EASTERN MICHIGAN UNIVERSITY

DIVISION OF ACADEMIC AFFAIRS

NARRATIVE TO ACCOMPANY

OUTLINE FOR SUBMITTING PROPOSALS TO REVISE PROGRAMS

Department of Special Education

EMU

Undergraduate Programs in Emotional Impairment

Proposed Program Revisions

March 9, 2005

I.         RATIONALE

The Department of Special Education at Eastern Michigan University has a long and rich history of providing high quality professional preparation for individuals who seek careers as teachers of children and adolescents with disabilities.  Among its many professional preparation programs, the Program Area of Emotional Impairment is one of the largest undergraduate and graduate professional preparation programs in the department.  Indeed, this program area, like the Department of Special Education, is the largest professional preparation program of its kind in the nation.  All undergraduate and graduate programs in the Department of Special Education continue to be accredited by the Council for Exceptional Children (CEC) as well as NCATE. 

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 undergraduate students who seek advanced preparation in the area of Emotional Impairment, leading to the completion of an undergraduate degree in Special Education – Emotional Impairment.  The proposed program revisions additionally respond to the recommendations of Eastern Michigan University’s “Reduction in Hours toward Graduation” task force.

The proposed revisions change the undergraduate EI program, and reduce the credit hours required, in the following manner:

	K-12 special education + elementary general education	K-12 special education + elementary general education	K-12 special education + secondary general education	K-12 special education + secondary general education
	Current	Proposed	Current	Proposed
Area I: Symbolics & Communication	15	15	15	15
Area II: Science & Technology	10	10	10	10
Area III: Social Science	12	12	12	12
Area IV: Arts & Humanities	11	11	11	11
PE	2	2	2	2
Sub-total	50 (minimum)	50 (minimum)	50 (minimum)	50 (minimum)
K-12 Special education requirements	18	19	18	19
K-12 EI requirements Plus electives	33 4	28 0	30 6	28 0
General education minor & teacher certification requirements plus student teaching	Planned Program 30 6	Planned Program 30 6	Minor: 22 Tchr. Cert.:  17 6	Minor: 22 Tchr. Cert.: 16 0
Total	141	132	149	135

II.        DESCRIPTION OF CURRENT PROGRAM

A. All undergraduate majors

All undergraduate majors in the Emotional Impairment program area must complete EMU’s General Education and Graduation requirements as outlined in the Undergraduate Catalog. Under the current program guidelines, majors in Emotional Impairment must complete the following general studies courses:

	EMU	EI Program Area
Area I: Symbolics & Communication	One course in written composition One course in speech communication One course in written composition, speech communication, or foreign language composition One course in mathematical reasoning Once course in computer literacy Total: 8-18 credit hours	English 121 or 124 (3) CTAS 121 or 124 (2-3) English 323 or approved elective (3) Math 109 (elem.) or approved math elective (secondary) (2-4) COSC 136 or approved elective (2-3) Total: 13 credit hours-    elementary (minimum); 12 credit hours-secondary (minimum)
Area II: Science & Technology	One course in physical science One course in life science One course in science or technology Total: 10-13 credit hours	Approved physical science elective (3-4) Approved life science elective (4) PSY 101 or 102 (3) Total: 10 credit hours (minimum)
Area III: Social Science	Once course in United States government One course in history One course in anthropology, economics, geography, or sociology A second social science course Total: 12 credit hours	PLSC 112 (3) Approved history elective (3) SOCL 105 (3) SOCL 202 (3) Total: 12 credit hours
Area IV: Arts & Humanities	1.      Course in literature or intermediate or advanced foreign language literature 2.      Second literature, second foreign language literature, oral communications, or cross-cultural/intermediate literature course 3.      One course in philosophy or religion 4.      One course in art, dance, music, or theater arts Total: 11-12 credit hours	Literature or intermediate foreign language literature approved elective (3) LITR 204, LITR 208, LITR 260, or FLAN 215 (3)* Philosophy or Religion approved elective (3) FA300 or MUSC 104 (elementary) or approved fine arts elective (secondary) (2-4) Total: 11 credit hours (minimum) *Meets cross-cultural requirement
Sub-total	41 credit hours (minimum)	46 credit hours-general elementary (minimum); 45 credit hours-general secondary (minimum)
Cross-cultural or international studies	One course from Areas I-IV Total: 0 credits	Requirement met in Area IV, number 2 Total: 0 credits
Major	30 credits (minimum)	Elem     Sec Core:            18         18  Concentra:     34         36 Electives:        4           6   EI w/elementary general education teacher certification: 34 credits* EI w/secondary general education teacher certification: 36 credits* *See specific courses in next section.
Minor	20 credits (minimum)	Elem*    Sec Minor            10        20 Tchr Cert       20        14 Stu Tchg         6         6 *Planned Program,  an elem. Minor, has tchr. Cert. built in; other minors are 20-24 credits. EI w/elementary general education teacher certification: 30 credits (minimum) EI w/secondary general education teacher certification: 36 credits (minimum)
Physical Education	2 credit hours	PEGN 210 (2 credit hours)
University elective courses	16-32 credit hours	No additional electives necessary to meet minimum credit hours for graduation.

