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Special Education Programs Chairperson: Kathleen Ruthkosky, Ph.D. Aims of the Department || Department Programs || Department Features || Department Requirements || Post-baccalaureate Teacher Certificate || Post-master Certification-Special Education Supervisor || Programs of Study Special Education faculty believe that there is no typical at-risk child or adolescent, nor any one curriculum that matches each disability. Similarities among all children are stressed rather than the narrow dissimilar features that separate them. Students explore the total environment of the child and adolescent, including the classroom, home and community. Only after developing an understanding of children from a variety of perspectives can the teacher develop instructional methods and materials that best meet the needs of the individual. The Master of Science programs lead to increased competencies in providing services in settings such as the general education classroom, with or without supportive services, the resource room and various forms of self-contained special classes. Aims of the Special Education Program To prepare an individual: To be cognizant of normal growth and development patterns and the range of deviations which can occur from these patterns. To be able to act as an instructional leader and resource person in his/her professional situation. To be able to critically examine major trends and issues in the field and to apply this body of information to the professional situation. To be capable of employing a systematic approach to teaching and demonstrating a working knowledge of sound research skills in order to effectively measure learning performance. To be a guardian of the ethics of the profession and its related duties and responsibilities as described in the Code of Ethics of the Council for Exceptional Children. Programs Graduate students seeking an advanced degree must successfully complete a 30-credit course sequence which leads to the Master of Science degree in teaching the mildly impaired or the Master of Science degree in administration and supervision of special education. This course work also fulfills permanent certification requirements for experienced teachers. Program Features The graduate program in Special Education has earned the distinction of meeting the rigorous professional standards of the Council for Exceptional Children and the National Council for Accreditation of Teacher Education. In so doing, the department demonstrated state-of-the-art facilities for library research, curriculum development, and technology. The utilization of these resources by students is woven into the carefully planned sequence of courses. The graduate program also enjoys a strong relationship with area schools and private centers and, from time to time, has participated in joint research projects. Area educational personnel and model teaching sites are available to strengthen the graduate experience. Program Requirements All students pursuing a graduate program in Special Education must complete an application to the University. All students seeking a certification must meet the following requirements: Teacher/Supervisor Certificate Programs Application Letters of Reommendation Entrance Test Baccalaureate Q.P.A. Two Courses in each Math & English Initial Certification Program* X X Praxis 1 3.00 X Advanced Certification Program** X X 3.00 *ICP = A program at the baccalaureate or post-baccalaureate level that prepares candidates for their first certification as professional educators. **ACP = A program at the post-baccalaureate level for those who already have completed an initial preparation program. Transfer students are reminded that no more than six hours of credit will be applied to a Special Education master's degree, and returning students are cautioned that "age of credits" will be considered when planning a formal program of studies. The program requirements discussed in these pages for admission to the program, student teaching approval, and recommendation for certification and graduation are subject to change based on Pennsylvania Department of Education is in the process of revising Special Education Teacher certification guidelines which may necessitate curriculum changes. Post-baccalaureate Teacher Certificate Students seeking initial or advanced certification to teach in the field of special education must first apply for graduate school admission. One-half of a student's course work must be taken at Marywood in order to receive a recommendation for the certificate. The PRAXIS Testing Program is required for initial and advanced certification seekers. Initial Certification 24-52 credits (variable) EDUC 000 Field Experience (minimum 100 clock hours) EDUC 500 1st Semester Seminar EDUC 502 Multidisciplinary Foundations of Education EDUC 523 Seminar in Education Psychology   R ED 524A Creative Teaching of Language Arts R ED 526 Content Area Reading EDUC 470F Elementary C & I:Math   EDUC 442B Student Teaching: Special Education Program Core (24 credits) S ED 500 Special Education Law and Service Delivery S ED 507 Characteristics and Remedial Strategies S ED 511 Curriculum Adaptations for the Special Needs Learner S ED 522 Career Education for Students with Disabilities OR S ED 523 Programming for the At-Risk Infant/Preschool Child S ED 536 Cognitive Assessment and Remediation S ED 539 Behavior Management Approaches EDUC 561 Methods, Materials, & Assessment for ESL * A course in Developmental Psychology is a prerequisite for this program. Advanced Certification Program Core (36 credits) S ED 500 Special Education Law and Service Delivery S ED 511 Curriculum Adaptations for the Special Needs Learner S ED 522 Career Education for Students with Disabilities OR S ED 523 Programming for the At-Risk Infant/Preschool Child S ED 536 Cognitive Assessment and Remediation R ED 533 Remedial Techniques S ED 539 Behavior Management Approaches EDUC 520 Universal Design for Learning EDUC 561 Methods, Materials and Assessment for ESL S ED 519 Practicum *S ED 536 and R ED 533 should be taken concurrently For candidates who are seeking an initial or advanced certification and a Master of Science Degree in Special Education the following courses will be required: EDUC 554 Contemporary Learning Theories OR EDUC 523 Seminar Education Psychology EDUC 501 Research Theory S ED 545A Individual Research S ED 545B Individual Reseach S ED 545C Individual Research ** EDUC 501 and S ED 545A should be taken concurrently.     