KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME: M. Ed. In 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
_____New Concentration Proposal
Sections to be Completed
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:
Patricia M. Crawford
Faculty Member
3/15/07
Date
___ Approved ___ Not Approved
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Department Curriculum Committee
Date
___ Approved ___ Not Approved
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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
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This proposal for Change in Program/Concentration/Degree Requirements is being submitted by the
Inclusive Education Department as the final step in updating and revising and changing the name of the
M.Ed. in Special Education/IRR and M.Ed. in Special Education/TESOL to the M.Ed. in Inclusive Education
with concentrations in Individual Generalized Curriculum and TESOL. These revisions are necessary due to:
(1)
In response to No Child Left Behind (NCLB), the Georgia Professional Standards Commission
mandated that all programs preparing special education teachers had to revise their programs to
include special education and a content area. To that end, the Inclusive Education Department
revised the program for individualized general curriculum in special education and an
endorsement in reading.
(2)
The M.Ed. in Special Education/TESOL was offered by the department and offered advanced
preparation in special education along with an endorsement in ESOL. New faculty in the
Inclusive Education Department were asked to update the program consistent with national
TESOL standards.
This proposal has been approved by the Georgia Board of Regents and will be submitted to the Professional
Standards Commission once the internal review process is complete. The Georgia Board of Regents approved the
department to change the name of the M.Ed. in Special Education with concentrations in Interrelated and
Collaborative Practices to an M.Ed. in Inclusive Education, with concentrations in Individual General Curriculum
and TESOL.
III.
Program Justification
M.Ed. in Inclusive Education: Individualized General Curriculum Concentration
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 is to increase the academic and social achievement of students with disabilities, 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.
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M.Ed. in Inclusive Education: TESOL Concentration
The rapidly changing demographics of the student population and NCLB mandate has created extreme
pressure on local school systems, creating high needs for support from the university system. In an effort to
respond to these needs, the Department of Inclusive Education has traditionally offered an ESOL
endorsement program, comprised of three courses: culture/language, linguistics, and methods/materials.
Recognizing that the ESOL endorsement program was not meeting the needs, a graduate degree program with
concentration in TESOL was developed.
The Master of Education in Inclusive Education, with a concentration in TESOL, prepares professional
teacher leaders with advanced knowledge, skills, and dispositions of (1) characteristics, procedures,
curriculum, and methods of instructing students who are culturally and linguistically diverse in the general
education curriculum and classroom; (2) assessment, documentation, communication, and accommodations
for all students in inclusive classrooms and settings; (3) ethical services to all students; (4) collaborative
structures for all students in inclusive settings; and (5) federal law and corresponding rights of ELLs.
Appropriate Specialization
M.Ed. in Inclusive Education: Individualized General Curriculum Concentration
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 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)
(3)
(4)
(5)
Embedding the 9-hour reading endorsement (EDRD 7715, EDRD 7717, EDRD 7718) within the
existing 36 hour program;
Substituting one content reading course currently taught in Inclusive Education (EDUC 7765)
with the one required for endorsement in reading. (EDRD 7718; Theory and Pedagogy in the
Study of Reading);
Suspending one 3-hour course (The Law and its Impact on Programs for Diverse Learners EXC
7735) by embedding key information into another core course (EXC 7705);
Reducing the number of hours of Portfolio class from 3 semester hours to 1 hour;
Reducing the number of hours of Internship (EDUC 7970) from 3 semester hours to 2 semester
hours
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M.Ed. in Inclusive Education: TESOL Concentration
Educators in the U.S with little knowledge of current research on the process of acquiring other languages
may institute practices and/or policies for students who are ELLs based on the mistaken perception that
mastery of content is only possible after students learn English. In other words, we must “fix” students before
exposing them to mainstream classes. This focus has resulted in the relegation of the education of students
who are ELLs to the ESOL teacher who usually teaches the students in a homogeneous group and in a
separate educational setting. However, research indicating that learning academic English generally requires
7-10 years makes it clear that the previously assumed “fix” is simply an illusion. This research, coupled with
demographic changes, the NCLB legislation (which requires that teachers must be highly qualified in content
areas), and the mandates of IDEA, make it clear that today all teachers must be prepared to effectively
educate students who are culturally and linguistically diverse (CLD). Further, it justifies teacher preparation
programs that are focused on educating students who are ELLs in inclusive settings.