In addition to the General Education requirements delineated above, majors in the area of Emotional Impairment must complete an array of required coursework in Teacher Education, Special Education and Emotional Impairment.

B. Special education required courses for undergraduate EI majors

As part of their major, EI undergraduate students must complete the (a) K-12 endorsement requirement-special education core, (b) EI concentration required courses, and (c) two specified courses for elementary or secondary general education teacher certification.

B₁: K-12 Endorsement requirements-special education core (EI program)

PSY 101	Introduction to Psychology	Credit earned in Area II
SPGN 251	Education of Students with Exceptionalities	3
SPGN 271	Speech and Language Development in Children, Adolescents, and Young Adults with Exceptional Learning Needs	2
SPGN 390	Measurement and Diagnosis-Special Education	3
SPGN 395	Children, Adolescents, and Young Adults with Disabilities: School, Family and Community Interaction	3
SPGN 461	Classroom Management Intervention Strategies for Students with Disabilities	3
SPGN 481	Assistive Technology in Special Education	2
SPGN 491	Student Teaching Seminar-Special Education	2
	TOTAL	18

B₂: Emotionally impaired concentration required courses

SPEI 240	Pre-Clinical Experiences: Emotional Impairment	3
SPEI 301	Children and Adolescents with Emotional Impairment	4
PSY 360	Abnormal Psychology	3
SOCL 202	Social Problems	Credit earned in Area III
SPEI 401	Curriculum, Methods, and Programming for Elementary Students with Emotional Impairment	4
SPEI 449	Seminar: Current Topics in Emotional Impairment	2
SPEI 488	Curriculum, Methods, and Programming for Secondary Students with Emotional Impairment	4
EDUC 491	Student Teaching-Emotional Impairment	10
	TOTAL	30

B_3a: Additional courses for students who seek concurrently elementary general

       education teacher certification

PHED 257	Physical Education for the Classroom Teacher	2
SPLI 468	Education of Children with Learning Disabilities	2
	TOTAL	4

B_3b: Additional courses for students who seek concurrently secondary general

       education teacher certification

PSY 322	Psychology of Adolescence	3
CRM 354	Juvenile Delinquency	3
	TOTAL	6

C. Teacher certification-general education required courses for undergraduate EI

    majors

Undergraduate EI majors must complete the Michigan Department of Education’s requirements for general education teacher certification. All EI majors complete three teacher certification courses. Elementary minors complete four additional courses for certification. Secondary minors complete three additional courses. In addition, students must complete EDUC 499, Student Teaching (6 credit hours).

