EASTERN
DIVISION
OF ACADEMIC AFFAIRS
NARRATIVE
TO ACCOMPANY
OUTLINE
FOR SUBMITTING PROPOSALS TO REVISE PROGRAMS
Department of Special Education
EMU
Proposed Program Revisions
The Department of Special Education at
Faculty in the Program Area of Emotional Impairment have
spent the past few years engaged in dialogue with regard to a realignment of
its undergraduate and graduate professional preparation program. The outcomes of two years of review and
reflection are delineated in the current proposed program revisions. The proposed revisions permit the program to
more closely align its course requirements and content with state and national
standards, and to continue to facilitate the professional preparation of
outstanding teachers of children and adolescents with Emotional Impairment.
The proposed changes further align the program with
field-based best practices as well as accreditation requirements. The proposed changes further support the
continued recruitment, admission and enrollment of graduate students who seek
advanced preparation in the area of Emotional Impairment, leading to the
completion of a Master of Arts degree.
Currently, the department’s requirements permit graduate
students, without teacher certification, to enroll in the Special Education
Master’s Degree with Teacher Certification (SEM-T) Program and to complete
coursework resulting in the award of teacher certification and an initial
Endorsement in Special Education. SEM-T
students then complete additional coursework, as delineated in their individual
Program of Study, to complete the requirements for a Master of Arts degree in
Special Education.
The department also provides access to a Master of Arts
Degree in Special Education (SPEN/GEN-ED) for graduate students who have
completed an undergraduate degree in Education and who hold Elementary or
Secondary Teacher Certification. These
students are pursuing an Initial Endorsement in Special Education in the area
of Emotional Impairment, as well as completion of a Master of Arts degree. The curriculum for these students is
different from the program for SEM-T students and is further delineated below.
At another level, the department provides a Master of Arts
Degree in Special Education with an Emphasis in Emotional Impairment
(EMOT/MA-ED). This master’s degree
program is designed for graduate students who have earned an undergraduate
degree in special education, elementary or secondary teaching certification, as
well as an initial endorsement in an area of Special Education. These students are seeking advanced
preparation in the area of Emotional Impairment as well as an advanced
endorsement in this area of special education.
Approximately one-half of the Program of Study for these students meets the
State of
Each of the programs described above are detailed in the
next section of this proposal entitled “Description of Current Program”. The reader should keep in mind that the SEM-T
program requires the greatest number of credit hours because the student
pursuing this program is seeking Teacher Certification, an Initial Endorsement
in Special Education, and a Master of Arts degree. Conversely, the Master of Arts Degree in
Special Education with an Emphasis in Emotional Impairment requires the fewest
credit hours as students pursuing this degree option have already achieved
Teacher Certification and an Initial Endorsement in Special Education.
A.
Successful
Completion of an Undergraduate Degree from an accredited college or university
B.
Admission
to the Graduate Program in Special Education (SEM-T) - EI
C.
A
minimum of 40 semester credit hours in liberal studies which addresses the
State of
a.
A
course in written communication
b.
A
course in literature
c.
A
course in speech
d.
Math
109 for Elementary Teachers, or a course in college-level mathematics for
Secondary Teachers
e.
A
course in history
f.
A
course in
g.
A
course in world regions – Elementary Teachers only
h.
A
course in either physics or chemistry – Elementary Teachers only
i.
A
course in life sciences (at least one of the science courses must include a
laboratory component) – Elementary Teachers only
j.
A
course in science with a laboratory component – Secondary Teachers only
k.
A
course in general psychology
l.
A
course in the arts, dance, music or theater
D.
Teacher
Certification Requirements – SEM-T
a.
EDPS
325, Life Span Human Growth and Development (4CR)
b.
CURR
304, Curriculum and Methods: Elementary (3 CR) (elementary teachers) or CURR
305, Curriculum and Methods: Secondary (3CR) (secondary teachers)
c.
SOFD
328, Schools in a Multicultural Society (3CR)
d.
RDNG
300, Early Literacy (3CR) and RDNG 310, Literacy Across the Curriculum in the
Intermediate Grades (3CR) (elementary teachers)
e.