Research conducted by the Center for Applied Linguistics in Washington, D.C. on the effectiveness of the
Sheltered Instruction Observation Protocol (SIOP) adds additional support for the development and
implementation of a teacher preparation program focused on inclusion (Echevarria, Vogt, Short, 2004).
Student achievement data on ELLs instructed by SIOP trained teachers makes it clear that inclusion can
significantly impact student achievement. ELLs enrolled in such classes increase their English language skills
and meet content standards at the same time. The pedagogical framework of differentiated instruction is
couched in the collaboration of an instructional team comprised of classroom teachers, ESOL, and special
education teachers who design one high quality lesson that provides all students (including those with special
needs and those who are learning the English language) with access to the state-approved standards and
curriculum.
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. They come from a wide range of educational backgrounds: Special Education,
TESOL, Multicultural Education, General Education, Foreign Language, Educational Leadership, and Speech
Pathology. The diversity of their backgrounds aids in the development of courses that strive to address the
needs of all students.
Productivity
To date, the Department of Inclusive Education has graduated
 Approximately 150 teachers special education 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.;
 The M.Ed. in Inclusive Education: Concentration in TESOL or the MAT in TESOL are new
programs that began summer 2006. Therefore no candidates have yet graduated from these
programs. However, since the 2004 PSC review of the ESOL Endorsement Program, 42 candidates
have completed the program. Of the 42 candidates completing the ESOL Endorsement program, 39
are currently employed as ESOL teachers in the metro-Atlanta area. The first cohort for the M.Ed.
in Inclusive Education: Concentration in TESOL entered Summer/Fall 2006. Members of this cohort
will graduate in spring 2008.
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.
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IV.
Procedures Used to Develop the Program
M.Ed. in Inclusive Education: Individualized General Curriculum Concentration
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.
M.Ed. in Inclusive Education: TESOL Concentration
1. ESOL faculty engaged in multiple meetings with officials of the Georgia Department of
Education/Division of ESOL to discuss appropriate programming for this concentration.
2.
ESOL faculty engaged in multiple meetings with officials from local school districts and observed in
classrooms in local districts to get a sense of the need at the local level.
3.
ESOL faculty researched programs that have obtained recognition of national TESOL.
4.
Department hired two new faculty. Both individuals have expertise in special education and ESOL and
both understand the commonalities and the interrelationships between the two areas of concentration.
7. All faculty revised other courses in the existing M.Ed. in Collaborative Practices to bring them up to
national TESOL standards.
8. Program was reviewed by Georgia DOE and local school officials.
V. Curriculum: Degree Requirements & Program of Study
M.Ed. in Inclusive Education: Individualized General Curriculum Concentration
The original program of study for the M.Ed. in Special Education/IRR can be found on pgs. 111-112 of the 20062007 Graduate Catalog
PROFESSIONAL SEQUENCE
INED 7741
Educational Research
INED 7770
Psychoneurological and Medical Issues in Inclusive Education
INED 7780
Collaborative Practices
EDRD 7715
Theory and Pedagogy in the Study of Reading
EDRD 7717
Reading Assessment and Instruction
EDRD 7718
Using Instructional Strategies
TEACHING FIELD
INED 7705
Inclusive Education Procedures
INED 7715
Nature and Needs of Students with Mild Disabilities
INED 7720
Classroom Behavior Strategies
INED 7730
Assessment of Diverse Learners
INED 7760
Curriculum Development for Diverse Learners
CAPSTONE EXPERIENCE
INED 7790
Documenting Professional Growth
INED 7970
Internship
Credit Hours
18
3
3
3
3
3
3
15
3
3
3
3
3
3
1
2
PROGRAM TOTAL:
M.Ed in Inclusive Education: TESOL Concentration
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36
The original program of study for the M.Ed. in Special Education/TESOL can be found on pgs. 112-113 of the
2006-2007 Graduate Catalog
PROFESSIONAL SEQUENCE
EDRD 7718
Content Area Reading
INED 7741
Educational Research
INED 7750
Language, Power & Pedagogy
INED 7760
Developing Curriculum for Diverse Learners
INED 7780
Collaborative Practices
Credit Hours
15
3
3
3
3
3
TEACHING FIELD
INED 7731
Assessment for English Language Learners
INED 7781
Cultural Issues for ESOL Teachers
INED 7782
Applied Linguistics for ESOL Teachers
INED 7783
Methods & Materials for Teaching ESOL
INED 7784
ESOL Endorsement Practicum
Guided Elective
3
3
3
3
3
3
18
CAPSTONE EXPERIENCE
INED 7790
Documenting Professional Growth
3
3
PROGRAM TOTAL:
36
Catalogue Description
M.Ed. in Inclusive Education: Individualized General Curriculum Concentration
Master of Education Programs 111
The Master of Education in Special Inclusive Education, with a concentration in Individualized General
Curriculum (special education) meets the Georgia Professional Standards Commission (GPSC)
standards for the degree 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) and is fully accredited by the National Council for Accreditation of Teacher Education
(NCATE) and the Council for Exceptional Children (CEC).
