kindergarten Licensure Option (Must be added to an
existing Mild Intervention or comparable license)
Students completing an
Exceptional Needs Program will be expected to:
- Conduct
instructional and other professional activities
consistent with the requirements of law, rules and
regulations, and local district policies and
procedures.
- Access information
on various cognitive, communication, physical,
cultural, social, and emotional conditions of
individuals with learning/behavioral needs.
- Collaborate with
families and other professionals involved in the
assessment of individuals with exceptional learning
needs.
- Use a variety of
assessments to provide information in making
instructional decisions and planning individual
programs that result in appropriate placement and
intervention for all individuals with
learning/behavioral needs.
- Prepare effective
instruction plans based on state academic standards.
- Select, adapt and
use instructional strategies, techniques and materials
according to the needs of the learner to promote
successful learning.
- Create a safe,
positive, and supportive learning environment in which
diversities are valued.
- Incorporate a
variety of effective evaluation, planning and
management procedures that match learner needs with
the instructional environment.
- Use collaborative
strategies in working with individuals with
learning/behavioral needs, parents, and school and
community personnel in various learning environments.
- Foster respectful
and beneficial relationships between families and
professionals.
- Demonstrate
commitment to developing the highest educational and
quality-of-life potential of individuals with
exceptional needs (Council for Exceptional Children).
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Program Outline
(36 hours, which may include a practicum)
Required Core (15 Semester Hours)
EDUC 500 Research and Evaluation* - 3 cr.
EDUC 505 Technical Applications in Teaching** - 3 cr.
SPED 527 Foundations of Exceptionalities - 3 cr.
At least
two of the
following as directed by your advisor: 6 cr.
SPED 507 Methods and Techniques for Teaching
Pre-Kindergarten Exceptional Needs Children
SPED 508 Methods and Techniques for Teaching
Exceptional Elementary Children
SPED 509 Advanced Methods for Teaching
Exceptional Middle and High
School Youth
SPED 547 Curriculum Planning
At least one of the
following: 3-6 cr.
SPED 550 Teacher Inquiry
SPED 551 Advanced Seminar
Area of Concentration
(select one):
Emotionally Disabled (Must be completed by 2006)
(24 Hours of Content/Practicum)
SPED 510 Mild Disabilities - 3 cr.
SPED 513 Practicum - 3 cr.
SPED 522 Development of Competent Mildly
Disabled Youth - 3 cr.
SPED 530 Emotional Disabilities - 3 cr.
SPED 532 Psycho Educational Strategies for the
Emotionally Disabled - 3 cr.
SPED 537 Collaboration and Communication
in Exceptional Needs - 3 cr.
SPED 540 Diagnostic/Prescriptive Teaching of
Exceptional Students** - 3 cr.
SPED 541 Behavior/Classroom Management - 3 cr.
Mild Intervention
(Includes Mild Disabilities):
(21 Hours of Content/Practicum)
SPED 510 Mild Disabilities - 3 cr.
SPED 513 Practicum - 3 cr.
SPED 522 Development of Competent Mildly
Disabled Youth - 3 cr.
SPED 530 Emotional Disabilities - 3 cr.
SPED 537 Collaboration and Communication
in Exceptional Needs - 3 cr.
SPED 540 Diagnostic/Prescriptive Teaching of
Exceptional Children** - 3 cr.
SPED 541 Behavior/Classroom Management - 3 cr.
Pre-Kindergarten (12 Hours)
SPED 507 Methods and
Techniques for Preschool Exceptional Needs - 3 cr.
SPED 513 Practicum - 3 cr.
SPED 516 Health and Related Issues - 3 cr.
SPED 517 Language and Communication - 3 cr.
* Must be taken within
the first 12 hours
**Required if not taken on the undergraduate level
(EDUC 350 Corrective Teaching)
The portfolio must be
successfully completed and presented at the end of the
program. The following additional courses are required
if the candidate does not possess a Standard License in
Indiana in either elementary, secondary, or Exceptional
Needs:
EDUC 100 Introduction
to Teacher Education or
EDUC 150 Introduction to Education for Licensure
EDUC 482/483 Student Teaching
READ 502 Reading Methods
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Courses
Education Course
Descriptions
EDUC 500
Research and Evaluation - 3 credit hours
Basic methods of research and evaluation in the
behavioral sciences, an overview of research and
evaluation designs, their strengths and limitations.
