Admissions Requirements

Transcription

1 Special Education Dickinson Hall, Rooms 300F, 304 (501) , (501) , (501) Master of Education in Special Education The Master of Education in Special Education (SPED) prepares candidates as teachers of students with disabilities. Special Education teachers address the professional challenge of designing instruction that meets the needs of children and youth with disabilities. Special Education emphases are offered in: Early Childhood Special Education (birth - 4th grade) The early childhood special education emphasis prepares teachers and early interventionists to provide developmental and educational services to children (birth through fourth grade) with disabilities and to their families. Graduates should be eligible for Arkansas Teacher Certification in Special Education-Early Childhood. For more information about this program, visit the website at ualr. edu/med/sped/index.php/home/p_4/. Instructional Specialist 4-12 The special education emphasis in teaching students in grades 4-12 allows candidates to focus on the area of study for the appropriate age group. It is a non-categorical preparation program. Graduates of the Instructional Specialist 4-12 are prepared to work with students as well as collaborate with professionals in the school environment. Emphasis is placed on assessment and intervention as well as designing appropriate learning environments for students with various disabilities. For more information about this program, visit the website at ualr.edu/med/sped/index.php/home/instructional-specialist-4-12/. Admissions Requirements Regular and Alternative Admission All applicants must have: A valid standard teacher license (Arkansas or other state); contact advisor for exceptions. Favorable recommendations from faculty in the program. Regular Admission (additional requirements) Baccalaureate degree from a regionally accredited institution with a cumulative GPA of at least (4.0 scale) or Grade point average of at least 3.0 for the last 60 hours of undergraduate courses. or Master s degree from a regionally accredited institution with a cumulative GPA of at least 3.0. Alternative Admission Baccalaureate degree from a regionally accredited institution; a cumulative undergraduate GPA of no lower than 2.75; and a Graduate Record Exam (GRE) score of at least 144 on the Verbal Scale, 141 on the Quantitative Scale, and 4.5 on the Analytical Writing Scale or Alternatively, a candidate may complete at least 12 semester hours of graduate course work in another UALR graduate program or graduate program from another regionally accredited college or university with a cumulative GPA of at least 3.0 and no grade lower than a B. Program Requirements for All Emphases All candidates must satisfy the specific common core competencies for special education along with performance standards established for specialty areas. Each emphasis requires a portfolio of scholarship as a culminating experience. Candidates in the MEd in Special Education program are required to pass state required Praxis II assessments. Specific requirements for each emphasis are listed below. Special education courses are listed at the end of the section. Graduation Requirements for All Emphases Cumulative GPA of at least 3.0 on an approved program of study as outlined in the emphasis section. Prepare and present a proficient or above exit portfolio of scholarship. All candidates must pass Praxis II exam 20354, Special Education: Core Knowledge and Applications. Individual emphasis areas may have additional graduation requirements. 130 UALR Graduate Catalog

2 Early Childhood Special Education Program Requirements Individuals seeking admission to this emphasis area must contact the program advisor prior to admission or enrollment. The following outline is not intended as a tool for students to selfadvise. The special education degree with an emphasis in early childhood requires 33 credit hours, including 24 education core area hours, 9 specialization hours, and 6 supervised practicum hours. Candidates must present a portfolio of scholarship and maintain a 3.0 GPA. Education Core Area Courses SPED 7301 Foundations of Special Ed. SPED 7302 Technology in Special Ed. SPED 7305 Managing the Learning Environment SPED 7343 Disability Law SPED 7351 Assessment in Special Education SPED 7390 Assessment in SPED Practicum SPED 7309 Seminar in Special Education Specialization Courses SPED 5312 Medical Problems SPED 7342 ECSE Assessment / Intervention SPED 7350 Introduction to Educational Research Instructional Specialist in Special Education 4-12 Program Requirements The special education emphasis, instructional specialist 4-12, consists of 36 graduate hours and a portfolio presentation. In order to be admitted to the program, a candidate must hold at least an initial teaching license in either elementary, middle childhood, or secondary education. The instructional specialist license is an endorsement and can only be attained after a person acquires a standard education teaching license. Special Education Core Courses SPED 7301 Foundations in Special Education SPED 7302 Technology and Special Education SPED 7305 