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 inclusive classroom settings. The program prepares teachers to meet the
educational needs of students representing different categorical labels within a special education
classroom and/or inclusive general education classroom settings. 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
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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.
Candidates are admitted in cohort groups 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 Inclusive Education may be met by
completing an approved program of 36 semester hours of graduate course work, including preparing
and presenting a portfolio documenting professional growth.
Admission to the M.Ed. in Special Education program, an add-on program, or permission of
department chair is required for enrollment in any EXC graduate course.
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
M.Ed. in Inclusive Education: TESOL Concentration
The Master of Education in Special Education Inclusive Education, with a concentration in TESOL prepares
professional teacher leaders with advanced knowledge, skills and dispositions of:
 Characteristics, procedures, curriculum, and methods of instructing students who are culturally and
linguistically diverse in the general education curriculum and classroom;
 Assessment, documentation, communication and accommodations for all students in inclusive
classrooms and settings;
 Ethical services to all students
 Collaborative structures for all students in inclusive settings;
 Federal law and corresponding rights of students who are English Language Learners.
The program uses a collaborative model that reflects the needs of teachers to serve all students English
language learners in P-12 inclusive educational settings. The program prepares teachers to meet the needs of
students who are culturally and linguistically diverse. Course work emphasizes the commonalities and
differences of the instructional needs of diverse students and highlights specific practices to foster language
acquisition while simultaneously teaching content.
Class assignments are predominantly performance-based and require KSU graduate students to document the
impact of their instruction on the achievement of their P-12 students in content aligned with the Georgia
Performance Standards (GPS).
The requirements for the M.Ed. in Special Education Inclusive Education: TESOL may be met by completing
an approved 36 semester hours of graduate course work, including a field experience component and
preparing and presenting a professional portfolio. Note: While applicants who hold ESOL endorsement will not
be given graduate credit for courses taken in the Professional Learning Unit (PLU) program, special
arrangements can be made to substitute other approved courses to avoid duplication of content.
Program Admission Requirements
Candidates are admitted in cohort groups – Concentration in Individualized General Curriculum: Summer /
Concentration in TESOL: Fall/Spring (if candidate has already taken the 3 ESOL Endorsement courses).
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
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program. Applicants for the concentration in Individualized General Curriculum must demonstrate they have
met competencies in human growth and development, teaching students with exceptionalities, and teaching
reading. Applicants for the concentration in TESOL must demonstrate they have met competencies in human
growth and development and teaching students with exceptionalities. Specific requirements are:
1.
2.
3.
4.
5.
6.
7.
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 school;
Professional resume documenting education, experience, and a record of leadership activities; and
Teaching essay and statement of professional goals;
GRE (General Test)
Additional requirements for concentration in Individualized General Curriculum:
1. Three years successful contractual experience as an educational professional in the public schools; and
2. PSC designation of “highly qualified” (if available).
International applicants see information in catalog.
Growth and Flexibility
M.Ed. in Inclusive Education: Individualized General Curriculum Concentration
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.
M.Ed. in Inclusive Education: TESOL Concentration
This program is currently taught exclusively on campus. However, as the Bagwell College of Education
establishes a network of professional development schools, it is expected that courses will be offered on site in
schools around the area. Candidates are allowed to one guided elective from other departments in the Bagwell
College of Education, across campus, or at colleges/universities that participate in cross registration. Candidates
who have already taken the 3 ESOL Endorsement courses are encouraged to take courses that will assist them in
their teaching goals. Options include the courses in reading, technology, a foreign language, literature, etc.
Course Descriptions
EDRD 7715
An advanced study of the socio-psycholinguistic foundations of reading and writing. This course examines
theories of language development and reading acquisition. Candidates will study scientifically-based research in
the areas of phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension and
motivation. This course also explores historical perspectives of reading and reading research and a wide range
of instructional practices and curriculum materials that meet the needs of diverse learners at all grade levels.