Application of statistical methods, including both
parametric and non-parametric techniques. Ethical,
legal, and contemporary problems in research and
evaluation. Should be taken during the first 12 hours of
graduate work.
EDUC 505
Technology Applications in Teaching - 3 credit hours
A course designed to present topics related to recent
curriculum innovations in technology education in the
schools. Includes discussion appropriate to elementary,
secondary and exceptional needs classes and curriculum.
Presents the use of technology as learning tools in the
classroom. Skills are developed in areas such as, but
not limited to, desktop publishing, data management,
software evaluation, image editing, and multimedia.
There is an emphasis on cross-curricular integration.
EDUC 553
Organization and Administration of Guidance Services - 3
credit hours
A seminar-type course dealing with issues faced by the
professional school counselor, i.e., philosophical,
ethical, legal, political, cultural, economic, and
counselor self-development. Also explored will be the
planning, implementation, and administration of guidance
services.
PSYC 579
Practicum in School Counseling - 3 credit hours
105 clock hours of practical field experience in an
approved school setting designed to enhance the
practicum student’s one-to-one counseling skills.
Included in the 105 clock hours will be a required
target of 40-60 hours of face-to-face counseling of host
school students, and other diverse counselor activities.
Practicum requires a maximum of ten (10) hours per week
at the host school site and a minimum of ten (10) weeks
per semester. Practicum students will meet on campus
with a University of Saint Francis instructor for
fifteen (15) hours during the semester for support and
class work. Students will be visited at their host
schools by their practicum instructor.
PSYC 583
Internship in School Counseling - 3 credit hours
A practical field placement of actual “on-the-job”
experience in an approved school setting, including
activities and roles an employed school counselor would
perform. Interns will spend one complete school year
(i.e., host school’s schedule) at their placement
(fall/spring) for a minimum of 1,000 contact/clock
hours. Intern students will also meet for fifteen (15)
hours on campus during each semester with a University
of Saint Francis instructor for support, staffing and
coursework. Students will be visited at their host
school by their intern instructor.
EDUC 590
Directed Study - 3 credit hours
Individualized study of an academic area of interest for
which the student has adequate background.
Prerequisite: Consent of Department Chair and Associate
Vice President for Academic Affairs.
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Reading Course
Descriptions
READ 500
Teaching Reading: An Integrated Approach - 3 credit
hours
Integrated reading/language instruction as child
centered with teacher as facilitator. Immersion in
print-rich environments with meaningful opportunities
daily to read, write, listen, and speak. Emphasis on
strategy development within the active processes of
reading and writing. Procedures for developing prior
knowledge, production strategies and self-monitoring.
READ 501
Physiological, Psychological and Linguistic Factors
Affecting Learning to Read - 3 credit hours
An in-depth study of the societal, linguistic,
cognitive, psychological, physiological, and
neurological factors affecting learning. Knowledge of
factors contributing to pupil’s difficulties in learning
to read: recommended instructional adjustments.
Referring process and criteria identified for making
referrals for further evaluation and understanding the
roles and responsibilities of the specialists and
professionals (medical, educational and psychological).
READ 502
Methods and Materials of Teaching Reading - 3 credit
hours
Understanding dynamics of reading classroom theoretical
beliefs. Analysis of interactive nature of reading
practices and procedures. Make curriculum decisions in a
reading classroom based on careful, informed
observation. Knowledge of developmental, corrective, and
supplementary reading materials and approaches. Emphasis
on evaluating the strengths and weaknesses of various
materials and approaches. Identification of strategies
and skills materials designed to develop/correct.
Selection and adaption of materials/strategies/skills to
individual needs. Design of appropriate materials,
methods and learning environments
for instruction. Understand research-based effective
teaching
of reading.
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Exceptional Needs Course Descriptions
SPED 507
Methods and Techniques for Teaching Pre-Kindergarten Exceptional
Elementary Children - 3 credit hours
Techniques and strategies for small group and individual
customized instruction with multidisciplinary approaches
for the LRE and IFSP implementation.
SPED 508
Methods and Techniques for Teaching Exceptional
Elementary Children - 3 credit hours
Techniques, including specific and applied teaching for
group and individual instruction design, scheduling,
multidisciplinary approaches, and curriculum planning
for least restrictive environment (LRE); legal
responsibilities; application of instructional design
will be demonstrated by a customized instructional
planning tool that can be used for IEP documentation.
