KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME: M. Ed. In Special Education – Individualized General Curriculum
DEPARTMENTS:
Special Education
PROPOSED EFFECTIVE DATE: Fall 2006
Check One or More of the Following and Complete the Appropriate Sections
Sections to be Completed
_____New Program Proposal**
___X_Change in Program/Concentration/Degree Requirements
_____New Concentration Proposal
All
III – VII, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
Faculty Member
Date
___ Approved ___ Not Approved
_________________________________________________
Department Curriculum Committee
Date
___ Approved ___ Not Approved
_________________________________________________
Department Chair
Date
___ Approved ___ Not Approved
School Curriculum Committee
Date
School Dean
Date
___ Approved ___ Not Approved
___ Approved ___ Not Approved
_________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
_________________________________________________
Dean, Graduate Studies
Date
___ Approved ___ Not Approved
__________________________________________________
Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
_________________________________________________
President
Date
I.
Introduction
The turn of the century brought a turn of the tides in educating students with disabilities. In 2001, NCLB
was enacted and indicated that it was not enough for the students with disabilities to just be included in the
accountability system. Rather, all of the students (with disabilities) were to be included and ninety-nine
percent of them were to learn the state-approved curriculum and be assessed in the state-wide assessment. In
addition, NCLB set the tone of high expectations for all, meaning that schools are now accountable for
closing the achievement gap between the subgroup of students with disabilities and those of the general
population. Thus, NCLB has challenged the knowledge-base and skill sets of educators who are responsible
for assuring that all students meet the standards. This federal legislation has resulted in changes at the state
level to certification requirements for special education teachers. Simply stated, all special education teachers
have to demonstrate proficiency in understanding special education and how to educate students with
disabilities, they also have to demonstrate proficiency in at least one content area (e.g., reading, math,
science, social studies.) of general education. Thus teacher preparation programs must now follow a twopronged approach to assure that their graduates are “highly qualified” to teach.
II.
Program Justification
This proposal is submitted by the Department of Special Education (DSE) in response to changes in
certification requirements by the Georgia Professional Standards Commission (PSC), published August 15,
2005. The new rule #505-3-61, Special Education General Curriculum Program, mandates that teacher
preparation programs in this area must include content standards and prepare teachers to educate all students
(P-12) with disabilities whose individual education program indicates instruction using the general education
curriculum and participation in the general statewide assessment.
Appropriate Specialization
For the purposes of this proposal, “Appropriate Specialization” is described in terms of the new PSC
requirements. They are:
Standard I: The program conforms to the standards for preparation of special education teachers in
Individualized General Curriculum published by the Council for Exceptional Children.
Standard II: The program shall prepare professionals who understand and apply principles of teaching
reading and address the following emphases to the standards specified by the IRA Standards for Reading
Professionals, Classroom Teacher Candidate, 2003. Specifically,
(1)
(2)
(3)
(4)
(5)
Use knowledge of adolescent literacy development;
Apply knowledge of teaching reading and writing to adolescents;
Use of knowledge of formal and informal literacy assessment strategies in the content areas;
Apply knowledge of how to meet the needs of students who read at diverse levels; and
Facilitate all students’ learning from content area texts.
Standard III: The program will include the requirement of fifteen semester hours of content
concentration in social science, science, math, language arts or reading.
Given that the M.Ed. in Special Education Interrelated at Kennesaw State University (KSU) has always been
inclusive, the new requirements did not force a programmatic change of focus. Primary programmatic
changes resulted from the following:
(1)
(2)
(3)
(4)
(5)
Embedding the 9-hour reading endorsement within the existing 36 hour program;
Eliminating two 3-hour courses by embedding key information into other core courses;
Reducing the number of hours of Portfolio class from 3 semester hours to 1hour;
Changing the focus of two 3-hour classes to reflect the reading emphasis; and
Adding literacy course previously required of EdS/EdD.
Quality and Quantity of Graduates
While educators increasingly understand why advanced degree programs must do a better job in preparing
teachers to work effectively with all students, many continue to struggle with the question of how such
training can be implemented. Faculty in the Department of Special Education are uniquely qualified to design
and implement such a program due to their backgrounds of experience, procurement of funding and current
research agendas.
To date, the Department of Special Education has graduated approximately 50 teachers annually who teach
students with varying types and degrees of disabilities in general education classrooms and curriculum. With
the changes in this program, there is an expectation that the number will rise significantly.
Partnering and Placement
Faculty garnered input from our partners in local school districts, faculty in other departments and
representatives of the Georgia Professional Standards Commission. .
IV.
Procedures Used to Develop the Program
In the summer of 2005, the Department of Special Education surveyed all students that were enrolled in the
