Bachelor of Science in Special Education

Transcription

1 Bachelor of Science in Special Education in Learning and Behavior Disorders (P-12) 16 R 2:010 Undergraduate Catalog: September 2008 Revised June 2009 Revised January 2010 EU Undergraduate Program Review Documents: Special Education: LBD Page 1

2 TBLE OF CONTENTS PROGRM EXPERIENCES. Content Standards B. ER Initiatives C. EPSB Themes D. Program Faculty E. Syllabi F. Curriculum Contract/Guide sheet EU Undergraduate Program Review Documents: Special Education: LBD Page 2

3 PROGRM EXPERIENCES Eastern entucky University s Bachelor of Science in Special Education program is designed to meet the variety of needs of teachers and service providers who serve children and youth with disabilities. Candidates may choose to major in the Bachelor of Science in Special Education with a major emphasis in Learning and Behavior Disorders (LBD). The mission of the Bachelor of Science in Special Education programs in Learning and Behavior Disorders (LBD) is to provide quality instruction to prospective teachers, produce teachers that will make a positive impact on the lives of children, and substantially increase the number and retention of teachers who deliver special education services to students with learning and behavior disabilities. Since teacher education has been a major focus of EU since the University s founding as the State Normal School, these Program objectives are congruent with and promote the University mission. The Bachelor of Science in Special Education program in Learning and Behavior Disorders (LBD) philosophy reflects the University and Unit position which values commonalties and diversities among individuals in their aspirations, abilities, behaviors and cultures. It also supports the University and Unit s commitment to provide all children and youth with disabilities an appropriate education in the least restrictive environment by providing competently prepared teachers. It is the responsibility of the faculty to ensure that candidates who complete the programs 1) have up-to-date strategies and skills essential to serving children and youth with disabilities and those at risk for academic and social learning problems and 2) are prepared to support learning for all students from diverse populations, cultures, and environments regardless of race, gender, ethnicity, socio-economic status, physical or learning disabilities, or national origin. The development of candidates cultural competency is infused in teacher education coursework as well as field and clinical experiences throughout the teacher education program. The mission of the Bachelor of Science in Special Education program is compatible with the mission of the College of Education and aligned with the Department of Special Education Faculty and Staff Commitment that states Our primary commitment is to ensure provision of quality educational and related services to individuals with disabilities. Therefore, we strive to prepare practitioners who are competent and share this commitment. CURRICULUM REQUIREMENTS The mission of the Bachelor of Science in Special Education in Learning and Behavior Disorders program is to provide quality instruction and practical experiences to prospective teachers; produce teachers that will make a positive impact on the lives of children with disabilities and atrisk and who will support learning for all students from diverse populations, cultures, and environments regardless of race, gender, ethnicity, socio-economic status, physical or learning disabilities, or national origin; substantially increase the number of teachers prepared to serve students with the greatest needs; and prepare teachers who provide leadership in problem solving and program development in the schools, community, and professional organizations. The Bachelor of Science in Special Education program curriculum is designed to enhance student learning and the application of learning in the field. This program is not offered entirely online, however, courses are delivered in a variety of formats including face-to-face, through the EU Undergraduate Program Review Documents: Special Education: LBD Page 3

