STUDENT HANDBOOK. Doctoral Programs in Special Education with A Focus on Intellectual Disability/Autism (ITDS):

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1 STUDENT HANDBOOK Doctoral Programs in Special Education with A Focus on Intellectual Disability/Autism (ITDS): Ed.D. Ph. D. Special Education Programs: Department of Health and Behavior Studies Box 223, Teachers College, Columbia University 525 West 120 th Street, New York, NY Phone: Fax: August 1, 2015

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3 iii Table of Contents I. Program Described in this Handbook... 1 II. Advisory Contact... 1 III. Mission and Philosophy Teachers College Program... 3 IV. Overview of Ed. D. and Ph. D. Programs with a Focus on Intellectual Disabilities/Autism (ITDS)... 5 V. Admission Requirements... 6 VI. Faculty Roles in Program... 7 VII. Course of Study for the Ed. D. and Ph. D. Programs with a Focus on Intellectual Disability/Autism 8 VIII. Course Descriptions 9 IX. College Standard Policies and Procedures 11 X. Satisfactory Progress.12 XI. Important Teachers College Phone Numbers...13

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5 1 Programs Described in this Handbook Ed. D. Program in Special Education with a Focus on Intellectual Disability/Autism Ph. D. Program in Special Education with a Focus on Intellectual Disability/Autism August 1, 2015

6 Doctoral Faculty & Program Advisors 2 Hsu-Min Chiang, Ph.D. Laudan Jahromi, Ph.D. Assistant Professor in Autism Spectrum Disorders Program Advisor Office: 529H Thorndike Hall Phone: (212) Associate Professor of Psychology and Education Program Coordinator, Intellectual Disability/Autism Program Advisor Office: 529I Thorndike Hall Phone: (212) Program Secretary Faith Allen Secretary, Applied Sciences of Learning and Special Education Office: 528 Thorndike Hall Phone: (212)

7 3 Mission and Philosophy Teachers College In keeping with the College s long tradition of leadership in the development of the teaching profession and of serving the needs of urban and suburban schools in the United States and around the world, the mission of professional education at Teachers College is to establish and maintain programs of study, service, and research that prepare competent, caring, and qualified professional educators (teachers, counselors, psychologists, administrators and others). The mission is based on three shared philosophical stances that underlie and infuse the work we do. We are an inquiry based and practice-orientated community. We and our students and graduates challenge assumptions and complacency, and embrace a stance of inquiry toward the interrelated roles of learner, teacher, and leader in P-12 schools. By negotiating among multiple perspectives on culture, content, and context, our graduates strive to meet the needs of diverse learners, both students and other adults, in their school communities. Our graduates choose to collaborate across differences in and beyond their school communities to demonstrate a commitment to social justice and to serving the world while imagining its perspectives. We involve faculty and students in public and private schools through reflective teaching and academic inquiry -- interactive processes we believe to be reciprocal in nature. Reflective practice is both the content and pedagogy to which we aspire. Our pedagogy is informed by our own reflective practices and inquiry stance. We specialize in bridging theory and practice. Programs Teachers must be able to think systematically about their practices and learn from experience. They must be able to critically examine their practice, seek the advice of others, and draw on educational research to deepen their knowledge, sharpen their judgment, and adapt their teaching to new findings and ideas (National Commission on Teaching and America s Future, 1996). The doctoral programs in special education are driven by a philosophy of inquiry-driven individualized instruction. They emphasize the development of expertise in individualizing curriculum and instruction across the range of abilities and across educational environments. They are inquiry-driven in the sense that they are based on a scientific /evidence based approach to identifying and evaluating effective approaches to promote the achievement of student goals and objectives. Program content is derived from research and evaluation studies utilizing a range of approaches to inquiry, including applied behavior analysis, experimental and quasi-experimental design, and ethnographic and constructivist approaches. The programs are also designed to encourage reflective practice in conjunction with academic inquiry. Coursework and practicum experiences are designed to provide students with the knowledge, skills, and dispositions needed to negotiate the multiplicity of perspectives found in high-need urban schools. Gaining an understanding of and sensitivity to issues of diversity and social justice has a particular urgency for students in this program because of the disproportionate representation of specific minority groups classified under the intellectual disability category label.

