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Special Education College of Education and Human Development Catalog Information || Faculty || Goals || Degree Requirements || Admission Requirements || Major || Minor || 5-Year Program || Faculty Patricia Sullivan Arter, Ph.D. Doug Arnold, Ph.D. Gwen Devendorf, M.S.* Pamela Staats, M.S.* Victoria Wilcox, M.S. *Part-time Goals The Program in Special Education is committed to the preparation of teachers of students with exceptional learning needs at all levels of development, N-12. The program is designed to prepare the candidate for competency and professionalism by means of a curriculum encompassing liberal arts, professional and specialty area course requirements. "Living Responsibly in an Interdependent World," the undergraduate curriculum purpose, is enhanced in the department through course content which emphasizes cultural and creative thinking; the evaluation of contemporary educational issues and leadership skills that have the potential for meeting human needs. Student may also elect to enroll in a Dual Certification Program with Elementary Education or Early Childhood Education. These lead to teacher certification in Special Education and Elementary Education and Early Childhood Education. These Options may require some additional course work. Marywood also offers a minor in Inclusion Education, which is designed to acquaint the future teacher with the intellectual, emotional and behavioral characteristics of individuals with special learning and social adjustment needs. An increasing number of these individuals are being educated in general education classrooms and are presenting numerous challenges for professionals in preschool through secondary school programs. Marywood students electing the minor will gain competencies in such areas as curriculum adjustment techniques, writing of individualized educational programs, counseling parents, behavior management, inclusion practices and the legal rights of individuals with disabilities. The program is fully approved by the Pennsylvania Department of Education and by the National Council for Accreditation of Teacher Education (NCATE)/Council for Exceptional Children (CEC). The Pennsylvania Department of Education (PDE) is in the process of revising Special Education Teacher Certification Guidelines, which will necessitate curriculum changes at Marywood during the 2005-2006 academic year. Degree Requirements Major Core Competencies Electives To Graduate Special Education 66 51 7 6 130 Requirements Initial Admission Applicants must meet the prevailing SAT minimum score requirement policy for all Teacher Education Programs. Transfer candidates must also meet the prevailing SAT minimum score and 3.00 overall QPA on minimum of 12 credits. Candidates who have SATs less than the prevailing minimum score may enroll in Education Programs if they have an overall QPA of 3.00 on 12 credits minimum at Marywood. Upper Level Admission, Retention Candidates make formal application for upper level teacher education courses as they complete 48 credits, often in the second semester of the sophomore year. Requirements are as follows: application; recommendation from two faculty; cumulative overall QPA of 3.00 minimum; completion of 6 credits math and 6 credits English ; speech/hearing/communication screening; evidence of ongoing field experience with minimum of 40 hours (NOTE: Act 34/Act 151 clearances are required for field experience participation); interview with faculty and practitioners; PRAXIS I test scores taken by first sophomore semester (involves fee); character reference; Membership in CEC. Retention in the Special Education program with subsequent recommendation for graduation and certification is contingent upon: adherence to the Professional Code of Ethics endorsed by The Council for Exceptional Children; demonstration of teaching and professional competencies; a minimum QPA of 3.00 in major courses; a minimum overall QPA of 3.00; successful completion of the PRAXIS Testing Program; processing of application for certification with required signatures, fees, etc., through Marywood's Office of Certification. From the beginning of the first year, candidates are required to undergo experiences in public and private residential facilities and local school districts. Although every effort is made to accommodate needs, students should anticipate local travel expenses related to field experiences throughout the program. The first year program is one of orientation and is geared to observation of students with various exceptionalities in diverse educational settings and the use of professional terminology. The second year student is assigned as active participant in specific academic