Special Education/Inclusive Education

Transcription

1 Master of Science in Education: Special Education/Inclusive Education Programs for Certified Teachers Program Overview The mission of the Special Education Program is to provide a quality educational experience that prepares candidates for distinguished careers in Special Education, and for leadership roles in schools and communities. The Special Education Program develops the knowledge, skills, and dispositions special educators need in order to effectively teach all students, including those with exceptional learning needs. Program Highlights Supportive learning environment with exceptional student services Integrated coursework and practicum Faculty collaboration with colleagues in the higher education community and P-12 schools to ensure a well-rounded program of study Convenient and flexible class schedules designed with the working teacher in mind Effective and engaging teaching practices

2 Learning Outcomes Upon completion of the programs, candidates will be able to: Program Options Childhood Options (Grades 1-6) M.S. Special Education Initial/Professional Certification Prepares teachers who are initially certified in childhood and are pursuing certification to teach students with disabilities at the same developmental level and results in the Master s degree in Special Education. (0 credits) Special Education Advanced Certification Prepares teachers who have completed the Master s degree requirement and are pursuing certification to teach students with disabilities in grades 1 6. (18 credits) Apply knowledge of the philosophical, historical, pedagogical, and legal foundations of special education to organize and design instruction. Use knowledge of human development to appreciate and address learning differences. Use a variety of approaches, including technology, to help students increase their understanding and command of essential knowledge and skills. Model communication skills to help students access, comprehend, and apply information, as well as acquire knowledge and develop and maintain interpersonal relationships. Create an environment in which fairness and respect for diversity are modeled, taught, and practiced to ensure quality learning opportunities for all students. Utilize a core body of knowledge in the disciplines to establish curricular goals, design instruction, facilitate student learning, and assess student progress. Develop a sense of efficacy and independence in students to develop their character, sense of civic and social responsibility, respect for diverse individuals and groups, and the ability to work constructively and collaboratively with others. Design and select a variety of assessment strategies to obtain meaningful and timely information about student learning and development and to help students reflect on their own progress. Work collaboratively with parents, guardians, and other caregivers to set and achieve educational goals for their children. Provide leadership and work collaboratively with colleagues and others to improve schools and advance knowledge, policy, and practice in the field. Reflect, evaluate, and strengthen the quality of professional practice. Adolescence Options (Grades 7-12) M.S. Special Education Initial/Professional Certification Prepares teachers who are initially certified in an adolescence content area and are pursuing certification to teach students with disabilities at the same developmental level and results in the Master s degree in Special Education. (0 credits) Special Education Advanced Certification Prepares teachers who have completed the Master s degree requirement and are pursuing certification to teach students with disabilities in grades (18 credits)

3 Curriculum Requirements MS Special Education Initial/ Professional Childhood credit-hour Master s degree program for teachers who are initially certified in Childhood Education (grades 1-6) who want to become certified to teach Students with Disabilities. Graduates of this program will earn a Master s degree in Special Education and be eligible for professional certification in their initial area as well as in Students with Disabilities. Program Format Courses meet in an evening weekday format, typically from 6:15 9:20 p.m. This program can be completed in less than two years. MS Special Education Initial/Professional Adolescence 7-12 Generalist 0-credit-hour Master s degree program for teachers who are initially certified in Adolescence Education (grades 7-12) who want to become certified to teach Students with Disabilities. Graduates of this program will earn a Master s degree in Special Education and be eligible for professional certification in their initial area as well as in Students with Disabilities. MS Special Education Initial/Professional for Childhood (Grades 1-6) Education Required Courses Course Title Credits GEDU 526: Diversity, Social Justice, and Schooling MS Special Education Initial/Professional for Adolescence (Grades 7-12) Education Required Courses Course Title Credits GEDU 526: Diversity, Social Justice, and Schooling GRDG 506: Teaching Reading to Learners with Special Needs: Grades 1-6 GRDG 507: Teaching Reading to Learners with Special Needs: Grades 5-12 GRDG 69: Emergent Literacy GSED 500: Critical Issues and Trends in Special Education GSED 501: Special Education in Today s Schools GSED 502: Methods and Strategies for Teaching GSED 508: Behavior Management in the Inclusive Classroom: Childhood GSED 516: Assessment, Diagnosis, and Evaluation of Students with Special Needs GSED 555: Field Experience 0 GSED 595: Research in Education and Capstone Project GSED 650: Practicum in Special Education (Childhood) Total Credit Hours 0 GRDG 64: Literacy Instruction in the Content Areas GSED 500: Critical Issues and Trends in Special Education GSED 501: Special Education in Today s Schools GSED 502: Methods and Strategies for Teaching GSED 512: Behavior Management in the Inclusive Classroom: Adolescence GSED 516: Assessment, Diagnosis, and Evaluation of Students with Special Needs GSED 556: Field Experience 0 GSED 595: Research in Education and Capstone Project GSED 651: Practicum in Special Education Adolescence) Total Credit Hours 0

