|
School of Education Master of Education (M.Ed.)
in Exceptional Children and Youth |
Program Policy Statement
A. Purpose Statement
B. Origin of the Program
C. Administration and Faculty
D. Degrees Offered
Part II.
Admission
A. University Policy on
Admission
B. University Admission
Procedures
C. Specific Requirements for
Admission into the M.Ed. in Exceptional Children and Youth
Part III.
Degree Requirements for the M. Ed. in Exceptional Children and Youth
A. Degree Requirements
1. Degree Candidates who are Currently Certified (Degree only
track)
2. Degree Candidates who are Seeking Initial Certification (MPCP track)
3. Degree Candidates who are Seeking Dual
Certification (‘4+1’ track)
B. Non-Registered Degree Requirements
Part IV.
General Information
A. Financial Assistance
B. Advisement
C. Application for Advanced Degree
D. Graduate Grade Point Average
E. Continuous Registration and Leaves of Absence
F. Sustaining Status
G. Time Limits for the Completion of Degree
Requirements
H. Extension of the Time Limit
I. Transfer of Credit Earned as a Continuing Education Student at
the
J. Transfer of Credit from Another Institution
K. Transfer
of Credit from the Undergraduate Division at the
A. Professional Standards
B. Recommended Specialty Courses
C. MPCP Course Sequence
D. 4+1 Course Sequence
Effective: Fall 201109
A. Purpose
Statement
The Master of
Education (M.Ed.) in Exceptional Children and Youth degree program is designed
to develop professional educators committed to careers working with individuals
with disabilities. Graduates are prepared to work as special education
teachers, education consultants, and educational technology specialists.
Eight concentrations,
representing different focus areas and certification tracks, are offered in the
program as indicated in the table below.
FocusA areas of includespecialization
are: (1) Elementary Special Education,
(2) Secondary Special Education, (3) Special Education Technology, and (4)
Severe Disabilities. Certification tracks include:
The program is comprised of two tracks: (1)
the Masters Program (EEC) advanced degree only track for teachers with an initial
teaching certificate in special or general education or those not intending to
pursue certification, and (2) the Masters Plus Certification
Program (MPCP) track for those seeking an initial teaching certificate in
addition to the degree, and (3) a dual certification (4+1) program track for
secondary education undergraduates seeking an advanced degree and certification
in special education.
|
Certification
Tracks Focus Areas |
Advanced
degree only (M.Ed.) |
Masters
Plus Certification Program (M.Ed. plus initial
certification) |
Dual
Certification for Secondary Education Undergraduates (Bachelor’s plus M.Ed. and
second certification) |
|
Elementary |
EEC ELEM |
MPCP ELEM |
n/a |
|
Secondary |
EEC SEC |
MPCP SEC |
4+1 SEC |
|
Severe
Disabilities /Autism |
EEC
SD/Autism |
MPCP
SD/Autism |
n/a |
|
Special
Education Technology |
EEC SET |
n/a |
n/a |
Areas of specialization are: (1)
Elementary Special Education, (2) Secondary and Transition Special Education,
(3) Special Education Technology, and (4) Severe Disabilities. The program is
appropriate for teachers with certification in special and general education
who wish to develop professionally. Additionally, a Masters Plus
Certification Program (MPCP) track is available for candidates pursuing an
initial teaching certification and the advanced degree.
The Exceptional Children and Youth
program and candidate professional performance requirements have been aligned
with the Content Standards of the Council for Exceptional Children, the
Delaware Teaching Standards, and the Teacher Education Conceptual Framework
Outcomes of the
The conceptual framework for teacher education programs at
the
Reflective Practitioners. Although content knowledge and instructional
skills are essential, teaching cannot be reduced to simple formulas or recipes
for success. Rather, the competent
educator is characterized by habits of mind that emphasize critical thinking,
experimentation, and openness to change.
In special education, teachers work with individuals with unique needs
and problems that demand thoughtful analysis and flexible application of
professional skills and knowledge.
Serving Diverse Communities of Learners. An essential disposition of an effective
special education teacher is the belief that all individuals can learn. Special educators value diversity and
individual differences in intellect, physical abilities, sensory capacities,
and cultural background. Our program is
committed to the inclusion of persons with disabilities into all aspects of
contemporary society and to empowering teachers to advocate for and facilitate
this inclusion.
Scholars. Effective educational practice is grounded in
theory and research about human development and learning, instructional
methods, curriculum, and educational policy.
The knowledge base in special education is large and growing. We believe that an essential disposition of
an effective special education teacher is to value this knowledge base and to
critically apply this knowledge to inform professional decision making and
practice.
Problem solvers. Teachers encounter professional challenges
every day. Effective teachers construct practical, effective approaches to
these challenges using a sound base of theory and research. Special educators dedicate themselves to
meeting the needs of diverse students.
Thus, special educators must commit themselves to a systematic problem
solving process focused on assessing the needs of individual students and
planning effective instructional programs that meet those needs.
Partners. Because of the complexity of their students’
problems, special educators, even more than other educators, are skilled in
collaborating with families and with other professionals and community agencies
to coordinate education services for individuals with disabilities. Our program
instills in our candidates both the orientation and the requisite skills for
productive partnerships.
B. Origin of
the Program
The University's Specializationfocus
area in Special Education Technology. In 2002, in response to requirements for
accreditation by the National Council for the Accreditation of Teacher
Education (NCATE) programs, the M.Ed. in Exceptional Children and Youth program
embedded language development competencies in its Core courses. In 2003, in
response to growing needs in the state, the program sought and received
“approved program” status from the State of Delaware for its specializationfocus
area in Severe Disabilities. In 2005, the State provided funding to support the
clinical supervision of candidates in an MPCP track, which facilitated the
enrollment of student cohorts and partnership with schools for a year-long paid
teacher internship. In 2011 a 4+1 (dual
certification) track was added to help meet the need
for highly qualified secondary special educators.