4 Interactive Television System, and on the web. ll courses are web-enhanced through the online instructional support system, Blackboard. Pedagogical techniques used in the delivery of instruction are aimed at stimulating the candidates interest and developing their overall knowledge of teaching strategies shown to be effective with students with disabilities. In addition, curriculum planning is designed to ensure that candidates meet the entucky Teacher Standards designed by the entucky Education Professional Standards Board by completion of the program. The Bachelor of Science in Special Education in Learning and Behavior Disorders program is also aligned with the Council for Exceptional Children New Teacher Standards for special education teachers (LBD). Candidates in the Bachelor of Science in Special Education program, upon completion of their degree / certification program, are eligible for dual certification in their area of Special Education [Learning and Behavior Disorders (LBD)] and in their chosen area of regular education (Elementary Education (P-5) or Middle Grade Education with a content emphasis (5-9). [Only the Special Education portion of these programs will be reviewed in this document.] Curriculum requirements include the following for each of the programs: Special Education Common Core: The following courses are considered the Common Core for the Bachelor of Science in Special Education Program because they are foundational courses taken by all candidates in Learning and Behavior Disorders: SED 104, SED 260, SED 518, SED 545 Specific Program Requirements for: Learning and Behavior Disorders (P-12) with Elementary Education (P-5) OR Middle Grade Education (5-9) Teaching Curriculum requirements include the following: (1) Special Education and LBD major 27 hours (SED104, 260, 341, 351, 356, 375, 518, 545, 578); (2) Elementary Education (P-5) 28 hours (ELE322, 361, 362, 365, 445, 446, 490, 491, 492, 493); (3) Middle Grade Education (5-9) 12 hours (EMG430, 445, 447 and 3 hours from EMG491, 492, 493, or 494); (4) Supporting Courses: (a) LBD with Elementary 9 hours (LIB301, MT201, 202); (b) LBD with Middle Grade 30 hours (MT201, 202 and 24 hours from English and communications, mathematics, science, social studies); (5) Professional Education 19 hours (EDF103, 203, 319, ELE/EMG499, SED499); and (4) General Education hours and University Requirements 1 hour; for a total of hours. Candidates in all teaching programs attain content knowledge and skills in their chosen area of special education and their content area of either Elementary Education (P-5) or Middle Grades Education (5-9). Supporting courses include merican Sign Language or an academic emphasis area such as English and communications, mathematics, science, or social studies. EU Undergraduate Program Review Documents: Special Education: LBD Page 4

5 MONITORING OF CNDIDTE PROGRESS Candidates progress through four transition points: Entry to Program, Prior to Student Teaching, Completion of Student Teaching and at Program Completion. These transition points ensure that candidates have acquired necessary professional and pedagogical content knowledge, skills, and dispositions to become effective educators and are gates for monitoring their progress through the program. Candidates are guided through the process of each transition point during orientations, advising, mentoring, and educational advising. The planned program document (CRES report) is electronically updated as the candidate progresses throughout the program. Candidate s progress through the transition points is monitored by the Unit through the Teacher Education Office and by each Program through program faculty and advisors. Upon admission to Eastern entucky University, freshmen may choose the Bachelor of Science in Special Education with LBD or DHH as their major. Once candidates have selected their major, they are assigned to program faculty for academic advising. Each semester, prior to registration, candidates must meet with their assigned academic advisor to ensure course requirements are being met in an appropriate and efficient manner. Course sequencing is recommended by the advisor and the program s recommended advising form; sequencing of courses is predominantly dependent on achieving the course prerequisites (such as completing SED104 prior to additional SED courses). dditionally, as demonstrated through the ey ssessments and transition points, there are gateways through which candidates must pass in order to complete program requirements. lthough candidates may select the Bachelor of Science in Special Education with LBD as their major, they are not officially admitted to the program until they have completed 60 hours and have met all Teacher Education dmission Requirements. During the transition between admission to the University and admission to Teacher Education, candidates are introduced to the professional teaching roles, responsibilities and ethical issues in EDF 103 Introduction to Education. Through field observations of primary, intermediate, middle, and secondary classrooms, candidates are also introduced to the entucky Teacher Standards and begin to identify those standards in practice. t this time candidates are also developing content knowledge and technology skills as they complete their General Education requirements and begin coursework in their emphasis area. In EDF 203 Schooling and Society, candidates study the foundations and philosophies of merican Education. They are also introduced to the entucky Program of Studies and Professional Ethics for Teachers. Candidates participate in a mentoring project during this course and their professional dispositions are assessed by their instructor and field supervisor. Only those candidates who meet the minimum CT score requirements (or equivalent) may enroll in EDF 203. s candidates complete the steps to transition to the Teacher Education Program, they will be enrolled in EDF 319 Human Development and Learning. In this course they will conduct observations and interviews and apply their knowledge of development and learning theory in a Personal Learning Theory. ELE 445 or EMG 445 Foundations of Reading provides more indepth understanding of the Program of Studies in Reading, Writing, Listening, Speaking and Observing, including the five components of reading (phonics, phonemic awareness, vocabulary, fluency, and comprehension). These standards are applied to instruction in all content areas at EU Undergraduate Program Review Documents: Special Education: LBD Page 5

