KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME : M. Ed. In Inclusive Education – Individualized General Curriculum
DEPARTMENT : Inclusive Education
PROPOSED EFFECTIVE DATE: Fall 2007
Check One or More of the Following and Complete the Appropriate Sections
_____New Program Proposal**
___X_Change in Program/Concentration/Degree Requirements
Sections to be Completed
All
III – VII, XII
_____New Concentration Proposal 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
___ Approved ___ Not Approved
___ Approved ___ Not Approved
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Department Curriculum Committee
GPCC Chair
Date
_________________________________________________
Department Chair Date
School Curriculum Committee Date
School Dean Date
_________________________________________________
Date
_________________________________________________
Dean, Graduate Studies Date
__________________________________________________
Vice President for Academic Affairs Date
_________________________________________________
President Date
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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.
The overarching goal of this advanced preparation is to increase the academic and social achievement of students with disabilities, particularly those who are also English Language Learners, in the state-approved curriculum. To be successful educator must first, and foremost, have a clear understanding of diversity that guides their leadership of others and brings them to a better understanding of the various constituency groups in their schools. Second, teachers must demonstrate the ability to foster learning environments that are culturally responsive, inclusive, caring and accepting of all individuals. Research suggests that when teachers succeed with culturally and linguistically diverse students, there exists a powerful belief system of high expectations that rejects deficit assumptions about students, their cultures, abilities and life circumstances
(Williams, 2005). Simply stated, students make greater academic and social gains when their teachers use quality research-based pedagogy; that is pedagogically responsive to the learning, emotional and social needs of culturally and linguistically diverse students. This advanced preparation program attempts to prepare such educators.
II. Program Justification
The Department of Inclusive Education (INED), like all certification programs in the state of Georgia, is responsible for meeting requirements as articulated by the Professional Standards Commission (PSC). In
August of 2005, the PSC issued a new rule (#505-3-61) Special Education General Curriculum Program , that required all teacher preparation programs in special education to address academic content standards.
While this requirement will result in significant revisions in special education teacher preparation programs, the changes will be positive because the next generation of special education teachers will have expertise in at least one content area and will have the knowledge, skills and dispositions to educate students with disabilities in the general education curriculum. These enhanced educational opportunities will increase the academic performance potential of students with disabilities and increase their abilities to demonstrate their learning on the statewide assessments.
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,
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(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 original degree (M.Ed. in Special Education Interrelated) offered at Kennesaw State
University (KSU) was inclusive, the new requirements did not force a programmatic change or philosophical focus. While the PSC allows content concentrations in five different areas, the program will only provide an endorsement in reading. Primary programmatic changes resulted from the following:
(1)
(2)
Embedding the 9-hour reading endorsement within the existing 36 hour program;
Substituting content reading course currently taught in Inclusive Education with the one required for endorsement in reading that is offered by the Department of Adolescent Education;
(3)
(4)
(5)
Eliminating one 3-hour courses by embedding key information into other core courses;
Reducing the number of hours of Portfolio class from 3 semester hours to 1 hour; and
Changing the focus of curriculum class to reflect the reading emphasis.
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 Inclusive 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 Inclusive Education has graduated approximately 150 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 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.
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V. Curriculum: Degree Requirements & Program of Study
Session Course
Fall I
Spring I
INED 7720 Classroom Behavior Strategies
INED 7760 Curriculum Development for Diverse Learners
INED 7730 Assessment of Diverse Learners
EDRD 7718 Using Instructional Strategies in the Content Area**
Summer II INED 7705 Special Education Procedures
INED 7741 Educational Research
Fall II EDRD 7715 Theory and Pedagogy in the Study of Reading **
INED 7780 Collaborative Practices
Spring II INED 7970 Internship
INED 7790 Documenting Professional Growth
EDRD 7717 Reading Assessment & Instruction**
Summer II INED 7770 Psychoneurological & Medical Issues in Special Education
INED 7715 Nature & Needs of Students with Disabilities
Credits
3
3
3
3
3
3
3
3
2
1
3
3
3
** Nine hours for reading endorsement.
Total 36 hours
V.
Catalogue Description