C.
Administration and Faculty
The Committee on Graduate
Studies in Education is the SOE-level committee that administers all the
graduate programs, including the M. Ed. in Exceptional Children and Youth
Program. The committee is composed of five faculty members from the SOE, a
graduate student member selected by the Education Graduate Association, and the
Assistant Director of the SOE, who also serves as the SOE Graduate Coordinator.
The SOE is committed to the
recruitment, support, and retention of full-time, tenure-line faculty members
in the area of special education. Faculty members who teach graduate courses
and advise graduate students in the SOE must have a doctorate or equivalent. In
some instances, persons with a master’s degree and special expertise in a
relevant area of Education as a result of concentrated study, employment
experience, or service may be recommended for graduate teaching. In such cases,
the faculty member must have a record of successful teaching in the relevant
area of Education, proven scholarly ability, and the endorsement of the Special
Education faculty and the SOE Director.
Special Education faculty members review candidates for admission
to the M.Ed. in Exceptional Children and Youth Program, serve as advisers to
candidates admitted to the program, teach courses in the program, and evaluate
candidates’ exhibits and other performance products.
D. Degrees Offered
The degree awarded to candidates
who complete this program is an M.Ed. in Exceptional Children and Youth. Most
graduates who earn this degree seek to apply their newly acquired knowledge and
skills in their current teaching roles in Delaware public or private schools.
Part II. Admission
A. University Policy on
Admission
Admission to the graduate program
is competitive. Those who meet stated minimum requirements are not guaranteed
admission, nor are those who fail to meet all of those requirements necessarily
precluded from admission if they offer other appropriate strengths.
B. University Admission
Procedures
Applicants must submit all of the
following items to the Office of Graduate Studies before admission is
considered. Application due dates vary by the desired certification
track.
·
·
M.Ed. advanced degree only: April 1 for
admission in the subsequent Fall semester, and November 1 for admission in the
subsequent Spring semester.
·
MPCP:
February 15 for admission the following summer.
·
4+1 dual
certification: January 15 of junior year for admission in the subsequent Fall
semester.
Completed applications are due
by November 1 for admission in the subsequent Spring semester and by April 1
for admission in the subsequent Fall semester. For MPCP candidates, completed
applications are due by February 15.
Incomplete applications will not
be considered, and applications will not be considered at other times. Admission
application forms are available online from the Office of Graduate Studies ( http://www.udel.edu/gradoffice/apply/
).
A nonrefundable application fee
must be submitted with the application. Checks must be made payable to the
University of Delaware. Applications received without the application fee will
not be processed. Foreign students may utilize either a check or an
International Postal Money Order to remit payment in U.S. currency.
An official transcript of all
previous college records must be sent directly from the institution to the
Office of Graduate Studies. Students who have attended the University of
Delaware need not supply a transcript from Delaware. Transcripts issued in a
language other than English must be accompanied by an official translation into
English. If the rank of the student is not displayed on the transcript or
diploma, an official letter of explanation and ranking from the institution
where the degree was earned is required.
Applicants must submit at least
three letters of recommendation. The Special Education faculty recommend that
these letters be written by teaching supervisors and professors who know the
applicant well.
If English is not their first language, international student
applicants must demonstrate a satisfactory level of proficiency in the English
language on the Test of English as a Foreign Language (TOEFL). The TOEFL is
offered by the Educational Testing Service in test centers throughout the
world. TOEFL scores that are more than two years old are not acceptable. In
order for a student visa to be issued, international students first must be
offered admission to the University and provide evidence of adequate financial
resources. The University has been authorized under federal law to enroll
non-immigrant alien students. International students are required to purchase
the University-sponsored insurance plan or its equivalent.
It is a Delaware State Board
of Health Regulation and a University of Delaware mandate that all entering
graduate students born after January 1, 1957 give proof of proper immunization
for measles, mumps, and rubella. If immunization requirements are not met, the
student will not be eligible to register. Specific information may be obtained
from the Student Health Service at 302-831-2226.
C. Specific
Requirements for Admission into the M.Ed. in Exceptional Children and Youth
Admission decisions are made
by the full-time faculty in Special Education. Students will be admitted to the
program based upon enrollment availability and evidence that they meet or
exceed the following minimum recommended entrance requirements:
·
a baccalaureate degree from an accredited college or university, or for 4+1
applicants, current enrollment in a University of Delaware secondary education
major.
·
an undergraduate cumulative grade index of 3.0.
·
a graduate cumulative grade index of 3.5 if graduate courses were
taken.
·
for students whose native language is not English, an officially
reported TOEFL test score of at least 600 (paper-based), 250 (computer-based), or 100 (internet-based).
·
applicants with no prior teaching certification must submit an
official copy of Praxis I scores as part of their application.
·
three letters of recommendation from professors or supervisors.
·
a writing sample on an important topic in the field of special
education:
The applicant should address one of the following questions in a
brief essay of 500 words or less:
1. Select an important problem facing individuals with
disabilities or the schools, teachers, parents, or other people who work with
them and propose a solution to this problem.
2. Describe an experience in your own life that influenced your
decision to work with individuals with disabilities.
Part III. Degree
Requirements for the M.Ed. in Exceptional Children and Youth
A. Degree Requirements
The M.Ed. in Exceptional Children and Youth requires a minimum of
33 credits of graduate-level coursework, including 6 Core courses (18 credits)
and 5 Specializationfocus area
courses (15 credits). Degree candidates enter into one of the following two three tracks:
1. M.Ed. Only
for candidates entering with teacher certification;
2. Masters Plus
Certification Program (MPCP) for candidates seeking initial certification;
3.
