Radford University Graduate Catalog for 1999-2000 SPECIAL EDUCATION Judy B. Engelhard, Chairperson Graduate Faculty Alice G. Anderson, Judy Engelhard, Carol H. Geller, Marilyn T. Graham, Rachel Janney, Karen S. Smith MASTER OF SCIENCE DEGREE IN SPECIAL EDUCATION The Master of Science Degree in Special Education is a single degree program with emphasis on preparing teachers to work with students with emotional/behavioral disorders, specific learning disabilities or mental retardation in Grades K-12. (For more information, follow the link above to the department's Home Page.) ADMISSION REQUIREMENTS Have a minimum undergraduate GPA of 2.75. Submit an admission test score: NTE, a minimum of 900 on Graduate Record Exam (verbal and quantitative), or 50 on the Miller Analogies Test (MAT) no later than the first semester of enrollment. Submit an essay (typed, double-spaced, limited to three pages in length), addressing the following: a. List the special education option you are considering and indicate what past experiences and interests influenced your decision to apply for this program. b. Indicate your short- and long-term goals and career aspirations as they relate to this program. PREREQUISITES Students enrolling in graduate programs in special education must meet the professional studies requirements for initial licensure as described by the Commonwealth of Virginia Department of Education: Hold or be eligible for teacher licensure by the Virginia State Department of Education; OR Hold a B.A. or B.S. Degree in the Arts or Sciences or a Bachelor's Degree with a minimum of : a. 12 semester hours of English/Humanities b. 9 semester hours of Math/Statistics/ Computer Science c. 6 semester hours of Arts d. 15 semester hours of Social Science e. 12 semester hours of Science AND admission to teacher education and successfully complete the following Professional Education courses or their equivalent: EDUC 309. The School and the Student. - 3 EDUC 320. Education in the United States (or EDEF 607. Foundations of Education). - 3 EDSP 430. Special Education Teacher Assistant Program. - 4 EDSP 361. Current Trends in the Education of Exceptional Individuals. - 3 or EDSP 661. Current Trends in Programs and Services for Exceptional Individuals. Professional licensure students should not enroll in 600-level courses offered by the Special Education Department until the prerequisite Professional Education courses for the Special Education graduate program have been completed. The prerequisite courses are: EDUC 309, EDSP 361 or EDSP 551, EDUC 320 or EDEF 607, and EDSP 430. Non-degree-seeking students may not enroll in any graduate (600) level courses offered by the Department of Special Education without permission of the chairman of the department. These students must also meet the prerequisites for the Special Education graduate program. SUPPORTING COURSES Before completion of the Master's Degree Program in Special Education, the candidate must have completed at least two semester hours of credit in each of the following areas: adaptive strategies in arithmetic, consultation skills, instructional technology, and three semester hours of credit in developmental reading. The above courses may have been taken at the undergraduate level. If the candidate has not completed these requirements, the following courses must be taken (600 level courses may be used as electives in the program): EDSP 445. Adaptive Strategies in Arithmetic - 2 EDSP 451. Collaborative Consultation and Communication Skills for Special Education - 2 EDRD 688. Advanced Study in Reading Skills. - 3 EDET 620. Media/Technology and Instructional Development. - 3 PROFICIENCY EXAMINATION During the first semester of enrollment, students in special education will demonstrate proficiency in written English as evaluated by the special education faculty. Students will be required to write an extemporaneous essay on a selected topic. The time allotted will be one hour; a minimum of 500 words and a maximum of 600 words is required. COMPREHENSIVE EXAMINATION Students must complete a written comprehensive examination at least one month prior to completion of their program of studies. The examination may include an oral follow-up examination. It is the student's responsibility to obtain the necessary form from the Graduate College office prior to the examination date. Please refer to the section, Final Comprehensive Examination, for additional information. RETENTION IN THE PROGRAM Students must have a 3.0 GPA after nine semester hours in the program, and the 3.0 average must be maintained. Students not having the necessary average will be dropped from the program and will not be allowed to take additional courses