4 Special Education Advanced Certificate Options 18-credit-hour program to prepare teachers who are certified and who have completed a Master s degree to become additionally certified to teach Students with Disabilities. Program Format Classes are offered on weeknights, typically from 5:0-8:5 p.m. in order to accommodate the schedules of working professionals. Students have the flexibility of choosing the number of classes they wish to take each semester. Special Education Advanced Certificate Requirements Childhood Includes all of the following courses: Course # Course Name Credits GSED 500 Critical Issues and Trends in Special Education GSED 501 Special Education in Today s Schools GSED 502 Methods and Strategies for Teaching GSED 508 Behavior Management in the Inclusive Classroom: Childhood GSED 516 Assessment, Diagnosis, and Evaluation of Students with Special Needs GSED 650 Practicum in Special Education (Childhood) Total Credit Hours 18 Special Education Advanced Certificate Requirements Adolescence Includes all of the following courses: Course # Course Name Credits GSED 500 Critical Issues and Trends in Special Education GSED 501 Special Education in Today s Schools GSED 502 Methods and Strategies for Teaching GSED 512 Behavior Management in the Inclusive Classroom: Adolescence GSED 516 Assessment, Diagnosis, and Evaluation of Students with Special Needs GSED 651 Practicum in Special Education (Adolescence) Total Credit Hours 18 Admission Requirements Candidates are required to have initial or provisional teacher certification and present satisfactory evidence of the ability to perform at the graduate level to be eligible for admission to the graduate program in Special Education at St. John Fisher College. The School of Education Admissions Committee and the Program Director assess applicant qualifications. Please refer to the Graduate Application form for more specific application requirements. Special Education 7-12 Generalist: Liberal Arts Core Requirement: 24 credits (6 English/humanities, 6 math processes, 6 science processes, 6 social studies) Office of Graduate Admissions 690 East Avenue Rochester, NY P: (585) F: (585)

5 Course Descriptions GSED 500 Critical Issues and Trends in Special Education () Designed as the introductory course for the Special Education program, candidates will research, discuss, and reflect on current issues in each field. The course presents a comprehensive survey of current theory, research, changes, and innovations in each of the respective fields. Topics cover areas such as inclusive schooling, diversity and social justice. This course also provides candidates with fundamental skills in conducting a review of the literature in a specialized area, and the use of technology. GSED 501 Special Education in Today s Schools () Designed as an overview of special education, this course will examine the etiologies, and characteristics of the various disability categories. Candidates will study topics such as: the right to education, inclusion and collaboration, federal legislation, disability and the family, disability and diversity, assistive technology, and transition and preparation for adult life. Candidates will begin to focus on integrating educational technologies in the classroom. GSED 502 Methods and Strategies for Teaching Students with Exceptional Learning Needs () This course will examine methods for teaching students with learning differences and diverse backgrounds. Although the methods presented in the course will be appropriate for students in a variety of settings, emphasis will be placed on inclusive teaching. Topics include: foundation support and collaboration, academic instruction, adaptations, building a classroom community, responding proactively to students emotional and behavioral challenges, and building family partnerships. All candidates will know and understand how to use technology in culturally and politically responsible ways. GSED 508 Behavior Management in the Inclusive Classroom: Childhood () This course is designed around the importance of constructing and implementing general and individual management strategies to learners with special needs. It will focus on establishing a caring, stimulating and safe community for learning where democratic values are fostered, diversity is embraced, and students assume responsibility for learning. Beginning with theoretical foundations of classroom management, it will examine the causes of student misbehavior, and the development of proactive, problemsolving approaches. Candidates will explore instructional strategies to enhance teaching and learning for all students. GSED 512 Behavior Management in the Inclusive Classroom: Adolescence () This course is designed around the importance of constructing and implementing general and individual management strategies to learners with special needs. It will focus on establishing a caring, stimulating and safe community for learning where democratic values are fostered, diversity is embraced, and students assume responsibility for learning. Beginning with theoretical foundations of classroom management, it will examine the causes of student misbehavior, and the development of proactive, problemsolving approaches. Candidates will explore instructional strategies to enhance teaching and learning for all students. GSED 516 Assessment, Diagnosis, and Evaluation of Students with Special Needs () By reviewing the legal provisions in current federal and New York State regulations, and guidelines regarding assessment of individuals with disabilities, candidates will come to understand their moral and professional responsibilities as special educators. Topics that will be reviewed include the use of technology and assessment tools appropriate for screening, pre-referral, referral, identification, and classification of children and adolescents with special needs. Topics related to the over-representation of students of color in certain disability categories will be explored. The application and interpretation of various other types of assessment strategies will also be covered to assist candidates in making appropriate instructional decisions. GSED 555/556 Field Experience (0) This 50-hour fieldwork experience is designed to introduce candidates to working with diverse learners with exceptional learning needs in the context of full-class inclusive and/or special education settings at the appropriate level: childhood or adolescence. It will provide initial certification candidates the opportunity to practice integrating technology, classroom knowledge and skills under the guidance of practicing school-based educators. GSED 595 Research in Education and Capstone Project () In this course, candidates will examine a variety of research approaches in the field of special education. The purpose of the capstone project is to guide teachers toward reflective practice so they regularly analyze and evaluate the quality of their practice. The project should reflect the standards in the candidate s program of study and demonstrate that the candidate has a clear understanding of the School of Education s philosophy of social justice and the five interlocking tenets of diversity, compassion, knowledge, service, and achievement. Where possible, the candidate should demonstrate or provide evidence that he/she has acquired facility in the use of technology and information literacy to support instruction and learning. They are expected to work collaboratively and independently with the intention of improving schools and to advance knowledge through action research. Graded S/U.

