UNIVERSITY
OF
1119 Main Administration Building
College Park, Maryland 20742-5031
301.405.5252 T E L 301.405.8195 F A X
MARYLAND
OFFICE O F T H E SENIOR VICE PRESIDENT AND PROVOST
January 23, 2015
MEMORANDUM
TO:
Donna Wiseman
Dean, College of Education
FROM:
Elizabeth Beise
Associate Provost for Academic Planning and Programs
SUBJECT:
Proposal to Modify the Master of Education in Special Education (With
Certification) (PCC log no. 14018)
At its meeting on December 8, 2014, the Senate Committee on Programs, Curricula and
Courses approved the proposal to modify the Master of Education in Special Education (With
Certification). A copy of the approved proposal is attached.
The change is effective Spring 2015. Please ensure that the change is fully described in
the Graduate Catalog and in all relevant descriptive materials.
MDC/
Enclosure
cc:
Gregory Miller, Chair, Senate PCC Committee
Barbara Gill, Office of Student Financial Aid
Reka Montfort, University Senate
Erin Taylor, Division of Information Technology
Pam Phillips, Institutional Research, Planning & Assessment
Anne Turkos, University Archives
Linda Yokoi, Office of the Registrar
Alex Chen, Graduate School
Maggie McLaughlin, College of Education
Roger Worthington, Department of Counseling, Higher Education, and Special Education
T H E UNIVERSITY OF MARYLAND, C O L L E G E PARK
PROGRAM/CURRICULUMAJNIT PROPOSAL
•
Please email the rest of the proposal as an MSWord attachment
to pcc-submissions@umd.edu.
•
P C C LOG NO.
14018
Please submit the signed form to the Office of the Associate Provost
for Academic Planning and Programs, 1119 Main Administration Building, Campus.
College/School:
Please also add College/School Unit Code-First 8 digits: 01310101
Department/Program:
Please also add Department/Program Unit Code-Last 7 digits: 1310601
Type of Action (choose one):
XD Curriculum change (including informal specializations) • New academic degree/award program
• Curriculum change for an LEP Program
• New Professional Studies award iteration
• Renaming ofprogram or formal Area of Concentration
• New Minor
0 Addition/deletion of formal Area of Concentration
H Request to create an online version of an existing
• Suspend/delete program
program
Italics indicate that the proposed program action must be presented to the full University Senate for consideration.
Summary of Proposed Action:
The Special Education Program in the Department of Counseling, Higher Education, and Special Education, College of
Education, requests to replace EDHD 425 with a new course, EDSP 443 which is one of four reading courses required by
the Maryland State Department of Education for students to receive special education certification. EDSP 443 will be the
first required reading course taken by all students in the EDSP BS and MEd teacher preparation programs. There will be
no effect on EDSP program resources.
Please see the attached course proposal for EDSP 443, Language and Literacy Acquisition in Children with Disabilities.
Departmental/Unit Contact Person for Proposal:
Dr. Frances L . Kohl flkohKaumd.edu 301.405.6490
APPROVAL SIGNATURES - Please print name, sign, and date. Use additional lines for multi-unit prog
tee Chair
1. Department Committee
Chair
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8. Senior Vice President and Provost
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Revised Octobeer 14, 2014
S
Special Educatio
on Program
Elementary
y/Middle (EL/M
M) Generic Cerrtification: Graades 1-8
EDSP MC
Cert 1 Year Pro
ogram
Master’s
M
of Educcation in Speciaal Education
Department of
o Counseling, Higher
H
Educatio
on, & Special Edducation
Univerrsity of Marylan
nd
Summer Session
S
I
E
EDSP 470 Intro
oduction to
S
Special Educatio
on
E
EDSP 613 Behaavior
M
Management in Special
E
Education
3
3
Summer Session 2
EDSP 616 Reading
R
and
Writing in Special
S
Education I
EDSP 615 Assessment
A
in
Special Edu
ucation
3
3
EDSP 687 Family
F
Partnerships in Special
Education*
Fall
EDSP 694
6 Graduate
Internsh
hip I:
Elemen
ntary/Middle
Speciall Education
3 half days/15
d
weeks
EDSP 684
6
Literacy
Approaaches in
Elemen
ntary/Middle Sppecial
Educatiion
EDHD 425/EDSP 4433
Languaage Developmennt
and Reaading Acquisitioon
EDSP 652
6
Curriculum
m and
Instructtion in Elementtary/
Middlee Special Educattion
EDSP 411
4 UDL in Speecial
Educatiion
6
F
Fall Requiremen
nts
___ Attend Red Folder
F
Meeting
___ Pass Special Education Prax
xis II before
Internship III (EDSP 695)
6
2
3
3
Spring
ED
DSP 695 Graduaate
Intternship II:
Eleementary/Middlle
Special Educationn
5 ffull days/15 weeeks
ED
DSP 690 Teachher
Caandidate Researcch
Sem
minar in Speciaal
Edducation
ED
DSP 683 Assesssment &
Insstruction in Matth in
Special Educationn
6
3
3
3
3
14
Spring Requirements
R
__Apply
y for Graduation
n and Completee Plan of Study F
Form
__Comp
plete Instruction
nal Inquiry Projeect, edTPA in E
EDSP 690 and 6695
**Interns have th
he option to takee EDSP 687 in Summer
S
Session
n I before the Faall/Spring semessters OR they caan take EDSP 687 in
S
Summer Session
n I after the Falll/Spring semesteer and graduate in August.