C₁: General education teacher certification courses (elementary &

      secondary)

EDPS 325	Life Span Human Growth and Development	4
SOFD 328	Schools in a Multicultural Society	3
EDMD 345	Media for the Classroom Teacher	1
EDUC 499	Student Teaching	6
	TOTAL	14

C_2a: Additional courses for students who seek concurrent elementary general

       education teacher Certification

CURR 304	Curriculum and Methods	3
RDNG 300	Early Literacy	3
RDNG 310	Literary Across the Curriculum in Intermediate Grades	3
MATH 381	Teaching of Mathematics K-6	3
	TOTAL	12

C_2b: Additional courses for students who seek concurrent secondary general

       education teacher certification

CURR 305	Curriculum and Methods	3
RDNG 311	Teaching of Reading in Secondary Schools	3
XXX XXX	Methods: Minor Subject Area	Counted in minor
	TOTAL	6

D. Minor requirements

Undergraduate EI majors must choose a teachable minor and select either elementary or secondary Michigan Department of Education certification. Subject area minors are determined by their respective departments and include 20-24 credit hours. For secondary minors, the methods course for their minor is included within the 20-24 credit hours.

EI majors who seek elementary general education teacher certification have the option to select “Planned Program” as their minor and earn K-5 general education teacher certification. This minor requires the least number of additional credit hours as it incorporates the majority of the pedagogical elementary teacher certification requirements (except student teaching).

III.      PROPOSED REVISIONS

As a result of the ongoing dialogue and study conducted throughout the past two years during the preparation of the department’s re-accreditation reports for the Council for Exceptional Children (CEC) (see Appendix I) and NCATE, the faculty in the program area of Emotional Impairment propose revisions to their curriculum, course requirements, and course content. The proposed realignment is based on NCATE/CEC standards, Michigan Department of Education Revised Administrative Rules for Special Education, and EMU’s Reduction in Hours Towards Graduation committee guidelines. The proposed changes reduce the number of credit hours and enhance program area standards, quality, and course delivery. The proposed changes streamline the program within the department as well as in comparison to other programs at national and state peer institutions.

A. EMU undergraduate course requirements & restrictive electives for EI majors

	EI Current Program Area Requirements	Proposed Changes
Area I: Symbolics & Communication	English 121 or 124 (3) CTAS 121 or 124 (2-3) English 323 or approved elective (3) Math 109 (elem.) or approved math elective (secondary) (2-4) COSC 136 or approved elective (2-3) Total: 13 credit hours-    elementary (minimum); 12 credit hours-secondary (minimum)	No proposed changes
Area II: Science & Technology	Approved physical science elective (3-4) Approved life science elective (4) PSY 101 or 102 (3) Total: 10-11 credit hours	No proposed changes
Area III: Social Science	PLSC 112 (3) Approved history elective (3) SOCL 105 (3) SOCL 202 (3) Total: 12 credit hours	No proposed changes for #1-3. #4: Allow any second social science course (Note: SOCL 205 and 214 meet cross-cultural requirement). Reasons: ·   More student options ·   Easier transfer of credits into the program ·   Additional cross-cultural choices ·   Responds to national trends about over representation of minority populations in special education. ·   Supports CEC Standard # 5: Learning environments/social interactions ·   Supports CEC Standard # 10: Collaboration ·   Supports MDE requirements for understanding social factors associated with EI
Area IV: Arts & Humanities	Literature or intermediate foreign language literature approved elective (3) LITR 204, LITR 208, LITR 260, or FLAN 215 (3)* Philosophy or Religion approved elective (3) FA300 or MUSC 104 (elementary) or approved fine arts elective (secondary) (2-4) Total: 11 credit hours (minimum) *Meets cross-cultural requirement	No proposed changes for #1, 3, and 4 #2: Proposed revision to read: “A second course in literature or intermediate foreign language literature or CTAO 210 or a cross-cultural literature course” Reasons: ·   More student options ·   Easier transfer of credits into the program ·   Additional cross-cultural choices
Sub-total	46 credit hours-elementary (minimum); 45 credit hours-secondary (minimum)	Proposed changes do not change the minimum required hours
Cross-cultural or international studies	Requirement met in Area IV, number 2 Total: 0 credits	Requirement met in Area III, number 4 and/or Area IV, number 2 Total: 0 credits
Major	EI w/elementary certification: 34 credits* EI w/secondary certification: 36 credits* *See specific courses in next section.
Minor	EI w/elementary certification: 30 credits (minimum) EI w/secondary certification: 36 credits (minimum)	No proposed changes
Physical Education	PEGN 210 (2 credit hours)	No proposed changes
University elective courses	No additional electives necessary to meet minimum credit hours for graduation.	No proposed changes
Sub Total		Elementary: 48   Secondary: 47