RDNG
311, Teaching Reading in the Secondary School (3CR) (secondary teachers)
f.
EDMD
345, Media for the Classroom Teacher (1CR)
g.
MATH
381, The Teaching of Mathematics, K-6 (elementary teachers)
h.
XXX
XXX (Secondary teachers only – Subject area Methods
course)
i.
50
clock hours of PreStudent Teaching – (Note: Secondary
Teachers must conduct these hours in secondary classroom which matches subject
area minor.)
j.
EDUC
499 – Student Teaching General Education
E.
Subject
Area Minor – Selected from approved list for Secondary Special Education majors
– see catalog
F.
Planned
Program Minor (Elementary Teachers only) or Subject Area minor selected from
approved list for Elementary Special Education majors – see catalog
G.
Special
Education Core Endorsement Requirements – SEM-T
a.
PSYC
101, General Psychology (3CR)
b.
SPGN
251, Education of Students with Exceptionalities (3CR) or SPGN 510, Students
with Disabilities in General Education Classrooms (3CR)
c.
SPGN
271, Speech and Language Development in Children, Adolescents and Young Adults
with Exceptional Learning Needs (2CR), or SPLI 673, Language Acquisition,
Disorders, Evaluation (3 CR)
d.
SPGN
390, Measurement and Diagnosis in Special Education (3CR)
e.
SPGN
395, Children, Adolescents, and Young Adults with Disabilities: School, Family and Community Interaction, or
SPGN 615, Social Psychology of Disability: Family, School and Society (3CR)
f.
SPGN
461G, Classroom Management and Intervention Strategies for Students with
Disabilities (3CR)
g.
SPGN
481G, Assistive Technology in Special Education, (3CR)
h.
EDUC
491, Special Education Student Teaching, or SPGN 689, Supervised Internship in
Special Education (6CR)
i.
100
clock hours of PreClinical Experiences (Must include
experiences across the K-12 age/grade spectrum)
H.
Special
Education Endorsement Requirements – Emotional Impairment (EI)
a.
SPEI
240, Preclinical Experiences – Emotional Impairment (3CR)
b.
SPEI
301, Children and Adolescents with Emotional Impairment (4CR), or SPEI 510,
Advanced Theory of Emotional Impairment (3CR)
c.
PSYC
360, Abnormal Psychology (3CR), or PSYC 543, Abnormal Psychology (2CR)
d.
SOCL
202, Social Problems (3CR), or SOCL 402, Group Dynamics (3CR)
e.
SPEI
401G, Curriculum, Methods and Programming for Elementary Students with
Emotional Impairment (4CR)
f.
SPEI
449, Seminar: Current Topics in Emotional Impairment (2CR)
g.
SPEI
488G, Curriculum Methods and Programming for Secondary Students with Emotional
Impairment (4CR)
h.
SPEI
694, Seminar: Students with Emotional Impairment (2CR)
i.
PHED
257, Physical Education for the Classroom Teacher (Elementary Teachers only),
or PHED 578, Motor Development and Learning (2CR)
j.
SPLI
468G, Education of Children with Learning Disabilities (2CR) (Elementary
Teachers only)
k.
PSY
322, Psychology of Adolescence (3CR) (Secondary Teachers only)
l.
CRM
354, Juvenile Delinquency (3CR) (Secondary Teachers only)
I. SEM-T students complete the Master of Arts in
Special Education core requirements and research requirements in order to
complete their master’s degree.
II. Master of Arts in Special Education with Emphasis in
Emotional Impairment – Advanced Endorsement (EMOT/MA-ED)
A.
Successful
Completion of an Undergraduate Degree from an accredited college or university
B.
Teacher
Certification (elementary or secondary)
C.
Initial
Endorsement in Special Education
D.
Admission
to the Graduate Program in Special Education
E.
Special
Education Graduate Core Requirements
a.
SPGN
621, Law and Public Policy for Individuals with Disabilities (3CR)
b.
SPGN
630, Integrated Curriculum in Special Education: Math and Motor Skills
Development (3CR)
c.
SPGN
632, Collaborative Consultation in Special Education (2CR)
d.