in Special Education. The successful completion of the written English proficiency examination is also required. Students enrolled in professional education programs in special education must meet the academic standards and prerequisite coursework as presented in the Radford University Catalog. In addition to these criteria and in accordance with the University policy governing programs with field experiences, particular qualities of character and interpersonal skills which reflect general expectations for professional educators are required for a student to be admitted to and to be retained in field experience programs. Students will be expected to demonstrate the following academic, personal and professional characteristics: Academic performance that is congruent with excellence in professional teaching practice; effective oral and written communication skills; behavior that is congruent with the Code of Ethics of the National Education Association and the Council for Exceptional Children, and the Radford University Honor Code (see the Student Handbook); Appropriate interpersonal skills (respect of others, acceptance of constructive criticism, acceptance of diversity, ability to maintain productive working relationships); Professional characteristics evidenced by such things as cooperation with other professionals, responsiveness to the community, and the execution of professional duties; Demonstrated psychological well-being sufficient to interact positively and professionally with students and colleagues (e.g., self-confidence, enthusiasm, initiative, persistence, sound decision-making skills, and the ability to handle stress inherent in the teaching experience); Demonstrated physical well-being sufficient to assume responsibilities of the field experience in a constant and stable manner; Appropriate self-awareness and self-confidence (e.g., the ability to self-evaluate; accepting constructive criticism); Appropriate professional conduct (e.g., reliability, dependability, social maturity, ability to handle stress, responsiveness to school policies, ability to work collaboratively with others, respecting worth and dignity of others, grooming and dressing appropriately); The ability to function in direct practice from a professional educational knowledge base (e.g., applying knowledge of subject matter, of pedagogy, of human development). MASTER OF SCIENCE IN SPECIAL EDUCATION The Master of Science Degree Program in Special Education is a single degree program with two options: 1. Emotional/Behavioral Disorders (EBD) and Specific Learning Disabilities (LD), and 2. Mental Retardation (MR). The 40 semester hours in the program consists of 24 semester hours of courses covering a common knowledge base with the remaining 16 semester hours involving specific option area requirements. Program Requirements - 40 hrs. Required Courses - 24 hrs. EDEF 606. Educational Research. - 3 EDSP 621. Career/Vocational Transition Preparation for Special Needs Populations. - 3 EDSP/EDRD 641. Classroom Development and Remediation of Language Skills. - 3 EDSP 651. Current Trends in Programs and Services for Exceptional Individuals. - 3 EDSP 669. Diagnostic Educational Procedures for Exceptional Individuals. - 3 EDSP 670. Behavior Management and Social Skills Development. - 3 EDSP/EDUC 690. Cognitive Instruction: An Introduction. - 3 EDSP/EDRD 695. Alternative Approaches to Reading. - 3 MAJOR FIELD OPTIONS (CHOOSE ONE) - 16 hrs. Option 1. Emotional/Behavioral Disorders and Specific Learning Disabilities Required Courses - 9 hrs. EDSP 652. Introduction to Specific Learning Disabilities. - 3 EDSP 662. Introduction to Emotional/Behavioral Disorders. - 3 EDSP 676. Teaching Methods for Students with Learning Disabilities and Emotional/Behavioral Disorders. - 3 * Internship/Practicum EDSP 684. EBD Teaching Internship & Practicum Elementary. - 0-6 EDSP 685. EBD Teaching Internship & Practicum-Secondary. - 0-6 EDSP 686. LD Teaching Internship & Practicum-Elementary. - 0-6 EDSP 687. LD Teaching Internship & Practicum-Secondary. - 0-6 Electives - 0-3 hrs. * Four semester hour minimum in at least one practicum. Based on students' prior experiences, two practica may be required. Option 2. Mental Retardation Required Courses - 9 EDSP 564. Introduction to Mental Retardation. - 3 EDSP 566. Curriculum and Methods for Mental Retardation. - 3 EDSP 663. Characteristics and Instruction for Students with Severe/Multiple Disabilities. - 3 * Internship/Practicum - 0-4 hrs. EDSP 688. MR Teaching Internship and Practicum - Elementary. - 0-6 EDSP 689. MR Teaching Internship and Practicum - Secondary. - 0-6 Electives - 0-3 hrs. * Four semester hour minimum in at least one practicum. Based on