Eastern
Department of Special Education
Assessment Sequence
1. Department Pre-Admission Assessment (Admission to Teacher Education)
Prior to applying for and receiving admission to the Teacher Education program, department majors must pass the state-mandated Basic Skills Test. "Passing" is determined by meeting or exceeding the state-mandated cut-off score in each of the three areas of reading, mathematics, and written expression. Please return to page 2 for a discussion of other admission requirements include:
Students are encouraged to complete the application for admission to the Teacher Education Program upon completion of 56 credit hours (transfer students make application after taking their initial 12 credit hours at EMU). Students must submit the results of their state-mandated Basic Skills Test with their application.
2. Foundations, Development Characteristics, Language and Individual Differences Professional and Ethical Practice
Admission to the Department of Special Education and specific course experiences and field-based or clinical experiences occur during this assessment phase.
The admission criteria for the Department of Special Education requires that students have met the Teacher Education admission criteria, and been admitted to Teacher Education. Please return to page 3 for a discussion of additonal department admission and continuance requirements.
Meeting the minimum requirements does not guarantee admission into the Department of Special Education. Faculty in the student's selected Program Area review each student's application, their performance in introductory courses and their level of professional behavior manifest within the Department. Persons convicted of a misdemeanor or felony involving a minor are not eligible for admission into any program in the Department of Special Education.
CEC Professional Standards 1, 2, 3, 6 and 9 are addressed during this assessment phase through specific course outcomes, clearly delineated field experiences, and the development of a personal/professional philosophy of special education for children, adolescents, and young adults with exceptional learning needs. Students are engaged in coursework in the teacher education sequence, special education core, as well as the preclinical and introductory courses in their selected program area.
In the introductory course in the special education core all future teachers are provided with experiences which foster awareness and appreciation of changing issues in special education. Students exit the course with basic knowledge of the evolution of special education, legislative mandates, overview of the field, and characteristics of the various disability groups. Within the Teacher Education Program, department majors participate in coursework in social foundations where the impact of education on American society, and society on education are investigated from historical and contemporary perspectives.
During their introductory coursework in the department as well as in teacher education, department majors are introduced to professional and ethical guidelines which govern the practice of special education and general education. Students are apprised of the professional dispositions expected of them within the teacher preparation program and are made aware that their manifest behaviors within university classrooms and field-based or clinical practices will be continuously evaluated. While enrolled in teacher education coursework, students will complete a self-evaluation of their professional dispositions. During a subsequent teacher education course, the course instructor will conduct a follow-up assessment of Professional Dispositions. Feedback from Field Experience supervisors comprises another observational evaluation of Professional Dispositions, and final outcomes regarding professional and ethical practices are evidenced and evaluated during both the regular education and special education student teaching experiences.
Knowledge in the area of development and characteristics of learners, in the broadest sense, is covered in the core courses within the department of special education as well as courses offered teacher education. For many students the department's core course, Education of the Exceptional Child, is their initial exposure to children, adolescents, and young adults with exceptional learning needs. This introductory course, required of all prospective teachers, emphasizes respect for all people regardless of developmental uniqueness and/or level or type of disability. Through course activities students develop an understanding of the unique nature of every human being.
The impact of disability and related conditions is a major focus of coursework in the special education professional preparation program. Students engage in discussions, and learn to design and create adapted materials and aids, as well as modify and adapt curriculum and the educational setting. Course discussion also focuses on the importance of including the interests, values, attitudes, social abilities, and academic competence of the child, adolescent or young adult with exceptional learning needs when programming for basic instruction, career development, adult living as well as social and recreational activities.
Students majoring in special education acquire knowledge of the effects of cultural and linguistic differences on growth and development in introductory courses in the department core and in the teacher education course sequence. Students are introduced to multicultural and bilingual issues in special education, and the manner in which the dominant culture and language may differ significantly from other cultures and uses of language. Students are encouraged to develop an understanding of the common misunderstandings and misperceptions which can occur when cultural heritage and language are different.
