M.A. in Special Education Program Handbook - Rowan University

[Pages:13]M.A. in Special Education Program Handbook

College of Education Interdisciplinary and Inclusive Education Department

TABLE OF CONTENTS Introduction ................................................................................. 3 Master of Arts in Special Education ................................................... 4 CEC Standards for Advanced Programs ..............................................5 Curriculum and Course Requirements ............................................ 6-7 Course Schedule ................................................................................................... 8 CEC Code of Ethics ......................................................................10 Degree Requirements ................................................................................11 Registration/Financial Aid/Online Course Information ................................ 12 Frequently Asked Questions .......................................................... 13

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INTRODUCTION

On behalf of all faculty and staff, we are delighted that you have decided to join us in the MA in Special Education Program. This handbook is prepared to provide general information about the program and related resources. If you need detailed information or discussion on your individual issues, please feel free to contact the program coordinator, Dr. Jay Kuder at 856-256-5659 or email:kuder@rowan.edu.

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MASTER OF ARTS IN SPECIAL EDUCATION

This advanced program is designed for individuals who possess an instructional certificate and want to pursue a master's degree in Special Education. The purpose of the program is to provide advanced studies focusing on educational, psychological and sociological needs of the children and youth with disabilities. The course work and related field experiences are designed to foster an understanding of students with special needs, combined with pedagogical skills to accommodate these needs and provide appropriate curriculum modifications when necessary. Upon completing the program, candidates earn a Master of Arts in Special Education.

The M.A. in Special Education aims to produce instructional leaders who are well versed in special education topics including collaborative teaching, administration, and assessment. The Graduate Endorsement track is designed to qualify students, who don't currently possess it, for special education endorsement while simultaneously earning their Master's degree. The Autism Spectrum Disorders track is designed for those who are already licensed to teach Special Education, but are interested in working with students with significant disabilities, especially autism spectrum disorders. The Learning Disabilities track is designed for those who are already licensed to teach Special Education, as well as other educational professionals, to understand and provide instruction and accommodations for individuals with learning disabilities.

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Council for Exceptional Children

Special Education Specialist Advanced Preparation Standards

1.0 Special education specialists use valid and reliable assessment practices to minimize bias. 2.0 Special education specialists use their knowledge of general3 and specialized4 curricula to improve programs, supports, and services at classroom, school, community, and system levels. 3.0 Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities. 4.0 Special education specialists conduct, evaluate, and use inquiry to guide professional practice. 5.0 Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices and create positive and productive work environments. 6.0 Special education specialists use foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities. 7.0 Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families.

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CURRICULUM AND COURSE REQUIREMENTS

Program Code: MA-SPECED / Major Code: G809

The M.A. in Special Education: Graduate Endorsement is a part-time program offered online and on the Rowan University, Glassboro, NJ campus. It requires the completion of 30?36 graduate semester hours (10?12 courses).

Core Courses (taken by candidates in all program tracks) (Effective September, 2019)

Course Number Course Title

Required Courses (18 s.h.)

SELN 10582

Communication Skills for Students with Disabilities

SELN 10577

Collaborative Instruction in Inclusive Classrooms

SELN 10585

Educational Assessment in Special Education

SELN 10578

Special Education Policy, Advocacy, and Teacher Leadership

SELN 10610

Inquiry in Special Education Settings

SELN 10611

Practicum: Inquiry in Special Education Settings

Semester Hours

3 3 3 3 3 3

Graduate Endorsement Track (21 s.h.)

Note: This track meets the requirements for the endorsement in Teacher of Students with Disabilities

for candidates who already hold a CEAS or Standard certificate in an initial instructional certificate.