The Master of Education in Inclusive Education, with a concentration in Individualized General Curriculum
(Special Education) meets the PSC standards for certification of Individualized General Education Program and endorsement in the content area of Reading as well as the national standards established by the Council for
Exceptional Children (CEC). The Master of Education in Inclusive 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 students with disabilities in P-12 inclusive classroom setting. Course work emphasizes the similarities and highlights the differences among students with various types of 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 to practice through field experience and culminates with a supervised internship. The requirements for the degree of Master of Education in Inclusive 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.
Reading Endorsement
The program of study in this degree program also includes an endorsement in reading. To obtain their endorsement, candidates must successfully complete the following courses:
EDUC 7715
EDUC 7717
EDUC 7718
Strand 1: Theory and Pedagogy in the Study of Reading
Strand 2: Reading Assessment and Instruction
Strand 3: Using Instructional Strategies in the Content Area
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VI. Program Admission Requirements
Candidates are admitted in cohort groups each summer. 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 Inclusive Education program. Applicants must demonstrate they have met competencies in human growth and development, teaching students with exceptionalities, and teaching reading.
Specific requirements are:
1.
Clear, renewable Georgia Teaching Certificate;
2.
Baccalaureate degree from an accredited institution;
3.
Undergraduate cumulative grade point average of 2.75 (on a 4.0 scale);
4.
Full or part-time employment as teacher in public or private school;
5.
Professional resume documenting education, experience, and a record of leadership activities
6.
Three years successful contractual experience as an educational professional in the public schools;
7.
Teaching essay and statement of professional goals; and
8.
PSC designation of “highly qualified” (if available).
International applicants see information in catalog.
Growth and Flexibility
While the Department has historically taught satellite programs at local school districts, this program is currently taught exclusively on campus. The program is somewhat flexible in that candidates are allowed to select two of three guided electives. The Department plans to offer the reading endorsement exclusively for the next several years. 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
INED 7705 Special Education Procedures
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.
INED 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.
INED 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.
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INED 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.
INED 7760 Curriculum Development for Diverse Learners
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.
INED 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, generalization, data collection and analysis, ethical guidelines and IRB processes and procedures.
INED 7780 Collaborative Practices
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.
INED 7770 Psychoneurological & Medical Issues in Special Education
This course focuses upon the psychological, neurological and medical bases of learning and behavioral differences exhibited by exceptional students. The link between psychological, neurological and medical differences and performances in school will be explored to identify differential programming needs for these students. Multidisciplinary collaboration, service coordination and preparation for addressing medical needs within the classroom setting will be emphasized.
INED 7970 Internship
This course is a full-time supervised teaching experience for candidates seeking an M.Ed. or MAT in programs offered by the. The course may be repeated. If the candidate is employed, the internship may be conducted onthe-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.
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INED 7790 Documenting Professional Growth
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.
VI. FACULTY DIRECTLY INVOLVED



Specific KSU faculty members who are prepared to teach in this M.Ed. are:

Dr. Harriet Bessette, Assistant Professor



Dr. Patricia Crawford, Assistant Professor
Dr. Karen Harris, Assistant Professor
Dr. Leigh Funk, Assistant Professor
Dr. Karen Kuhel, Assistant Professor
Dr. Toni Strieker, Professor
Dr. Deborah Wallace, Professor
Course & Instructor Support
The faculty in the Department of Inclusive Education collaborate with those in the Department of Adolescent
Education/Reading. Faculty members are uniquely qualified to orchestrate and teach in this inclusive program due to the number of years that they have been actively engaged in either teaching students in inclusive settings, and/or preparing teachers to teach in inclusive schools.
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:

The cohort format

Unified

Inclusive Education

Backwards Design
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
Differentiated Instruction

Portfolio Assessment
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XII. 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 Work sheet does this program or concentration, incorporating the information proposed herein, has “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.
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