B. Special education required courses for undergraduate EI majors

B₁: K-12 special education core

     Current Program                                          Proposed Changes

PSY 101	Introduction to Psychology	Credit earned in Area II	No proposed change
SPGN 251	Education of Students with Exceptionalities	3	No proposed change
SPGN 271	Speech and Language Development in Children, Adolescents, and Young Adults with Exceptional Learning Needs	2	No proposed change
SPGN 390	Measurement and Diagnosis-Special Education	3	No proposed change
SPGN 395	Children, Adolescents, and Young Adults with Disabilities: School, Family and Community Interaction	3	No proposed change
SPGN 461	Classroom Management Intervention Strategies for Students with Disabilities	3	No proposed change
SPGN 481	Assistive Technology in Special Education	2	Change to 3 credit hours Reasons: ·      Increased by 1 credit to accommodate content of Teacher Certification’s proposed deletion of EDMD 345: Media for Classroom Teachers (1 credit) ·      Integrates instructional and assistive technologies as is currently mandated by best practices in the field of special education. ·      Mirrors the 1 required technology course for general education majors ·      Supports CEC Standard # 7: Instructional Planning
SPGN 491	Student Teaching Seminar-Special Education	2	No proposed change
	NEW COURSE		Add a new course: SPGN 471: Curriculum & Transitions for Secondary Special Education 3 credit hours The proposed new course for the Special Education Core will replace SPEI 488 in the EI Concentration. SPGN 471 will also replace SPGN 485 and SPGN 486, which are the equivalent courses to SPEI 488 required courses in other special education program areas Proposed prerequisites include: SPGN 390—Measurement and Diagnosis in Special Education; SPGN 461—Classroom Management and Intervention Strategies for Students with Disabilities; and SPGN 395—Children, Adolescents, and Young Adults with Disabilities: School, Family and Community Interaction Reasons: ·       Reduces the EI major by one credit hour ·      Three credit hour format allows for potential spring/summer offerings, increasing students’ access to this course ·     Moving secondary EI content to the core will result in increased access for EI majors ·     Prepares EI majors for cross-categorical secondary teaching expectations which is current practice in the field ·     Integrates secondary curriculum with transitional planning ·     Supports CEC Standards #2: Development and Characteristics of Learners;  #7: Instructional Planning,  and #10: Collaboration ·       Prerequisites assure student readiness for concepts addressed in the course
		REVISED TOTAL	22