8 The doctoral programs in special education are closely affiliated with the Center for Opportunities and Outcomes for People with Disabilities. The guiding themes of the Center are core values of the teacher preparation programs in intellectual disability/autism. Diversity. The programs address the issues of disability, race, gender, and cultural, ethnic, and linguistic diversity as they affect urban students with and without disabilities. Empowerment. The programs are designed to prepare teachers who can empower students with and without disabilities to control their own lives. Prevention. The programs are committed to preparing teachers who can effectively prevent the negative outcomes often associated with urban poverty and disability, including reducing vulnerability to victimization and abuse. Paid Internships, as well as research fellowships and assistantships at the Center for Opportunities and Outcomes for People with Disabilities may be available for students in this program, providing financial support and a variety of research and professional experiences. 4

9 5 Overview of Ed.D. and Ph.D. Programs with a Focus on Intellectual Disability/Autism (ITDS) Intellectual Disability/Autism is one of the exceptionality focus areas that may be selected by applicants to either the Ed.D. or the Ph.D. Program in Special Education. Individuals who are interested in and committed to contributing to special education through leadership and applied research may apply for the Ed.D. degree program (90 credits), which represents the highest level of achievement in the profession. Individuals who are interested in scholarly careers as researchers and theoreticians in special education, general education, and related social sciences may apply for the Ph.D. degree program (90 credits), which represents the highest level of achievement in the Arts and Sciences. Interested students should read the admission requirements and general information about the Ed.D. and Ph.D. Programs in Special Education in the Teachers College catalogue before reading this supplementary statement. The program of study in the intellectual disability/autism exceptionality focus area has been designed to prepare graduates for a variety of leadership roles in the education of individuals with intellectual disabilities, autism, and other developmental disabilities. Doctoral students may orient their preparation towards careers as college and university professors, researchers and evaluators, administrators, or educational specialists in a variety of school and community programs. Students may also choose to emphasize a particular age or ability level through supervised internships, independent study, and research. Successful doctoral candidates will pass a doctoral certification examination in general special education and will complete a certification project in their area of specialization. Upon achieving official status as a doctoral candidate, students will be eligible to select a faculty committee and begin work on their doctoral dissertation research.

10 6 Admission Requirements Procedures for admission to the Ed. D. and Ph.D. programs in Special Education in the Department of Health and Behavior Studies at Teachers College are administered jointly by the Office of Admission and the Department. Applicants are evaluated according to the following criteria: 1. Strong academic record and potential, 2. Two to three years of successful teaching experience in special education, or strong evidence of applied or basic research experience (e.g., empirical Master s thesis, refereed conference presentations, and/or peer-reviewed publications) in a related field. 3. Scholarly and professional promise, 4. Appropriate career objectives, 5. English proficiency (TOEFL score of at least 100), if applicable, 6. Non-academic attributes which demonstrate ability to meet the challenge of working with people with developmental disabilities. 7. Academic or professional writing sample

11 7 Faculty Roles in Program Department of Health and Behavior Studies (HBS) Hsu-Min Chiang, Ph.D. Assistant Professor Intellectual Disability/Autism R. Douglas Greer, Ph.D. Professor Program Coordinator, Applied Behavior Analysis Laudan Jahromi, Ph.D. Stephen Peverly, Ph.D. Jessica Singer-Dudek, Ph.D. Ye Wang, Ph.D. Associate Professor Program Coordinator, Intellectual Disability/Autism Professor and Chair of Health & Behavior Studies School Psychology Assistant Professor Applied Behavior Analysis Associate Professor Program Coordinator, Deaf and Hard of Hearing

