Graduate Catalog 2010-12

Special Education

 

Faculty

Mitchell Beck (Chair, Barnard 22001), John Foshay, William Nelson, Joan Nicoll-Senft, Ernest Pancsofar (Dept. phone: 860-832-2400)

 

Department Overview

The quality of educational services for children and youth with exceptionalities resides in the abilities, qualifications, and competences of the personnel who provide the services (CEC, 1988). Consistent with the mission of the School of Education and Professional Studies (SEPS) of preparing leaders for service in our communities, it is the mission of the Department of Special Education to:

  • prepare current and future educators to effectively meet the academic and social needs of individuals with disabilities;
  • promote effective and equitable access to the general education curriculum for individuals with disabilities; and
  • empower teachers to be leaders in their schools by way of planning, implementing, and evaluating research-based practices for ongoing school improvement.

 

Programs

Master of Science in Special Education for Students Already Certified (Strands A and B)

Program Rationale:

The Master of Science in Special Education is designed to prepare general education teachers to possess the knowledge, skills, and professional dispositions to develop effective teaching and learning environments for individuals with disabilities. This program track is designed for students who already hold teaching credentials in Connecticut. In this specialization students take course work designed to broaden and/or deepen their knowledge of the field. The curriculum for this program is aligned with the standards of the Council for Exceptional Children (CEC).

 

Program Learning Outcomes:

Students in this program will be expected to:

  • demonstrate knowledge of historical foundations, classic studies, major contributors, and current issues related to special education;

  • demonstrate knowledge of laws and policies that affect individuals with disabilities, their families, and their educational programming;

  • promote practices that reduce the over-representation of culturally/linguistically diverse students in programs for individuals with disabilities;

  • broaden and/or deepen their knowledge of individual learning differences, instructional strategies, and collaboration in special education;

  • implement action research processes to contribute to improved special education services to individuals with disabilities; and

  • promote professional and ethical practices in the field of special education.

 

Master of Science in Special Education for Students Already Certified in Special Education (Strand C)

 

Strand C (30 credits)

Professional Education (6 credits):

SPED 566 Legal and Administrative Issues in Special Education 3

SPED 532 Contemporary Issues in Special Education 3

 

Strand C (15 credits):
Electives–students usually take 15 credits of advanced-level course work in special education. Up to 6 credits of related course work from other departments may be included at the advisor's discretion.


Research (9 credits):

SPED 598 Research in Special Education 3

SPED 596 Designing Action Research in Special Education (Plan E) 3

SPED 597 Implementing and Documenting Action Research in Special Education (Plan E) 3 

 

Master of Science in Special Education for Students Already Certified in Other Areas (Strand A)

Strand A (30 credits)

Completion of Planned Program does not lead to cross endorsement in special education

Professional Education (6 credits):

SPED 566 Legal and Administrative Issues in Special Education 3

SPED 532 Contemporary Issues in Special Education 3


Strand A (15 credits):
Choose 6 credits from:

SPED 511 Behavioral/Emotional Disorders 3

SPED 512 Learning Disabilities 3

SPED 513 Developmental Disabilities 3


Choose at least 9 credits from:

SPED 506 Foundations of Language for the Exceptional Child 3

SPED 510 Inclusive Education 3

SPED 536 Autism Spectrum Disorder 3

SPED 560 Positive Classroom Management for Students Receiving Special Education Services 3

SPED 578 The Juvenile Offender with Special Education Needs 3

SPED 580 Collaborative Process in Special Education 3

SPED 581 Assistive Technology in Special Education 3

SPED 595 Topics in Special Education 1-3

Note: Other courses offered in the Department of Special Education may be substituted as they become available; i.e., special topics.


Research (9 credits):

SPED 598 Research in Special Education 3

SPED 596 Designing Action Research in Special Education (Plan E) 3

SPED 597 Implementing and Documenting Action Research in Special Education (Plan E) 3


Master of Science in Special Education for Students with Certification in Other Areas of Education Seeking Cross Endorsement in Special Education (Strand B)

Program Rationale:

The Master of Science in Special Education is designed to prepare general education teachers to possess the knowledge, skills and professional dispositions to develop effective teaching and learning environments for individuals with disabilities. This program track is designed for students who have certification in elementary education or a 7-12 secondary subject certificate in biology, business, chemistry, earth science, English, history/social studies, mathematics, or physics. Strand B both leads to a master's degree and provides coursework that may lead to a cross endorsement for either elementary or secondary (including middle school) education. Students in Strand B must have a current Connecticut certification. The curriculum for this program is aligned with the standards of the Council for Exceptional Children (CEC). Courses required in Strand B are aligned with the certification requirements of the Connecticut State Department of Education.

