Autism Spectrum Disorder (ASD) Endorsement with optional Master of Education, Special Education

Transcription

1 Autism Spectrum Disorder (ASD) Endorsement with optional Master of Education, Special Education Program Overview This program focuses on the broader concepts of exceptionality - learning, instruction and development - and in-depth preparation for work in the field of autism. Exploration of theory and research as well as advanced application in instruction and assessment with selected populations are integrated throughout. Students will have the option to complete coursework for the endorsement alone, or with additional coursework, the Masters of Education in Special Education with ASD Endorsement. Our autism program is offered as a cohort model, where a group of individuals begin at the same time and follow a series of courses together throughout the program. Generally, one course is taken each semester, although other options are available. The Genesee ISD cohort is scheduled to begin in Winter, 2011, provided minimum enrollment numbers are obtained. Benefits Oakland has been involved in autism education for more than 25 years Convenient cohort meeting locations, including online options On-ground program is designed around teachers workday All endorsement credits apply to the M.Ed. in Special Education Team of expert faculty and lecturers ( Program Options / Credits 2 nd or subsequent endorsement - 24 credits 1 st endorsement - 32 credits (if co-requisites have been met) M.Ed. In Special Education with ASD Endorsement - 16 to 24 credits beyond endorsement, depending on prior credentials Admissions Criteria Undergraduate or Graduate degree with minimum GPA of 3.0 Hold or be eligible for valid Michigan elementary or secondary teaching certificate

2 HOW TO APPLY ASD Endorsement with optional M.Ed. in Special Education 1. Request your official college transcripts from all universities you have attended, and have them sent directly from the university to OU Grad Admissions. These should not be sent to you, but to Oakland University. This may take about a week so it is best to do this right away. 2. Complete the Application for Graduate Admissions online at: Just click ONLINE APPLICATION, and follow the prompts. The Program Code for the ASD endorsement alone is TE The Program Code for the Master's Degree in Special Education with the ASD endorsement is ME Print out a copy of the completed application for your records. 3. Complete the Supplemental Application (to the School of Education and Human Services) and the Felony/Misdemeanor Form - both attached. 4. Write your goal statement, describing why you want to be in the program (info attached). 5. Ask two people who can attest to your professional competence to each complete a Recommendation Form (attached). Each person must sign the form, place it in an envelope, seal it and sign their name across the seal. (This is what makes the recommendations "official".) We suggest you send the forms to Grad Admissions with the rest of your items, rather than rely on your recommendors to remember to send them in. 6. Make a copy of your teaching certificate, both front and back, showing any endorsements you have earned. (This does not need to be an official copy.) Items 3 6 above will be compiled in a packet and sent to Graduate Admissions. (Your transcripts will come directly from the university / universities previously attended.) Your packet should contain: Two Recommendation Forms Supplemental Application Felony / Misdemeanor Form Goal Statement Copy of Teaching Certificate, front and back

3 Please make a copy for your records, and send the documents to: Oakland University Office of Graduate Admissions 160 North Foundation Hall Rochester, MI If you have any questions about how to apply, please contact me for assistance. Susan Martino Director of Program Development School of Education & Human Services Oakland University Rochester, MI office: martino@oakland.edu

4 AUTISM ENDORSEMENT PROGRAM Endorsement Program Winter, 2011: SE 559 Overview of Autism Spectrum Disorders SE 501 Introduction to the Student with Special Needs 1 Summer I & II, 2011; Fall, 2011; Winter, 2012: (the order of the following courses will depend on instructor availability) SE 527 Educational Procedures for Students with Autism Spectrum Disorders FE 506 Child Development, Variability & Learning 1 SE 578 Communication and Language Issues in Autism Spectrum Disorders SE 579 Behavioral and Social Issues in Students with Autism Spectrum Disorders SE 596 Collaboration and Consultation Skills for Special Education Teachers Summer I, 2011: SE 591 Practicum: Autism Spectrum Disorder K 12 Additional Requirements for Master of Education in Special Education Fall, 2012: SE 502 Legal Issues in Special Education 2 Winter, 2013: SE 524 Assessment in Special Education 2 Summer I, 2013: SE 601 Issues and Trends In Special Education Summer II, 2013: SE 619 Theory, Research and Practice in Special Education Fall, 2013: Winter, 2014: SE 699 Final Project in Special Education Elective Must have adviser approval Notes 1. Co requisite courses required only for those students who have no equivalent. 2. Required of those students who hold no prior endorsement in special education and those seeking the Master of Education Degree. OAKLAND UNIVERSITY School of Education and Human Services Professional Development and Education Outreach 2200 Squirrel Road Rochester, MI