12
U
Updated Octobeer 14, 2014
S
Special Educatio
on Program
Elementa
ary/Middle (EL
L/M) Generic Certification:
C
G
Grades
1-8 AND
D Severe Disabiilities
EDSP MC
Cert 2 Year Pro
ogram
Mastter’s of Educatio
on (MEd) in Special Educationn
Department of
o Counseling, Higher
H
Educatio
on, & Special Edducation
Univerrsity of Marylan
nd
**Course is offere
ed in summer
Fa
all Semester I
*E
EDSP 470 or
EDSP 411
*E
EDSP 613
EDSP 602
EDHD 425/
EDSP 443
EDSP 402
Spring Seme
ester 2
Introduction to Speciial Education or
UD
DL in Special Educcation
Beehavior & Classroo
om Management in
n Special
Ed
ducation
Fu
unctional Assessmeent & Instruction in
n Special
Ed
ducation
Laanguage Developm
ment and Reading Acquisition
A
3
*EDSP 615
Assessment in Sppecial Education
3
3
*EDSP 616
Reading and Writting Instruction in Special Education I
3
3
EDSP 603
Instruction of Stuudents with Physicaal Disabilities
3
3
EDSP 614
3
Field Placement in Special
S
Education: Severe
S
Diisabilities 3 half daays for 12 weeks
•A
Attend Red Folderr Meeting
•A
Attend Positive Behavior Support Seeminar
2
EDSP 454
Functional Readinng & Community B
Based Curriculum in
Special Educationn
Field Placement iin Special Educatioon: Elementary/Midddle
3 half days for 122 weeks
•Recommend Taake Praxis II
Fa
all Semester 3
EDSP 694
EDSP 684
EDSP 604
*E
EDSP 687 or
EDSP 411
EDSP 652 or
EDSP 411
Spring Seme
ester 4
Grraduate Internship I: Elementary/Middle
3 half
h days (12 hourss/week) for 15 weeeks
Liiteracy approaches in Elementary/Mid
ddle Special
Ed
ducation II
2
EDSP 695
3
EDSP 690
Ed
ducation of Studentts with Autism Speectrum
Diisorders
Faamily Partnerships in Special Educatio
on or
UD
DL in Special Educcation
3
urriculum and Instrruction: Elementarry/Middle
Cu
Sp
pecial Education orr
UD
DL in Special Educcation
•P
Pass Praxis II befo
ore Internship II EDSP
E
695
2
Graduate Internshhip II: Elementary//Middle Special
Education (FT foor 15 weeks)
Teacher Candidat
ate Research in Sem
minar Special Educaation
• Instructional Innquiry Project, ed
dTPA
 Apply for Graaduation, Complette Program of Stu
udy
3
3
Electives
EDSP 606 (F, Sm) Innclusive Practices
EDSP 683 (Sp) Assesssment & Instruction M
Math
6
3
September 18, 2014
Rebecca Silverman
Associate Professor
College of Education
University of Maryland, College Park
1311 Benjamin Building
College Park, MD 20742
Dear Rebecca:
I am writing to express my support for the PCC document you are submitting in which EDHD 425 will be
replaced with EDSP 443. We are pleased that in this document there is also the change from Psych 355 to
EDHD 411.
I hope this program gets the approvals it needs.
Best
Nathan A. Fox
Distinguished University Professor
Interim Chair, Department of Human Development and Quantitative Methodology
Cc: Ann Battle
U N I V E R S I T Y O F MARYLAND
SPECIAL EDUCATION
PROGRAM
Department of Counseling, Higher Education, and Special Education
Course: EDSP 443 Language and Literacy Acquisition in Children with Disabilities
Course Description:
This course is designed to teach teacher candidates about language and literacy
development in children with and without disabilities. Teacher candidates will learn how
the language and literacy acquisition process differs for students with disabilities in early
childhood through elementary school, specifically in children with learning disabilities,
attention deficit disorders, intellectual disabilities, autism spectrum disorders, emotional
and behavioral disorders, sensory disabilities, neuromotor/physical disabilities, and brain
injury. Content will focus on: (a) language and literacy development in children with and
without disabilities, (b] how language and communication disorders affect reading and
writing development, (c] how language and communication disorders interact with culture,
language diversity, and socioeconomic differences in home and school contexts, and (d]
how instruction and inclusive learning environments support students with language and
communication disorders as they develop speaking, listening, reading, and writing in
preschool through elementary school. The major competencies addressed in this course
appear in the table below. The format of the course will be lecture/discussion with videos,
data analysis/interpretation, and hands-on activities so teacher candidates can practice
skills and apply knowledge gained from class.
Course Competencies Aligned to:
InTASC = Interstate New Teacher Assessment and
Support Consortium Core Standards
COE CF = UM College of Education Conceptual
Framework
MSDE = Maryland State Department of Education
MTTS = Maryland Teacher Technology Standards
CEC = Council for Exceptional Children Initial
Teacher Preparation Standards ( 2 0 1 2 ) -
INTASC CEC MSDE MTTS
COE CF
Participants will understand, describe, and recognize
developmental phases of language and literacy
acquisition.
1,2
1
Pl.OPl.ll
N/A
Subject
Matter,
Pedagogy,
Learners
Participants will recognize the patterns of language and
literacy development and how they vary for children with
cognitive, linguistic, social, emotional, and physical
disabilities.
1,2
1
Pl.OPl.ll
N/A
Subject
Matter,
Pedagogy,
Learners
Participants will apply knowledge of language structure
to understand reading and writing processes of children
with disabilities.
1,4
3
P2.0P2.13
N/A
Subject
Matter,
Pedagogy,
Learners
Participants will understand the role of instruction in
supporting students with language and
communication disorders as they develop speaking,
listening, reading, and writing skills in preschool
through elementary school.
1,4
3
P2.0P2.13
N/A
Subject
Matter,
Pedagogy,
Learners
Participants will understand how to create inclusive
learning environments that support individual and
collaborative learning of children with and without
disabilities from diverse cultures and communities in
meeting high standards in language and literacy.
2,3
2,5
P2.0P2.13
V , V I Curriculum,
Social and
Cultural
Contexts
Required Textbooli(s):
Kuder, S.J. (2012). Teaching students with language and communication disorders, 4 *
edition. New York, NY: Pearson.
Moats, L. C. (2010]. Speech to Print: Language Essentials for Teachers. Baltimore, MD:
Brookes.
Assignment Overviews:
All papers and projects will be submitted according to the schedule outlined in this
syllabus. All papers must be typewritten, double spaced, with 1-inch standard margins, 12point font size, and written according to APA format, including references when
appropriate or required.
Assignment #
1
2
3
4
5
6
TOTAL
Assignment
Reading Responses
Homework
Mid-Term Examination
Case Study Analysis Report
Final Examination
Graduate Paper
Undergraduate
Maximum Points
20
20
20
20
20
NA
100
Graduate
Maximum Points
20
20
20
20
20
20
120
Assignment Descriptions:
1. Reading Responses
a. Throughout the semester (refer to course outline), teacher candidates will be
provided with a total of 6 reading response topics on assigned readings for
class. They will respond to each question in writing in class within 10
2.
3.
4.
5.
6.
minutes. These questions are intended to help teacher candidates think
deeply about content introduced in the course,
b. Responses will be scored on a scale of 0 = no response or incoherent
response, 1 = basic response, or 2 = analytic response. The highest 5 reading
response will be "counted" for a maximum of 20 points. The lowest reading
response score will be dropped. If a reading response is missed due to class
absence, that is the reading response that will be dropped. If more than one
reading response is missed, please make arrangements with the instructor to
complete a "make-up" reading response outside of class.
Video Observation Report/Homework
a. Teacher candidates will be assigned two homework assignments comprised
of exercises found in their textbook (Kuder, 2012].
b. They will be expected to complete these homework assignments and turn
them in for a grade.
c. The grade will equal the percent of items on the homework completed
correctly for a maximum of 20 points.
Mid-Term Examination
a. Teacher candidates will be asked multiple choice and open-ended questions
about language and literacy topics covered in class, handouts, and readings.
b. Content on the mid-term will come from the textbook as well as class
lectures and handouts.
c. Responses will be scored for a maximum of 20 points.
Case Study Analysis Report
a. Teacher candidates will be assigned to read a case study of the language and
literacy development of a student with a disability, which will be uploaded
onto Canvas.
b. They will be expected to report on the child's language and literacy and how
they may be affected by the student's disability.
c. Teacher candidates will also be expected to report on how the learning
environment should be structured to best support the student.
d. Teacher candidates will be expected to reference their textbooks in their
report.
Final Examination
a. Teacher candidates will be asked multiple choice and open-ended questions
about language and literacy topics covered in class. The final will be
cumulative.
b. Content on the final exam will come from the textbook as well as class
lectures and handouts.
c. Responses will be scored for a maximum of 20 points.
Graduate Credit Paper
a. Teacher candidates receiving graduate credit for this course will be required
to write one paper, due by the end of the semester, on a topic related to
language and literacy disabilities.
b. Teacher candidates receiving graduate credit for this course must have a
topic and reference list for the paper approved by the midterm.
c. The reference list must include 5 research articles on the approved topic.
d. The paper should be 8-10 pages (double-spaced). APA style should be used
for formatting and citations/references.
e. See the course instructor for recommendations on topics and readings if
needed.
Grading:
Undergraduate Teacher Candidates
97-100 points = A +
87-89 points = B +
93-96 points = A
83-86 points = B
90-92 points = A 80-82 points = B -
77-79 points = C +
73-76 points = C
70-72 points = C -
Graduate Teacher Candidates
116-120 points = A +
111-115 points = A
106-110 points = A -
86-90 points = C +
81-85 points = C
76-80 points = C -
101-106 points = B +
96-100 points = B
91-95 points = B-
Course Outline:
Week
1
2
3
4
5
6
7
8
9
10
Topic
Course Overview
The importance of language to literacy;
The elements of language; Predictors
(intrinsic and extrinsic) of language and
literacy development
Language and literacy development in
children with and without disabilities;
Characteristics of typical and atypical
language development; Contributions of
neuroscience to understanding language
and literacy development
Phonetics, phonology, orthography,
morphology
Morphology, syntax, semantics &
pragmatics
Print knowledge, letter knowledge, &
word recognition. Vocabulary, fluency, &
comprehension
MIDTERM EXAMINATION
Language and Literacy Development in
Students with Language Delays, Learning
Disabilities, & Attention Deficit Disorders
Language and Literacy Development in
Students with Intellectual Disabilities and
Autism Spectrum Disorders
Language and Literacy Development in
Chapters Due
Assignments Due
Kuderchs 1-2
Moats ch 1
Kuder chs 3-6
Reading Response
Moats chs 2-5
Homework 1
Moats chs 5-7
Homework 2
Moats chs 8
Reading Response
Kuder ch 7
Kuder chs 8,9
Reading Response
Kuder chs 10-
Case Study
11
12
13
14
Students with Emotional and Behavioral
Disabilities, Sensory Disabilities,
Neuromotor Disabilities, and Brain Injury
Assessing & Enhancing Language and
Literacy Development of Children with
Disabilities
Augmentative and Alternative
Communication for Language and
Literacy Development
Language, Culture, and English Learners
and Language and Literacy Disabilities
Course Review
FINAL EXAMINATION
12
Observation Report
Kuderchs1314
Reading Response
Kuder ch 15
Reading Response
Kuder ch 16
Reading Response
University Policies:
Academic integrity: The University of IVIaryland, College Park has a student-administered
Honor Code and Honor Pledge. For more information on the Code of Academic Integrity or
the Student Honor Council, please visit
http://vyww.studenthonorcouncil.umd.edu/whatis.html. This Code sets standards for
academic integrity at Maryland for all undergraduate and graduate teacher candidates. As
a student you are responsible for upholding these standards for this course. It is very
important for you to be aware of the consequences of cheating, fabrication, facilitation, and
plagiarism. The code prohibits teacher candidates from cheating, fabrication, facilitating
academic dishonesty, and plagiarism. Instances of this include submitting someone else's
work as your own, submitting your own work completed for another class without
permission, or failing to properly cite information other than your own (found in journals,
books, online, or otherwise]. Any form of academic dishonesty will not be tolerated, and
any sign of academic dishonesty will be reported to the appropriate University officials.