students' prior experiences both practica may be required. PRACTICA AND INTERNSHIPS A minimum of four semester hours of practica and internships are required in both program options. All practica are taken in the latter half of the graduate program and have specific prerequisites. Students must submit an application to the appropriate program area for approval at least one semester in advance of the practicum. Students seeking initial licensure should enroll in two levels of practicum during the academic year. A portion of the practicum may be waived for qualified individuals. The complete teaching internship and practicum will not be waived for students in special education programs even though they might have prior experience teaching exceptional individuals. The practicum must be taken during a semester in which the student and the supervising professor have sufficient time to devote to the practicum. Practicum considerations include travel time, expenses, and the availability of qualified and willing public school supervisors. Summer practica cannot be guaranteed. SPECIAL EDUCATION COURSES EDSP 564. Introduction to Mental Retardation. (3) Three hours lecture. Prerequisite: EDSP 361, 461 or 651. Considers students with mental retardation and their incidence, etiology, abilities and limitations in academic, social and biophysical realms; emphasis on vocational prospects and format for programming, prognosis for the future, provisions through schools and other agencies for individuals with mental retardation, and issues and future trends in the field. EDSP 566. Curriculum and Methods for Mental Retardation. (3) Three hours lecture. Prerequisite: EDSP 564. Study of curriculum, methods, techniques and materials used in the education of students who have mild, moderate or severe mental retardation. Addresses educational planning and program content for K-12 students. EDSP 621. Career/Vocational Transition Preparation for Special Needs Populations. (3) Three hours lecture. Prerequisite: EDSP 361, 461, or 651. Practice in planning and preparing for transition of youth and young adults with special needs from school to total community participation as adults. EDSP/EDRD 641. Classroom Development and Remediation of Language Skills. (3) Three hours lecture. Prerequisite: Three semester hours of reading instruction. For graduate students working with children and youth in oral and written language development. Emphasizes development of language, relationship between thought and language, disability and language and cultural and experiential differences affecting language. Classroom strategies for development and remediation of oral and written language skills discussed. EDSP 651. Current Trends in Programs and Services for Exceptional Individuals. (3) Three hours lecture. Prerequisite: Graduate standing or permission of department chair. This course presents an overview of exceptionalities of children and youth and curricular and instructional modifications with emphasis on administrative provisions to meet their needs. Current trends and issues in service delivery, federal and state law, court cases, and Virginia regulations for special education programs are addressed. EDSP 652. Introduction to Specific Learning Disabilities. (3) Three hours lecture. Prerequisite: EDSP 361, 461 or 651. Overview of specific learning disabilities (SLD). Examines their characteristics, etiology and theoretical positions related to the education of students with SLD. EDSP 660. Current Issues in Special Education (Topic). (1-4) One to four hours per week. Examines a major problem in special education, its implications and possible solutions. EDSP 662. Introduction to Emotional and Behavioral Disorders. (3) Three hours lecture. Prerequisite: EDSP 361, 461, or 651. For professional educators who will work with students with emotional and behavioral disorders. Presents the history of the development of instructional models, educational relevant characteristics, and etiology; evaluation procedures for identification and instruction; definitional and legal issues. EDSP 663. Characteristics and Instruction for Students with Severe/Multiple Disabilities. (3) Three hours lecture. Prerequisite: EDSP 564. For educators of children and youth with severe and multiple disabilities. Emphasis on educationally and physically relevant characteristics, and on curriculum, methods, and assessment procedures. EDSP 669. Diagnostic Educational Procedures for Exceptional Individuals. (3) Three hours lecture. Prerequisites: EDSP 361, 461, 651 or PSYC 401. Covers rationale, content, technical adequacy, administration and scoring of diagnostic educational instruments used with exceptional students. Emphasis