M.Ed. in Interrelated Special Education, as well as all alumni of the program and members of the Advisory
Board for Special education. The results of these surveys were used in determining the most appropriate
blending of existing courses, as well as content area selection, etc.
V.
Curriculum: Degree Requirements & Program of Study
Session
Summer I
Course
EDUC 7741 Educational Researcher
EXC 7715 Nature & Needs of Students with Disabilities
Credits
3
3
Fall I
EDUC 7730 Assessment
EDRD 7717 Linking Reading Assessment & Instruction**
3
3
Spring I
EDRD 7715 Understanding Reading & the Reading Process**
EDUC 7760 Curriculum Development
3
3
Summer II
EXC 7720 Classroom Behavior Strategies
Guided Elective:
EXC 7705 Procedures
EDRD 8365 Literacy Instruction for Students with Disabilities*, or
EDUC 7780 Collaborative Practices
3
3
Fall II
EDRD 7765 Content Area Reading and Writing for Diverse Learners*
EDRD 7718 Using Instructional Strategies in the Content Area**
3
3
Spring II
EDUC 7790 Portfolio Development
EDUC 7970 Internship
Guided Elective :
EXC 7705 Procedures
EXC 8365 Literacy Instruction for Students with Disabilities*, or
EDUC 7780 Collaborative Practices
1
2
3
Total
* Fifteen hours of content instruction in reading.
** Nine hours for reading endorsement.
36 hours
V. Catalogue Description
The Master of Education in Special Education meets the Georgia Professional Standards Commission standards
for the degree and for certification of Special Education General Education Program and Endorsement in the
content area of Reading. This program and degree is fully accredited by the National Council for Accreditation
of Teacher Education (NCATE) and the Council for Exceptional Children (CEC) and International Reading
Association (IRA).
The Master of Education in Special Education prepares professional teacher leaders with advanced knowledge,
skills and understanding of:
 Characteristics, procedures, curriculum, and instructional methods for students with disabilities
 Assessment, documentation, communication, and accommodations for students with disabilities
 Ethical services for students with disabilities from preschool to adulthood
 Collaborative structures serving students with disabilities
 Adolescent literacy development
 Teaching reading and writing to adolescents
 Meeting the needs of students who read at diverse levels; and
 Strategies to facilitate all students’ learning from content area texts
The program uses a cross-categorical model that reflects the needs of teachers serving students with disabilities
in P-12 educational settings. The program prepares teachers to meet the educational needs of diverse students
within an inclusive classroom. Course work emphasizes the similarities and highlights the differences among
students with disabilities and includes a life-span perspective addressing issues from preschool through
transition to post-secondary or employment. The course sequence includes courses that link theory and practice
through field experience and culminates with a supervised internship.
The following PSC approved add-on programs are available for candidates to choose from in collaboration with
a graduate faculty advisor from within the Department of Special Education. Candidates will pursue
endorsement in one area of study and will choose electives that will best fit into their program of study based on
individual learning goals and professional outcomes:
Reading Endorsement
EDUC 7715
EDUC 7717
EDUC 7718
Strand 1: Understanding Readers and the Reading Process
Strand 2: Linking Assessment and Instruction
Strand 3: Understanding Instructional Strategies in Specific Content Areas
Applicants for the degree program must be fully certified teachers (ECE, MGE, SED, P-12) in the State of
Georgia and meet the general admission requirements for the Master of Education in Special Education
program. Applicants must demonstrate they have met competencies in human growth and development,
teaching students with exceptionalities, and teaching reading. Candidates are admitted in cohort groups each
summer and take courses with the cohort group to maximize acquisition of skills and interaction with
each other.
The requirements for the degree of Master of Education in Special Education may be met by completing and
approved program of 36 semester hours of graduate course work, including preparing and presenting a portfolio
documenting professional growth.
Program Admission Requirements
1.
2.
3.
4.
5.
Clear, renewable Georgia Teaching Certificate;
Baccalaureate degree from an accredited institution;
Undergraduate cumulative grade point average of 2.75 (on a 4.0 scale);
Full or part-time employment as teacher in public or private schol;
Professional resume documenting education, experience, and a record of leadership activities
6.
7.
8.
9.
Three years successful contractual experience as an educational professional in the public schools;
Teaching essay and statement of professional goals;
PSC designation of “highly qualified” (if available); and
International applicants see information in catalog
Growth and Flexibility
This program is currently taught exclusively on campus, but the department has historically taught numerous
satellite programs for and at local school districts. The faculty will continue to pursue similar opportunities in
the future.
The program is somewhat flexible in that candidate’s will be allowed to select two three-hour electives from
three courses that have been approved for this purpose. In the future, the department will work with colleagues
in Adolescent Education to identify content course sequences that can be substituted for the reading
endorsements such that candidates could be recognized as “highly qualified” in areas other than reading. The
faculty chose the Reading Endorsement as the first content offering based upon the surveys of current graduate
students, alumni and the department Advisory Board.
Course Descriptions
EXC 7705 Special Education Procedures (Guided Elective)
This course focuses on understanding national and state laws, policies and procedures in special education
programs. Emphasis is placed on tracing the way students with disabilities are served from pre-referral through