12 Course of Study for the Ed.D. and Ph.D. Programs with a Focus on Intellectual Disability/Autism (ITDS) 8 Course requirements in each of the following categories must be satisfied in order to complete the 90- credit Ed. D. or Ph. D. program. Course sequences are subject to change; please consult with your advisor for course scheduling. 1. Major/Exceptionality Focus (51 credits) Credits Masters level courses in intellectual disability/autism 32 HBSE 5010 Study of the philosophic foundations of special education 3 HBSE 6010 Advanced study of problems and issues in special education 3 HBSE 6501-I Advanced seminar in intellectual disability/autism 3 HBSE 6501-II Advanced seminar in intellectual disability/autism 3 HBSE 5901 Problems in special ed intellectual disability/autism 3 HBSE 6401 Adv. internship in special ed intellectual disability/autism 2 HBSE 4880 Opportunities & outcomes for people with disabilities Research Core (15 credits) Credits HUDM 4122 Probability & statistical inference 3 HUDM 5122 Applied regression analysis 3 HBSE 6001 Research in special education: Experimental 3 HBSE 6005 Research in special education: Single-subject 3 HBSE 7500 Dissertation seminar Professional Specialization (12 credits) Students in the Ed.D. Program may select, in consultation with their advisor, a 12-credit block of courses in instructional leadership, administration and supervision, or research and evaluation to constitute their area of professional specialization. Students in the Ph.D. Program must complete a 12-credit block of courses in advanced statistics and research/evaluation/measurement in lieu of a selected area of professional specialization. 4. Electives (12 credits) Students in both the Ed.D. and Ph.D. programs may select both general elective courses (6 credits) and elective courses in special education (6 credits).

13 9 Course Descriptions The following list includes descriptions of the courses required for the Ed. D. and Ph. D. programs with a focus on intellectual disability/autism. These descriptions were taken from the Teachers College catalog. The catalog can be accessed online at the Teachers College website. Department of Health and Behavior Studies HBSE 5010 Study of the Philosophic Foundations of Special Education. For postmaster s and advanced master s students in the Department of Health and Behavior Studies in special education. Overview of major philosophic orientations within social sciences and special education. Special fee: $10. HBSE 6010 Advanced Study of Problems and Issues in Special Education: Required of doctoral students in Special Education in the Department of Health and Behavior Studies. Design and appraisal of current practices and policies in the education of exceptional children and adults. HBSE 6501 Advanced Seminar in Special Education. For doctoral students in special education and related fields. Recent developments in theory and research as related to the specialization from psychological, educational, sociological, and/or medical sources. HBSE 5901 Problems in Special Education-Intellectual Disability/Autism. Qualified students work individually or in small groups under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required. HBSE 6401 Advanced Internships in Special Education- Intellectual Disability/Autism. Post-master s level. Intensive inservice internships at agency chosen to meet individual student s needs. Students submit reports analyzing experiences. HBSE 4880 Opportunities & Outcomes for People with Disabilities- Annual Conference: Research conference sponsored by the Center for Opportunities and Outcomes for People with Disabilities provides a forum for the presentation and discussion of research findings by Center researchers and their colleagues from the field. HUDM 4122 Probability & Statistical Inference: Prerequisite: HUDM 4120 or undergraduate statistics course. Elementary probability theory; random variables and probability distributions; sampling distributions; estimation theory and hypothesis testing using binomial, normal, T, chi square, and F distributions.

14 10 HUDM 5122 Applied Regression Analysis: Prerequisite: HUDM 4122 or permission of instructor. Least squares estimation theory. Traditional simple and multiple regression models and polynomial regression models, with grouping variables including one-way ANOVA, two-way ANOVA, and analysis of covariance. Lab devoted to applications of SPSS regression program. Lab fee: $50. HBSE 6001, HBSE Research in Special Education: Faculty. Permission required. Prerequisites: HUDM 4122 and HUDM Instruction in the development, conduct, and reporting of research. Student research studies. HBSE 7500 Dissertation Seminar in Special Education: Permission required. Only advanced doctoral students in special education programs are eligible. Prerequisites: HBSE 5010, HBSE 6001, HBSE 6005 and HBSE Developmental of doctoral dissertations and presentation of plans for approval. Special fee: $10.