is on identifying areas of educational need in students with specific learning and/or behavioral difficulties. Diagnostic and informal information is used to formulate a written and oral report including IEP goals and objectives. EDSP 670. Behavior Management and Social Skills Development. (3) Three hours lecture. Prerequisite: Graduate standing; EDSP 361, 461 or 651. This course considers practical applications of theoretical constructs regarding the management of behavioral and development of social skills in students with learning and behavioral problems. Related topics include comparisons of aversive and nonaversive techniques, student motivation, age appropriateness, problem-solving and conflict resolution strategies for students, awareness of commercially prepared resources, professional collaboration, and avoiding teacher burnout. EDSP 676. Teaching Methods for Students with Learning Disabilities and Emotional/Behavioral Disorders. (3) Three hours lecture. Prerequisites: EDSP 652 or 662. Addresses current issues and needs in instructional programming for students with specific learning disabilities (SLD), and emotional/behavioral disorders (EBD); prepares educators to teach students at the elementary and secondary level. Emphasizes methods for the development and remediation of basic skills, study skills, and learning strategies and the modification of course content to meet individual needs. EDSP 684. Teaching Internship and Practicum (ED) (Elementary Level) . (2-6 ) EDSP 685. Teaching Internship and Practicum (ED) (Secondary Level). (2-6) Prerequisites: 20 semester hours of course work in the program completed with average grade of B or above, to include EDSP 651, 662, 669, 670, 676, 690, and at least one course in reading at the graduate or undergraduate level; departmental approval that student has met professional performance criteria; permission of the chairperson of the Special Education Department at least four weeks prior to registration. Each of these courses represents a one half-semester, full-time placement in which the student works at one level in classrooms for students with emotional or behavioral disorders (E/BD) under the direction of a qualified teacher. The student may participate in a clinical educational setting as part of an interdisciplinary intervention team. Internship grades are recorded as Pass/Fail. EDSP 686. Teaching Internship and Practicum (LD) (Elementary Level). (2-6) EDSP 687. Teaching Internship and Practicum (LD) (Secondary Level). (2-6) Prerequisites: 20 semester hours of course work in the program completed with average grade of B or above, specifically to include EDSP 651, 652, 669, 670, 676 and 690; and at least one course in reading at the graduate level; permission of the chairperson of the Special Education Department at least four weeks prior to registration. Each of these courses represents a one half-semester, full-time placement in which the student works at one level with students with learning disabilities in a classroom under the direction of a qualified teacher. The student may participate in a clinical-diagnostic setting as part of an interdisciplinary educational team. Internship grades are recorded as Pass/Fail. EDSP 688. Teaching Internship and Practicum (MR) (Elementary Level). (2-6) EDSP 689. Teaching Internship and Practicum (MR) (Secondary Level). (2-6) Prerequisites: 20 semester hours of course work in the program completed with average grade of B or above, to include: EDSP 651, 564, 566, 669, 670, 690, one reading course, and departmental approval that the student has met "Professional Performance Criteria." These courses represent a one semester, full time placement, in which the student works with children with mental retardation at two different age levels (elementary, middle, or secondary) under the direction of a qualified teacher. Internship grades are recorded as Pass/Fail. EDSP/EDUC 690. Cognitive Instruction: An Introduction. (3) Three hours lecture. A study of learning and instructional strategies based upon current cognitive theories; course competency based; students demonstrate the technical skills necessary to develop the learning capabilities of their clients. EDSP/EDRD 695. Alternative Approaches to Reading. (3) Prerequisites: Three semester hours of reading instruction. Covers alternative instructional reading programs and how to replace, supplement or interface them with ongoing classroom programs in order to accommodate varying learning styles and needs. EDSP 698. Directed Study. (1-4) Hours and credit to be arranged. Prerequisites: Approval of the adviser and department chair. See Directed Study

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