 

Program Learning Outcomes:

Students in this program will be expected to:

  • demonstrate knowledge of foundational issues in special education and their impact on the field;

  • demonstrate knowledge of the development and characteristics of learners, individual learning differences, and appropriate instructional strategies;

  • promote effective learning environments and social interactions for individuals with disabilities;

  • demonstrate knowledge of typical and atypical language development, cultural implications of language development, and alternative approaches to communication;

  • further their knowledge of instructional planning, assessment, and collaboration to address the learning differences of individuals with a wider variety of academic problems;

  • implement action research processes to contribute to improved special education services to individuals with disabilities; and

  • promote professional and ethical practices in the field of special education.

 

Strand B (36-39 credits)

Completion of Planned Program leads to an endorsement in special education.

Professional Education (3 credits):

SPED 532 Contemporary Issues in Special Education 3


Strand B (24 credits):

SPED 511 Behavioral/Emotional Disorders 3

SPED 512 Learning Disabilities 3

SPED 513 Developmental Disabilities 3

SPED 514 Cognitive Behavior Management and Social Skills Strategies 3

SPED 515 Assessment in Special Education 3

SPED 516 Instructional Programming for Students with Exceptionalities 3

SPED 517 Instructional Methods for Students with Special NeedsElementary 3

     or 

SPED 518 Instructional Methods for Students with Special NeedsSecondary 3


and one of the following:

SPED 521 Student Teaching in Special EducationElementary 3

SPED 522 Student Teaching in Special EducationSecondary 3

SPED 523 Practicum in Special EducationElementary 3

SPED 524 Practicum in Special Education
Secondary 3


Research (9 credits):

SPED 598 Research in Special Education 3

SPED 596 Designing Action Research in Special Education (Plan E) 3

SPED 597 Implementing and Documenting Action Research in Special Education (Plan E) 3

 

Post-Baccalaureate Certification in Special Education

Program Rationale:

This non-degree program is designed for students who, after receiving an undergraduate degree that did not lead to teacher certification (i.e., psychology, sociology, general sciences, human services, mathematics, business, liberal arts, etc.), want to pursue coursework leading to teacher certification in special education. The curriculum for this program is aligned with the standards of the Council for Exceptional Children (CEC) and the certification requirements of the Connecticut State Department of Education.

 

Program Learning Outcomes:

Students in the program are expected to:

  • demonstrate knowledge of foundational issues in special education and their impact on the field;

  • demonstrate knowledge of the development and characteristics of learners, individual learning differences, and appropriate instructional strategies;

  • promote effective learning environments and social interactions for individuals with disabilities;

  • demonstrate knowledge of typical and atypical language development, cultural implications of language development, and alternative approaches to communication;

  • demonstrate knowledge of instructional planning, assessment, and collaboration to address the learning differences of individuals with disabilities; and

  • promote professional and ethical practices in the field of special education.

 

Course and Capstone Requirements:

Professional Requirements (13 credits)

30 hours of verified field experience with regular education students; 10 hours of verified field experience with exceptional learners.

 

EDTE 315 Principles of Learning: Elementary 4

SPED 501 Education of the Exceptional Learner 3

RDG 315 Comprehensive Reading Instruction I 3

MATH 113 Structure of Mathematics I: Number Systems 3

 

Specialization Requirements (31 credits)

SPED 511 Behavioral/Emotional Disorders 3

SPED 512 Learning Disabilities 3

SPED 513 Developmental Disabilities 3

SPED 514 Cognitive Behavior Management and Social Skills Strategies 3

SPED 515 Assessment in Special Education 3

SPED 516 Instructional Programming for Students with Exceptionalities 3

SPED 517 Instructional Methods for Students with Special Needs- Elementary 3

SPED 518 Instructional Methods for Students with Special Needs- Secondary 3

SPED 520 Student Teaching Seminar 1

SPED 521 Student Teaching in Special Education-Elementary (eight weeks) 3

SPED 522 Student Teaching in Special Education-Secondary (eight weeks) 3

 

Note: It is the student's responsibility to consult the advisor on a regular basis since program policies and procedures are subject to change.

Students must be sure to consider prerequisite requirements before registering for courses. Numerical listing does not necessarily indicate correct sequence.

In addition to maintaining a 3.00 overall average, students must maintain a B- (2.70) average in special education courses to be recommended for certification.

The School of Education and Professional Studies requires students to complete a departmental performance assessment in order to qualify for student teaching and to complete the Professional Program. In addition, students are expected to abide by the standards outlined in the current Undergraduate Catalog for maintaining good standing in the Professional Program.

Admission to the Professional Program is a prerequisite for SPED 515-522, EDTE 315, and RDG 315.

SPED 516, 517, and 518 may be counted toward a master's degree in special education.

 

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