Managing the Learning Environment SPED 7343 Disability Law SPED 7351 Assessment in Special Education SPED 7390 Assessment in SPED Practicum EDFN 7303 Introduction to Research SPED 7309 Seminar in Special Education Instructional Specialist 4-12 Core Courses SPED 7351 Assessment and Instructional Design I SPED 7352 Assessment and Instructional Design II SPED 7353 Transition and Life Adjustment Courses in Special Education SPED 5202, 5302 Workshop Offered on demand. SPED 5214 Early Childhood Special Education Assessment Field Experience This is the first experience in a series of two supervised field experiences. During the 120 clock-hour experience, student field experiences emphasize assessment and early intervention assessment activities related to child find/screening, translating assessment activities in the intervention environment and assessments surrounding health and safety issues, children with health and/or sensory impairments, social development, and challenging behavior. SPED 5216 ECSE: Inclusion Field Experience This is the final experience in a series of supervised field experience designed for students in the Early Childhood Special Education emphasis. The field experiences included in this 120 clockhour experience examine assessment to intervention activities related to all areas of development, technology adaptations in intervention, the link between individualized intervention plans and instructional planning, and continuous documentation of child performance. SPED 5266 Language in Deaf Children II Language development in normal-hearing, hearing-impaired children; relationships between the two populations; relationship of learning theory, cognitive and psychosocio-linguistic principles, other perspectives to language learning, hearingimpaired children; language instruction for teaching language to hearing-impaired children; normal language development, language acquisition theories, and language and cognitive research; includes directed observation. SPED 5311 Managing the Learning Environment B Prerequisites: graduate candidates entering with the graduate endorsement only option and must be admitted to the Graduate School. Theory, research, and application for classroom management. Current issues and research in applied behavior analysis and other forms of classroom management; cognitive, behavioral, and emerging management procedures; emphasis will be placed on the application of research. Positive approaches to classroom and behavior management. SPED 5312 Medical Problems in Child Development The primary concern of the course is to review medical conditions and events arising during prenatal, postnatal and early childhood which contribute to the nature and cause of major educational disabilities. Special attention is given to syndromes associated with mental retardation, disorders of the central nervous system, infections disease, and a wide range of conditions placing children at risk for developmental delays. Emphasis is directed toward early medical identification, prevention of secondary disabilities, and strategies for responding to chronic health conditions in educational settings. Guest lectures by physicians and other health related professionals are an integral part of the course. SPED 5313 Early Childhood Special Education Assessment This is the first course in a two-course sequence addressing assessment and early intervention screening and assessment strategies for young children with disabilities, ages birth through eight. A specific focus will be given to the fundamental principles of and strategies for assessment, the role of well-baby and early intervention providers in screening and assessment process for disabilities. Candidates will learn to identify the needs of children related to health and/or sensory impairments, the identification of abilities in the developmental domains. Various aspects of the early environments are examined and procedures for gathering performance data are explored. UALR Graduate Catalog 131

3 SPED 5315 Early Childhood Special Education: Methods of Inclusion This is the second course in a two-course sequence addressing intervention strategies for young children with disabilities, ages birth through age eight. Specific attention is given to application of assessment principles into programming, the role of child find in providing services, the needs of young children with health and/or sensory impairments, strategies for identifying behavioral support needs and techniques for fostering socialemotional development. Attention will also be given to methods of including children with disabilities in the general education setting. SPED 5317 Introduction to Inclusion in Early Childhood Special Education Prerequisites: PSYC 1300, an introductory human development course, or consent of the instructor. Psychological, sociological, philosophical, legal, educational implications of educating exceptional learners; necessary adaptations for exceptional learners in the mainstream setting; role of teachers, professionals, parents as team members providing education for exceptional learners. SPED 5360 Psychological Aspects of Deafness Theory, research in the