All instruction is based on the academic standards.
Development of competency in the use of computers and
other instructional multimedia tools. Planning for
paraprofessional assignments and responsibilities is
included.
SPED 509
Advanced Methods for Teaching Exceptional Middle and
High School Youth - 3 credit hours
Methods, materials, and strategies, including
transition, future careers, and curriculum planning;
accommodations for an age-appropriate inclusive
environment; effective planning for paraprofessional
assignments and responsibilities. The current academic
standards are used as the basis for instructional
planning. Development of competency using multimedia
tools
for secondary levels.
SPED 510
Mild Disabilities - 3 credit hours
Historical development of the category including
definitions and characteristics, underlying rationale
for teaching; continuum of services, multidisciplinary
approaches; procedures for families and teachers; and
legal issues. Research investigation of the relationship
of juvenile delinquency and mildly disabled youth.
SPED 513
Practicum - 3 credit hours
Practical on-campus or site-based lab experience in
teaching, assessing, and formulating the prescriptive
IEP under supervision of a university instructor and
school administrator. Seminars provide selection and use
of instructional procedures and assessments, effective
case study and parent partnerships; development of
strategies to facilitate success in an inclusive
environment.
SPED 516
Health & Related
Issues - 3 credit hours
This course is designed to
provide educators & related professionals with knowledge
of health and related issues for children with
disabilities. A review & discussion of interventions,
services, and providers are included.
SPED 517
Language &
Communication Development - 3 credit hours
This course includes
knowledge of communication development and its link to
other aspects of development in young children. The
course will present communication development in common
with acquisition of communication skills, during verbal
phases of development, receptive and expressive
language, spoken, non-spoken, and sign language means of
expression, the use of augmentative communication
devices, and speech production and perception.
SPED 522
Development of Competent Mildly Disabled Youth - 3
credit hours
A theoretical framework and practical model for
assisting the mildly disabled student to develop
appropriate adaptive behaviors, focusing on personal
habits, academic skills, and leisure-time activities.
The development of social competencies that enable
transition to a competent, productive and well-adjusted
member of society are studied. Active research
activities and data collection techniques to be applied
in the classroom environment are part of the
expectation.
SPED 527
Foundations of Exceptionalities - 3 credit hours
The purpose of this course is to introduce and
familiarize students with individuals who have learning,
behavioral, sensory, and physical differences. Learning
and social characteristics of individuals with
disabilities and giftedness will be explored. The human
services available to those individuals will be
examined.
SPED 530
Emotional Disabilities - 3 credit hours
Identification, definition, etiology, correlating
conditions, legal issues, and major service delivery
models for individuals K-12 who are emotionally
disabled. Evolution of the continuum of services and the
implications for best practice.
SPED 532
Psychoeducational Teaching Strategies for the
Emotionally Disabled - 3 credit hours
Survey of various psychoeducational strategies from
various theoretical models that have been field tested
with emotionally disabled students. Intervention plan
development and management options for LRE.
Presentations of models and research implications.
SPED 537
Collaboration and Communication in Exceptional Needs - 3
credit hours
Presentation of various collaboration models, roles and
responsibilities of professionals and parents who serve
as members of an interdisciplinary team. The role of the
teacher as a manager of human and material resources;
principles for influencing school organizations and
systems.
SPED 540
Diagnostic/Prescriptive Teaching of Exceptional Students
- 3 hours
Review of currently used diagnostics which provide a
variety of assessment information and develop the
Individual Educational Plan (IEP) for emotionally
disabled (ED) and mildly disabled (MiDis) students.
Problem-solving discussions about effectiveness
of assessments and basic statistics relating to
interpreting educational diagnostics. Application and
the use of diagnostic/prescriptive techniques with
various teaching applications to slow, accelerate or
otherwise accommodate the teaching pace, style or
strategies to provide K-12 students with optimum
educational learning experience for success.
SPED 541
Behavior/Classroom Management - 3 credit hours
Theories and systems of behavior management; application
in working with groups and individuals. Use of behavior
assessment tools and the development of a matrix for
target behaviors. Focus on acquisition and/or
improvement of competencies necessary for good
interpersonal skills that facilitate
teacher/student/parent/peer cooperation and successful
interaction. Design a management system (BIP) for
success in the learning environment.
