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Special Education, BS (Cross Categorical)

Overview: 

Program Description

The Cross Categorical K-12 Special Education Teacher Preparation Program (undergraduate level) is a 60-credit program leading to the Bachelor of Science degree in special Education (B.S.E.). The program consists of a three semester sequence of coursework and culminates in a one semester (15 weeks) supervised internship in an approved special education setting with a certified special education teacher. The program is competency based and is organized around national (INTASC/Council for Exceptional Children/CEC) and State of Arizona teacher certification standards.

Program Purpose and Rationale

The Cross Categorical K-12 Special Education Teacher Preparation Program is designed to prepare special education teachers to work with students with mildly moderate disabilities in the areas of learning disabilities, mental retardation, and emotional/behavioral disorders. Upon successful completion of all coursework, the student teaching internship, and the Arizona Educator’s Proficiency Assessment (AEPA), participants will be qualified to teach students with mild/moderate disabilities in K-12 settings.

Expected Learning Outcomes: 

 

The Cross Categorical Program’s organizational framework are provided by using both the Council for Exceptional Children’s (CEC) professional standards and the interstate Teacher Assessment and Support consortium (InTASC) Standards.

CEC STANDARDS:

LO1.     Use knowledge of the interaction of exceptionality and development/learning to provide meaningful / challenging learning experiences for students.

LO2.     Create safe, inclusive and culturally responsive learning environments.

LO3.     Use knowledge of generalized and specialized curricula to individualize student learning.

LO4.     Use multiple methods of assessment and data sources in educational decision-making.

LO5.     Select, adapt and use a repertoire of evidence-based educational strategies (IEP and ITP).

LO6.     Use foundational knowledge of the field (ethical and professional practice to advance the profession.

LO7.     Collaborate with families, other educators, individuals with exceptionalities, related service providers, and community personnel to address the needs of persons with exceptionalities across a range of learning experiences.

InTASC STANDARDS:

InTASC #1:     Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

InTASC #2:     Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

InTASC #3      Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagements in learning and self-motivation.

InTASC #4      Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

InTASC #5:     Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

InTASC #6:     Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

InTASC #7:     Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

InTASC #8:     Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

InTASC #9:     Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

InTASC #10    Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and the community members to ensure learner growth, and to advance the profession.

Assessment Activities: 

The table below indicates where in the program each of the Learning Outcomes is assessed, and what assignment or checkpoint is used to assess the outcomes.

 

SERP 400

SERP 403

SERP 407A

SERP 407B

SERP 497E

SERP 475

SERP 493

LO1

 

IDEA and

504

 

 

 

Personal

Reflections

Student

Teaching

LO2

Case

Study

 

 

 

 

Classroom Management Inventory

Student

Teaching

LO3

 

 

 

 

 

Instructional Methods

Student

Teaching 

LO4

 

 

CBM

Project

Fluency

Word Rep.

 

Instructional Methods

Student

Teaching

LO5

 

Transition

Plan

 

Midterm /

Final

 

 

Student

Teaching

LO6

Due

Process

Personal Philosophy

 

 

 

 

Student

Teaching

LO7

 

 

 

 

Collaboration

Project

 

Student

Teaching

InTASC

1

 

 

 

 

 

 

Student

Teaching

InTASC

2

Case

Study

 

 

 

 

 

Student

Teaching

InTASC

3

 

 

 

 

 

 

Student

Teaching

InTASC

4

 

 

 

 

 

 

Student

Teaching

InTASC

5

Group

Project

 

 

 

 

 

Student

Teaching

InTASC

6

 

 

 

 

 

 

Student

Teaching

InTASC

7

 

Transition

Plan

 

 

 

 

Student

Teaching

InTASC

8

 

 

 

 

 

 

Student

Teaching

InTASC

9

Due

Process

 

 

 

 

Observation

20 hours

Student

Teaching

InTASC

10

 

 

 

 

Oral Presentation

 

Student

Teaching

 

 

Assessment Findings: 

Each of the Learning Outcomes is assessed using a rubric. These rubrics have been designed by the individual faculty member for each course and reflect the Learning Outcomes dictated by the program’s organizational framework. The Outcomes targeted for each course is used for specific benchmark assignments.

An additional data source is the rubric used to assess the Student Portfolio which is culminating assignment completed during student teaching.

Rubric data is stored and analyzed using the assistance of the Desire to Learn instructional tool

Faculty will be responsible for sending data generated from their rubrics on benchmark assignments to the Director of the Cross Categorical Program who will synthesizes the findings in preparation for faculty meeting scheduled in August.

Change in Response to Findings: 

Students currently participate in multiple surveys, which provide exit data to faculty regarding the student experience and preparation and practice for entering the field. These surveys may be used to collect data points related to the Learning Outcomes providing additional information for future decision-making and positive programmatic changes.

Updated date: Fri, 01/17/2014 - 11:52