15 11 College Standard Policies and Procedures Services for Students with Disabilities: The College will make reasonable accommodations for persons with documented disabilities. Students are encouraged to contact the Office of Access and Services for Individuals with Disabilities for information about registration (166 Thorndike Hall). Services are available only to students who are registered and submit appropriate documentation. Statement on Academic Conduct: A Teachers College student is expected to refrain from any conduct, including cheating, plagiarizing, or purchasing documents submitted for academic evaluation, that calls into question his/her academic and/or professional probity. Decisions regarding academic evaluation in all aspects of students work at the college, including course work, certification examinations, clinical or field experiences, and preparation of dissertations, are within the sole jurisdiction of the faculty concerned, including as appropriate, the department or program staff members. Disciplinary actions (e.g., reprimand, suspension, or dismissal) in cases of academic misconduct can be imposed by the Vice Provost or the Committee on Student Conduct. Resolution of Student Academic Program Concerns: Any student who has a concern regarding an academic matter may seek assistance. The procedure for resolving academic program concerns (see note of grade correction process below) begins with either the faculty member (if the concern is related to a course) or the student s advisor. If the student is not satisfied with the response or resolution achieved at this first level, or if speaking with the faculty member presents a conflict of interest for the student, the student should proceed to speak with the Program Coordinator in the area in which the academic concern resides. If the student is not satisfied with the response or resolution achieved through the Program Coordinator, the student should proceed to speak with the Chair of the academic department in which the academic concern resides. If the student is still not satisfied with the response or resolution achieved through the Department Chair, or if speaking with the Department Chair presents a conflict of interest for the student, the next step is to contact the Office of the Vice Provost. At any stage of the process, students are welcome to seek the advice and guidance of the Ombudsman, who is charged with attempting to informally resolve student dissatisfaction of an academic nature on a completely confidential basis. Grade Correction Procedure: The instructor for a course has the responsibility for setting the requirements for a course and making an evaluation of students work. Once a grade has been given, the instructor is not free to change the grade unless the instructor indicates to the Registrar that an error was made in the original grade transmitted. If a student believes that an error has been made, he/she must take the initiative in bringing about the necessary correction prior to the conclusion of the semester immediately following the semester in which the course was taken. The normal procedure for effecting a correction would be through direct discussion between the student and the instructor. If redress cannot be attained through such discussions, the student may next appeal to the department chairperson of the department offering the course. If resolution cannot be attained through appeal, the student may next appeal to the Dean. In situations where the student feels that such an appeal process might not be in the student s interest, counsel and assistance can be sought from the Office of the College Ombudsman and the Office of the Vice Provost.

16 12 Satisfactory Progress Students are expected to make satisfactory progress toward the completion of degree requirements. Program faculty will annually review each student s progress. Where there are concerns about satisfactory progress, students will be informed by the program faculty. If a student is performing below expectations he/she may be required to complete additional course work or assignments. The program will provide a plan and timeline for remediation so students know the expectation for them to continue in the program. If satisfactory progress is not maintained a student may be dismissed from the program. Important Teachers College Phone Numbers Academic Computing (Box 43) (212) Horace Mann Admission (Box 302) (212) Horace Mann Columbia University Bookstore (212) Broadway Center for Opportunities and (Box 223) (212) Russell Hall Outcomes for People with Disabilities Provost (Box 54) (212) Zankel Hall General Information (212) Health and Behavior Studies (Box 114) (212) Thorndike Housing and Residence Life (Box 312) (212) st Floor Whittier Gottesman Library (Box 307) (212) Russell Hall Special Education (Box 223) (212) Thorndike New York City Dept. of Education (800) Tweed Courthouse New York, NY Phone Registration (212) Registrar s Office (Box 311) (212) Thorndike Student Accounts (Box 305) (212) Thompson Student Aid Office (Box 309) (212) Horace Mann Student Life Center (Box 308) (212) Thorndike Lobby We hope that you will find this handbook a useful guide as you progress through your studies at Teachers College. We wish you the best of luck as you begin your exciting and productive journey at Teachers College

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