6 the elementary level and middle grades level and are further expanded within the Special Education methods coursework. Candidates apply diagnostic and formative assessment strategies to identify student literacy strengths and instructional needs. Both EDF 319 and ELE/EMG 445 involve field and clinical experiences at Model Laboratory School and / or area public schools. In the Bachelor of Science in Special Education with LBD program, candidates are actively involved in field experiences within their regular education and special education courses and in student teaching. Prior to entry into student teaching, a candidate must successfully complete an undergraduate practicum. This provides the candidate with experiences off of the college campus in an approved professional environment or classroom. s well, to culminate their degree / certification program, all candidates must successfully complete 16 weeks of student teaching. Collaboratively through the College Field Experiences Office and the candidate s program faculty/university Supervisor, two eight-week student teaching placements are identified for each candidate. Each of these placements provides the candidate with professional field experiences in their degree / certification areas. For example, a candidate enrolled in the Special Education / Learning and Behavior Disorders program with a regular education emphasis area in Elementary Education (P-5) will have one eight-week student teaching experience in a Special Education placement (P-12) and one eight-week experience in a regular education classroom (P-5). FIELD EXPERIENCES Hours of Field Experience in Regular Education for LBD (P-12) candidates who select Elementary Education (P-5) as their Regular Education rea Course Number Number of Field Experience Hours Field Experience and Placement EDF Observation in elementary, middle, and secondary classrooms at Model Laboratory School and area public schools EDF Observations and interviews in elementary and/or middle grade classrooms at Model Laboratory School and area public schools EDF Observations, interviews and assessment activities in elementary classrooms at Model Laboratory School and EU Undergraduate Program Review Documents: Special Education: LBD Page 6

7 area public schools ELE Observations and classroom work and lessons with students in elementary classrooms at Model Laboratory School and area public schools ELE Observations and classroom work and lessons with students in elementary classrooms at Model Laboratory School and area public schools ELE Observations and classroom work and lessons with students in elementary classrooms at Model Laboratory School and area public schools ELE Observations and classroom lessons with students in elementary classrooms at Model Laboratory School and area public schools ELE 446, 491, 492, & Observations and classroom lessons with students in an assigned classroom in an area public school ELE weeks Student teaching in an assigned classroom in an area public school or at Model Laboratory School Hours of Field Experience in Regular Education for LBD (P-12) Candidates who select Middle Grades (5-9) with an emphasis area (English and Communication; Science; Social Studies or Mathematics) as their Regular Education rea Course Number Number of Field Experience Hours Field Experience and Placement EDF Observation in elementary, middle, and secondary classrooms at Model Laboratory School and area public schools EDF Observations and interviews in elementary and/or middle grade classrooms at Model Laboratory School and area public schools EDF Observations, interviews and assessment activities in middle grades classrooms at Model Laboratory School and area public schools EU Undergraduate Program Review Documents: Special Education: LBD Page 7

8 EMG Observations and classroom work and lessons with students in middle grades classrooms at Model Laboratory School and area public schools EMG Observations and classroom work and lessons with students in middle grades classrooms at Model Laboratory School and area public schools EMG Observations and classroom work and lessons with students in middle grades classroom at Model Laboratory School and area public schools EMG 491, 492, 493 OR 494 (Emphasis area) 20 Observations and classroom lessons with students in middle grades classroom at Model Laboratory School and area public schools EMG weeks Student teaching in an assigned classroom in an area public school or at Model Laboratory School Hours of Field Experience in Special Education for LBD (P-12) with Elementary Education (P-5) OR Middle Grades (5-9) Course Number Hours of Field Experience Field Experience and Placement ll placements must serve students with disabilities. ll courses with * must serve students with learning and behavior disorders SED Observation in elementary, middle grades, or secondary classrooms at Model Laboratory School or area public schools SED Observation and teacher interview in an elementary, middle grades, or secondary classroom SED Observation, teacher interview, and caregiver/parent interview of a young child with disabilities *SED Observation and lesson presentations in an assigned classroom (elementary, middle grades or high school) or resource setting at an area public school or at Model Laboratory School. *SED weeks Student teaching in an assigned classroom OR to an assigned itinerant teacher caseload in an area public school or Model Laboratory School EU Undergraduate Program Review Documents: Special Education: LBD Page 8