SPGN
661, Advanced Assessment and Decision-Making (3 CR)
F.
Research
Requirement
a.
EDPS
677, Research Techniques (3CR)
b.
SPGN
697, Independent Study in Special Education
c.
SPGN
699, Independent Study in Special Education
G.
Concentration
– Emotional Impairment
a.
SPEI
510, Advanced Theory of Emotional Impairment (3 CR)
b.
SPEI
401G, Curriculum, Methods and Programming for Elementary Students with
Emotional Impairment (4CR)
c.
SPEI
488G, Curriculum, Methods and Programming for Secondary Students with Emotional
Impairment (4CR)
d.
SPEI
694, Seminar: Students with Emotional Impairment (2CR)
e.
PSYC
543, Abnormal Psychology (2CR)
f.
PHED
578, Motor Development and Learning (2CR) (Elementary Teachers only)
g.
SPLI
468G, Education of Children with Learning Disabilities (2CR) (Elementary
Teachers only)
h.
SPGN
689, Supervised Internship in Special Education (6 CR)
H.
Deficiency
a.
SPEI
240, Preclinical Experiences – Emotional Impairment (3CR)
b.
PSYC
322, Psychology of Adolescence (3CR) (Secondary Teachers only)
c.
CRM
384, Juvenile Delinquency (3CR) (Secondary Teachers only)
d.
SPGN
251, Education of Students with Exceptionalities (3CR), or SPGN 510, Students
with Disabilities in the General Education Classroom (3CR)
III. Master of Arts in Special Education with Emphasis in
Emotional Impairment – Initial Endorsement (SPEN/GEN-ED)
A.
Successful
Completion of an Undergraduate Degree from an accredited college or university
B.
Teacher
Certification (elementary or secondary)
C.
Admission
to the Graduate Program in Special Education
D.
Special
Education Graduate Core Requirements
a.
SPGN
621, Law and Public Policy for Individuals with Disabilities (3CR)
b.
SPGN
630, Integrated Curriculum in Special Education: Math and Motor Skills Development (3CR)
c.
SPGN
632, Collaborative Consultation in Special Education (2CR)
d.
SPGN
661, Advanced Assessment and Decision-Making (3CR)
E.
Research
Requirement
a.
EDPS
677, Research Techniques (3CR)
b.
SPGN
697, Independent Study in Special Education (1CR)
c.
SPGN
699, Independent Study in Special Education (3CR)
F.
Special
Education Endorsement Core Requirements
a.
SPLI
673, Language: Acquisition, Disorders, Evaluation (3CR)
b.
SPLI
461G, Classroom Management and Intervention Strategies for Students with
Disabilities (3CR)
c.
SPLI
481G, Assistive Technology in Special Education (2CR)
d.
SPGN
615, Social Psychology of Disability: Family, School and Society (3CR)
G.
Emotional
Impairment Endorsement Requirements
a.
SPEI
510, Advanced Theory of Emotional Impairment (3CR)
b.
SPEI
401G, Curriculum, Methods and Programming for Elementary Students with
Emotional Impairment (4CR)
c.
SPEI
488G, Curriculum, Methods and Programming for Secondary Students with Emotional
Impairment (4CR)
d.
SPEI
694, Seminar: Students with Emotional Impairment (2CR)
e.
PSYC
543, Abnormal Psychology (2CR)
f.
PHED
578, Motor Development and Learning (2CR) (Elementary Teachers only)
g.
SPLI
468G, Education of Children with Learning Disabilities (2CR) (Elementary
Teachers only)
H.
Deficiency
a.
SPEI
240, Preclinical Experiences – Emotional Impairment (3CR)
b.
PSYC
322, Psychology of Adolescence (3CR) (Secondary Teachers only)
c.
CRM
384, Juvenile Delinquency (3CR) (Secondary Teachers only)
d.
SPGN
251, Education of Students with Exceptionalities (3CR), or SPGN 510, Students
with Disabilities in the General Education Classroom (3CR)
Given the program requirements delineated above, students
are able to pursue a graduate degree and endorsement in Special Education
through three distinct approaches:
·
The
SEM-T program provides
graduate students with the opportunity to earn a teaching certificate at an elementary or secondary level,
while pursuing an endorsement in
special education (EI), as well as a master’s degree.