6 Course Descriptions (continued) GSED 650 Practicum in Special Education: Childhood () This practicum is designed to have the teacher candidate working with students with special needs in grades 1-6 from diverse backgrounds and to help candidates integrate theory and practice, and the use of technology. The experience may take place either in an inclusive classroom or a special education setting where candidates have the opportunity to practice classroom knowledge and skills under the guidance of practicing schoolbased educators. GSED 651 Practicum in Special Education: Adolescence () This practicum is designed to have the teacher candidate working with students with special needs in grades 7-12 from diverse backgrounds and to help candidates integrate theory and practice, and the use of technology. The experience may take place either in an inclusive classroom or a special education setting where candidates have the opportunity to practice classroom knowledge and skills under the guidance of practicing schoolbased educators. GRDG 64 Literacy Instruction in the Content Areas () This course is designed to highlight the role of literacy acquisition and application within the content areas. Literacy and writing strategies will be presented in conjunction with Common Core Learning Standards. An additional focus of the course will be to help literacy and subject area teachers address the needs of diverse learners through culturally relevant pedagogy and curriculum, the use of multicultural materials, and alternative and adaptive methods, including the use of technology. GRDG 69 Emergent Literacy () This course will focus on literacy development, knowledge and assessment for children from birth to grade two. The impact of culture and language on literacy development and the use of technology to support literacy will be explored. GRDG 506 Teaching Reading to Learners with Special Needs: Grades 1 6 () This course will review current and seminal research related to the cognitive and psycho-sociolinguistic models of literacy development and their implications for educating young children with special needs. Attention will be given to the provision of appropriate assessment and instruction for diverse learners experiencing difficulty in acquiring literacy skills. The course will also emphasize the provision of literacy services to students in compensatory or special education programs. Candidates will further develop instructional strategies to enhance teaching and learning for all students. GRDG 507 Teaching Reading to Learners with Special Needs: Grades 5 12 () This course will review current and seminal research related to the cognitive and psycho-sociolinguistic models of literacy development and their implications for educating children with special needs in middle and secondary grades. Attention will be given to the provision of appropriate assessment and instruction for diverse learners experiencing difficulty in acquiring and applying literacy in home and school contexts. The course will also emphasize the provision of literacy services to students in compensatory or special education programs. Candidates will consider how to use technology in ways that expand educational opportunities and benefit all students. GRDG 626 Language, Literacy, and Diversity () In this course, students will examine theory and research around the concept of diversity and its relation to literacy learning. We will draw on Critical Race Theory, sociocultural theory, and the concept of discourse communities to conceptualize diversity and to understand the educational challenges and opportunities presented by diversity in relation to literacy learning. Questions about the unique challenges of teaching literacy in a complex classroom will be raised, and consideration will be given to different ways of investigating those questions. Also, questions with regard to how research has contributed to our thinking and methods of teaching literacy to diverse student populations will be examined.