5 ASD COURSE DESCRIPTIONS These courses are restricted to students at the following level(s): Graduate Student, Ph.D., Ed Specialist Please see the appropriate Plan of Study for your program (i.e., first or subsequent endorsement only, or with M.Ed.) for an idea of which of these courses are required. FE 506 Child Development, Variability and Learning (4 credits) Development and stage theories of cognition and learning behavior, examined through research accounts of physical and mental variability, cultural background, social circumstances, lived experience, learning style and mode of educational interactivity. SE 501 Introduction to the Student with Special Needs (4 credits) Introduction to special education that presents the characteristics, etiologies and challenges of each of the different clusters of atypical children. Individual differences interindividual and intraindividual are stressed. The environment of the learner and curricular and instructional adaptations and accommodations are discussed along with an overview of issues and current research. Student must have graduate standing or permission of instructor. SE 559 Overview of Autism Spectrum Disorder (4 credits) Characteristics and etiologies of Autism Spectrum Disorders, including Asperger s Syndrome throughout the life span. An overview of instructional methodologies, legal issues and collaboration with families and other professionals are introduced. SE 527 Educational Procedures for Students with Autism Spectrum Disorder (4 credits) Evaluation and instruction of students with autism spectrum disorders. Relates informal assessment to instructional planning in the cognitive, motor and affective domains throughout the life span. Prevocational and vocational planning along with transitional issues and recreational / life skill needs are covered. Prerequisite SE 559 or SE 550.

6 SE 578 Communication and Language Issues in Autism Spectrum Disorder (4 credits) Provides an overview of communication, typical and atypical language development across the life span, along with specific issues in individuals with autism spectrum disorders. Interventions for the development of language and communication are covered. Prerequisite SE 559 or SE 550. SE 579 Behavioral and Social Issues in Students with Autism Spectrum Disorder (4 credits) Overview of behavioral principles, legal and theoretical issues, purposes of behavior and interventions with students with autism spectrum disorder. Emphasis on behavior as communication and constructive behavior plans. Prerequisite SE 559 or SE 550. SE 596 Collaboration and Consultation for Special Education Teachers (4 credits) Designed to develop collaboration and consultation skills of special education professionals. Includes home / school interactions, family and community support services. Emphasis on autism spectrum disorders. Prerequisites SE 501 or SE 355, FE 506 or FE 215, and SE 559 or SE 550. SE 591 Practicum: Autism Spectrum Disorder K-12 (3 or 4 credits) Final experience required for K-12 endorsement in Autism Spectrum Disorder. Instructional experiences with students with autism required. The specific nature of the experience will be individually determined at the time of the practicum. (Formerly SE 584 / SE 585) Application must be made prior to the semester intended for practicum completion. Prerequisites SE 550 or SE 559, SE 551 or SE 578, SE 552 or SE 579, SE 553 or SE 527, and SE 554 or SE 596 or equivalent or have permission of instructor. SE 502 Legal Issues in Special Education (4 credits) Intensive study of federal legislation and the Michigan Special Education Rules and their implications for educating students with exceptionalities. Evaluation, IEPC s related services, free and appropriate education, placement options, adequate referral and evaluation, investigation and due process hearings highlighted. Student must be admitted to program.

7 SE 524 Assessment in Special Education (4 credits) Provides an overview of the assessment process, including legal, ethical and diversity issues, in school and clinical settings. Students are introduced to a variety of procedures and instruments, role responsibilities, and relevant resources. Students administer, score and interpret information from selected norm-referenced achievement measures. Student must be admitted to program and must meet prerequisites (16 credits in program). SE 601 Issues and Trends in Special Education (4 credits) Study of current major issues in special education. Emphasis is placed on the historical, political, empirical, societal and educational perspectives of the controversial issues in the field. Issues will span the K-12 continuum. Student must meet prerequisite SE 502. SE 524 Assessment in Special Education (4 credits) Provides an overview of the assessment process, including legal, ethical and diversity issues, in school and clinical settings. Students are introduced to a variety of procedures and instruments, role responsibilities, and relevant resources. Students administer, score and interpret information from selected norm-referenced achievement measures. Student must be admitted to program and must meet prerequisites (16 credits in program). SE 624 Advanced Diagnostics (4 credits) OR Assumes that students have basic understanding of measurement concepts, have some familiarity with special education assessment in the school setting, and are competent in the administration of at least one norm-referenced achievement measure. Students have the opportunity to explore new instruments and procedures while conducting a comprehensive educational / behavioral assessment with special needs students. Integration of assessment information is emphasized. Student must meet prerequisites (SE 524 or instructor permission).