psychological development, adjustment of hearing-impaired children, adults; includes intellectual, cognitive, perceptual, social, personality development; adaptation to hearing loss; educational, mental health, rehabilitation implications of research findings with single disability, multi-disabled, hearing impaired persons. SPED 5367 Communication Methods with Hearing-impaired Children in the Educational Setting Prerequisite: Interpreting 4320/5320 or consent of instructor. Corequisite: Special Education 4264, Practical application of the multiplicity of methods; research, underlying theories of language acquisition by hearing-impaired children; emphasis on application to teaching English, other academic subjects. Offered in fall. SPED 7103 Teaching Adolescents with Exceptionalities The legal, foundational, and ethical aspects of serving adolescents with disabilities are provided. Specialized knowledge related to the development of special education at the secondary level as well as current legal and statutory issues. Psychological, sociological, philosophical, and educational implications of educating adolescent exceptional learners are introduced. SPED 7123 Technology for Students with Visual Impairments History of technology for individuals with visual impairments; types of technology for individuals with visual impairments; role of technology in education of students with visual impairments; hands-on experience with selected technology tools for students with visual impairment and their teachers. SPED 7141 ECSE Clinical I Co-requisite: SPED This is the second experience in a series of three supervised practica. During the 120 clock hour experience, student field experiences emphasize assessment and intervention activities related to child find/screening, the intervention environment, health and safety issues, children with health and/or sensory impairments, social development, and challenging behavior. SPED 7142 ECSE Clinical II Co-requisite: SPED This is the third and final experience in a series of three supervised practica designed for students in the Early Childhood Instructional Specialist emphasis. The 120 clock hour field experiences included in this experience examine assessment and intervention activities related to all areas of development, technology adaptations in assessment and intervention, the link between individualized intervention plans and instructional planning, and continuous documentation of child performance. SPED 7144 Collaboration in the Field Co-requisite: SPED This is the first experience in a series of three supervised practica for students in the Early Childhood Instructional Specialist emphasis. This course emphasizes practical use of specialized knowledge and application of program performance standards. During the 120 clock-hour practicum, field experiences emphasize teams and the team process, communication skills, collaboration strategies, consultation and professionalism. Activities will be conducted with family members and a variety of related service disciplines. SPED 7154 Physical and Health Management This course will focus on health management practices for students with disabilities. Students will become familiar with emergency first aid and universal health care precautions, health management plans, guidelines for the administration of medications and the side effects of medication, procedures for managing seizures, treatments for allergies and asthma, and use of gastrostomy tubes. Students will also be given information on proper body mechanics and on positioning and physical management of students with motor disabilities. Taken with SPED 7206 Strategies for Family Involvement. SPED 7190, 7290, 7390 Supervised Practice Prerequisite: consent of instructor. Practical use of skills, competencies from courses; working under faculty supervision with individuals with disabilities being served in education and/ or rehabilitation settings. Offered on demand. SPED 7191, 7291, 7391 Independent Study Prerequisite: consent of instructor. Offered on demand. SPED 7193, 7293, Special Topics In-depth study of selected interest in a special education emphasis area. SPED 7203 Adolescents with Exceptionalities Enhances knowledge regarding the characteristics, identification, and assessment of adolescents with disabilities. Necessary adaptations for adolescent exceptional learners in the inclusion setting; role of teachers, professionals, parents as team members in identification, assessment and program and instructional design components are presented. Candidates acquire skills needed to support the implementation of behavior intervention and transition plans. SPED 7206 Strategies for Family Involvement This course will prepare candidates to work with families of students with disabilities. The candidates will identify the impact of disabilities on families and family functioning. Strategies for communicating with families and for involving families in the process of program development and assessment will be included. SPED 7292 Field Experience I Prerequisite: SPED The general goal of this course is to build upon the knowledge and skill candidates have gained regarding the