4+1 for candidates combining undergraduate and
graduate programs to obtain dual certification.
1.
M.Ed.
OnlyCandidates entering the M.Ed. with Teacher
Certification:
(Concentrations: EEC-ELEM;
EEC-SEC; EEC-SD/AUTISM; EEC-SET)
|
Required
Core coursework |
18 credits
|
|
EDUC 623,
Applied Human Development in the Schools |
|
|
Select
one methods course: EDUC 679,
Methods of Instructing Learners with Mild Disabilities (elementary) or EDUC 674,
Instructional Methods Secondary Special Education or EDUC 625,
Methods of Instruction: Severe Disabilities |
|
|
EDUC 680,
Educational Diagnosis |
|
|
EDUC 681,
Techniques for Behavior Change |
|
|
EDUC 682,
Research in Special Education |
|
|
EDUC 745,
Collaborative Teaming in Special Education |
|
|
|
15 credits
|
|
Students
choose a |
|
|
Students
may choose to complete a Master’s Thesis for 6 credits and 9 credits of
coursework to satisfy this requirement. |
|
|
TOTAL
CREDITS FOR DEGREE |
33 credits
|
|
Non-Registered
Degree Requirements for the |
|
|
All students
will complete either a thesis (see option above) or a case study final paper
as an exit requirement for this degree. Candidates
Seeking a Second Certificate in DE: With
the approval of a special education faculty adviser, students with initial
certification in general education
may take Students with initial certification in special education who desire a second
certificate in severe disabilities/autism, may qualify through completion of the
master’s core and severe disabilities specialty requirements. Consult with a
faculty adviser to confirm course requirements. |
|
2.
MPCP:
(Concentrations: MPCP-ELEM;
MPCP-SEC; MPCP-SD/AUTISM)
Candidates entering the M.Ed.
who are seeking initial certification (MPCP track) must select one of the three
state-approved certification specialties: (a) elementary special education; (b)
secondary special education; or (c) severe disabilities/autism. Courses must be
taken in prescribed sequence (see Appendix C).
2 (a) MPCP Elementary
Special Education (initial certification)
|
Required
Core coursework |
18 credits
|
|
|
EDUC 623,
Applied Human Development in the Schools |
||
|
EDUC 679,
Methods of Instructing Learners with Mild Disabilities |
||
|
EDUC 680,
Educational Diagnosis |
||
|
EDUC 681,
Techniques for Behavior Change |
||
|
EDUC 682,
Research in Special Education |
||
|
EDUC 745,
Collaborative Teaming in Special Education |
||
|
|
15 credits
|
|
|
EDUC 608, Foundations
of Reading |
||
|
EDUC 609,
Assessment & Instruction of Reading |
||
|
EDUC 652,
Intro. to Technology in Special Education and Rehabilitation OR EDUC 653,
Computer-Assisted Instruction in Remedial/Special Education OR EDUC 655,
Assistive Technology |
||
|
EDUC 658,
Discipline and Classroom Management |
||
|
EDUC 750
Teaching Internship: Special Education |
||
|
TOTAL
CREDITS FOR DEGREE |
33 credits
|
|
|
Non-Registered
Degree Requirements for this Concentration: |
||
|
All
students will complete a final paper as an exit requirement for this degree. |
||
|
All
students in this track who are seeking initial certification are required to
show evidence of having taken a state-designated content area knowledge test,
such as Praxis II. This test will be considered an exit requirement, and
students must take the test no later than the point at which they have earned
27 graduate credits in the program. |
||
|
All
students must complete a supervised student teaching experience in order to
be eligible for certification. Students complete this requirement by
registering for an additional 3 credits of EDUC 750 Teaching Internship: Special
Education. These credits do not count towards M.Ed. degree requirements. |
||
|
Students
in this track who are seeking initial certification as an elementary special
education teacher may need to complete the additional coursework below as
pre-requisite courses, depending upon their previous educational background
and coursework. |
|
|
|
EDUC 697,
Education of the Exceptional Child |
|
|
|
EDUC 620,
Foundations of Reading Instruction |
|
|
|
EDUC 731, Foundations
of Math Instruction K-12 |
|
|
2 (b). MPCP Secondary
special education (initial certification)
|
Required
Core coursework |
18 credits
|
|
|
EDUC 623,
Applied Human Development in the Schools |
||
|
EDUC 679,
Methods of Instructing Learners with Mild Disabilities |
||
|
EDUC 680,
Educational Diagnosis |
||
|
EDUC 681,
Techniques for Behavior Change |
||
|
EDUC 682,
Research in Special Education |
||
|
EDUC 745,
Collaborative Teaming in Special Education |
||
|
|
15 credits
|
|
|
EDUC 673,
Transitions from Secondary Special Education |
||
|
EDUC 674,
Instructional Methods in Secondary Special Education |
||
|
EDUC 652,
Intro. to Technology in Special Education and Rehabilitation OR EDUC 653,
Computer-Assisted Instruction in Remedial/Special Education OR EDUC 655,
Assistive Technology |
||
|
EDUC 658,
Discipline and Classroom Management |
||
|
EDUC 750
Teaching Internship: Special Education |
||
|
TOTAL
CREDITS FOR DEGREE |
33 credits
|
|
|
Non-Registered
Degree Requirements for this Concentration: |
||
|
All
students will complete a final paper as an exit requirement for this degree. |
||
|
All
students in this track who are seeking initial certification are required to
show evidence of having taken a state-designated content area knowledge test,
such as Praxis II. This test will be considered an exit requirement, and
students must take the test no later than the point at which they have earned
27 graduate credits in the program. |
||
|
All
students must complete a supervised student teaching experience in order to
be eligible for certification. Students complete this requirement by registering
for an additional 3 credits of EDUC 750 Teaching Internship: Special
Education. These credits do not count towards M.Ed. degree requirements. |
||
|
Students
in this track who are seeking initial certification as a secondary special
education teacher may need to complete the additional coursework below as