9 LIGNMENT TO STNDRDS fter completing EU s College of Education foundations courses, candidates have a knowledge base of the EU College of Education Conceptual Framework, the EPSB entucky Teacher Standards and Code of Ethics, entucky Core Content, and related SP standards. This knowledge base is enhanced as they progress through the program. Candidates are assessed within the foundation coursework to ensure that they have acquired a solid knowledge base. strong foundation in these areas is necessary in order to be able to effectively apply these varied concepts in projects and assessments in later classes. College of Education s Conceptual Framework The Bachelor of Science in Special Education in Learning and Behavior Disorders program subscribes to the College of Education s Conceptual Framework. The model focuses on the integration of content knowledge, effective pedagogical skills, dispositions, technology and diversity that foster continued professional and personal development and learning. The foundation that enables a graduate of the Program to work in the areas of LBD is based on the acquisition of content knowledge embedded in the curriculum. The opportunities candidates have to participate in virtual, in-class, and field experiences and to practice their pedagogical skills enhance this knowledge. Built into this framework is the idea that effective educators maintain certain perceptions about themselves, students, and their teaching environment. Candidates are required throughout the program to assess their dispositions related to special education and reflect on their abilities, interests, and performance in the teaching milieu. Candidates are knowledgeable of integrating technology into instruction to enhance teaching and learning and are able to support learning for all students across an increasingly diverse student population. Upon successful completion of the required academic and supervised learning experiences, the graduate is certified to practice as a professional special education teacher. Graduates of the program also recognize the need to be life-long learners, understanding that to be effective teachers their knowledge base must continue to be updated and their skills refined. Content and experiences that focus on diversity is integrated into all course syllabi and field experiences to assist candidates in their understanding and appreciation of the wide array of differences between and among individuals in our society. entucky Teacher Standards The design of each course in the Special Education Core, the Elementary and/or Middle Grades Education Core and Professional Education Requirements incorporates entucky Teacher Standards into the objectives of the course. The candidate receives an introduction to the Standards in Introduction to Education (EDF 103) and continues to gain a more complete understanding along with the skills to apply the standards in the remainder of the Professional Education required and core courses. working knowledge is developed through development of objectives, lesson plans, field and clinical observations, and implementation of lesson plans in methods courses and Student Teaching experiences. EU Undergraduate Program Review Documents: Special Education: LBD Page 9

