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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
2. Degree Candidates who are Seeking Initial Certification
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.
M
Effective: Fall 2008
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. 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
C.
Administration and Faculty
The Committee on Graduate
Studies in Education is the
The
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
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.
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/applicants/
).
A nonrefundable application fee
must be submitted with the application. Checks must be made payable to the
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
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
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.
·
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 score of 600 for the paper-based test or 250 for the
computer-based test.
·
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 Specialization courses (15 credits). Degree candidates enter into one of
the following two tracks:
1. Candidates entering the
M.Ed. with Teacher Certification:
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Required
Core coursework |
18 credits
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Select one
methods course: |
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Specialization
Area Coursework |
15 credits
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Students
choose a specialization in one of the following areas: elementary, secondary,
severe disabilities, and special education technology. Students take 15
credits in their area of specialization including one course in assistive or
educational technology. Recommended specialty courses are listed in Appendix
B. |
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Students
may choose to complete a Master’s Thesis for 6 credits and 9 credits of
coursework to satisfy this requirement. |
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TOTAL
CREDITS FOR DEGREE |
33 credits
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Non-Registered
Degree Requirements for this Concentration: |
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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. |
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2. 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) Elementary Special
Education (initial certification)
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Required
Core coursework |
18 credits
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Specialization
Area Coursework |
15 credits
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TOTAL
CREDITS FOR DEGREE |
33 credits
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Non-Registered
Degree Requirements for this Concentration: |
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All students
will complete a final paper as an exit requirement for this degree. |
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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. |
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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 |
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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. |
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2 (b). Secondary special
education (initial certification)
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Required
Core coursework |
18 credits
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Specialization
Area Coursework |
15 credits
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TOTAL
CREDITS FOR DEGREE |
33 credits
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Non-Registered
Degree Requirements for this Concentration: |
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All
students will complete a final paper as an exit requirement for this degree. |
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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. |
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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 |
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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. |
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2
(c) Severe Disabilities/ Autism (initial certification)
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Required
Core coursework |
18 credits
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Specialization
Area Coursework |
15 credits
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TOTAL
CREDITS FOR DEGREE |
33 credits
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Non-Registered
Degree Requirements for this Concentration: |
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All
students will complete a final paper as an exit requirement for this degree. |
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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. |
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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 |
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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. |
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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 only., 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.
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 graduate.
Candidates will be given a one-
to two-page case narrative related to their specialization. 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 or November 1.
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 or December 10 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
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 Specialization area,
2. achieved a cumulative graduate grade point average of 3.3 or
higher,
3. identified a faculty member in the
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
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
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/current/policyabsence.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
I. Transfer of Credit
Earned as a Continuing Education Student at the
Students who complete graduate credits with the classification of
CEND (Continuing Education Nondegree) at the
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
K. Transfer of Credit from
the Undergraduate Division at the
Students 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
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Teaching Standards
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Council for
Exceptional Children (CEC) Competencies |
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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.
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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.
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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.
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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.
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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 #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 |
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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.
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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.
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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.
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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 Specialization 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://chico.nss.udel.edu/CourseDesc/
Elementary Teaching Specialty
Secondary Teaching Specialty (*required for all secondary specialization
candidates)
IFST 638 Adolescence
and Youth: Theories
EDCE 651 Career
Development Theory and Practice
Special Education Technology Specialty
Severe Disabilities/Autism Specialty
Appendix
C
|
Cohort Entering in "Odd" Years: Two-Year Sequence
of Courses |
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|
First Year (e.g. 2009-10) |
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|
Summer |
Fall |
Winter |
Spring |
|
(1) (2) (3) |
(1) (2) |
(1) |
(1) (2) |
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Second Year (e.g. 2010-11) |
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|
Summer |
Fall |
Winter |
Spring |
|
(1) (2) (3) |
(1) (2) |
|
(1) (2) |
|
Cohort Entering in "Even" Years: Two-Year
Sequence of Courses Note: (S)=Secondary Candidates Only; (E)=Elementary Candidates Only |
|||
|
First Year (e.g. 2010-11) |
|||
|
Summer |
Fall |
Winter |
Spring |
|
(1) (2) (3) |
(1) (2) |
(1) |
(1) (2) |
|
|
|||
|
Second Year (e.g. 2011-12) |
|||
|
Summer |
Fall |
Winter |
Spring |
|
(1) (2) (3) |
(1) (2) |
|
(1) (2) |
|
Severe Disabilities: Two-Year Sequence of Courses |
|||
|
First Year (e.g. 2010-11) |
|||
|
Summer |
Fall |
Winter |
Spring |
|
(1) (2) (3)
|
(1) (2) (3) |
(1) |
(1) (2)
|
.
|
Severe Disabilities: Two-Year Sequence of Courses |
|||
|
Second Year (e.g. 2011-12) |
|||
|
Summer |
Fall |
Winter |
Spring |
|
(1) (2) |
(1) (2) |
|
(1) (2) |