pre-requisite courses, depending upon their previous educational background
and coursework. |
||
|
EDUC 697,
Education of the Exceptional Child |
|
|
|
EDUC 620,
Foundations of Reading Instruction |
|
|
|
EDUC 731, Foundations
of Math Instruction K-12 |
|
|
2
(c) MPCP
Severe Disabilities/ Autism (initial certification)
|
Required
Core coursework |
18 credits
|
|
|
EDUC 623,
Applied Human Development in the Schools |
||
|
EDUC 679,
Methods of Instructing Learners with Mild Disabilities |
||
|
EDUC 680,
Educational Diagnosis |
||
|
EDUC 681,
Techniques for Behavior Change |
||
|
EDUC 682,
Research in Special Education |
||
|
EDUC 745,
Collaborative Teaming in Special Education |
||
|
|
15 credits
|
|
|
EDUC 624
Introduction to Severe Disabilities/Autism |
||
|
EDUC 625,
Methods of Instruction: Severe Disabilities |
||
|
EDUC 626 Functional Communication |
||
|
EDUC 652,
Intro. to Technology in Special Education and Rehabilitation OR EDUC 653,
Computer-Assisted Instruction in Remedial/Special Education OR EDUC 655,
Assistive Technology |
||
|
EDUC 750 Teaching Internship: Special
Education |
||
|
TOTAL
CREDITS FOR DEGREE |
33 credits
|
|
|
Non-Registered
Degree Requirements for this Concentration: |
||
|
All
students will complete a final paper as an exit requirement for this degree. |
||
|
All
students in this track who are seeking initial certification are required to
show evidence of having taken a state-designated content area knowledge test,
such as Praxis II. This test will be considered an exit requirement, and
students must take the test no later than the point at which they have earned
27 graduate credits in the program. |
||
|
All
students must complete a supervised student teaching experience in order to
be eligible for certification. Students complete this requirement by
registering for an additional 3 credits of EDUC 750 Teaching Internship:
Special Education. These credits do not count towards M.Ed. degree
requirements. |
||
|
Students
in this track who are seeking initial certification as a severe
disabilities/autism special education teacher may need to complete the
additional coursework below as pre-requisite courses, depending upon their
previous educational background and coursework. |
||
|
EDUC 697,
Education of the Exceptional Child |
|
|
|
EDUC 620,
Foundations of Reading Instruction |
|
|
|
EDUC 731, Foundations
of Math Instruction K-12 |
|
|
3. 4+1 (dual
certification)
Courses must be taken in
prescribed sequence, unless alternate sequence approved by the program
coordinator on an individual basis (see Appendix D).
|
Required
Core coursework |
18 credits |
|
EDUC 674, Instructional
Methods Secondary Special Education |
|
|
EDUC 680,
Educational Diagnosis |
|
|
EDUC
658 Discipline and Classroom
Management |
|
|
EDUC 757 Teaching Reading to
Adolescents with Special Education Needs |
|
|
EDUC 682,
Research in Special Education |
|
|
EDUC 745,
Collaborative Teaming in Special Education |
|
|
Focus Area
Coursework |
15 credits |
|
EDUC 673,
Transitions from Secondary Special Education |
|
|
EDUC 652,
Intro. to Technology in Special Education and Rehabilitation OR EDUC 653,
Computer-Assisted Instruction in Remedial/Special Education OR EDUC 655,
Assistive Technology |
|
|
EDUC 681
Techniques for Behavior Change OR advisor-approved course related to
content area |
|
|
EDUC 750 Teaching Internship: Special Education (6
credits) |
|
|
TOTAL
CREDITS FOR DEGREE |
33 credits |
|
Non-Registered
Degree Requirements for this Concentration: |
|
|
All
students will complete a final paper as an exit requirement for this degree. |
|
|
All students
in this track are required to show evidence of having taken a
state-designated special education knowledge
test, such as Praxis II. This test will be considered an exit requirement. |
|
B.
Non-Registered Degree Requirements
Students will pursue one of
two options as a final demonstration of learning: (1) Final Paper or (2) Thesis
(1) Final Paper
Students will write a paper
that demonstrates their ability to apply the knowledge gained in the program to
educational practice. This final paper will require integration of scholarly
knowledge with practical expertise and problem solving. For candidates pursuing
the M.Ed. degree only or the 4+1 track, the topic of the
final paper will be a case study and related questions selected by the special
education faculty (see a: Case Study below).
For students pursuing the M.Ed. degree and initial certification (MPCP),
the final paper requirement will be met through two project-related papers
completed during the teaching internship (see b: MPCP Internship Papers below).
(a)
Case Study.
Candidates must notify their academic adviser and the M.Ed. program
coordinator of their intention to complete the final paper case study within the first two weeks of the Spring
or Fall semester in which they plan to complete
the final paper. The paper should be completed in the semester in which the
student plans to graduate and with not more than one course taken concurrently.
If the student anticipates a summer graduation, then the paper should be
completed in the Spring before graduation with no more than one course to be
taken in the summer of graduation.
Candidates will be given a one-
to two-page case narrative related to their specializationfocus area.
The case will be chosen by the special education faculty and will include
approximately five questions relevant to the Council for Exceptional Children
Content Standards and appropriate Knowledge and Skills Standards. The candidate
will be required to write essay responses (a maximum of 15 pages total) that
incorporate information from scholarly literature.
The candidate will receive the
case and questions from the M.Ed. program coordinator by March 1 in the Spring
semester or October 1 in the Fall
semester. The candidate’s final paper response is due to the M.Ed. program
coordinator on April 1 in the Spring semester or November 1 in the Fall semester.