B₂: Emotional Impairment concentration

Current Program                                          Proposed Changes

SPEI 240	Pre-Clinical Experiences: Emotional Impairment	3	No proposed change
SPEI 301	Children and Adolescents with Emotional Impairment	4	Add prerequisites to include SPEI 240—Pre-Clinical Experiences and SPGN 251—Education of Students with Exceptionalities Reason: Prerequisites assure student readiness for concepts addressed in the course
PSY 360	Abnormal Psychology	3	Delete course from program Reasons: ·      Concepts are embedded in SPEI 301 and SPEI 449 ·      Reduces EI major by 3 credit hours
SOCL 202	Social Problems	Credit earned in Area III	Delete requirement for the EI major, but make available as possible elective in Area III, number 4: Social Sciences Reasons: ·      Reduces the number of required credits for the EI major by 3 ·      See Area III’s proposed changes for additional reasons
SPEI 401	Curriculum, Methods, and Programming for Elementary Students with Emotional Impairment	4	Add prerequisites to include SPGN 390—Measurement and Diagnosis in Special Education and SPGN 461—Classroom Management and Intervention Strategies for Students with Disabilities Reason: Prerequisites assure student readiness for concepts addressed in the course
SPEI 449	Seminar: Current Topics in Emotional Impairment	2	Increase to 3 credits Change title to best reflect content of the class: Proposed title: “Beyond Behavior” Add prerequisites to include: SPGN 390—Measurement and Diagnosis in Special Education; SPGN 461—Classroom Management and Intervention Strategies for Students with Disabilities; SPGN 395—Children, Adolescents, and Young Adults with Disabilities: School, Family and Community Interaction; and SPEI 301—Children and Adolescents with Emotional Impairment Reasons: ·      Include essential topics from deleted courses and that are related to teaching students with EI ·      Add concepts not covered in other courses but relevant to EI (e.g., Conduct Disorders; Bipolar Disorders, Foster Care) ·      Prerequisites assure student readiness for concepts addressed in the course ·      Supports CEC Standards #1: Knowledge and #10: Collaboration ·      Supports the Michigan Department of Education’s Revised Administrative Rules for Special Education to infuse sociocultural factors (e.g., homelessness) in EI preparation programs
SPEI 488	Curriculum, Methods, and Programming for Secondary Students with Emotional Impairment	4	Delete course Reason: Replace with proposed SPGN 471 course (see previous section)
EDUC 491	Student Teaching-Emotional Impairment	10	No proposed changes
SPLI 468	Education of Children with Learning Disabilities* *Required of EI majors who concurrently seek an elementary general education teacher certification. The course is not required of EI majors who concurrently seek a secondary general education teacher certification.	2	Maintain requirement, but also include EI majors who concurrently seek secondary general education teacher certification. Reasons: ·      EI comorbidity with LD occurs both at the elementary and secondary level ·      Supports CEC Standards #2: Development and Characteristics of Learners; #3: Individual Learning Differences; and #4: Instructional Strategies
		REVISED TOTAL	32

B_3a: Additional courses for students who seek  general elementary teacher

       certification

PHED 257	Physical Education for the Classroom Teacher	2	Delete course Reasons: ·      Proposed EI program changes no longer delineate separate courses for elementary and secondary minors, matching the K-12 special education certification ·      Gross motor skill development is included in variety of other courses (EDPS 325, SPLI 468, SPGN 390, SPEI 301, & SPEI 401) ·      Reduces the EI major (elementary general education minor) by 2 credit hours
SPLI 468	Education of Children with Learning Disabilities	2	Move to EI Major Concentration Reason: Proposed EI program changes no longer delineate separate courses for elementary and secondary minors, matching the K-12 special education certification
		REVISED TOTAL	0

B_3b: Additional courses for students who seek  general secondary teacher

       certification

PSY 322	Psychology of Adolescence	3	Delete course Reasons: ·      Reduces the EI major (secondary general education teacher certification minor) by 3 credit hours ·      Proposed EI program changes no longer delineate separate courses for elementary and secondary minors, matching the K-12 special education certification ·      Concepts of adolescent psychology embedded in SPEI 301, SPEI 449, and SPGN 471.
CRM 354	Juvenile Delinquency	3	Delete course Reasons: ·      Reduces the EI major (secondary general education teacher certification minor) by 3 credit hours ·      Proposed EI program changes no longer delineate separate courses for elementary and secondary minors, matching the K-12 special education certification ·      Concepts of juvenile delinquency embedded in SPEI 449 and SPGN 471
		REVISED TOTAL	0

C. Teacher certification-general education required courses for undergraduate EI

    majors

Minors and Teacher Certification classes remain unchanged, except for eliminating EDMD 345 for 1 credit (currently in EMU input system).