EDRD 7717
An advanced study of reading assessment instruments used for understanding the individual and diverse needs
of all grade-level readers including reading inventories, miscue analysis, and pausing indices. Students will use
assessment data to plan, evaluate, and revise effective reading instruction that meets the diverse needs of
students. Current trends and issues in testing and assessment in U.S. schools will be studied. A field component
is required.
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EDRD 7718 Content Area Reading (Individualized General Curriculum and TESOL)
An advanced study of the processes and problems of reading instruction in content area classrooms. This course
explores components of the reading process related to content area reading instruction including technical
reading, prior knowledge, reading strategies, supplemental texts, and methods of grouping. Candidates will plan
instruction based on content area requirements that supports readers before, during, and after they read.
Emphasis will be placed on supporting the unique reading needs of a diverse classroom of learners at all grade
levels. A field component is required.
INED 7705 Special Education Procedures (Individualized General Curriculum only)
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 (Individualized General Curriculum only)
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 (Individualized General Curriculum only)
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.
INED 7730 Assessment of Diverse Learners (Individualized General Curriculum only)
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 7731 Assessment of English Language Learners (TESOL only)
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.
INED 7741 Educational Researcher (Individualized General Curriculum and TESOL)
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 7750 Language, Power, and Pedagogy (TESOL only)
This course is designed to engage candidates in critically examining a) the role of language and the implications
of language policy on educational discourse, b) the nature and power of culture in the performance of students,
c) the cultural context of children’s lives in school, including values, worldviews, and language, d) how children
can be misidentified, misunderstood, mislabeled, and misplaced because of language differences, e) institutional
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and structural discrimination in educational settings, f) the education related challenges culturally and
linguistically diverse families experience, and g) pedagogical benefits of bilingualism
INED 7760 Curriculum Development for Diverse Learners (Individualized General Curriculum and
TESOL)
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 7770 Psychoneurological & Medical Issues in Special Education (Individualized General
Curriculum only)
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 7780 Collaborative Practices (Individualized General Curriculum and TESOL)
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 learners.
INED 7781 Cultural Issues for ESOL Teachers (TESOL only)
This course is designed to develop a knowledge base about culture, its influence on learning and
teaching, and its role in intercultural classroom settings. In this course, prospective ESOL teachers
will examine major theories related to educating a culturally diverse student body, and teachers will
develop strategies for ensuring that ESOL students develop knowledge of mainstream culture as they
become proficient in English.
INED 7782 Applied Linguistics for ESOL Teachers (TESOL only)
Principles of linguistic systems and their acquisition as they occur in first and second languages. Candidates
will explore the relationship of oral and written language, and become familiar with assessment techniques and
devices for evaluation of the development of English as an additional language.
INED 7783 Methods and Materials for Teaching ESOL (TESOL only)
In this course, prospective ESOL teachers will develop skills in writing and adapting curricula, critiquing and
selecting materials, and applying strategies for teaching reading, writing, speaking and listening to speakers of
other languages. The course will also include assessment of linguistic proficiency and development.
INED 7784 ESOL Endorsement Practicum (TESOL only)
This course is a supervised clinical experience for candidates pursuing an MAT, M.Ed., or Endorsement in
TESOL. Candidates will observe K-12 teachers working with English language learners, focusing upon delivery
models and teaching methodologies. Candidates will also engage in a supervised teaching experience where
they will demonstrate instructional competencies addressed in the Sheltered Observation Protocol Instrument.
(SIOP). If the candidate is employed, the supervised teaching experience may be conducted on-the-job. If not,
the site of the teaching experience must be organized through the Office of Field Experiences in the BCOE.
INED 7790 Documenting Professional Growth (Individualized General Curriculum and TESOL)
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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.
INED 7970 Internship (Individualized General Curriculum only)
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.
VI. INVENTORY OF FACULTY DIRECTLY INVOLVED
Specific KSU faculty members who are prepared to teach in these M.Ed. programs are:
 Dr. Harriet Bessette, Assistant Professor
 Dr. Patricia Crawford, Assistant Professor
 Dr. Leigh Funk, Assistant Professor
 Dr. Judy Holzman, Professor
 Dr. Karen Harris, 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
Secondary/Middle Grades. 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.
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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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