SPED 08555

Education & Psychology of Exceptional Learners

3

SELN 10585

Educational Assessment in Special Education*

3

SELN 10581

Implementing Positive Behavior Support

3

SPED 08515

Curriculum, Instruction, and Transition in Special Education 3

READ 30530

Teaching Reading to Exceptional Children

3

SPED 08520

Clinical Experiences in Special Education

4

SELN 10592

Clinical Seminar in Special Education

2

NOTE: You MUST APPLY for a Clinical placement months before you wish to complete Clinical Experiences. For information about due dates and application procedures see: Application%20Process.html

If you are a teacher in a classroom that includes students with IEPs, you may (with your school's permission) use your school as your Clinical site. HOWEVER, you still need to apply for a placement. If you are an instructional assistant or serve in some other role in the school you CANNOT use that school for your clinical placement unless the school agrees that you can serve as the classroom teacher during the 8 weeks of Clinical Experiences. If they can't do that, then you will have to complete your Clinical Experience and Seminar in the second summer session (July-August) when we will try to find you a placement in an extended school year program, special services school, or a private school.

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Autism Spectrum Disorders Track (12 s.h.)

NOTE: This track does NOT meet the requirements for the endorsement in Teacher of Students with

Disabilities

SELN 10590

Teaching Students with Autism and PDD

3

SELN 10591

Instructional Methods for Students with Autism Spectrum Disorders

3

PSY 02600

ABC's of Applied Behavior Analysis

3

PSY 02520

Assessment and Interventions for Social Skills and Relationships in Children

3

SELN 10582

Communication Skills for Students with Disabilities*

3

Learning Disabilities Track (15 s.h.) NOTE: This track does NOT meet the requirements for the endorsement in Teacher of Students with Disabilities or the Learning Disabilities Teacher Consultant (LDTC) certificate. However, these courses can be applied toward the 33 credits required for the LDTC certificate

SPED 08555

Education and Psychology of Exceptional Learners

3

LDTC 18503

Foundations of Learning Disabilities

3

READ 30530

Teaching Reading to the Exceptional Child

3

LDTC 18520

Neurological Bases of Educational Disorders

3

LDTC 18510

Applied Learning Theories

3

? Course is required as part of the MA core

Early Childhood Special Education Track Courses. (Starting Fall, 2019)

Course Number

Title

ECSE 10500

Characteristics of Young Children with Disabilities (3sh)

ECSE 10501

Methods for Assessing and Teaching Infants and Toddlers with Disabilities (4sh)

ECSE 10502

Methods for Assessing and Teaching Preschool Children (3-5) with Disabilities (4sh)

Online F Online F

Online SP

ECSE 10503

Supporting Diverse Families, Community

Online SP

ECSE 10504

Partnerships, Transitions (3sh) Self Study Project Inquiry in Early Childhood

Online SU

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Special Education (1sh)

MA/Endorsement Schedule NOTE: Course offering may change due to faculty availability and student enrollment.

LDTC

Fall

18503 (Mod 2)

Foundations of Learning Disabilities

Spring 18510 (Mod 4) Applied Learning Theories

Summer 18510 (Mod 6) Applied Learning Theories

READ SELN

18520 (Mod 1) Neurological Bases of Educational Disorders

10577 (Mod 1) Collab Inst

18520 (Mod 3) Neurological Bases of Educational Disorders

30530 (Mod 4) Teaching Reading To Exceptional Children

10578 (Mod 3) Special Education Policy, Advocacy, and Leadership

10577 (Mod 5) Collab Inst

10578 (Mod 2)

Special Education Policy, Advocacy, and Leadership

10582 (Mod 4) Communication Skills

10578 (Mod 6)

Special Education Policy, Advocacy, and Leadership

10581 (Mod 2) Impl Positive Support

10585 (Mod 3) Ed Assessment

10581 (Mod 5) Impl Positive Support

10591 (Mod 2) Inst Meth Autism

10592 (Mod 3) Clinical Seminar

10582 (Mod 5) Communication Skills

10592 (mod 1) Clinical Seminar

10610 (8 wk)

10610 (8 wk)

Inquiry in Special Education Settings (Mod 3)

10611 (8 wk)

Practicum: Inquiry in

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10585 (Mod 5) Ed Assessment

10590 (Mod 5)

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