8 SE 619 Theory, Research and Practice in Special Education (4 credits) Introduces students to the theoretical and empirical foundations of the field of special education and its research methodologies. They will examine elements of experimental and non-experimental research designs with a focus on action research SE 699 Final Project in Special Education (1 to 8 credits) Planning and execution of significant research or project. The result should be suitable for conference presentation and/or journal submission. Student must meet prerequisite (SE 524) or have instructor permission. SE 590 Approved Electives (8 credits) offered by OU Most electives are offered for 2 credits each. Electives offered in the past include: OR Crisis Intervention Prevention Multicultural Diversity and Cultural Competencies in Special Education The Transition Process: Planning Services & Options for Special Needs Students Transition Services for Adolescents / Young Adults with ASD Assistive Technology for Special Needs Students Co-Teaching Models Visual Teaching Strategies Digital Portfolio and the Visual Teacher Picturing Autism Using Digital Photography with Students with ASD Informal Assessment Utilizing Para-educators in Special Education Settings Applied Behavior Analysis Alternate Assessment (MI-Access) Classroom Interventions for Students with ADD/ADHD Strengthening Parent-Professional Partnerships Facilitating Parent / Medical Professional Relationships Creating / Utilizing Intergenerational Partnerships in ASD Diagnosis / Treatment of Co-Morbid Conditions in ASD

9 Oakland University at Genesee ISD Autism Endorsement Practicum Information Description The practicum is the final experience required for K 12 endorsement in Autism Spectrum Disorder. Instructional experience with students with autism is required. The specific nature of the experience will be individually determined at the time of the practicum. Learning/Performance Goals 1. Demonstrate the ability to write appropriate educational and behavioral goals and objectives. 2. Demonstrate effective classroom organization and management 3. Demonstrate effective instructional planning for both groups and individuals. 4. Demonstrate effective use of communication with students. 5. Demonstrate the ability to work effectively with paraprofessionals. 6. Demonstrate the ability to work effectively with parents. 7. Demonstrate skill in curricular planning and implementation for academics, socialization, communication and independence. 8. Demonstrate knowledge of appropriate instructional levels for students. 9. Reflect knowledge of growth and development in curricular planning and expectations. 10. Demonstrate of informal assessment procedures. 11. Demonstrate the ability to interpret assessment data. 12. Document students progress toward goals and objectives through data collection. 13. Demonstrate effective pre vocational and vocational planning and instruction/transition needs. 14. Demonstrate understanding of legal issues through participation in the IEP process. Requirements Students will complete a practicum experience of a minimum of clock hours teaching students with autism. Students who are designated the teacher of record with a sufficient number of children with autism may complete the majority of the experience in their own professional setting. Others will be placed in a program with supervision by a teacher certified in autism. Each student must complete an individually determined number of hours outside his/her own professional setting. The minimum number of hours is 10, and will typically not exceed 30.

10 In addition to meeting the performance criteria during observation in the professional setting, students completing the practicum in their own settings may be asked to complete a self evaluation which speaks to how they feel they have met the 14 goals. Observations are to be written up as directed and documentation provided.

11 GOAL STATEMENT Professional Statement ~ A statement not to exceed two typed, double spaced pages (500 words) is required in which you: 1) trace your professional development in the field of education, 2) indicate the factors that influenced you to apply for the degree, 3) project your career goals and contributions to schooling/education that you hope to make upon completing the degree, and 4) indicate the personal qualities that you believe you will bring to the program.

12 Graduate Admissions 160 North Foundation Hall Rochester, MI (248) (phone) (248) (fax) Recommendation for Graduate Admission Please type or print legibly. This completed form must be submitted to Graduate Admissions in a sealed envelope with the signature of the recommender affixed across the back sealed flap. NOTE: Consult the section of the catalog that pertains to your field of study for instructions concerning the recommendation: e.g. any special type of information required, number of recommendations needed, who recommenders should be. This section to be completed by Applicant: Name of Applicant Soc. Sec. No. Field of Study Under the provisions of the Family Educational Rights and Privacy Act of 1974, this applicant (if admitted and enrolled) will have access to the information provided below unless he/she has waived such access. Please sign if you waive your right of access to the information record below. Signature of Applicant Date This section to be completed by Recommender: Name of Recommender (please print) Institution Address Title Department Phone 1. How long and in what capacity have you known the applicant? 2. Please rate the applicant in comparison to others whom you have known at similar stages in their careers: Exceptional Upper 5% Excellent Next 10% Very Good Next 15% Good Next 20% Next 50% No Basis for Judgment Scholarly potential in indicated field of study Creativity & originality in indicated field of study Motivation and perseverance toward goals Judgment & maturity Ability to work with others Ability to work independently Ability to express thoughts in speech & writing 3. Please circle the strength of your overall endorsement: Highly Recommended Recommended Recommended with Reservations Not Recommended 4. Please comment specifically in a separate letter or on the back of this form on the applicant's strengths and limitations for graduate study. Descriptions of significant actions, accomplishments, and personal qualities related to scholarly achievement are particularly helpful as is an assessment of the applicant's ability/potential for college teaching. 5. Recommmender s Signature Date