Within one month of receipt,
the final paper will be evaluated by the candidate’s academic adviser and one
other special education faculty member selected by the M.Ed. coordinator. Each
evaluator will determine whether the paper is exemplary, acceptable, or
unacceptable. Candidates receiving two ratings of acceptable or higher will be
notified by the M.Ed. Coordinator that they have met the final paper
requirement. If one evaluator deems the paper unacceptable, the M.Ed. coordinator
will assign a third faculty member to evaluate the paper. If two faculty
members deem the paper unacceptable, then the candidate must revise the paper.
To guide revisions, candidates will receive comments from the M.Ed. coordinator
based on a synthesis of comments from the evaluators. Acceptable revisions must
be received by the M.Ed. coordinator before May 10 in the Spring semester or December 10 in the Fall semester to
meet deadlines for graduation in the same semester.
(b) MPCP Internship Projects. During
the fall and spring semesters of the second year of study, MPCP students will
complete two projects as part of
The final paper requirement for
MPCP candidates consists of two papers based on the internship projects. The
B. Master’s Thesis
A student may desire to
complete a research-based master’s thesis in place of the final paper and two
of the required courses The student must follow the approved Policy and
Guidelines for the Completion of a Master’s Thesis in the School of Education.
Students will register for six credits of EDUC 869: Master’s Thesis.
To be eligible to conduct
thesis research, a student must have:
1. completed all core graduate courses (except those for which the
thesis will be substituted) and at least two of the courses that are required
in his/her SpecializationFocus area,
2. achieved a cumulative graduate grade point average of 3.3 or
higher,
3. identified a faculty member in the School of Education who has
agreed to supervise his/ her thesis research, and
4. received written approval from
his/her faculty adviser and the faculty coordinator of the Exceptional Children
Program for the degree requirements that will be waived for the master’s
thesis.
Part V. General Information
A. Financial Assistance
Financial assistance for full-time students in the M.Ed. program
is obtained from a variety of external sources and will therefore vary in form
and availability. Assistance will be awarded on a competitive basis to
applicants best fitting the needs of the granting agencies and sponsoring
faculty. Students receiving full stipends will be expected to work up to 20
hours per week on faculty projects and students are expected to maintain
full-time status.
B.
Advisement
Upon admission to the M.Ed. program, candidates will be
assigned an academic adviser from among the Special Education faculty.
Candidates should meet with their adviser prior to enrolling in courses to
develop a Program of Study that meets all program requirements.
Candidates should consult with their adviser to discuss any
proposed changes to the planned program of study. Advisers must approve or
disapprove requests for course transfers, leaves of absence, graduation, and
other requests related to a candidate’s academic program.
C. Application for Advanced
Degree.
To initiate the process for degree conferral,
candidates must submit an "Application for Advanced Degree" to the
Office of Graduate Studies. The application deadlines are February 15 for
Spring candidates, May 15 for Summer candidates, and September 15 for Winter
candidates. The application must be signed by the candidate's adviser and by
the Director or the Assistant Director of the School of Education. An application fee must be paid when the application is
submitted. The application form and fee information may be found at http://www.udel.edu/gradoffice/polproc/#steps
.
Students must be registered in a course or for sustaining status in the semester of degree conferral.
D. Graduate Grade Point
Average.
Students must have a minimum
overall cumulative grade point average of 3.0 to be eligible for the degree. In
addition, the grades in courses applied toward the degree program must equal at
least 3.0. All graduate-numbered courses taken with graduate student
classification at the University of Delaware are applied to the cumulative
index. Credit hours and courses for which the grade is below "C-" do
not count toward the degree even though the grade is applied to the overall
index. Candidates should see that their instructors have submitted all final
grades.
E. Continuous Registration and Leaves of
Absence
Once
admitted to the M.Ed., students are expected to enroll in at least one course
each Fall and Spring semester in accordance with the University’s policy on
Continuous Registration. MPCP students must enroll in the prescribed courses
each semester to remain in the MPCP track.
Students may request a leave of absence during a Fall or
Spring semester for personal, medical or professional reasons by sending a
written letter or an e-mail to their academic adviser. The academic adviser
will make a recommendation to the M.Ed. program coordinator and the Office of
Graduate Studies. For additional information, see http://www.udel.edu/gradoffice/polproc/index.html
F. Sustaining Status
Students
who have completed all coursework, but require additional time to complete the final
paper (or Thesis) requirement must register in the Fall or Spring semesters as
UNIV 895 Master’s Sustaining: Non-Thesis (or
UNIV 899 -Thesis). Summer registration for Sustaining status is required only
if a student plans to graduate in the summer, and is not taking a summer
course.
G. Time Limits for the
Completion of Degree Requirements.
Time limits for the completion of
degree requirements begin with the date of matriculation and are specifically
expressed in the student's letter of admission. The University policy for
students entering a master's degree program is ten consecutive semesters to
complete the degree requirements. Students who change their degree plan and
have transferred from one degree program to another degree program are given
ten consecutive semesters from the beginning of the first year in the latest
program.
H. Extension of the Time
Limit.
An extension of time limit may be
granted for circumstances beyond the student's control. Requests for time
extensions must be made in writing and approved by the student's adviser and
the Director or Assistant Director of the School of Education. The
Director/Assistant Director will forward the request to the Office of Graduate
Studies. The Office of Graduate Studies will determine the student's
eligibility for a time extension and will notify the student in writing of its
decision to grant an extension of time.
I. Transfer of Credit
Earned as a Continuing Education Student at the University of Delaware.