	Elementary	Secondary
Minor	30	20
Teacher Cert.	(embedded)	13
Student Teaching	6	6
Revised total	36	39

DISCUSSION

A. General education changes

As noted in the tables above, there are two proposed changes in the general education program requirements for majors in the area of Emotional Impairment:

1. In Area III it is recommended that EI majors be permitted to enroll in ANY second course in Sociology; and that if students choose to enroll in SOCL 205 or SOCL 214, they be permitted to use either of these courses to meet the cross-cultural requirement.

2. In Area IV it is recommended that EI majors be permitted to take ANY second course in literature, intermediate foreign language literature, CTAO 210, or a cross-cultural literature course, and to meet their cross-cultural requirement through Area IV, if not already met in Area III.

The changes permit greater flexibility and student choice in determining a general education plan of study and they facilitate ease of transfer by the significant number of transfer students consistently admitted to this program area. Proposed changes in general education DO NOT reduce the total number of credit hours required for degree completion.

B. Special education core changes

There are two changes proposed in the Special Education Core requirements for majors in Emotional Impairment. Both changes affect initial endorsements in all other program areas in the department, as well as the EI program area:

1. Increase by one credit hour the number of credits awarded for SPGN 481 (Assistive Technology in Special Education). This increase of one credit hour requirement will be offset by the elimination of the need to enroll in EDMD 345, a one-credit course in Teacher Education. The content of EDMD 345 will be integrated into SPGN 481, which effectively addresses the technology requirements for teacher certification and special education endorsement and mirrors the expectation in Teacher Education. Increasing the course by one credit hour also permits greater breadth and depth of content that focuses on curricular development, modification, enrichment, and individual utilization of assistive technologies to address the unique needs of students with disabilities in PreK-12 settings.  The changes to SPGN 481 are currently in the EMU input system.

2. Elimination of SPEI 488 (EI Methods: Secondary) and replacement with SPGN 471 (Curriculum and Transitions for Secondary Special Education), a new proposed course required of all majors in the department. Previously, the program area of Emotional Impairment was the only area in the department to require its own course in secondary methods and transitional planning. All other program areas have required their majors to take SPGN 485 (Secondary Methods: 2 credits) and SPGN 486 (Transitional Planning: 2 credits) to meet the K-12 methods requirement. After five-plus years of study and dialogue, the department faculty agreed to develop a single, 3-credit hour course that focuses on secondary methods and transitional planning for students with disabilities. In response, SPGN 471 is currently in the EMU input system and nets a reduction of credit hours of (1) for majors in Emotional Impairment.

C. Emotional impairment concentration

The majority of the proposed program changes occur within the Emotional Impairment concentration:

1. Several of the proposed changes require the addition of prerequisites (e.g., SPEI 301, SPEI 401, and SPEI 449). The addition of prerequisites is proposed to insure that students have acquired the concepts, knowledge, and skills necessary for success in the given course. It further ensures ongoing instructor advising throughout the EI majors’ course of study, as group advising is provided in each of these key classes.  For example, group advising in SPEI 301 helps students remember to apply to the Special Education Department and in SPEI 401 it keeps students on track for finishing coursework and preparing for student teaching.

2. Elimination of PSY 360 (Abnormal Psychology) is recommended as the knowledge and concepts contained in the course are already contained in SPEI 301 (Children & Adolescents with Emotional Impairment) and SPEI 449 (Beyond Behavior). The elimination of the course streamlines the professional preparation program in Emotional Impairment and reduces the amount of course and information overlap. Elimination of PSY 360 results in a reduction of 3 credit hours in the EI program of study.

3. Elimination of SOCL 202 as a requirement for majors in Emotional Impairment, leaves it as one possible choice of courses in Area III, #4, Social Sciences. The elimination of the course requirement results in a reduction of 3 credit hours.

4. Increase the number of credit hours in SPEI 449 (Beyond Behavior) from 2 credits to 3 credits and change course title. The increase in credit hours is well-delineated in the previous sections and permits inclusion of topics such as Conduct Disorders, foster care, and homelessness. The increase of one credit hour adds an additional credit hour to the program of study for majors in Emotional Impairment. The course title change best captures the content of the course and matches jargon associated with and accepted by the field of special education, specifically the emotional-behavioral disability area.