3. Assessment, Learning Environments and Social Interaction
Department majors' acquisition of the knowledge and skills delineated in CEC Professional Standards 5 and 8 are assessed during this program phase. Students are enrolled in a variety of courses in the special education core, as well as curriculum-related coursework in the teacher education sequence. Student learning outcomes are monitored through specific course assignments, examinations, projects, and presentations.
Basic knowledge, concepts and constructs of assessment are addressed in an assessment course, which is a part of the department core. Students develop a comprehensive knowledge base in assessment which includes terminology, legal and ethical principles, screening, pre-referral, referral and classification procedures. Strengths and limitations of assessment instruments and procedures are discussed and state and local accommodations and modifications of assessment devices and procedures are presented.
Students majoring in special education acquire knowledge and skills in management of the learning environment so as to predispose all students, typical and exceptional, to success academically, socially, and vocationally. Throughout the professional preparation program, special education majors gather information regarding the classroom environment and the realistic demands of becoming a special education teacher.
Both basic and effective classroom and behavior management theories and practices are introduced in the Classroom Management course, which is part of the departmental core course sequence. Application of these concepts begins to occur during prestudent teaching experiences, then continue to be refined and consistently demonstrated and evaluated during student teaching placements. Students become familiar with the impact of teacher attitudes and behaviors on student behavior, performance, social interaction, and emotional health. These concepts are addressed early in the student’s program of study and are a frequently repeated theme throughout department core courses as well as program area-specific courses. Students have the opportunity to observe and interact with these constructs in prestudent teaching situations and especially during student teaching placements. The integration of social skills development within the curriculum for all children, adolescents, and young adults with exceptional learning needs is presented and discussed in department core courses as well as program area specific courses. Student teaching affords department majors with the opportunity to incorporate this knowledge into the learning environment and demonstrate competence in achieving this skill.
4. Instructional Strategies and Planning
Department majors' acquisition of the knowledge and skills delineated in CEC Professional Standards 4 and 7 are assessed during this program phase. Students are enrolled in a variety of courses in the special education core, curriculum-related coursework in the teacher education sequence, and methodology courses in their selected program area. Student learning outcomes are monitored through specific course assignments, examinations, projects, and presentations which include, but are not limited to, lesson design, unit design, transition plan design, materials and equipment adaptations, as well as the integration of technology as a tool for teaching and learning.
Skills in the application of instructional strategies, more characteristic of learning in general, are initially developed in the teacher education course sequence where department majors study learning theory and curriculum development. Instructional strategies for children, adolescents, and young adults with exceptional learning needs are initially addressed in the special education core courses and expanded and refined through program area-specific courses and field experiences. In the department core course sequence, successful integration and inclusion strategies are presented, along with appropriate materials selection and adaptation. Students are engaged in discussions of the critical nature of problem solving skills and self-assessment for children, adolescents, and young adults with exceptional learning needs. Issues of the social-emotional needs of individuals with exceptional learning needs are addressed throughout the student’s program of study and students learn to develop techniques and strategies for increasing self-awareness, self-control, and self-esteem in children, adolescents, and young adults with exceptional learning needs.
Theories and research that form the bases for curriculum development and instructional planning, as well as the scope and sequence of general and special education curricula are initially presented in the teacher education course sequence and department core. Students are provided with opportunities to become familiar with national, state, and local curricular standards and benchmarks, and to begin to discuss the types of adaptation and accommodation that would need to be made to support and facilitate full access to the curriculum by children, adolescents, and young adults with exceptional learning needs.
Technologies used to plan and manage teaching and learning as well as those that can be integrated and infused to provide access to the curriculum, are presented and demonstrated in both teacher education and special education core courses. Students are encouraged to view technologies as tools for productive teaching and learning in special education.
5. Student Teaching