post-secondary and community-based options including screening, transition and record maintenance. Clinical
issues and professional ethics are addressed.
EXC 7715 Nature & Needs of Students with Disabilities
This course focuses on the systematic analysis of the physical, affective, behavioral and educational problems
of individuals with mild disabilities (intellectual, behavioral and learning disabilities). There is an emphasis on
the etiological, perceptual motor, language and academic aspects of the problems with consideration to parental
involvement in the educational process.
EXC 7720 Classroom Behavioral Strategies
The purpose of this course is to promote the development of the teacher’s own philosophy of classroom
management. The course provides a range of theoretical perspectives on classroom management from which the
teacher’s philosophy is developed. The application of learning and behavioral theories and procedures for
planning and evaluating behavioral change strategies are included.
EDUC 7730 Assessment of Diverse Learners
This course covers standardization, issues, and vocabulary in assessment. Candidates develop competencies in
administration and interpretation of norm-referenced tests and development, administration and interpretation of
criterion-referenced, curriculum-based, observation, checklist/rating scale, authentic and informal assessments.
Special emphasis is placed upon development of case studies to address language proficiency levels of students
who are culturally and linguistically diverse and/ or those students who are classified as displaying mild or
moderate disabilities.
EDUC 7760 Curriculum Development
Curriculum Development for Diverse Learners prepares teachers to develop curriculum and instruction that is
universal in design and based on best practices research in general education, Teaching Speakers of Other
Languages, and special education. The proposed curriculum model follows the precepts of universal design and
provides build-in adaptations to the lesson that reduce the amount of time needed to create individual
accommodations and modifications for students with disabilities and those who are linguistically and culturally
diverse. The “Big Ideas” addressed in this course include Curriculum Mapping, Backwards Design, SIOP,
Universal Design and Interdisciplinary Unit Development. Additional attention will be paid to the Georgia
Performance Standards as they continue to unfold from the Georgia Department of Education.
EDRD 7765 Content Area Reading and Writing for Diverse Learners
This course focuses on the various forms of research-based, content area reading and writing instruction for
students with disabilities and those who are culturally and linguistically diverse. Special attention will be given
to the use of formal and informal assessment results in planning instruction in content area reading and writing,
as well as evaluating the overall impact of instruction on student learning. Specific focus will be on pyramid
planning and differentiated instruction to assist teachers in implementing high quality instruction for mixed
ability classrooms. Proof professional liability insurance is required.
EDUC 7741 Educational Researcher
Candidates will develop a basic understanding of educational research paradigms including qualitative,
quantitative and action research designs. Candidates will gain expertise in reading, analyzing, critiquing and
synthesizing research in each of the three research paradigms. Candidates will design and prepare to conduct an
action research project focused on improving student learning in their own P-12 classrooms or schools. Major
topics include but are not limited to validity, reliability, generalizability, data collection and analysis, ethical
guidelines and IRB processes and procedures.
EDUC 7780 Collaborative Practices (Guided Elective)
This course is designed to assist candidates in orchestrating culturally responsive classrooms, particularly for
students with special needs and those who are culturally and linguistically diverse. The course focuses on
development of collaborative, communication and consultative skills necessary for working with families,
classroom teachers, related services practitioners, community resource personnel and others to facilitate
delivery of appropriate services for diverse students.
EDUC 7970 Internship
This course is a full-time supervised teaching experience for candidates seeking an M.Ed. or MAT in programs
offered by the Department of Special Education. The course may be repeated. If the candidate is employed, the
internship may be conducted on-the-job. If not, the internship site must be organized through the Office of
Field Experiences in the BCOE. Recommendation for licensure will be made by the university supervisor. Proof
of professional liability insurance is required.
EDUC 7791 Portfolio Development
This one-hour course provides support for candidates in developing and presenting their professional portfolio.
As part of the process, candidates will highlight pivotal KSU learning experiences, reflect on changes in
practice, integrate research and practice, and relate these to the growth of the students in P-12 settings.
Presentation must be completed at least three weeks prior to the date of graduation. Candidates who fail to meet
the time lines, may repeat the class.
EDRD 8365 Literacy Instruction for Student with Disabilities
This course focuses upon dyslexia and other forms of reading disorders, emphasizing issues related to early
acquisition of reading skills and comprehension. Specific issues include (but are not restricted to) principles of
language learning, phonemic awareness, phonics instruction, fluency, comprehension, and instructional
strategies for comprehension and vocabulary for practical applications. Distributed school leadership (DSL)
will be embedded in the course to give candidates an opportunity to recognize their potential for leadership.
VI. FACULTY DIRECTLY INVOLVED
Specific KSU faculty members who are prepared to teach in this M.Ed. are:

Dr. Toni Strieker, Professor and Department Chair

Dr. Deborah Wallace, Professor

Dr. Barry Bogan, Assistant Professor

Dr. Karen Harris, Assistant Professor

Dr. Leigh Funk, Assistant Professor

Dr. Patty Crawford, Assistant Professor
Course & Instructor Support
The faculty in the Departments of Educational Leadership and Special Education are uniquely qualified to
orchestrate and teach in this inclusive program due to the number of years that they have been actively engaged
in administering inclusive educational programs.
Faculty Development
Faculty participate in a wide array of conferences and development activities. Both departments support faculty
for continued professional development and with equipment and with load reduction when it is either earned or
needed.
Faculty Research And Scholarship
Faculty are extremely productive in terms of scholarship and creative activities. All faculty members maintain
an active scholarship agenda and publish regularly on topics related to the knowledge, skills and dispositions
addressed in this program of study. Some faculty members in both departments have published chapters in
books, entire texts, monographs, evaluation reports, etc.
VII.
Outstanding Programs of This Nature at Other Institutions
Other institutions of this nature have offered outstanding programs, including the University of Florida and
Syracuse University. Those programs have created an ideal of preparing thoughtful, reflective, and inquiry
oriented teachers who are grounded in theory and practice. This requires cross-disciplinary collaboration in
teacher education, program coherence and educational reform. These programs are unified, blending traditional
teacher preparation with special education, preparing teachers for inclusive and diverse classrooms.
Unique Features of KSU’s Program:






XII.
The cohort format
Unified
Inclusive Education
Backwards Design
Differentiated Instruction
Portfolio Assessment
Accreditation
The program has been approved by the Georgia Professional Standards Commission and National Council for
Accreditation of Teacher Education.
Business Content Audit:
Referencing the Business Content Worksheet, does this program or concentration, incorporating the information
proposed herein, have “traditional business subject” content delivered by faculty or programs administered by
the Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain necessary approvals as
indicated.
___X__ 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.
*