support areas concurrently with pursuing course work that develops knowledge of characteristics and educational needs. Third year students begin an intensified training program by means of a curriculum that requires diagnostic evaluation and prescriptive teaching practices. Formal hours of supervised practicum are completed in all academic/life skills support areas from preschool, elementary and secondary levels. The candidate completes the program in the final year by formal student teaching. This experience involves an extended period, culminating in total classroom responsibility. Student teaching is evaluated as satisfactory/unsatisfactory. If a candidate does not earn a satisfactory grade, that candidate must complete the equivalent number of related credits as a substitution in order to graduate. Under such circumstances, certification will be withheld. Curriculum Requirements for the Special Education Degree The major in Special Education requires completion of 62 major credit hours, including: S ED 100 Characteristics of Students with Disabilities (3) S ED 300 Assessment and Planning for Young Children (3) S ED 350A Practicum I: (Birth - Grade 3) (1) S ED 351A Practicum I: B-3 (1) S ED 351B Practicum I: 3-6 (1) S ED 351S Seminar: Practicum (0) S ED 352 Diagnostic Evaluation/Prescriptive Teaching (3) S ED 353A Practicum II: grades 2-6 (1) S ED 353B Practicum II: grades 7-12 (1) S ED 353S Seminar: Practicum (0) S ED 362 Secondary Programming and Career Education (3) S ED 367 Behavior and Class Management (3) S ED 400 The Law and Special Education (2) S ED 405 Instructional Support/Teacher Consultation (1) Two (2) of the following electives: S ED 365 Counseling Parents of Exceptional Children (1) S ED 372 Assessment Procedures for Students with Disabilities (1) S ED 375 Abused and Neglected Child (1) S ED 382 Autism (1) S ED 385 Gifted (1) S ED 401 Non-Vocal Communication (1) S ED 403 Technology and the Classroom Teacher (1) S ED 404 Diagnosis and Remediating Arithmetic Difficulties (1) The following professional sequence also is required as part of 62 major credit hours: PSY 251 Developmental Psychology (3) EDUC 100, 101 Introduction to Education (.5,.5) EDUC 309F Elementary Curriculum and Instruction for Mathematics (3) EDUC 309M Elementary Curriculum and Instruction for Literacy and Language I (4) EDUC 309N Elementary Curriculum and Instruction for Literacy and Language II (3) EDUC 311 Educational Psychology (3) EDUC 414 Social Foundations of Education (3) EDUC 442 Student Teaching (6,6) It is expected that the above credits be earned at Marywood. Exceptions must be approved by the department chairperson. The minor program for Special Education requires 18 semester hours in the following courses: S ED 100 Characteristics of Students with Mild Disabilities (3) S ED 101 Characteristics of Students with Moderate and Severe Disabilities (3) S ED 202 Programming for Infants and Toddlers (3) S ED 350 or S ED 352 Assessment and Planning for Young Children (3) Diagnostic Evaluation/Prescriptive Teaching - Phase II (3) S ED 362 Secondary Programming and Career Education (3) S ED 367 Behavior and Classroom Management (3) S ED 400 The Law and Special Education (2) S ED 405 Instructional Support/Teacher Consultation (1) Five-Year Program Option The Special Education Department and Graduate Reading Program have collaborated on developing a special option for a select group of highly qualified students. The Five-Year Program option allows a candidate to earn a B.S. degree in Special Education and Instructional I certification in teaching students with exceptional learning needs, and also to earn an M.S. degree in Reading and Reading Specialist certification in five years. Interested candidates must adhere to the following procedures: Admissions Applications are filed after the student completes 60 credits. The following items are part of the application process: 1. Completed Graduate School Application letters of recommendation (2) official college transcript (minimum QPA 3.25 based on 60 or more credits) 2. Portfolio Presentation to Special Education Admissions Committee examples of scholarly work evidence of pre-professional involvement in student CEC rationale for entering program statement of professional goals chairperson support letter other documentation that supports candidates aptitude for graduate level work Program Continuation The admitted candidate must: maintain an overall QPA of 3.25 during subsequent semesters; assume an active role in pre-professional organizations and community. Formal acceptance is granted at completion of B.S. degree

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Last update: February 25, 2008
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