Students who complete graduate credits with the classification of
CEND (Continuing Education Nondegree) at the University of Delaware may use a
maximum of 9 graduate credits earned with this classification toward their
graduate degree. The CEND credits, grades, and quality points become a part of
the student's academic record and grade point average. CEND credit can be
transferred provided that: (a) the course was at the 600 or 800 level, (b) the
course was taken within the time limit appropriate for the degree, (c) the
course was approved by the student's adviser and the Director/Assistant
Director of the School of Education, and (d) the course was in accord with the
requirements for the degree.
J. Transfer of Credit from
Another Institution.
Graduate credit earned at another
institution will be evaluated at the written request of the student. Such a
request should be submitted first to his or her adviser using a Request for
Transfer of Graduate Credit form. A maximum of 9 credits required for the
degree will be accepted provided that such credits: (a) were earned with a
grade of no less than B-, (b) are approved by the student's adviser and the
Director/Assistant Director of the School of Education, (c) are in accord with
the requirements of the degree, (d) are not older than five years, and (e) were
completed at an accredited college or university. The credits, but not the
grades or quality points, are transferable to University of Delaware graduate
records. Graduate courses counted toward a degree received elsewhere may not be
used. Credits earned at another institution while the student was classified as
a continuing education student at that institution are not eligible to be
transferred to one's graduate degree at the University of Delaware. Credits
from institutions outside of the United States are generally not transferable
to the University of Delaware.
K. Transfer of Credit from
the Undergraduate Division at the University of Delaware.
Students (except those in the 4+1 track)
who wish to transfer credits from their undergraduate record to
their graduate record may transfer a limited number by arranging with the
department to have these courses approved by their instructors before the
courses are taken. These courses must be at the 600-level, and the student must
perform at the graduate level. They must be in excess of the total required for
the baccalaureate degree, must have grades of no less than B-, and must not be
older than five years. The credits, grades, and quality points will transfer.
Appendix A
Professional Standards
Alignment of Institutional, State, and Professional Standards for Special
Educators
|
University
of Delaware (UD) Conceptual Framework Outcomes |
Delaware
Teaching Standards
|
Council for
Exceptional Children (CEC) Competencies |
|
4. Possess the content knowledge (including
pedagogical content knowledge) essential for teaching the major concepts and
intellectual processes of the disciplines in their field |
#1 Content The teacher understands the
core concepts and structure(s) of the discipline(s) and creates learning
experiences that make the content meaningful to students. |
Standard
1: Foundations Special educators
understand the field as an evolving and changing discipline based on
philosophies, evidence-based principles and theories, relevant laws and
policies, diverse and historical
points of view, and human issues that have historically influenced and
continue to influence the field of special education and the education and
treatment of individuals with exceptional needs both in school and society.
Special educators understand how these influence professional practice,
including assessment, instructional planning, implementation, and program
evaluation. Special educators understand how issues of human diversity can
impact families, cultures, and schools, and how these complex human issues
can interact with issues in the delivery of special education services. They
understand the relationships of organizations of special education to the
organizations and functions of schools, school systems, and other agencies.
Special educators use this knowledge as a ground upon which to construct
their own personal understandings and philosophies of special education.
|
|
3. Incorporate the knowledge of human
development into their practice to ensure developmentally appropriate
learning experiences for learners of all ages and abilities. |
#2 Human Development and Learning The teacher understands how
children develop and learn and provides learning opportunities that support
the intellectual, social, emotional and physical development of the students. |
Standard
2: Development and Characteristics of Learners Special educators know
and demonstrate respect for their students first as unique human beings.
Special educators understand the similarities and differences in human
development and the characteristics between and among individuals with and
without exceptional learning needs (ELN). Moreover, special educators
understand how exceptional conditions can interact with the domains of human
development and they use this knowledge to respond to the varying abilities
and behaviors of individual’s with ELN. Special educators understand how the
experiences of individuals with ELN can impact families, as well as the
individual’s ability to learn, interact socially, and live as fulfilled
contributing members of the community.
|
|
9. Demonstrate respect for cultural diversity
and individual differences by planning learning activities that are sensitive
to issues of class, gender, race, ethnicity, family composition, sexual
orientation, age and special needs. |
#3 Diverse Learners The teacher understands how students differ and adapts
instruction for diverse learners. |
Standard
3: Individual Learning Differences Special educators
understand the effects that an exceptional condition can have on an
individual’s learning in school and throughout life. Special educators
understand that the beliefs, traditions, and values across and within
cultures can affect relationships among and between students, their families,
and the school community. Moreover, special educators are active and resourceful
in seeking to understand how primary language, culture, and familial
backgrounds interact with the individual’s exceptional condition to impact
the individual’s academic and social abilities, attitudes, values, interests,
and career options. The understanding of these learning differences and their
possible interactions provide the foundation upon which special educators
individualize instruction to provide meaningful and challenging learning for
individuals with ELN.
|
|
2. Demonstrate their commitment to the belief
that learners of all ages and abilities can be educated, and toward the goal
of developing citizens competent to live and work in a democratic society. |
#5 Learning Environment The teacher understands
individual and group behavior and creates a learning environment that fosters
active engagement, self-motivation, and positive social interaction. |
Standard
5: Learning Environments and Social Interactions Special educators
actively create learning environments for individuals with ELN that foster
cultural understanding, safety and emotional well being, positive social
interactions, and active engagement of individuals with ELN. In addition,
special educators foster environments in which diversity is valued and
individuals are taught to live harmoniously and productively in a culturally
diverse world. Special educators shape environments to encourage the
independence, self-motivation, self-direction, personal empowerment, and
self-advocacy of individuals with ELN. Special educators help their general
education colleagues integrate individuals with ELN in regular environments
and engage them in meaningful learning activities and interactions. Special
educators use direct motivational and instructional interventions with
individuals with ELN to teach them to respond effectively to current
expectations. When necessary, special educators can safely intervene with
individuals with ELN in crisis. Special educators coordinate all these
efforts and provide guidance and direction to paraeducators and others, such
as classroom volunteers and tutors.