10 entucky Education Professional Standards Board Code of Ethics From the first education foundations course (EDF 103), candidates receive an in-depth introduction to the entucky Education Professional Standards Board Code of Ethics, which is reinforced through advising and the interview processes. Throughout all of their observations from EDF 103 through their student teaching experiences, candidates are expected to demonstrate professionalism by upholding the Code of Ethics. In addition, an understanding of the Council of Exceptional Children s Professional Code of Ethics is developed within Special Education coursework and field experiences. RELTIONSHIP TO CONTINUOUS SSESSMENT The Bachelor of Science in Special Education program utilizes all possible assessment / data collection techniques available and instituted at the College and University levels through Banner, Degree udit, Task Stream and TracDat. The program houses assessment in Task Stream and regularly updates, according to the continuous assessment schedule, tools, data and data analysis information in TracDat. Through the continuous assessment process, candidates are evaluated according to 6 Program ey ssessments (State Licensure Test, Content ssessments, ssessment of Candidates bility to Plan Instruction, ssessment of Clinical Practice, Candidate Impact on Student Learning, and Candidate Self ssessment). These Program ey ssessments are spread across the candidates course of study. Instituted transition points provide program faculty with points at which a candidate s assessment data is reviewed. t each of these transition points, it is determined if a candidate can progress into the next phase of their program. These transition points, along with ey ssessments, occur as a candidate enters the Professional Education Program, prior to the candidate beginning their student teaching experience, at completion of the candidate s student teaching experience, and upon exiting the program Below are the Program ey ssessments for the Bachelor of Science in Special Education in Learning and Behavior Disorders: LBD Initial Certification Program ey ssessments ssessment Type Where does it occur in the program? CEC Standards ddressed 1. Praxis II Special Education and LBDContent: #0353 ND #0542 For candidates whose dual certification is in elementary, Elementary Content is measured Standardized tests State Licensure Exam Between Gates 3 and 4 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 EU Undergraduate Program Review Documents: Special Education: LBD Page 10

11 through #0522 ND #0014 For candidates who dual certification is middle grades with an emphasis area, Middle Grades Content is measured through #0523 ND 0049, 0069, 0089, OR Behavior Change Project Case Study Between Gates 2 and 3 3. Modified Content Lesson Plans Project Between Gates 2 and 3 1, 2, 3, 4, 5, 7, 8, 9 2, 3, 4, 7 4. Student Teaching ssessment TIP and Portfolio Observation and Portfolio Between Gates 3 and 4 1, 2, 3, 4, 5, 6, 7, 8, 9, Unit Work Sample Unit of study Between Gates 3 and 4 6. ssessment Case Study Case Study Between 2 and 3 7. Community_Transition Plan Project Between 2 and 3 3, 4, 5, 6, 7, 8 8, 9, 10 9, 10 The EU Bachelor of Science in Special Education program in Learning and Behavior Disorders provides candidates with the opportunity to grow and develop into professional educators. ll program requirements and course content are aligned with the Eastern entucky University s Goals, College of Education s Conceptual Framework, the entucky Education Professional Standards Board Teacher Standards Initial Level, the entucky of Education Professional Standards Board Themes, and the Council for Exceptional Children s New Teacher Standards. This alignment is reflected in the common course syllabi and in the tables that follow. Relationship to the Conceptual Framework - nowledge-candidate describes or explains fundamental concepts and facts. These concepts, facts, and principles become increasingly more complex as the candidate moves through coursework. -pplication- Candidate is asked to apply understanding of concepts and knowledge within the course. EU Undergraduate Program Review Documents: Special Education: LBD Page 11

12 P- Portfolio rtifact-candidate produces a Portfolio rtifact in this course. 1, 2, 3, 4, 5, 6 (7, 8 )- ey ssessments- This Program ey ssessment measures the content and/or skills specifically targeted in this class Courses CF1 CF2 CF3 CF4 CF5 Special Education Common Core Courses SED 104,1,, SED 260 SED 518 SED 545, 2c 1, 7 1, 4, 2c, P 1, 7, 7 1, 4, P 7, 1, 4, 1,,P 1, 2 -, P 1, 4, 6, 8 1 EU Undergraduate Program Review Documents: Special Education: LBD Page 12

13 1, 4,5 Learning and Behavior Disorders Coursework SED 341 SED 351, 1, 2 1, 2 2, 1, 2 SED 356 1, 6 1, 6, P 6 6 1, 6, P SED 375 1, 3 1, ,3 SED 578 SED , 4, 5 1, 4, 5 1, 4, 5 1, 4, 5, 1, 4, 5 EU Undergraduate Program Review Documents: Special Education: LBD Page 13