characteristics of and service to and evaluation of a variety of learners with disabilities. Procedures for identification and placement of students for special education will be identified and evaluated. Candidates will develop profiles of students who are classified as at risk for developing learning problems and students with varying disabilities and identify instructional support suitable for implementing with non at risk students. Candidates are encouraged to take this course concurrently with SPED SPED 7295 Field Experience II Prerequisites: Successful completion of SPED 7351 Assessment and Instructional Design I and SPED 7292 Field Experience I. It is suggested that this course be taken in conjunction with SPED Assessment and Instructional Design II. Candidates will engage in specific implementation of strategies for students with various learning problems in field sites. Candidates will design and use various informal assessments and analyze them for their application in the pre-referral, referral, evaluation, and IEP development process. 132 UALR Graduate Catalog

4 SPED 7296 Field Experience III Prerequisites: Successful completion of SPED 7352 Assessment and Instructional Design II and SPED 7295 Field Experience II with a co- requisite of SPED 7353 Transition and Life Adjustment. This course will expand the application skills developed in the methods classes and SPED Candidates will use interventions and evaluation skills to assess students, design an intervention plan, implement intervention programs, and evaluate interventions for students with a variety of disabilities. Emphasis will be placed on students in grades 4-12, students with more significant involvement, and post school functioning. SPED 7301 Foundations of Special Education This course surveys the foundations of educational programs for students with disabilities, emphasizing the historical, philosophical, and legal aspects of special education. Course work includes surveys of the characteristics and needs of students with various disabilities. SPED 7302 Technology in Special Education This course will prepare candidates to be better able to respond to individuals functional needs in order to enhance their access to the general or special education curricula. Candidates will identify and use technology for instruction, assist students with school related tasks and help students communicate and help students function better in their environment. SPED 7305 Managing the Learning Environment Theory, research, and application for behavioral management. Current issues and research in applied behavioral analysis and other forms of classroom management; cognitive behavioral and emerging management procedures, emphasis on application of research. SPED 7309 Seminar in Special Education Prerequisite: Completion of core emphasis coursework, graduate standing. This course explores issues of contemporary importance to the profession, affords students the opportunity to engage in scholarly activities and high-level discussions with professors and is the final event in the candidate s program of study where earlier knowledge becomes integrated and expanded. This course is to be taken in the final six hours of study. SPED 7333 Characteristics and Educational Needs of Children with Severe Disabilities Intellectual, behavioral, physical characteristics of individuals with severe disabling conditions; includes models of social management, history of treatment of persons with severe disabilities, major considerations of educational services delivery to such persons. SPED 7335 Instructional Methods for Persons with Severe Disabilities Fundamentals of systematic data-based instructional skills needed to teach persons with severe disabilities in classroom, community environments. SPED 7336 Advanced Instructional Methods for Teaching Persons with Severe Disabilities Prerequisite: Special Education 7335 or consent of instructor. Identification of intervention strategies; design of effective programs for teaching age-appropriate, functional living skills to individuals with severe disabilities. SPED 7339 Vocational Instruction for Persons with Handicaps Vocational programming methods; emphasis on current best practices in instruction, program delivery; includes use of supported work model for systematic instruction in integrated community job sites. SPED 7340 Trends and Issues in Early Childhood Special Education Prerequisite: exceptionality course. Includes state, federal laws governing, regulating early intervention programs; program models used in the field; emphasis on models emphasizing integrating children with disabilities and their peers without disabilities. SPED 7341 ECSE Assessment and Intervention I Prerequisites: SPED 7301, SPED 7302, SPED Curriculum, materials, instructional adaptations for developing individual education programs for handicapped preschool children; techniques for infant intervention, training activities; psychomotor, cognitive, affective domain; particular attention to activities to facilitate language development. SPED 7342 ECSE Assessment and Intervention II Prerequisites: SPED 7301, SPED 7302, SPED Co-requisite: SPED This