|
|
6. Design learning experiences and teach in
ways that promote content knowledge, skill development, critical reflections,
and problem solving according to the methods of inquiry and standards of evidence
used in their disciplines. |
#6 Planning for InstructionThe
teacher understands instructional planning and designs instruction based upon
knowledge of the disciplines, students, the community, and Delaware’s student
standards. #7 Instructional
Strategies The
teacher understands a variety of instructional approaches & uses them to
promote student thinking, understanding and application of knowledge. |
Standard 4: Instructional Strategies |
|
8. Plan and use a variety of approaches to
assessment that are authentic, developmentally appropriate, and sensitive to
the needs of different learners. |
#8 Assessment The teacher understands multiple assessment strategies and
uses them for the continuous development of students. |
Standard
8: Assessment Assessment is integral
to the decision-making and teaching of special educators and special
educators use multiple types of assessment information for a variety of
educational decisions. Special educators use the results of assessments to
help identify exceptional learning needs and to develop and implement individualized
instructional programs, as well as to adjust instruction in response to
ongoing learning progress. Special educators understand the legal policies
and ethical principles of measurement and assessment related to referral,
eligibility, program planning, instruction, and placement for individuals
with ELN, including those from culturally and linguistically diverse
backgrounds. Special educators understand measurement theory and practices
for addressing issues of validity, reliability, norms, bias, and
interpretation of assessment results. In addition, special educators
understand the appropriate use and limitations of various types of
assessments. Special educators collaborate with families and other colleagues
to assure non-biased, meaningful assessments and decision-making. Special
educators conduct formal and informal assessments of behavior, learning,
achievement, and environments to design learning experiences that support the
growth and development of individuals with ELN. Special educators use assessment
information to identify supports and adaptations required for individuals
with ELN to access the general curriculum and to participate in school,
system, and statewide assessment programs. Special educators regularly
monitor the progress of individuals with ELN in general and special
curricula. Special educators use appropriate technologies to support their
assessments.
|
|
1. Demonstrate their commitment to education
as a scholarly profession that requires ethical standards, a continuing
process of learning, and the reflective reexamination of knowledge to improve
practice. 5. Demonstrate reflective thought, critical
thinking, and the speaking, writing, technical and problem-solving skills
appropriate for the profession. |
#9 Professional Growth The teacher understands the importance of continuous
learning and pursues opportunities to improve teaching. #12 Professional Conduct The teacher understands and
maintains standards of professional conduct guided by legal and ethical
principles. #4 Communication The teacher understands and
uses effective communication. |
Standard
9:
Professional and Ethical Practice Special educators are
guided by the profession’s ethical and professional practice standards.
Special educators practice in multiple roles and complex situations across
wide age and developmental ranges. Their practice requires ongoing attention
to legal matters along with serious professional and ethical considerations.
Special educators engage in professional activities and participate in
learning communities that benefit individuals with ELN, their families,
colleagues, and their own professional growth. Special educators view
themselves as lifelong learners and regularly reflect on and adjust their
practice. Special educators are aware of how their own and others attitudes,
behaviors, and ways of communicating can influence their practice. Special
educators understand that culture and language can interact with
exceptionalities, and are sensitive to the many aspects of diversity of
individuals with ELN and their
families. Special educators actively plan and engage in activities that
foster their professional growth and keep them current with evidence-based
best practices. Special educators know their own limits of practice and
practice within them.
|
|
10. Demonstrate a disposition to work as
partners with students, families, other professionals and the wider community
to provide a supportive, safe, caring learning environment to optimize every
learners educational attainment. |
#10 Professional Relationships The teacher understands the role of the school in the
community and collaborates with colleagues, parents/guardians, and other
members of the community to support students learning and well being. |
Standard
10: Collaboration Special educators routinely
and effectively collaborate with families, other educators, related service
providers, and personnel from community agencies in culturally responsive
ways. This collaboration assures that the needs of individuals with ELN are
addressed throughout schooling. Moreover, special educators embrace their
special role as advocate for individuals with ELN. Special educators promote
and advocate the learning and well being of individuals with ELN across a
wide range of settings and a range of different learning experiences. Special
educators are viewed as specialists by a myriad of people who actively seek
their collaboration to effectively include and teach individuals with ELN.
Special educators are a resource to their colleagues in understanding the
laws and policies relevant to Individuals with ELN. Special educators use
collaboration to facilitate the successful transitions of individuals with
ELN across settings and services.
|
|
7. Use educational technology effectively
throughout the teaching and learning process. |
#11 Educational Technology The teacher understands the role of educational technology
in learning and uses educational technology as an instructional and
management tool. |
*No
separate CEC standard. Knowledge and use of technology is embedded in the
following CEC standards: *Standard
6: Language Special educators are
familiar with augmentative,
alternative, and assistive technologies to support and enhance
communication of individuals with exceptional needs.
*Standard
7: Instructional Planning Special educators are
comfortable using appropriate
technologies to support instructional planning and
individualized instruction.