·
Graduate
students without an initial endorsement in Special Education may enter the graduate program and pursue an initial endorsement in Special Education
(EI) while also completing a master’s
degree.
·
Finally,
graduate students with both teaching certification and initial endorsement in
special education may enter the graduate
program and pursue an advanced
endorsement in Special Education (EI) while concurrently pursuing a master’s degree.
Each of these approaches is distinct and differs in terms
of specific credit hour requirements.
The SEM-T program, because it includes Teacher Certification, is the
program with the greatest number of credit hours, while the Master’s Program
with Advanced Endorsement (EI) requires the fewest number of credit hours. Current enrollment figures in all three
programs are robust, and the program area of Emotional Impairment supports the
largest number of graduate students in the Department.
Based on the outcomes of the ongoing dialogue, study and
reflections by the faculty in the Emotional Impairment Program Area, revision
of the curricula, course requirements and course content are proposed. The proposed program realignment is based on
NCATE/CEC (Council for Exceptional Children) accreditation standards, Michigan
Department of Education Revised Administrative Rules for Special Education,
and EMU’s focus on increasing graduate degree completion rates. The proposed changes focus on meeting the
following goals:
·
Reducing
the number of credit hours required in the SEM-T program while enhancing
program area standards, quality, and course delivery options.
·
Realigning
with department graduate core courses based on the recently approved
modifications to the Master of Arts in Learning Disabilities degree program in
the Department of Special Education.
·
Reduce
the number of undergraduate courses contained on graduate programs in an effort
to provide graduate course work relevant to more rigorous standards associated
with the award of a Master of Arts degree in Special Education.
·
Streamline
the graduate programs to be more competitive with similar degree programs at
other institutions of higher education.
Proposed
Revisions for the SEM-T Program (Special Education Masters Degree with Teacher
Certification Program)
Teacher Certification Requirements –
SEM-T
·
EDPS
325, Life Span Human Growth and Development (4CR)
·
SOFD
328, Schools in a Multicultural Society (3CR)
·
CURR
304, Curriculum and Methods: Elementary (3CR) (elementary teachers) or CURR
305, Curriculum and Methods: Secondary (3CR) (secondary teachers)
·
RDNG
300, Early Literacy (3CR), and RDNG 310, Literacy Across the Curriculum in the
Intermediate Grades (3CR) (elementary teachers)
·
RDNG
311, Teaching Reading in the Secondary School (3CR) (secondary teachers)
·
MATH
381, The Teaching of Mathematics, K-6 (3CR) (elementary teachers)
·
XXX
XXX Subject Area Methods Course (secondary teachers)
·
50
clock hours of PreStudent Teaching – (Note: Secondary
Teachers must conduct these hours in secondary classroom which matches subject
area minor.)
·
EDUC
499 – Student Teaching General Education
·
Subject
Area Minor – Selected from approved list for Secondary Special Education majors
– see catalog
·
Planned
Program Minor (Elementary Teachers only) or Subject Area minor selected from
approved list for Elementary Special Education majors – see catalog
CHANGES: Elimination of
EDMD 345, 1 credit hour. Course
information will be embedded in SPGN 481, Assistive Technology in Special
Education. SPGN 481 will be increased
from 2 to 3 credit hours to accommodate the additional topical areas and
skills. The proposal to increase the
content and credit hour requirement for SPGN 481 is currently in the EMU input
system.