13 Graduate Admissions 160 North Foundation Hall Rochester, MI (248) (phone) (248) (fax) Recommendation for Graduate Admission Please type or print legibly. This completed form must be submitted to Graduate Admissions in a sealed envelope with the signature of the recommender affixed across the back sealed flap. NOTE: Consult the section of the catalog that pertains to your field of study for instructions concerning the recommendation: e.g. any special type of information required, number of recommendations needed, who recommenders should be. This section to be completed by Applicant: Name of Applicant Soc. Sec. No. Field of Study Under the provisions of the Family Educational Rights and Privacy Act of 1974, this applicant (if admitted and enrolled) will have access to the information provided below unless he/she has waived such access. Please sign if you waive your right of access to the information record below. Signature of Applicant Date This section to be completed by Recommender: Name of Recommender (please print) Institution Address Title Department Phone 1. How long and in what capacity have you known the applicant? 2. Please rate the applicant in comparison to others whom you have known at similar stages in their careers: Exceptional Upper 5% Excellent Next 10% Very Good Next 15% Good Next 20% Next 50% No Basis for Judgment Scholarly potential in indicated field of study Creativity & originality in indicated field of study Motivation and perseverance toward goals Judgment & maturity Ability to work with others Ability to work independently Ability to express thoughts in speech & writing 3. Please circle the strength of your overall endorsement: Highly Recommended Recommended Recommended with Reservations Not Recommended 4. Please comment specifically in a separate letter or on the back of this form on the applicant's strengths and limitations for graduate study. Descriptions of significant actions, accomplishments, and personal qualities related to scholarly achievement are particularly helpful as is an assessment of the applicant's ability/potential for college teaching. 5. Recommmender s Signature Date

14 School of Education and Human Services Supplemental Application for Admission to Graduate Study First Name: MI: Last Name: Program to which you are applying: Birth Month: Birth Day (1-31): (for identification purposes only) Certification Valid Teaching Certificate(s) Held: Elementary Certificate Secondary Certificate K-12 in Type of Certificate Held: Permanent Continuing Professional Provisional Endorsements Held: Early Childhood Special Education (specify category) Other Teaching Certification Sought (please check all that apply): Professional Renewal Add Endorsement(s): Teaching Experience (excluding substitute teaching) Years District Grades Applicants for Post-Master Certificate in Educational Administration Only Administrative Experience: Years District Title Level A master s degree or higher is required in order to receive the certificate. If you do not hold that level of degree, indicate if you presently are admitted to any of the following at Oakland University. M.Ed. in Degree anticipated, 20

15 Felony/Misdemeanor Disclosure This information is needed to comply with regulations established by the Michigan Department of Education; initial the appropriate blank. Attach a written explanation for any yes response. 1. Have you ever been convicted of any felony? Yes No 2. Have you ever been convicted of any misdemeanor including any alcohol related traffic violations? Yes No 3. Have you ever been convicted in Michigan or any other state or jurisdiction, whether upon a verdict or plea of guilty or upon a plea of nolo contendere (no contest), or received a suspended sentence for a crime or an attempt to commit a crime which is considered criminal sexual conduct? Yes No 4. Did you ever receive a discharge from the Armed Forces of the United States, which was other than Honorable? Yes No 5. Have you ever been denied admission to, or been removed from, a teacher education program at another college or university? Yes No 6. Have disciplinary proceedings ever been initiated against your Michigan teaching credential or your teaching credential issued by any other jurisdiction? Yes No 7. Have you ever had adverse action taken against any educator certificate/license in Michigan or any other jurisdiction that resulted in conditions being placed on the certificate by the department of education in order to maintain certificate validity? Yes No 8. Have you ever had a teaching credential issued in Michigan or any other jurisdiction suspended, revoked, nullified, or otherwise invalidated? Yes No Please attach a written explanation for all yes responses. If you have answered yes to any of the above, you need to know that passing our program, student teaching and state certification tests does not guarantee certification or employment. Convictions are assessed and evaluated at the state level, including a review of the court documents. You will not be issued a 90 day dated letter by Oakland University and will need to wait for the state review and decision regarding certification. Signature of Applicant: Date: Application Submission Information Graduate Admissions 160 North Foundation Hall Rochester, MI gradmail@oakland.edu