*Standard
8 Assessment Special educators use appropriate technologies to
support their assessments.
|
Appendix
B
Recommended Courses for SpecializationFocus Areas
Candidates
who are not certified in special education must follow the specialty
requirements in their Program of Study. Other candidates should make choices
based on discussions with their advisers and their subsequent approval. Please
check the course descriptions in the University catalog for information about
course prerequisites. Course Descriptions may be found online at http://primus.nss.udel.edu/CoursesSearch/
Elementary Teaching Specialty
EDUC 601 Language
Development in the classroom
EDUC 608
Foundations of Reading
EDUC 609 Assess. and Instr. for Reading
EDUC 628 Strategy
Instruction in Reading and Writing for Students with Learning Problems
EDUC 675 Language
Acquisition
EDUC 658 Discipline
and Classroom Management
EDUC 685 Multimedia
Literacy
EDUC 692 Social
Skills Training for Children
EDUC 652 Introduction
to Technology in Special Education and Rehabilitation
EDUC 653 Computer-Assisted
Instruction in Remedial/Special Education
EDUC 655 Assistive
Technology
Secondary Teaching Specialty (*required for all secondary specializationfocus area
candidates)
EDUC 601 Language
Development in the classroom
EDUC 673* Transitions
from Secondary Special Education
EDUC 674* Instructional
Methods in Secondary Special Education
EDUC 628 Strategy
Instruction in Reading and Writing for Students with Learning Problems
EDUC 658 Discipline
and Classroom Management
EDUC 692 Social
Skills Training for Children
IFST HDFS 638 Adolescence and Youth: Theories
EDUC 652 Introduction
to Technology in Special Education and Rehabilitation
EDUC 653 Computer-Assisted
Instruction in Remedial/Special Education
EDUC 646 Assistive
Technology for Secondary Schools and Work
EDUC 684 Vocational
Training and Assessment of Students with Severe Disabilities
EDCE 651 Career
Development Theory and Practice
Special Education Technology Specialty
EDUC 652 Introduction
to Technology in Special Education and Rehabilitation
EDUC 653 Computer-Assisted
Instruction in Remedial/Special Education
EDUC 654 Augmentative
and Alternative Communication
EDUC 655 Assistive
Technology
EDUC 646 Assistive
Technology for Secondary Schools and Work
EDUC 685 Multimedia
Literacy
Severe Disabilities/Autism Specialty
EDUC 624 Introduction
to Autism and Severe Disabilities
EDUC 625 Methods
for Autism and Severe Disabilities
EDUC 626 Functional
Communication for Individuals with Autism
EDUC 652 Introduction
to Technology in Special Education and Rehabilitation
EDUC 654 Augmentative
and Alternative Communication
EDUC 655 Assistive
Technology
EDUC 646 Assistive
Technology for Secondary Schools and Work
EDUC 684 Vocational
Training and Assessment of Students with
Severe Disabilities
Appendix
C
|
Cohort Entering in "Odd" Years: Two-Year Sequence
of Courses |
|||
|
First Year (e.g. 2005-06) |
|||
|
Summer |
Fall |
Winter |
Spring |
|
(1) EDUC 697 (2) EDUC 620 (3) |
(1) EDUC 680 (2) |
(1) EDUC 623 |
(1) EDUC 679 (2) EDUC 674 |
|
|
|||
|
Second Year (e.g. 2006-07) |
|||
|
Summer |
Fall |
Winter |
Spring |
|
(1) EDUC 658 (2) EDUC 681 (3) EDUC 652or653 |
(1) (2) EDUC 750 |
|
(1) EDUC 682 (2) EDUC 750 |
|
Cohort Entering in "Even" Years: Two-Year
Sequence of Courses Note: (S)=Secondary Candidates Only; (E)=Elementary Candidates Only |
|||
|
First Year (e.g. 2006-07) |
|||
|
Summer |
Fall |
Winter |
Spring |
|
(1) EDUC 697 (2) EDUC 620 (3) |
(1) EDUC 680 (2) EDUC 673 |
(1) EDUC 623 |
(1) EDUC 679 (2) EDUC 674 |
|
|
|||
|
Second Year (e.g. 2007-08) |
|||
|
Summer |
Fall |
Winter |
Spring |
|
(1) EDUC 658 (2) EDUC 681 (3) EDUC 652or653 |
(1) (2) EDUC 750 |
|
(1) EDUC 682 (2) EDUC 750 |
|
Severe Disabilities: Two-Year Sequence of Courses |
|||
|
First Year (e.g. 2006-07) |
|||
|
Summer |
Fall |
Winter |
Spring |
|
(1) EDUC 697 (2) EDUC 620 (3)
|
(1) EDUC 680 (2) EDUC 624 (3) EDUC 681 |
(1) EDUC 623 |
(1) EDUC 679 (2) EDUC 625
|
.
|
Severe Disabilities: Two-Year Sequence of Courses |
|||
|
Second Year (e.g. 2007-08) |
|||
|
Summer |
Fall |
Winter |
Spring |
|
(1) EDUC 626 (2) EDUC 652or 653 |
(1) (2) EDUC 750 |
|
(1) EDUC 682 (2) EDUC 750 |
APPENDIX D
Course Sequence and Credit
Distribution for4+1 (dual certification) track within the M.Ed.
|
|
Fall |
Winter |
Spring |
|
Soph/ Jr |
Undergraduate
secondary education major requirements EDUC 415:
Practicum in secondary special education (1) |
||
|
Senior |
Undergraduate
methods course in content area (3) EDUC 680 Ed
Diagnosis (3) EDUC 673
Transition Issues (3) |
EDUC 658:
Discipline & Classroom Mgmt (3) EDUC 757: Sec
Reading for Students w/ SE Needs (3) |
Undergraduate
student Teaching & seminar in
content area (12 cr) |
|
|
Students graduate with B.A. or B.S. with institutional
recommendation for a content-area secondary education teaching certification |
||
|
Grad (+1) |
EDUC 750:
Graduate Teaching Internship (3) EDUC 674:
Methods in Sec Spec Ed (3) EDUC 745:
Collaboration (3) |
One
additional approved EDUC grad course taken during the +1 year (e.g., 681, independent study related to
content area) |
EDUC 750 Graduate
Teaching Internship (3) EDUC 682
Issues Spec Ed (3) EDUC 6xx
Assistive Tech elective (3) Non-course degree requirement: M.Ed. Final Paper |
|
|
Students will graduate with M.Ed. and
institutional recommendation for special education certification |
||