is the second course in a two-course sequence addressing assessment and intervention strategies for young children with disabilities. The course provides the student with focused experiences in the areas of adaptive, motor, cognitive and communication development. Additionally, the course examines strategies for linking individualized intervention plans (IFSP/ IEP) to lesson plans, the role of technology in accessing the curriculum, and the importance of continuous and systematic data collection to guide the intervention process. SPED 7343 Disability Law Advanced study in state, federal laws, litigation, policies, and administrative practices relevant to education, employment, treatment of individuals with disabilities; includes historical development, current issues. SPED 7344 Collaborative Partnerships Prerequisites: SPED 7301, SPED For candidates in ECSE. Philosophies, roles, services of various professionals providing services for young children with disabilities; emphasis on transdisciplinary approach to team functioning, but includes other team models, strategies, problem solving approaches; methods for identifying resources in communities; includes guest professionals from various disciplines, area service agencies discussing their roles in providing services, the specific services they provide. SPED 7350 Practicum: Birth - 4 This practicum experience is designed to provide the university student with opportunities to be an active participant in home and center based activities, emphasizing family involvement. These experiences with the birth through two and the 3-5 age group are to include parental involvement, case management monitoring; home and / or center based programming and IEP /IFSP development. The student and university instructor shall plan the practicum experience to incorporate a minimum of three settings working with two different populations. Candidates must co-enroll in SPED SPED 7351 Assessment and Instructional Design I Prerequisites: SPED 7305 and should be taken in conjunction with SPED The general goal of this course is to build upon the knowledge and skill students have gained regarding the characteristics of a variety of learners with disabilities. Specific emphasis will be placed on developing skills to serve learners with disabilities, identify and evaluate relevant formal and informal assessment strategies that contribute to the identification, placement, and instructional planning for students with learning problems. Co-requisite, SPED 7390 UALR Graduate Catalog 133

5 SPED 7352 Assessment and Instructional Design II Prerequisites: successful completion of SPED 7351 Assessment and Instructional Design I and SPED 7390, Practicum in SPED It is required that this course be taken concurrently with SPED 7390 Practicum in SPED. The general goals of this course are to expand upon the knowledge and skills developed in course work and field experiences gained in Assessment and Instructional Design I and to enfold the knowledge and skills into specific implementation for students with various learning problems. Candidates will evaluate various formal and informal assessments for use in curriculum development and adaptation. Particular emphasis will be placed on candidate competency in instructional design and analysis. Candidates will modify and adapt curriculum for inclusive settings. SPED 7353 Transition and Life Adjustment Prerequisite: SPED 7352 Assessment and Instructional Design II. This course presents information regarding the transition and life adjustment of persons with disabilities. The focus is on the development and implementation of transition plans for adolescents with disabilities and children with more significant disabilities. Candidates will develop mechanisms for selfadvocacy development and access to services available to adults with disabilities SPED 7360 Characteristics and Educational Needs of the Severely Emotionally Disturbed Serious emotional disturbance and its educational implication; includes significant historical factors; theoretical orientations to definition, etiology of serious emotional disturbance; classification systems; learning characteristics, their educational implications; interdisciplinary appraisal, therapies; federal, state legislation, litigation relating to serious emotional disturbance and education. SPED 7361 Methods for Teaching the Seriously Emotionally Disturbed Prerequisite: Special Education 7360 or consent of instructor. Instructional principles, intervention strategies; includes major education models; identification of education needs, development of Individualized Education Program; classroom design for selfcontained, resource class at elementary, secondary levels; student progress evaluation. SPED 7362 Direct Teaching of Social Skills in Children and Youth (Oriented to educators). Contemporary models; emphasis on classroom-based instruction; includes key social learning aspects; social integration; teaching social skills deficits; instructional materials, procedures; language for building comprehensive social skills programming, outcomes evaluation into Individualized Education Programs. SPED 7365 Individualized Education Programs Prerequisite: graduate standing. Identification, evaluation, perspective programming process in education of exceptional children; includes Arkansas special education general program standards; components of comprehensive, interdisciplinary appraisal; categorical eligibility criteria; referral, placement, appeal procedure; development of Individualized Education Programs, IEP process conferences; report writing. SPED 7366 Exceptionalities in the Classroom Prerequisite: graduate standing. Recognition of exceptionalities, educational implications; techniques for elementary teacher in identifying exceptionalities in regular classroom. Offered on demand. 134 UALR Graduate Catalog