14 Relationship to entucky Teacher Standards Initial - nowledge-candidate describes or explains fundamental concepts and facts. These concepts, facts, and principles become increasingly more complex as the candidate moves through coursework. -pplication- Candidate is asked to apply understanding of concepts and knowledge within the course. P- Portfolio rtifact-candidate produces a Portfolio rtifact in this course. 1, 2, 3, 4, 5, 6 (7, 8 )- ey ssessments- This Program ey ssessment measures the content and/or skills specifically targeted in this course. Courses TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10 Special Education Common Core Coursework SED 104, SED 260 SED 518 SED 545 Learning and Behavior Disorders Coursework SED 341 SED , P 1,6,, , , P EU Undergraduate Program Review Documents: Special Education: LBD Page 14

15 SED 356,, P 1,3,, P 1,3,, P 1,3 1,6, P 1,3, P 1,3, P 1,3 -, SED SED 375 SED 499, P 2a, 2c, 5a, P 2a,2c,5a, P 3, 5a, P 3,5a, P 5a 5a, P 5a 4,5a, P 5a, P 5a, P 3, 5a 3,5a, P 4, 6,P 4,6, P 5a 5a, P 6 6,, Relationship to EU Goals The EU Goals are written for the University as a whole. Three of the institutional goals directly impact candidates within their coursework EU Goals 3, 4, and 5. Courses EU-G1 EU G2 EU-G3 EU-G4 EU-G5 SED X X - SED X X - SED X X - SED X X - SED X X - SED X X - SED X X - SED X X X SED X X - SED X X - EU Undergraduate Program Review Documents: Special Education: LBD Page 15

16 . Content or SP Standards This chart illustrates the alignment of content and skills developed in specific courses with the Council of Exceptional Children. COUNCIL OF EXCEPTIONL CHILDREN Special Education Common Core Courses Course P/N Description Standards 1, 2, 3 SED104 SED 104 Special Education Introduction. (3) I, II,. Complete overview of major categories of exceptionalities and special education. Observations of special education services. Open to non-majors. Standards 1, 2, 3, 4, 5, 6, 8, 10 Standards 1, 2, 3, 6, 7,9, 10 SED260 SED518 SED 260 Language and Speech Disorders of Exceptional Children. (3) I, II. cquisition of normal language and speech in our multi-cultural society. Identification and educational management of language and speech disorders in exceptional children. SED 518 Special Education in Early Childhood. (3) I, II. Prerequisites: SED 104 or 575 and 260; or instructor approval. Overview of history, philosophy, legislation and services for young children (0-5) at-risk for or with disabilities, including impact and intervention across developmental domains. Standards 1, 4, 5, 7, 9, 10 SED545 SED 545 Program Personnel Management. (3) I,. Prerequisite: SED 435 or 436. Corequisite: SED 375 or 499. Scheduling and management of systematic instruction, inclusion, transdisciplinary services, and transition activities. Working with parents, paraprofessionals, and professionals. Collaboration strategies, professional development skills, and records management. Learning and Behavior Disorders Coursework Standard: 1, 2, 3, 4, 5, 7, 8, 9 SED341 SED 341 Behavior Management. (3)I, II. Techniques of behavioral management of exceptional settings. pplied behavior EU Undergraduate Program Review Documents: Special Education: LBD Page 16

17 Standard: 1, 2, 3, 8, 9 Standard: 4, 5, 7, 8 Standard: 4, 5, 6, 7, 8, 9, 10 SED351 SED356 SED375 analysis data collection, intervention, and reporting. Practical procedures for teaching new behaviors. Open to non-majors. SED 351 Special Educational ssessment. (3) I, II. Prerequisite: SED 104. Principles and application of educational assessment of learning and behavior disordered students. Educational interpretation of assessment outcomes. SED 356 Special Education Methods and Materials. (3) I, II. Prerequisites: introductory and assessment courses. Curriculum for exceptional individuals; instructional principles and methodology; development, implementation, and evaluation of validated educational programs and materials. SED 375 Practicum in Special Education. (3-6) I, II. Prerequisite: LBD majors - admission to teacher education. Corequisite: SED 434, 435, or 436. supervised practicum. Educational/developmental assessment, applied behavior analysis, IEP/IFSP. May be retaken to a maximum of nine hours credit for non-teaching majors. Standard: 4, 5, 6, 7, 8, 9, 10 SED499 SED 499 Supervised Student Teaching in Special Education. (6-12) I, II. Prerequisite: advisor approval. Observation, participation, and teaching or clinical work in the special educational situation in the selected area of exceptionality. Standard: 1, 2, 3, 5, 7, 8, 9 SED578 SED 578 Behavior Disorders. (3). Open to non-majors. Behavior disorders and/or emotional disturbances as an educational, psychological, and sociological phenomenon. Definitions, characteristics, theoretical foundations, programmatic approaches. Summary of Council for Exceptional Children Standards: Standard 1: Foundations Standard 2: Development and Characteristics of Learners Standard 3: Individual Learning Differences Standard 4: Instructional Strategies EU Undergraduate Program Review Documents: Special Education: LBD Page 17