Post-master Certification-Special Education Supervisor As paradigm shifts are occurring in the educational system and as generic skills for all personnel are being valued, this program envisions training administrators who possess broad leadership competencies, familiarity and experience with the full array of Special Education services, and who can reflect upon change in all its facets. The program curriculum is closely aligned with Marywood's School Leadership program requirements, and the shared courses are intended to integrate the knowledge base of School Leadership with the administrative challenges of specialized programming. This program is committed to the training of individuals in administrative and interpersonal skills in order to ensure the development of effective education programs for all, in a variety of settings. Additionally, the program is directed at reflective practice and the development of leaders as agents and facilitators of change. Certification Requirements Follow normal application procedures for admission to the graduate programs of the University, indicating the desire to seek this certification. Candidates must possess a 3.00 average in all prior graduate work. Successfully complete an interview after six (6) credits if the master's degree was not awarded at Marywood. Successfully complete a minimum of seventeen (17) semester hours in the following areas: EDUC 545 Administrative Theory for School Leaders 3 EDUC 547 Curriculum Planning for Schools 3 EDUC 552 Personnel Leadership in Schools 3 S ED 500 Law and Special Education 2 S ED 540 Administration & Supervision of Special Education Programs 3 S ED 544 Practicum in Special Education Supervision 3 At the point of admission/acceptance, the Special Education Department and the Office of Certification will determine if the candidate has met all competencies as outlined by the State Department of Education. If it is determined that a candidate is lacking in any area, more than these seventeen (17) semester hours may be required. Likewise, if a candidate has fulfilled some of the courses required for the supervisor certification, the courses will not be repeated. As with all certification, 50 percent of the required courses must be taken at Marywood University. Provide evidence of having completed five (5) years of satisfactory teaching experience on a valid special education teaching certificate. A practicum is a requirement in the Special Education Supervisor Certification Program. The minimum requirement for the initiation of the practicum is the completion of twelve (12) credit hours of the required certification program. At least six (6) of the credit hours must have been completed at Marywood. The practicum must be completed at the level at which the student seeks certification. (Ordinarily this would be the district or Intermediate Unit level, with a broad range of PK-12 experiences.) The practicum includes a minimum of 300 hours of administrative experience. Practica are usually arranged during the fall and spring semesters. Programs of Study Degree-seeking students are required to complete a curriculum which includes major issues in the field and develops broad teacher competencies in a variety of areas. The following course sequence is suggested, but the individual's academic preparation and professional experiences may permit variations. Master of Science in Special Education 33 credits S ED 500 Special Education Law and Service Delivery S ED 511 Curriculum Adaptations for the Special Needs Learner S ED 536 Cognitive Assessment and Remediation R ED 530 Reading Disabilities and Diagnosis R ED 533 Remedial Techniques S ED 539 Behavior Management Approaches EDUC 520 Universal Design for Learning EDUC 561 Methods, Materials and Assessment for ESL EDUC 501 Research Theory EDUC 554 Contemporary Learning Theory S ED 545A Individual Research S ED 545B Individual Research S ED 545C Individual Research * S ED 536 and R ED 533 should be taken concurrently. ** EDUC 501 and S ED 545A should be taken concurrently.   Master of Science in Administration and Supervision of Special Education CORE 30 credits S ED 507 OR S ED 508 Characteristics & Remedial Strategies for the Mildly Impaired Characteristics & Program Strategies for the Moderately/Severely Impaired 3 3 S ED 511 Curriculum Adaptations for Special Learners 3 S ED 539 Behavior Management Approaches 3 S ED 540 Administration & Supervision of Special Education Programs 3 S ED 544 Practicum in Special Education Supervision   EDUC 501 Research Theory 3 EDUC 545 Administrative Theory for School Leaders 3 EDUC 547 Curriculum Planning for Schools 3 EDUC 552 Personnel Leadership in Schools 3 EDUC 554 Contemporary Learning Theories 3

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Last update: October 3, 2006
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