6 Courses in Teacher Education TCED 5100, 5200, 5300 Workshop Prerequisite: consent of instructor. Exploration of areas of interest, preparation of educational materials. Offered on demand TCED 7149, 7249, 7349 Independent Study Prerequisite: consent of instructor. Individual problems in student's chosen field. Up to three hours may count toward degree. Offered on demand. TCED 7303 Reflective Teaching For certified secondary teachers in the advanced track M.Ed. Students learn to use tools of reflective teaching to assess their own level of competence and to design learning experiences to improve their own classroom teaching. Students will analyze various national models for assessment of master teachers and will examine recent research in education which should affect classroom practice. With the guidance of the instructor they will demonstrate their current level of competence in a portfolio and will select a committee to develop an individualized degree plan. TCED 7305 Action Research This course introduces Action Research to graduate students. Focus is on understanding the process of action research and how it differentiates from traditional research and its processes. Topics include identifying potential topics within the classroom, implementing alternative solutions, evaluating and presenting the outcomes, and dissemination of findings through appropriate channels. TCED 7321 Teaching Culturally Different Children Problem, potential of children from culturally different backgrounds; preschool, elementary programs designed to meet their needs; guest lecturers are a basic part of the program. TCED 7327 Contemporary Curriculum Design (For teachers, supervisors, and administrators in developing clear concepts about all children and their educational programs.) Philosophy, administration, techniques of curriculum design; includes participation in development of a culturally pluralistic curriculum. Offered in spring. TCED 7333 Mentoring and Coaching Teachers This course prepares teachers to work as mentors/coaches of pre-service and/or in-service teachers and as leaders in professional development. TCED 7337 Life Adjustment for Persons with Severe Disabilities Overview of the life adjustments encountered by older adolescents and young adults with severe disabilities and their families. Concentrations include philosophies of service delivery, residential and occupational alternatives for adults with severe disabilities, social needs, and legal rights and responsibilities. Emphasizes community-based services for individuals with severe disabilities. TCED 7341 Conflict Management in the Schools Conflict management issues and strategies in the schools. School-community disputes, faculty relations, parental conflicts, and student conflicts are addressed. Participants are trained in a variety of approaches to school safety, school community building, and methods of resolving conflict including peer mediation. Diversity issues discussed throughout the course. TCED 7600 Science, Mathematics, and Reading: An Interdisciplinary Approach K-4 Prerequisite: consent of instructor. The learning of science, mathematics, and reading as active, integrated, constructive processes involving experimentation, investigation, communication, reasoning, and problem solving; shows connections and relevant applications of these disciplines; goals include helping teachers extend content learning, helping teachers create successful learning environments for every student through use of manipulatives, calculators, science equipment, and various learning strategies; and the provision of access to appropriate materials, equipment, and technology. TCED Studies Affecting Elementary Education Current research, trends in elementary education; emphasis on interdisciplinary studies; topics reviewed regularly. Offered in fall and summer. TCED Specialist Thesis Preparation of the specialist thesis. Offered on demand. TCED 8300, 8600 Thesis Prerequisite: 24 graduate hours. Preparation of master's thesis. Offered on demand. TCED 8301 Curriculum Design and Evaluation Historical, current curriculum design models; needs assessment, process, product evaluation of curriculum development. Offered in fall. TCED 8310 Professional Experience Professional experience in selected school district, state agency, or university sites related to student's long-term professional goals; requires a paper related to the experience. Offered in fall and spring. UALR Graduate Catalog 135