Special Education Core Endorsement Requirements – SEM-T
·
PSYC
101, General Psychology (3CR)
·
SPGN
251, Education of Students with Exceptionalities (3CR), or SPGN 510, Students
with Disabilities in the General Education Classroom (3CR)
·
SPGN
271, Speech and Language Development in Children, Adolescents, and Young Adults
with Exceptional Learning Needs (2CR), or SPLI 673, Language: Acquisition,
Disorders, Evaluation (3CR)
·
SPGN
390, Measurement and Diagnosis in Special Education (3CR)
·
SPGN
615, Social Psychology of Disability: Family, School and Society (3CR)
·
SPGN
461G, Classroom Management and Intervention Strategies for Students with Disabilities
(3CR)
·
SPGN
481G, Assistive Technology in Special Education (2CR)
·
SPGN
689, Supervised Internship in Special Education (6CR)
·
100
clock hours of PreClinical Experiences (Must include
experiences across the K-12 age/grade spectrum)
CHANGES: Increase of
course content and credit hours for SPGN 481, as described above. Require all SEM-T students to successfully
complete SPGN 689, eliminating the listing of EDUC 491 which is very
infrequently utilized on a SEM-T program.
Special Education Endorsement Requirements – Emotional
Impairment (EI)
·
SPEI
510, Advanced Theory of Emotional Impairment (4 CR)
·
A
course in Sociology beyond SOCL 105
·
SPEI
401G, Curriculum, Methods and Programming for Elementary Students with
Emotional Impairment (4CR)
·
SPGN
471, Secondary Methods and Transitional Planning (3CR)
·
SPEI
694, Seminar: Students with Emotional Impairment (2CR)
·
SPLI
468G, Education of Children with Learning Disabilities (2CR) (Elementary
Teachers only)
CHANGES: Broaden the
requirement for SOCL 202 or SOCL 402 to include other courses in Sociology
beyond an introductory course (SOCL 105).
This change better accommodates SEM-T students who typically have taken
advanced courses in Sociology, but perhaps not the equivalent of SOCL 202 or
SOCL 402.
CHANGES: Elimination of
PSYC 360 or PSYC 543 with topical information, concepts and skills from this
course embedded in SPEI 510, SPEI 401G, SPEI 694. Elimination of PSYC 322 and CRM 354, with
topical information, concepts and skills from these courses embedded in SPEI
510, SPEI 401G, SPEI 694. Elimination of
the requirement of these three courses streamlines the EI graduate curriculum
and eliminates topical repetition and redundancy.
CHANGES: Eliminate SPEI
240 as a requirement for EI graduate students and embed the course content and
experiences contained in SPEI 240 in the newly configured SPEI 510. Given the increase in course content, SPEI
510 will be increased from 3 to 4 credits to accommodate the newly infused course
content and activities.
CHANGES:
Replace SPEI 488 with SPGN 471. SPGN 471 is
a newly created course focusing on Special Education Secondary Methods and
Transitional Planning. This new course
is currently in the EMU input system.
All students in the department will be required to successfully complete
SPGN 471, in lieu of the old SPGN 485 and SPGN 486. The EI Program Area was the only area in the
department to require its majors to complete a separate course in secondary
methods and transition. Given current
state and federal mandates coupled with best practice in the field, EI majors
will join their colleagues from other disability areas in successfully
completing SPGN 471 as part of their professional preparation program in
Special Education.
CHANGES: Elimination of
PHED 578. This change is in keeping with
the newly approved graduate core requirements in the Master of Arts in Learning
Disabilities program in the department.
The course content and requirements from PHED 578 have been embedded in
the newly revised SPGN 630, Integrated Curriculum in Special Education: Mathematics and Motor Skill Development, 3
credits.
CHANGES: SPLI 468G will be
required for all EI graduate majors.
This change reflects the co-morbidity of Emotional Impairment and
Learning Disabilities, and better addresses the current PreK-12 practices in
the field of Special Education.
Furthermore, this change requires that all graduate majors in EI
successfully complete the same program content.
Master’s Degree Requirements –
SEM-T – Emotional Impairment
SPGN 621, Law and Public Policy for
Individuals with Disabilities (3CR)
SPGN 525, Behavior Management and
Social Skills Development (2CR)
SPLI 678, Advanced Assessment and Diagnostic Prescriptive
Programming for Students with Disabilities (4CR)
SPGN 615, Social Psychology of
Disability: Family, School and Society
(3CR)
Methodology Courses
SPGN 630, Integrated Curriculum in Special Education: Mathematics and Motor Skills Development
(3CR)
SPLI 672, Integrated Curriculum in Special Education:
Literacy and Language Arts (3CR)
Res