18 Standard 5: Learning Environments and Social Interactions Standard 6: Language Standard 7: Instructional Planning Standard 8: ssessment Standard 9: Professional and Ethical Practice Standard 10: Collaboration B. ER Initiatives **entucky Core Content is addressed within the candidate s General Education Program and within the Elementary or Middle Grades Content Methods Coursework. Special Education coursework focuses on modifying, adapting instruction and assessment and expanding the candidate s knowledge of instructional strategies for learners with disabilities. COURSES Learner Goals/cademic Expectations Program of Studies: Understandings Program of Studies: Skills & Concepts Core Content SED SED SED SED SED SED SED SED CDS SED SED SED SED SED SED EU Undergraduate Program Review Documents: Special Education: LBD Page 18

19 C. EPSB Themes: - nowledge-candidate describes or explains fundamental concepts and facts. These concepts, facts, and principles become increasingly more complex as the candidate moves through coursework. -pplication- Candidate is asked to apply understanding of concepts and knowledge within the course. P- Portfolio rtifact-candidate produces a Portfolio rtifact in this course. 1, 2, 3, 4, 5, 6 (7, 8 )- ey ssessments- This Program ey ssessment measures the content and/or skills specifically targeted in this course. Closing COURSES Diversity ssessment Literacy/Reading chievement Gap Special Education Common Core Courses SED 104, SED 260,, 1 SED 518,, P - -, P 1, 7 1,7 SED Learning and Behavior Disorders Coursework SED SED 351, P, P -- 1, SED 356, P, P EU Undergraduate Program Review Documents: Special Education: LBD Page 19

20 1, 3 1,3 1,3 SED 375, P, P, P, P SED 499 1, 2, P 1, 2, P 1, 2, P 1,2, P SED 578 1, 4, 5, 1, 4, 5, 1, 4, 5 1, 4, 5 - EU Undergraduate Program Review Documents: Special Education: LBD Page 20

21 D. Program Faculty information may be accessed at: E. Syllabi may be accessed at: F. Curriculum Contract/Guidesheet: DegreeWorks matches candidates academic and course history against the degree requirements as defined in the Undergraduate or Graduate Catalog. It is a Web-based tool for students to monitor their academic progress toward degree completion. DegreeWorks also allows candidates and their advisors to plan future academic coursework. DegreeWorks audit is a review of past, current and "planned" coursework that provides information on completed and outstanding requirements necessary to complete a degree/major/minor/concentration. The information in DegreeWorks is refreshed each night. dmission and Exit criteria are maintained in University Catalogs. Portfolio requirements are distributed during initial education classes and are reinforced throughout the program. In addition to semester advisor meetings, undergraduate candidates review their program requirements with the Tracking Specialist at the time of admission to the teacher education program. The sample at this link is a snap-shot of the DegreeWorks electronic web-based tool provided for reaccreditation purposes only. The University does not endorse or maintain a hard copy degree planned program. DDITIONL REFERENCES dmission to Teacher Education Student Teaching Professional Education Continuous ssessment Plan Conceptual Framework ey ssessments ions.php dent_teaching.php See PECP under ssessment System ssessments-index EU Undergraduate Program Review Documents: Special Education: LBD Page 21