5. SPLI 468 (Education of Children with Learning Disabilities) is recommended to become a required course for majors in Emotional Impairment with secondary teacher certification. Majors in EI with elementary certification have long been required to take this course. The co-morbidity of Emotional Impairment and Learning Disabilities is significant and development of knowledge of the dynamic relationship is critical for both secondary and elementary majors.

6. Eliminate PHED 257 from the required course of study for elementary majors in the area of Emotional Impairment. The content of this course is no longer appropriate for teachers of students with Emotional Impairment since these teachers are not called upon to teach physical education to their students. Gross motor skill development is included in EDPS 325, SPLI 468, SPGN 390, SPEI 301, and SPEI 401. The elimination of PHED 257 results in a two-credit hour reduction in the program of study for majors in Emotional Impairment [elementary].

7. Eliminate PSY 322 (Psychology of Adolescence) from the required program of study for secondary majors in Emotional Impairment. This course content is embedded in SPEI 301 (Children & Adolescence with Emotional Impairment), SPEI 449 (Beyond Behavior), and SPGN 471 (Curriculum & Transitions for Secondary Special Education). Majors in Emotional Impairment are also required to take EDPS 325, which emphasizes adolescent development in terms of social/emotional development, as well as other aspects of development. The elimination of PSY 322 results in a three-credit hour reduction in the program of study for Emotional Impairment [secondary].

8. Eliminate CRM 354 (Juvenile Delinquency) from the required program of study for secondary majors in Emotional Impairment. Ample and appropriate information regarding adjudicated children and adolescents is embedded within all other coursework in Emotional Impairment. Elimination of CRM 254 course results in a three-credit hour reduction in the program of study for Emotional Impairment [secondary].

IV.       IMPACT

The proposed changes to the undergraduate professional preparation program in the area of Emotional Impairment will result in significant positive impact for students who choose to major in this program, the faculty who design and deliver course work in this area, and the overall quality of this undergraduate program in the Department of Special Education at EMU. Specifically, the following “impact points” are noted:

• Changes in general education requirements for majors in Emotional Impairment eliminate more barriers to transfer students and provide all EI majors with greater choice in course selection.

• Significant streamlining and integration of the curriculum will result in a measurable reduction in the hours toward graduation for this major, reducing the credit hour requirements while continuing to meet state and national requirements.

• Reduction in credit hours will provide students with a faster entry track into the special education profession which will assist in alleviating the state and nationwide shortage of highly qualified teachers of students with Emotional Impairment.

• Increased competitiveness with other undergraduate in-state professional preparation programs in the area of Emotional Impairment.

• Increased breadth, depth, and integration of special education core curriculum and courses with the curriculum and coursework specific to Emotional Impairment.

• Strict adherence to the accreditation requirements of the Council for Exceptional Children (CEC) and NCATE, as well as the Michigan Department of Education.

• Program revisions that promote greater emphasis on special education service delivery to children and adolescents with disabilities that is integrated, inclusive, and in the mainstream.

• Improved course sequencing and organization resulting in a tighter, better sequenced and more rigorous professional preparation program.

• Program design that includes prerequisite courses to assist students in their development of appropriate skills and competencies before their advancement to the next levels of study.

The proposed changes should have extremely minimal impact on the departments of Human Potential: Human Performance, Sociology, Criminology, and Psychology (see Appendix II).

V.        BUDGET

The proposed program changes in the area of Emotional Impairment do not impact the Department’s personnel or operating budget, assuming that the program area of Emotional Impairment continues to be fully staffed by five (5) FTEF Faculty.

APPENDIX I

Council for Exceptional Children (CEC)

Curriculum Standards

Emotional-Behavioral Disabilities

Source: www.cec.sped.org

CEC Special education content standards relative to the Common Core of knowledge and skills include: