KENNESAW STATE UNIVERSITY
GRADUATE CERTIFICATE PROPOSAL FORM 07/30/2012
CERTIFICATE NAME: Graduate Certificate in Special Education
DEPARTMENT: Department of Inclusive Education
PROPOSED EFFECTIVE DATE: Summer, 2013
Check One or More of the Following and Complete the Appropriate Sections
__X___New Graduate Certificate Proposal**
_____Change in Graduate Certificate Requirements
Sections to be Completed
All
III – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
Faculty Member Patricia Alvarez McHatton
Date
___ Approved ___ Not Approved
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Department Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
Department Chair
Date
___ Approved ___ Not Approved
______________________________________________________
College Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
College Dean
Date
___ Approved ___ Not Approved
______________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate College
Date
___ Approved ___ Not Approved
______________________________________________________
Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
______________________________________________________
President
Date
UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE CERTIFICATE PROPOSAL
Graduate Certificate in Special Education
Kennesaw State University
November 2012
Inclusive Education
Bagwell College of Education
Summer 2013
CIP:______
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 2 of 24
I.
Graduate Certificate Description
Unique Aspects of Program
Evidence related to a rise in the number of students with disabilities in inclusive settings both
internationally and nationally is the impetus for the proposed Graduate Certificate in Special
Education. According to Forlin and Hopewell (2006) there is a need for all teachers to have
knowledge, skills, and dispositions to meet the needs of students with disabilities. This certificate
is specifically designed to meet the ever-increasing need for specialized preparation to meet the
needs of students with disabilities. This stand-alone certificate does not lead to certification;
however, candidates who complete the certificate program may transfer up to 9 graduate credits
into the M.Ed. in Special Education.
Successful Learning Outcomes for All Learners
As we consider the uniqueness of this certificate, it is imperative that we offer discourse
addressing the need for teachers who possess the knowledge, skills, and dispositions to
systematically create successful learning outcomes for students with disabilities. In order to be
effective instructional facilitators of learning, there must exist a shift in paradigm related to
meeting the needs of students with disabilities. Additionally, the literature supports the position
that both general and special educators are experiencing difficulty with, “… differentiating the
curriculum to meet the needs of individual pupils with special educational needs” (Hopewell,
2006, p.). Wendell (2005) offers additional evidence by stating that:
“ … effective teaching for those with special needs has direct relevance to effective
teaching in general. It has long been acknowledged that a key element in teaching and
learning approaches is the recognition of the learner as an active rather than a passive
participant” (p.7)
Within the Graduate Certificate in Special Education, candidates will receive coursework on the
delivery of evidence-based/research-supported instructional practices for students with
disabilities. This certificate integrates the following critical special education-related content
domains - Foundations in Special Education, Formative and Summative Assessments, Positive
Behavioral Support, and Instructional Programming that provide access to the curriculum for all
students (See course syllabi). This Graduate Certificate in Special Education meets the Initial
Individualized General Curriculum Standards of the Council for Exceptional Children (CEC).
These standards serve as the primary learning outcomes of the Graduate Certificate in Special
Education.
International and Local Needs
Currently, KSU has Memoranda of Understanding with two entities which have requested this
type of certificate. Our global partners include The Association of American Schools of Central
America, Colombia-Caribbean and Mexico (Tri-Association) and the Al-Nibras
International/Bilingual School in Kuwait. The Department of Inclusive Education faculty have
traveled to both of these partners’ locations to deliver staff development, consultation, and
course work in meeting the needs of students with disabilities.
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 3 of 24
Approximately ten percent of the world's population, or 650 million people, live with a
disability. Individuals with disabilities are the world's largest minority. Additionally, UNESCO
reports that 90% of children with disabilities in developing countries do not attend school.
According to a 1998 United Nations Development Programme (UNDP) study, the global literacy
rate for adults with disabilities is as low as three percent; women with disabilities experience an
even lower literacy rate (i.e., one percent). Although their numbers are on the increase, students
with disabilities in higher education remain under-represented according to the Organisation for
Economic Co-operation and Development (OECD).
At the local level, school districts are faced with many challenges in securing highly qualified
individuals to meet the needs of students with disabilities. Special education continues to be a
critical shortage area; furthermore, the retention rate of special education teachers is significantly
less than for general education teachers (i.e., 3-5 years) (Demik, 2008; Minors 2008).
Additionally, McLeskey and Billingsley (2008) report that although most general education
teacher candidates take a course focused on meeting the needs of students with disabilities,
existing research indicates continued challenges for beginning and veteran teachers in meeting
the needs of students with disabilities. The Graduate Certificate in Special Education addresses
expressed needs of both our international and local partners relative to preparing teacher
educators with the requisite knowledge, skills, and dispositions to meet the needs of students
with disabilities in their classrooms.
Institutional Importance of the Program
The Graduate Certificate in Special Education furthers the mission of the institution by
advancing Kennesaw State University’s commitment to strengthening our relationship with our
global and community partners. Globally, the certificate addresses a critical need in the
international community. Locally, this certificate will offer individuals currently working with
students with disabilities the knowledge to offer high quality instruction. As the largest producer
of teachers in the state of Georgia, KSU is a primary institution of choice. The proposed
Graduate Certificate in Special Education will be grounded in the mission of the institution and
in the already established excellent reputation and practices of the Professional Teacher
Education Unit and the Bagwell College of Education.
The proposed Graduate Certificate in Special Education supports the strategic plans and
academic priorities within the University System of Georgia (USG), Kennesaw State University
(KSU), Bagwell College of Education (BCOE) and the Department of Inclusive Education
(INED).
System and State of Georgia Strategic Goals
The Graduate Certificate is aligned with the following University System of Georgia/Board of
Regents proposed 2007-2012 Strategic Plan (http://www.usg.edu/strategicplan/):
Goal 3: Increase the System’s participation in research and economic development to the benefit
of a global Georgia. Enhance and encourage the creation of new knowledge and basic research
across all disciplines.
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 4 of 24
Kennesaw State University Strategic Goals
The proposed Graduate Certificate in Special Education is consistent with the university’s goal
of continuing to develop professionally-oriented graduate offerings that are applied in nature.
This program includes a focus on student success that is supported by innovative emphasis
across the curriculum, responsive to the individual and societal needs of students with
disabilities. The proposed Graduate Certificate in Special Education will allow us to build on our
success and our experience in special education curriculum while meeting the expressed needs of
our international and local partners.
The program is aligned with the following University Strategic plan
( https://web.kennesaw.edu/academicaffairs/strategicplan)
Goal 1: To enhance and expand academic programs and delivery
Goal 6: To promote an inclusive campus environment through the adoption of policies,
procedures, and curricula that are guided by the principles of diversity, equity, transparency, and
shared governance
Bagwell College of Education Strategic Goals
The program is aligned with the following proposed Bagwell College of Education’s Strategic
Plan for 2012-2017:
Goal 1: Promote excellence and innovation in education through teaching, supervising, and
mentoring candidates; research, creative activity, and scholarship; and professional service.
Objective 1: Improve on-campus, satellite-campus, and on-line learning environments.
Goal 3: Become more engaged and prominent in the local community, Georgia, the nation, and
the world. Objective 5: Increase global, international, and intercultural engagement for all
faculty, students, and staff.
Staffing, Facilities, and Enrollment
Staffing and enrollment – The Department of Inclusive Education currently has a total of nine
special education faculty. The goal is to begin the program in summer of 2013, with one cohort
of approximately 20 candidates.
Facilities – As this is a fully on-line program, no additional classroom space is required.
II. Objectives of the Graduate Certificate in Special Education
The objectives of this program include:
1) Providing special education content, knowledge, and expertise in teaching students with
disabilities.
2) Enhancing and expanding on-line program offerings at Kennesaw State University
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 5 of 24
Specific course objectives are as follows (please note all courses are existing course):
1.
2.
3.
4.
5.
6.
7.
8.
INED 3304 – Pre-Requisite
Knowledge
Articulate and define the legal and ethical requirements of your role in the education of
students with disabilities and the ways those continue to evolve out of legislative, litigious,
and sociological changes.
Demonstrate an understanding of Response to Intervention, Individual Educational Plans,
and due process and the teacher’s role in its implementation for parents and students.
Demonstrate an understanding of the teacher’s role in engaging and supporting the
participation of parents of students with disabilities in the education of their children.
Demonstrate an understanding of the education implications of characteristics of various
exceptionalities.
Skills
Select, adapt, and demonstrate instructional strategies and materials according to
characteristics of the individual with exceptional learning needs.\
Create a safe, equitable, positive, and supportive learning environment in which diversities
are valued.
Dispositions
Demonstrate commitment to developing the highest education and quality-of-life potential of
individuals with exceptional learning needs.
Show regard for human dignity, including using “person-first language”, in all relationships.
INED 7730
Course Objective
CEC Standard
Knowledge Objectives
1. Demonstrate an understanding of
IGC1K1 - Definitions and issues related to the
terminology, definitions, and issues in
identification of individuals with exceptional
assessment practices as mandated by IDEA
learning needs
2004.
ICC8K1 - Basic terminology used in
assessment
2. Clarify issues in determining the needs of
ICC1K4 - Rights and responsibilities of
linguistically, culturally, and
students, parents, teachers, and other
socioeconomically diverse students.
professionals, and schools related to
exceptional learning needs.
3. Discuss possible factors that lead to the
IGC1K7 - Factors that influence the overoverrepresentation of linguistically,
representation of culturally/linguistically
culturally, and socioeconomically diverse
diverse individuals with exceptional learning
students.
needs in programs for individuals with
exceptional learning needs.
4. Demonstrate an understanding of legal and ICC8K3 - Screening, prereferral, referral, and
educational procedures in special education classification procedures.
such as screening, prereferral intervention,
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 6 of 24
referral, evaluation, classification, IEPs,
and placement.
IGC8K2 - Laws and policies regarding referral
and placement procedures for individuals with
exceptional learning needs.
IGC8K4 - Procedures for early identification
of young children who may be at risk for
exceptional learning needs.
5. Explain issues and practices of the
response to intervention (RTI) model for
early identification of students with
incipient learning needs.
6. Identify advantages and disadvantages of
ICC8K4 - Use and limitations of assessment
diverse assessment instruments and
instruments.
procedures.
7. Identify various strategies for test-taking
ICC8K5 - National, state or provincial, and
and test accommodations, adaptations and
local accommodations and modifications.
modifications, taking into consideration
system-wide and classroom assessments.
8. Elucidate issues and practices in legal and
IGC8K2 - Laws and policies regarding referral
educational accountability of special
and placement procedures for individuals with
education for students with special needs.
exceptional learning needs.
Skills
9. Assess and determine optimal learning
ICC5K1 - Demands of learning environments.
environments for instruction and special
education placement.
10. Conduct diagnostic assessment to
ICC8S1 - Gather relevant background
determine the strengths and needs of
information
individual students as the background and
baseline level of students’ learning for
constructing IEPs and instructional design.
11. Develop an assessment plan that includes
ICC8S4 - Develop or modify individualized
formative assessment procedures to
assessment strategies.
measure the progress of individual
students’ learning and behavior.
ICC8S8 - Evaluate instruction and monitor
progress of individuals with exceptional
learning needs.
12. Interpret assessment results to make
ICC8S5 - Interpret information from formal
informed and data-based decisions in
and informal assessments.
eligibility, program implementation, and
placement for students with special needs. ICC8S6 - Use assessment information in
making eligibility, program, and placement
decisions for individuals with exceptional
learning needs, including those from culturally
and/or linguistically diverse backgrounds.
13. Summarize and report assessment results
ICC8S7 - Report assessment results to all
for efficient decisions in eligibility and IEP stakeholders using effective communication
development.
skills.
ICC8S9 - Create and maintain records.
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 7 of 24
14. Determine psychometric adequacy of
assessment procedures in designing and
selecting appropriate instruments and
procedures.
IGC8S3 - Select, adapt and modify
assessments to accommodate the unique
abilities and needs of individuals with
exceptional learning needs.
15. Use behavioral assessment procedures to
diagnose students’ behavioral needs and to
monitor progress as an intervention is
implemented.
IGC8S4 - Assess reliable method(s) of
response of individuals who lack typical
communication and performance abilities.
IGC8S1 - Implement procedures for assessing
and reporting both appropriate and problematic
social behaviors of individuals with
exceptional learning needs.
IGC8S5 - Monitor intragroup behavior
changes across subjects and activities.
Dispositions
16. Conduct assessment procedures based on
ICC8K2 - Legal provisions and ethical
legal provisions and ethical principles.
principles regarding assessment of individuals.
17. Consider possible cultural and linguistic
ICC8S2 - Administer nonbiased formal and
limitations of assessment procedures to
informal assessments.
prevent biases in determining eligibility
and instructional needs.
ICC8S6 - Use assessment information in
making eligibility, program, and placement
decisions for individuals with exceptional
learning needs, including those from culturally
and/or linguistically diverse backgrounds.
INED 7760
Course Objective
CEC Standard
Knowledge
Define the basic constructs of teaching and
CEC: CC1K1- Models, theories, and
learning including cooperative learning, direct
philosophies that form the basis for special
instruction, differentiated instruction,
education practice.
performance assessment, universal design,
CC1K 4 - Rights and responsibilities of
inclusion, accommodation and modification,
students, parents, teachers, and other
curriculum mapping and backwards design.
professionals, and schools related to
exceptional learning needs.
CC1K 5 – Issues in definition and
identification of individuals with exceptional
learning needs, including those from culturally
and linguistically diverse backgrounds.
CC1K 6 - Issues, assurances and due process
rights related to assessment, eligibility, and
placement within a continuum of services.)
CC1K 10 - Potential impact of differences in
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 8 of 24
values, languages, and customs that can exist
between the home and school.
CC3K5 - Differing ways of learning of
individuals with exceptional learning needs
including those from culturally diverse
backgrounds and strategies for addressing
these differences.
Skills
Develop a curriculum map for reading and math CEC: CC7K1 - Theories and research that form the
that addresses the state performance standards
basis of curriculum development and instructional
for a diverse group of students.
practice.
CC7K 3 - National, state or provincial, and local
curricula standards.
GC5K3 Methods for ensuring individual academic
success in one-to-one, small-group, and largegroup settings.
GC4S10 Identify and teach basic structures and
relationships within and across curricula.
Assure that the curriculum map incorporates a
CEC: CC4S2 performance assessment plan to monitor the
Teach individuals to use self-assessment,
progress of all students as they learn the stateproblem solving, and other cognitive strategies
approved curriculum;
to meet their needs.
CC4S4 Use strategies to facilitate maintenance and
generalization of skills across learning
environments.
Develop instruction that is differentiated for all; CEC: CC4S5 –
Use procedures to increase the individual’s
self-awareness, self-management, self-control,
self-reliance, and self-esteem.
CC4S 6 Use strategies that promote successful
transitions for individuals with exceptional
learning needs.
Develop a one-week integrated unit plan that
CEC: GC4K1 –
meets the needs of students with a full range of
Sources of specialized materials, curricula, and
ability and disability;
resources for individuals with disabilities.
GC4S3 Advantages and limitations of instructional
strategies and practices for teaching individuals
with disabilities.
Dispositions
Demonstrate collaborative skills in developing
CEC: GC4S2Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 9 of 24
curriculum maps and unit plans;
Demonstrate the ability to analyze instruction
and think reflectively about their daily practice
as it relates to the CPI; and:
Demonstrate on-going commitment to
professional development.
Use strategies from multiple theoretical
approaches for individuals with disabilities.
GC4S 5 Use methods to teach mathematics appropriate
to the individuals with disabilities.
CEC: GC4K5Strategies for integrating student initiated
learning experiences into ongoing instruction.
GC4K 7 –
Methods for guiding individuals in identifying
and organizing critical content.
GC4S7 Use appropriate adaptations and technology for
all individuals with disabilities.
CEC: GC4S2 Use strategies from multiple theoretical
approaches for individuals with disabilities.
GC4S 10 Identify and teach basic structures and
relationships within and across curricula.
INED 7720
Course Objectives
CEC Standard
Knowledge
Demonstrate an understanding of models and
GC1K2 theories for inappropriate behavior, the
Models and theories of deviance and behavior
theoretical perspectives that underlie those
problems
causes, and appropriate intervention programs
to decrease inappropriate behavior while
increasing appropriate behaviors.
Discuss theoretical/philosophical differences in GC1K9 managing classroom behavior and be able to
Theory of reinforcement techniques in serving
articulate a coherent theoretical perspective
individuals with disabilities.
that underlies classroom management for
ICC5K2 different aged learners.
Basic classroom management theories and
strategies for individuals with exceptional
learning needs.
Articulate the influence of antecedents and
ICC5K2 consequences on the decrease of inappropriate Basic classroom management theories and
behaviors and the increase, maintenance, and
strategies for individuals with exceptional
generalization of appropriate behaviors for
learning needs.
individuals and groups.
ICC4S4Use strategies to facilitate maintenance and
generalization of skills across learning
environments.
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 10 of 24
Articulate the factors in planning and
implementing behavior change for students
with a range of learning, behavior, physical
and sensory disabilities with an emphasis on
least intrusive and non-aversive strategies.
GC4S9 Use a variety of non-aversive techniques to
control targeted behavior and maintain
attention of individuals with disabilities1/.
ICC5S11 Use the least intensive behavior management
strategy consistent with the needs of the
individual with exceptional learning needs.
Skills
Demonstrate the ability to select target
ICC5S10 behaviors, conduct a systematic functional
Use effective and varied behavior management
behavior assessment, and design intervention
strategies.
plan that includes a focus on increasing
ICC7S4 appropriate behaviors which serve the same
Use functional assessments to develop
“function” as the inappropriate behavior;
intervention plans.
demonstrate the ability to track student
ICC7S15 behavior and develop appropriate data sheets
Evaluate and modify instructional practices in
and graphs to document behavior change.
response to ongoing assessment data.
GC7S2 Select and use specialized instructional
strategies appropriate to the abilities and needs
of the individual.
ICC8S4 Use and limitations of assessment instruments.
Demonstrate the application of problem
GC4K4 solving, conflict resolution, and social skills
Prevention and intervention strategies for
instruction as part of a proactive management
individuals at-risk for a disability.
system. This includes the demonstration of a
ICC5K2 problem solving mentality on the part of the
Basic classroom management theories and
candidate with an emphasis on developing
strategies for individuals with exceptional
students’ self-management and self-control.
learning needs.
ICC5K5 Basic classroom management theories and
strategies for individuals with exceptional
learning needs.
ICC5S2 Identify realistic expectations for personal and
social behavior in various settings.
GC5S5 Use skills in problem solving and conflict
resolution.
ICC7S14 Prepare individuals to exhibit self-enhancing
behavior in response to societal attitudes and
actions.
GC7S8 Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 11 of 24
Design, implement, and evaluate instructional
programs that enhance social participation
across environments.
ICC4S5 Use procedures to increase the individual’s
self-awareness, self-management, self-control,
self-reliance, and self-esteem.
Demonstrate the ability to plan a learning
GC4S9 environment for individuals and groups in the
Use a variety of nonaversive techniques to
classroom and school using proactive strategies control targeted behavior and maintain
to minimize inappropriate behaviors and to
attention of individuals with disabilities1/.
identify appropriate non-aversive reactive
ICC5K6 strategies for managing disruptions using the
Strategies for crisis prevention and
principles of positive behavior support and
intervention.
least intervention.
ICC5S5 Use the least intensive behavior management
strategy consistent with the needs of the
individual with exceptional learning needs.
GC5S6 Establish a consistent classroom routine for
individuals with disabilities.
ICC5S12 Design and manage daily routines.
GC7K1 Integrate academic instruction and behavior
management for individuals and groups with
disabilities.
GC7S1 Plan and implement individualized
reinforcement systems and environmental
modifications at levels equal to the intensity of
the behavior.
ICC5S11 Use the least intensive behavior management
strategy consistent with the needs of the
individual with exceptional learning needs.
Dispositions
Articulate culturally responsive strategies for
ICC1K4 collaborating with the student, peers,
Rights and responsibilities of students, parents,
parents/families, other teachers, related service teachers, and other professionals, and schools
providers, paraprofessionals, community
related to exceptional learning needs.
resources, and etc. in functional analysis,
ICC7S3 planning, and implementing behavior change
Involve the individual and family in setting
strategies.
instructional goals and monitoring progress.
ICC10K2 Roles of individuals with exceptional learning
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 12 of 24
Demonstrate life-long learning to articulate a
current theoretical/philosophical, researchbased understanding and a commitment to
utilize evidence-based classroom management
for students with a range of learning, physical,
sensory, and behavior disabilities.
Articulate the ethical and legal issues in
implementation of behavior change strategies
for individuals and groups.
needs, families, and school and community
personnel in planning of an individualized
program.
ICC10K4Culturally responsive factors that promote
effective communication and collaboration
with individuals with exceptional learning
needs, families, school personnel, and
community members.
ICC10S2 Collaborate with families and others in
assessment of individuals with exceptional
learning needs.
ICC10S4 Assist individuals with exceptional learning
needs and their families in becoming active
participants in the educational team.
ICC10S9 Communicate with school personnel about the
characteristics and needs of individuals with
exceptional learning needs.
GC10S3 Roles of professional groups and referral
agencies in identifying, assessing, and
providing services to individuals with
disabilities.
ICC4K1 Evidence-based practices validated for specific
characteristics of learners and settings.
GC4S1 Use research-supported methods for academic
and non-academic instruction of individuals
with disabilities.
ICC9K4 Methods to remain current regarding researchvalidated practice.
ICC9S13 Demonstrate commitment to engage in
evidence-based practice.
ICC1K2 Laws, policies, and ethical principles regarding
behavior management planning and
implementation.
GC9S2 Ethical responsibility to advocate for
appropriate services for individuals with
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 13 of 24
disabilities.
III Justification and Need for the Graduate Certificate in Special Education
The proposed Graduate Certificate in Special Education will prepare teachers (internationally
and locally) with special education content, knowledge, and dispositions in teaching students
with disabilities. As noted previously, our international partners have consistently expressed the
need for this type of coursework; further, it is likely that locally teachers who have received
certification through the GACE exam may avail themselves of this Graduate Certificate as a
means of expanding their expertise in working with students with disabilities.

Appropriate Specialization
The Graduate Certificate in Special Education is designed to offer candidates initial knowledge,
skills, and dispositions related to the following domains: Foundations in Special Education;
Formative and Summative Assessments, Positive Behavioral Support, and Instructional
Programming related to evidence-based/research-supported practices that provide access to the
curriculum for all students.

Quantity of graduates
The program plans to admit one cohort of 20 students the first year to serve as a pilot. This will
provide data allowing for program improvement. After the first year, it is expected that we will
be able to admit two cohorts of 20 students per year.

Productivity
CREDIT HOURS GENERATED FY 1
FY
1 Semester
1
Courses
Number of
Candidates
Cr. Hrs/
Candidate
Cr. Hrs.
Gen.
Summer – C1
INED 3304
20
3
60
Fall – C1
INED 7730 & INED 7760
20
6
120
3
20
200
Spring – C1
INED 7720
20
FISCAL YEAR #1 CREDIT HOUR GENERATION TOTALS
 Partnering
KSU has established partnerships with Cobb County School District (CCSD) and multiple other
districts within our catchment area where many of our graduates ultimately are employed. For
example, this past fall CCSD hired 10% of their elementary teachers in special education
positions. These teachers did not have a degree in special education, but had passed the statewide assessment which gave them highly qualified status as special educators. Some of these
graduates have corresponded with the Department of Inclusive Education expressing a need for
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 14 of 24
increased knowledge in meeting the needs of their students. Likewise, our international partners
(Tri-Association and the Al-Nibras International/Bilingual School) have repeatedly requested our
assistance in preparing their teachers to meet the needs of students with disabilities and to do so
in a manner that will provide graduate credit.

Placement
This program will be housed in the Bagwell College of Education, Department of Inclusive
Education. The program will be coordinated by Patricia Alvarez McHatton, Chair, Department
of Inclusive Education and supported by the faculty and staff in that Department. Candidate
advisement files and advisors will be located in the Department of Inclusive Education.

Survey results of potential students (demand for certificate)
Potential students include teachers from our international partner schools as well as teachers
from the local area who have obtained their certification in special education through the GACE
exam, or any other individual who meets the admissions criteria.
IV. Procedures Used to Develop the Graduate Certificate
The Graduate Certificate in Special Education was developed by the Special Education
Certificate Committee. This committee consists of faculty members from Department of
Inclusive Education (INED). The Graduate Certificate in Special Education Committee met
repeatedly to conceptualize and develop the certificate program of study. The Graduate
Certificate in Special Education consists of three graduate level courses. INED 3304 (An
Introduction to Exceptional Students) is required as a pre-requisite in the certificate program.
All required graduate courses are currently delivered within the M.Ed. program in Special
Education.
V. Curriculum: Certificate Program Requirements
Catalog Description
The Graduate Certificate in Special Education is designed to offer graduate courses in
instruction, assessment, and positive behavior supports, which provide educators with the
necessary knowledge, skills, and dispositions to meet the needs of students with disabilities.
Courses which apply to the certificate focus on effective use of evidence-based/researchsupported practices and concepts underlying the successful academic experiences and needs
of this diverse population.
1. Certificate Admission Requirements:
Admission Criteria for Graduate Certificate in Special Education / International
Candidates:
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 15 of 24

Complete electronically & submit the On-line Application
http://www.kennesaw.edu/graduate/admissions/on-lineapplication.shtml

Obtain and submit official transcripts from EACH college attended, including those
institutions where degrees were NOT earned. Official transcripts are those in a university
sealed envelope. Your transcripts should reflect at least a Bachelor's degree with a
minimum of a 2.75 GPA (on a 4.0 scale based on US standards).
If one’s degree is from outside the US, an OFFICIAL Evaluation of Foreign Transcripts
Must be from an agency that is accredited in a manner accepted by KSU
http://www.naces.org/members.htm

Obtain and submit a Professional Resume documenting teaching and/or leadership
experience.

Obtain and submit 1-2 Page Professional Statement of Goals documenting education,
teaching experience, record of leadership, and service to the professional community.

Obtain and submit TWO Letters of Recommendation that address your success in
teaching and ability for success in graduate degree studies. These recommendations
should be on school or business letterhead.

It is advisable for candidates to be employed, at least part-time, throughout the
duration of the program.

Obtain and submit a copy of your passing TOEFL Scores:
Minimum Score Needed for KSU consideration:
Paper version based TOEFL – 550
Computer version (CBT) TOEFL – 213
Internet version (iBT)TOEFL – 80

All documentation should be submitted on line.
2. Will Certificate be Embedded in a program, if so which one?
This stand-alone certificate does not lead to certification; however, candidates who
complete the certificate program may transfer up to 9 graduate credits into the M.Ed. in
Special Education.
3. Can students earn the certificate without enrolling in a Masters
program?
Yes, the Graduate Certificate in Special Education will exist as a stand-alone program not
leading to certification.
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 16 of 24
4. Course Offering Schedule and Plan-of-Study
The scheduling of course offerings is planned to extend over three semesters covering a
total of 12 credit hours.
Summer:
( INED 3304) Education of Exceptional Students (Prerequisite or equivalent)
Fall:
(INED 7760) Curriculum Development for Diverse Learners
(INED 7730) Assessment of Diverse Learners
Spring:
(INED 7720) Positive Behavior Management Strategies
Growth and Flexibility
In terms of growth trajectories, the fully on-line delivery format will provide an opportunity to
serve candidates at the local, national, and international level. Additionally, as three of the
four courses are graduate offerings, participation in the graduate certificate may provide an
impetus for candidates to matriculate into the graduate program.
5. Course Descriptions
INED 3304 – Education of Exceptional Students
This course prepares candidates to work collaboratively with families and school personnel to
have a positive impact on the educational, social and behavioral development of all students,
including those with a full range of disabilities, in a diverse society. It focuses on knowledge
of legislative mandates for serving exceptional students, characteristics of exceptionality, best
practices in facilitating teaching and learning, and accountability through assessment of
outcomes.
INED 7760: Curriculum Development for Diverse Learners
This course prepares candidates to develop core curriculum that is universal in design (UDL)
and based on research-based practices to meet the varied needs of all students, including
students with disabilities and English learners in the Response to Intervention (RtI) Tier 1
general education classroom. The proposed curriculum model utilizes the Georgia
Performance Standards, includes the framework of Backwards Design (UbD) and integrates
UDL, SIOP, differentiated and culturally responsive instructional principles, and built in
accommodations and modifications.
INED 7730: Assessment of Diverse Learners
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 17 of 24
This course focuses on assessment practices aligned with legislative demands in special
education. Candidates develop competencies in administration, development, and
interpretation of norm-referenced, criterion-referenced, curriculum-based, observation,
checklists/rating scales, authentic and informal assessments. Special emphasis is placed upon
completion of case studies to apply progress monitoring skills to address academic and
behavioral levels of students with disabilities and/or who are culturally and linguistically
diverse.
INED 7720: Positive Behavior Management Strategies
The focus of this course is for candidates to develop skills in implementing proactive
strategies for positive behavior management. The basic application of school-wide positive
behavior support strategies (RTI), functional behavioral assessment, creating a positive
classroom environment, using classroom positive behavior support strategies, and cultural
influences on student behavior will provide the course’s framework. Candidates will learn
and apply research-based principles and strategies through the development of an application
project while working in the field with one or more students with challenging behaviors.
VI. INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
Faculty
McHatton
Brown
Carter-Hicks
Lee
Funk
Bessette
Heckert
Bell
Williams
P= Professor
Rank
P
P
ASP
ASP
ASP
ASP
AP
AP
L
INED 3304
X
X
X
X
X
X
X
X
X
ASP = Associate Professor
INED 7720
X
X
X
X
X
X
X
X
INED 7730
X
X
X
X
X
X
X
X
INED 7760
X
X
X
X
X
X
X
X
AP = Assistant Professor L=Lecturer
FACULTY DEVELOPMENT
Funds have been designated in the Bagwell College of Education budget to support faculty
development. Members of the faculty are encouraged to make best use of the funds to attend
professional conferences and workshops advancing their professional growth. Travel funds for
critical needs are also supported by the Graduate School, CETL and the Dean’s Office, BCOE.
Faculty members are strongly encouraged to take advantage of the many free professional
workshops offered by CETL on campus. It is the culture of the BCOE to collaboratively pursue
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 18 of 24
scholarly activities. Junior faculty members advance professionally by collaborating with senior
faculty members. In addition, many members of the faculty are actively involved in professional
services in state, national and international organizations. Their contributions to these
professional organizations enrich their professional development.
FACULTY RESEARCH AND SCHOLARSHIP
Faculty members in the Inclusive Education Department who will be responsible for teaching
INED 7720, 7730 and INED 7760 are actively engaged in research activities. For the purposes of
this application, we have included selected publications from the last five years as well as the
international presentations conducted with our partners.
Refereed Journal Articles:
Alvarez McHatton, P., & Daniel, P. (2008). Co-teaching at the pre-service level: Special
education majors collaborate with English education majors. Teacher Education and
Special Education, 31(2), 118-131.
Allsopp, D., Alvarez McHatton, P., & Cranston-Gingras, A. (2009). Examining perceptions of
systematic integration of instructional technology in a teacher education program.
Teacher Education and Special Education, 32(4), 337-350.
Alvarez McHatton, P., Keller, H., Shircliffe, B., & Zalaquett, C. (2009). Examining efforts to
infuse diversity within one college of education. Journal of Diversity in Higher
Education, 2(3), 127-135.
Alvarez McHatton, P., & McCray, E. D. (2007). Inclination towards inclusion: Perceptions of
elementary and secondary education teacher candidates, Action in Teacher Education,
29(3), 25-32.
Alvarez McHatton, P. (2007). Listening and learning from Mexican and Puerto Rican single
mothers of young children with disabilities: Implications for pre-service teachers.
Teacher Education and Special Education 30(4), 237-248.
Alvarez McHatton, P., Shircliffe, B. J., & Cobb-Roberts, D. (2011). Promoting diversity through
multi-level activism: An organizational approach. Educational Considerations,
XXVIII(2), 7-12.
Alvarez McHatton, P., Boyer, N, R., Shaunessy, E., & Terry, P. M. (2010). Principals’
perceptions of preparation and practice in gifted and special education content: Are we
doing enough? Journal for Research on Leadership Education, 5(1), 1-22.
Alvarez McHatton, P., & McCray, E. D. (2009). Removing our masks: Using the visual and
performing arts to promote deep reflection in pre-service teachers. Penn GSE:
Perspectives on Urban Education, 6(2), http://www.urbanedjournal.org/
Alvarez McHatton, P., Bradshaw, W., Gallagher, P., & Reeves, R. (2011). Strategic Planning in
a Professional Educators’ Organization. Nonprofit Management and Leadership, 22(2),
233-249.
Allsopp, D. H., Alvarez McHatton, P., & Farmer, J. L. (2010). Technology, mathematics
PS/RTI, and students with LD: What do we know, what have we tried, and what can we
do to improve outcomes now and in the future. Learning Disabilities Quarterly, 33(4),
273-288.
Alvarez McHatton, P., Glenn, T. A., Sue., & Gordon, K. (2012). The plight of special education
leaders in challenging contexts: Purpose, potential, and possibility (Invited). Journal of
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 19 of 24
Special Education Leadership, 25(1), 38-47
Alvarez McHatton, P., Shaunessy, E., Hughes, C., Brice, A. & Ratliff, M. (2007). You gotta
represent! Ethnic identity development among Hispanic adolescents. Multicultural
Perspectives, 9(3), 12-20.
Brice, A., Shaunessy, E., Hughes, C., Alvarez McHatton, P., & Ratliff, M. A. (2008). What
language discourse tells us about bilingual adolescents: A study of students in gifted
programs and students general education programs. Journal for the Education of the
Gifted, 32(1), 7-33.
Funk, M. L. & Wallace, D. (2006). Digital storytelling as a 21st century instructional strategy.
Taking Teaching and Learning Seriously.
Funk, M. L. & Wallace, D. (2007). Reinforcing 21st century skills through digital storytelling.
Connections.
Gerretson, H., & Alvarez McHatton, P. (2009). Learning to teach school mathematics:
Perceptions of Special Education teachers. Action in Teacher Education, 31(3), 28-40.
Lee, C. (2012). What teachers should use for effective academic instruction. Journal of KoreanAmerican Education, 29, 84-87.
Lee, C., & Tindal, G. (1994). Self-recording and goal-setting: Effects on on-task and math
productivity of low-achieving Korean elementary school students. Journal of Behavioral
Education, 4(4), 459-479.
McCray, E. M. & Alvarez McHatton, P. (2011). “Less afraid to have them in my classroom”:
understanding pre-service general educators’ perceptions about inclusion. Teacher
Education Quarterly, 38(4), 135-155.
McCray, E. M. & Alvarez McHatton, P. (2010). Current demographics and challenges: The
education Imperative. Race, Gender & Class, 17(1-2), 47-50, ISSN 1084-8354.
Mihalas, S. T., Allsopp, D., Morse, W., & Alvarez McHatton, P. (2009). Cultivating caring
teacher-student relationships in secondary settings: Enhancing school success for students
with EBD. Remedial and Special Education, 30, 108-125.
Parker, A., Allen, D., Alvarez McHatton, P. , & Rosa, L. (2010). Dance lessons: Preparing preservice teachers for co-teaching partnerships. Action in Teacher Education, 32(1), 26-38.
Shaunessy, E., & Alvarez McHatton, P. (2009). Urban Students’ Perceptions of Teachers:
Views of Students in General, Special, and Honors Education. Urban Review, 41 (5),
486-503.
Shaunessy, E., & Alvarez McHatton, P. (2008). Language at the fault lines. Cultural Studies <->
Critical Methodologies, 8(3), 325-336.
Shaunessy, E., Alvarez McHatton, P., Hughes, C., Brice, A., & Ratliff, M. (2007).
Understanding the Experiences of Bilingual Latino/a Adolescents: Voices from Gifted
and General Education. Roeper Review, 29(3), 174-182.
Shealey, M. W., Alvarez McHatton, P., & Wilson, V. (2011). Moving Beyond Disproportionality
in Special Education: The Role of Culturally Responsive Teaching in Special Education.
Teaching Education. doi: 10.1080/10476210.2011.591376
Shealey, M. W., Alvarez McHatton, P., Farmer, J. (2009). What does highly qualified mean for
special educators? Urban Education, 44(4), 410-426.
Swanson, E., Wanzek, J., Vaughn, S., Heckert, J., Cavanaugh, C., & Tackett, K. (2011). A
synthesis of the effect of read-aloud intervention on measures of early reading outcomes
among preschool through third graders at risk for reading difficulties. Journal of Learning
Disabilities.
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 20 of 24
Weems, M., White, C. J., Shelley, C., Alvarez McHatton, P., Melina, L., de Carteret, P., Brown,
R., Wyatt, J., Goode, J., Bond, T., & Sheidt, L. A. (2009). Heartbeats: Exploring the
Power of Qualitative Research Expressed As Auto/Ethnographic Performance Texts.
Qualitative Inquiry, 15 (5), 843-858.
Zalaquett, C., Alvarez McHatton, P., & Cranston-Gingras, A. (2007). Characteristics of Latina/o
migrant farmworker students attending a large metropolitan university. Journal of
Hispanic Higher Education, 6(2), 135-156.
Books
Allsopp, D., Alvarez McHatton, P., Ray, S., & Farmer, J. (2010). Mathematics RTI: A ProblemSolving Approach to Creating an Effective Model. Horsham, PA: LRP Publications.
Book Chapters Published
Alvarez McHatton, P. (2008). Grounded theory. In J. L. Paul, J. Kleinhammer-Tramill, & K.
Fowler (Eds.) Qualitative Research in Special Education. Denver, CO: Love Publishing.
Alvarez McHatton, P., & Robic, A. R. (2008). Participatory action research in two voices. In J.
L. Paul J. Kleinhammer Tramill, & K. Fowler (Eds.) Qualitative Research in Special
Education. Denver, CO: Love Publishing.
Alvarez McHatton, P., Allsopp, D., Doone, E., DeMarie, D., Colucci, K., & Cranston-Gingras,
A. (2008). Bridging the gap between theory and practice: A department of special
education’s evolving journey. In I. N. Guadarrama, J. M. Ramsey, & J. L. Nath (Eds.),
University and School Connections: Research Studies in Professional Development
Schools (pp. 27-48). Charlotte, NC: Information Age Publishing.
Carter, J. A., & Rovai, A. P. (2007). Chapter 9: Assessment for learning. In A. P. Rovai, L. B.
Gallien, Jr., & H. R. Stiff-Williams (Eds.). Closing the African American achievement
gap in higher education. Teachers College Press, New York.
Carter, J.A. & Castenell, L. (2005). A Shared Role: Alternative Assessment of Student Learning
at Historically Black Colleges and Universities. In L. Gallien & M. Peterson (Eds.)
Successful Academic Strategies for African American College Students (pp.84-99).
Allyn and Bacon: New York.
Funk, M. L. & Funk, C. C. (2010) Positive eTrends in Education: Mission Possible?: Positively
Leveraging Popular Technologies to Promote Learning in the 21st Century. In T.
Deering (Ed.), Positive trends in education. Kendall Hunt Publishing, Dubuque, IA.
Funk, M. L. (2003). Developing instructional technology centers for basic education in Ghana:
A qualitative study. In A. Adebayo, & J. Tufuor (Eds.), Instructional Technology
Training for Basic Education in Ghana (pp. 163-175). Custom Publishing, University of
Cape Coast, Ghana.
International Presentations:
Alvarez McHatton, P., & Gallagher, P. (2010). Issues and trends in special education: Assessing
our efforts (Keynote). National Special Education Congress, Gaziantap, Turkey. October
24, 2010.
Gallagher, P., & Alvarez McHatton, P. (2010). Teacher education in special education
(Keynote). National Special Education Congress, Gaziantap, Turkey. October 23, 2010.
Kuhel, K., Bell, J. & Funk, M. L. (2010). RTI, CBM & Differentiated Assessment. Presented to
Educational Specialists at Collegio Menor, Quito, Ecuador, May 25, 2010.
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 21 of 24
VII Outstanding programs of this nature at other institutions
Survey and comparative analysis:
A survey of existing program locally and nationally reveals few Graduate Certificates in Special
Education. What does exist are programs of equal or greater duration which lead to
endorsements and/or certification. For example, the University of Alaska has a 24 credit hour
program leading to a special education endorsement/certification. The University of New
Hampshire has a 12-credit hour certificate in ASD. George Washington University has a 12credit hour certificate in transitions in special education. We found no graduate certificate in
special education at the state level.
Unique Features of KSU’s program
The unique features of KSU’s Graduate Certificate in Special Education are highlighted as
follows:



Meets a unique need for special education teacher preparation within the International
community and the local/national community.
Focuses specifically on increasing special education skillsets of individuals leading to
improved academic and behavioral outcomes of students with disabilities.
Offers the program delivery in a fully on-line format, in response to the needs of individuals
who are currently employed and/or from international settings.
VIII Inventory of pertinent library resources
The Graduate Certificate is a fully online program. All program participants will have access to
the resources offered within our University and campus-based Information system . These
resources include but are not limited to peer reviewed journals, electronic books, and other forms
of electronic media.
IX Facilities
As the Graduate Certificate in Special Education is fully online program, there does not exist a
need for facility use.
X Administration
Within the Department of Inclusive Education, Dr. Patricia McHatton (Chair) is in support of the
Graduate Certificate in Special Education. As a result, she will allocate resources to ensure the
successful delivery of all program components.
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 22 of 24
XI Assessment
All courses within the Graduate Certificate in Special Education are existing courses with
designated assessments which will remain in place for the certificate. For example, INED 3304
has numerous formative assessments and three summative assessments in the form of proficiency
exams. INED 7730, INED 7760, and INED 7720 also have numerous formative assessments
and each also contains a performance based assessment (e.g., 7730 has the Progress Monitoring
Case Study; 7760 has a Multi-Level Unit Plan; and 7720 has a Behavior Intervention Project).
These performance-based assessments are the key assessments currently in place for NCATE
and will be collected, downloaded, and submitted to the assessment office at the end of each
semester.
XII Accreditation
The Graduate Certificate of Special Education syllabi adhere to the Council of Exceptional
Children (CEC) standards and NCATE accreditation requirements.
Business Content Audit:
Referencing the Business Content Worksheet, does this graduate certificate, incorporating the
information proposed herein, have “traditional business subject” content delivered by faculty or
programs administered by the Coles College of Business? *
_____ Yes
X
If “yes,” complete a Business Content Worksheet and obtain necessary
approvals as indicated.
No
_____ Exempt Graduate programs administered by the Coles College are exempt.
__________
*
All graduate programs exceeding 50% business content are automatically required to meet AACSB
International business accreditation standards. The purpose of the audit is to prevent the unintended,
undesirable compulsory inclusion of programs subject to AACSB standards.
XIII Affirmative Action Impact
Kennesaw State University is an affirmative action/equal educational and employment
opportunity institution and does not discriminate on the basis of race, religion, color, sex, age,
disability or national origin, or sexual orientation.
XIV Graduate Certificate Inscription
Graduate Certificate in Special Education
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 23 of 24
XV Fiscal and Enrollment Impact, and Estimated Budget
1. ENROLLMENT PROJECTIONS
Maximum two cohorts of 20 students each admitted once a year.
2. COSTS
A. Personnel -- reassigned or existing positions
As these are courses that are within our current course offerings, we will be able
to utilize existing positions to deliver the certificate.
B. Personnel -- new positions
N/A
C. One-Time Startup costs
N/A
D. Operating Costs
3. REVENUE SOURCES
Student Tuition and Fees
Title: Graduate Certificate in Special Education
Description: Stand-alone graduate certificate in special education
Date 11-8-12
Page 24 of 24