SPED 542
Education of the Preschool Exceptional Child - 3 credit
hours
Identification, development, assessment, and training of
children between birth and five years of age; review of
the family-centered interventions and programs/services
provided, including transition to public school.
Discussion of various teaching and organizational
strategies.
SPED 543
Specific Techniques in Educational Counseling of Parents
of Exceptional Children - 3 credit hours
Specific techniques in educational counseling of parents
for teachers and paraprofessionals who work with
exceptional children. Focuses on the development of
effective family partnerships. Develop an awareness of
needs and family support.
SPED 544
Total Communication - 3 credit hours
Theories and methods for using total communication in
teaching individuals with handicaps. Sign language, use
of computers, augmentative communication systems, and
adaptive equipment are reviewed and discussed.
Emphasizes receptive and expressive language.
SPED 547
Curriculum Planning - 3 credit hours
Curriculum design that focuses on the implementation of
the IEP for students with exceptional needs and the
continuum of services that may impact planning. General
and specific content for different levels that teachers
of exceptional needs students must be able to adapt for
successful learning. Review in detail historical
curricular approaches and their effectiveness;
examination of current curricular strategies.
SPED 548
Teaching the Whole Child - 3 credit hours
Education of the whole child K-12, physical,
psychological, social, and the impact of dealing with
special needs students within the general education
environment. Deviations from commonalities with human
growth and development sequence norms. A close look at
the relationship of cognition and learning differences
of typical and exceptional needs individuals.
Consideration of emotional health and physical well
being.
SPED 550
Teacher Inquiry - 3 credit hours
This course is designed to support the professional
inquiries of teachers who see themselves as more than
content specialists. Teachers receive guidance on how to
integrate the forms of inquiry into ongoing reflections
on their craft. This class will provide the graduate
student with an opportunity to review the research on
the effectiveness of various teaching methods and
theoretical models in an educational setting with
children who are experiencing learning difficulties.
Class meetings will review and apply the use of
constructivism in today’s classroom. In addition,
discussions will focus on current issues of research and
practice in the field of disabilities, and will provide
a forum for students to discuss particular cases and
programs. Students will pose an important question
regarding behavior management, curriculum methodology,
or other related instructional problem; complete a
literature review to find a possible solution(s) to the
instructional question posed; identify the best solution
discovered and propose the research design that will be
used to study the effectiveness of implementing the
solution. A formal publishable research paper will be
completed following APA 4th edition and/or the
requirements of the professional journal to which the
paper will be submitted.
Prerequisite:
Certification in at least one area of Exceptional Needs
OR at least three required courses in the student’s area
of concentration.
SPED 551
Advanced Seminar - 3
credit hours
Students will design and
execute a specific approach/model reviewed in the
research (literature review section of paper) with which
the individual or group has not had previous experience.
Ongoing judgments will be made relating to the usability
and relevance of the selected approach/model and
appropriate generalization(s) and/or application of the
result for the benefit of the exceptional student(s),
including possible changes in service delivery will be
presented. Students will work closely with the professor
and submit all data sheets, worksheets, etc. during the
individual meetings. Students will submit all proposals
regarding specific student(s) and include school system
approval for applied research to insure that nothing is
done that might be contrary to the rules and regulations
of that school district. If work is to be done directly
with children, signed permission must be obtained from
the parents or guardians. Present the project and be
prepared to discuss the outcome(s) of your research.
Prerequisite: SPED 550 or
Permission of Instructor.
SPED 552
Prevocational Work Training and Adult Living Skills for
Mildly Disabled Youth - 3 credit hours
Study of future career planning and skills training
necessary for mildly disabled youth to make a successful
transition into society. The relationship of work and
personal habits, leisure-time activities, and
productivity versus delinquency. Students will conduct
active research experiences within the community to
determine societal needs, career and independence
opportunities as well as availability of community
resources for teachers, parents and MiDis students.
SPED 560
Trends and Issues - 3 credit hours
Addresses current topics of particular relevance to
general and special educators. Present and emerging
challenges will be studied and researched. Opportunities
for professional growth through reading, discussion and
problem-solving activities.
SPED 583
Implementation for New Delivery Systems - 3 credit hours
Provides a base for instructional design by looking at
the learning process, principles of learning and the
purpose for instructional design. It facilitates a
systems approach and investigates planned instruction,
conditions of learning, and building blocks of
instruction. Includes extensive literature review,
philosophical belief exploration and the development of
a comprehensive delivery system.
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