Special needs: If you have a registered disability that will require accommodation, please
see the instructor so necessary arrangements can be made. If you have a disability and have
not yet registered with the University, please contact Disability Support Services in the
Shoemaker Building (301.314.7682, or 301.405.7683 TTD] as soon as possible.
Religious observances: The University of Maryland policy on religious observances states
that students not be penalized in any way for participation in religious observances.
Teacher candidates shall be allowed, whenever possible, to make up academic assignments
that are missed due to such absences. However, the must contact the instructor before the
absence with a written notification of the projected absence, and arrangements will be
made for make-up work or examinations.
Course evaluations: As a member of our academic community, teacher candidates have a
number of important responsibilities. One of these responsibilities is to submit course
evaluations each term though CourseEvalUM in order to help faculty and administrators
improve teaching and learning at Maryland. All information submitted to CourseEvalUM is
confidential. Campus will notify you when CourseEvalUM is open for you to complete your
evaluations for fall semester courses. Please go directly to the website
(www.courseevalum.umd.edu) to complete your evaluations. By completing all of your
evaluations each semester, you will have the privilege of accessing online, at Testudo, the
evaluation reports for the thousands of courses for which 70% or more students submitted
their evaluations.
Missed single class due to illness: Once during a semester, a student's self-authored note
will be accepted as an excuse for missing a minor scheduled grading event in a single class
session if the note documents the date of the illness, acknowledgement from the student
that information provided in the note is correct, and a statement that the student
understands that providing false information is a violation of the Code of Student Conduct.
Students are expected to attempt to inform the instructor of the illness prior to the date of
the missed class.*
Major scheduled grading events: Major Scheduled Grading Events (MSGE) are indicated
on the syllabus. The conditions for accepting a self-signed note do not apply to these
events. Written, signed documentation by a health care professional or other professional
in the case of non-medical reasons (see below) of a University-approved excuse for the
student's absence must be supplied. This documentation must include verification of
treatment dates and the time period for which the student was unable to meet course
requirements. Providers should not include diagnostic information. Without this
documentation, opportunities to make up missed assignments or assessments will not be
provided.
Non-consecutive, medically necessitated absences from multiple class sessions:
Students who throughout the semester miss multiple, non-consecutive class sessions due
to medical problems must provide written documentation from a health care professional
that their attendance on those days was prohibited for medical reasons.
Non-medical excused absences: According to University policy, non-medical excused
absences for missed assignments or assessments may include illness of a dependent,
religious observance, involvement in University activities at the request of University
officials, or circumstances that are beyond the control of the student. Teacher candidates
asking for excused absence for any of those reasons must also supply appropriate written
documentation of the cause and make every attempt to inform the instructor prior to the
date of the missed class.
The University provides students with excused absences the opportunity to reschedule
significant assessments, except in cases where the nature of the assessment precluded the
possibility of rescheduling, OR to perform a substitute assignment without penalty. An
instructor is not under obligation to offer a substitute assignment or to give a student a
make-up assessment unless the failure to perform was due to an excused absence, that is,
due to illness (of the student or a dependent), religious observance (where the nature of
the observance prevents the student from being present during the class period),
participation in University activities at the request of University authorities, or compelling
circumstances beyond the student's control. Teacher candidates claiming excused absence
must apply in writing and furnish documentary support for their assertion that absence
resulted from one of these causes. If teacher candidates have questions regarding the
expectations of an assignment, they must meet with the course instructor well in advance
of the due date.
Foundational Competencies: The College of Education Foundational Competencies Policy
was adopted in November 2010 and specifies the professional criteria expected of all
teacher candidates in the College. Performance that meets the Foundational Competencies
is expected across all professional settings, including university-based coursework and
field placements. If concerns arise in any professional setting, a referral will be made to the
Teacher Candidate's advisor. Each Teacher Candidate and Supervisor will complete the
Foundational Competencies evaluation at the end of each field placement experience.
Additional Foundational Competencies evaluation forms may be completed if concerns
arise during a field placement or in any professional setting. These evaluations will be
reviewed along with candidates' performance across all program requirements and
coursework. Continuation in the Special Education teacher certification program
depends on both satisfactory completion of all coursework and satisfactory ratings
on the Foundational Competencies.