Special Education (Adaptive - High Incidence) | Southwestern College Professional Studies

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Special Education (Adaptive - High Incidence)

Master of Special Education (High-Incidence)

Program Description

The Master of Education with a major in Special Education High-Incidence Disabilities Program at Southwestern College is designed for those who wish to earn an endorsement in teaching special education as part of their graduate degree. A minimum of 36 hours are required for the graduate degree. An endorsement in high incidence disabilities may be earned in 33 credits hours. A minimum of 9 credits is required for a provisional endorsement. EDUC 512 Action Research must be completed within the first 15 credit hours of the program of study.

Anyone interested in the program who resides in a state other than Kansas must check with that state’s department of education to determine specific licensure requirements for teaching within that state and the acceptability of out-of-state licensure.

Admission Process

  1. Complete graduate application forms
  2. Provide current resume
  3. Submit two professional letters of recommendation (at least one from a current or former employer)
  4. Turn in one-page personal essay
  5. Submit official transcript from a bachelor’s degree-granting institution.
  6. Be a current, licensed teacher and provide a copy of your teaching license
  7. Employer commitment form

Core Major Requirements

EDUC514: Introduction to Special Education: Individual Educational Plan Development

Course will provide training in the procedures for developing high quality individual education plans for students with disabilities, based on state curriculum standards and meeting all of the requirements of state and federal special education laws and regulations. This course can be taken in conjunction withEDUC524.

EDUC522: Instructional Strategies: Behavior Difficulties

The purpose of this course is to study the theories, content, methods, and materials for delivery of instruction to students with behavior disorders, to utilize evaluation procedures to deliver individualized instruction to students, to modify curriculum materials, and to develop instructional materials for use with students with behavioral disorders.

EDUC523: Instructional Strategies: Learning Difficulties

The purpose of this course is to study the theories, content, methods, and materials for delivery of instruction to students with academic problems, to utilize evaluation procedures to deliver individualized instruction to students, to modify curriculum materials, and to develop instructional materials for use with students with academic difficulties.

EDUC524: Introduction to Special Education

Designed to provide an overview of the fields of behavior disorders, learning disabilities, and mental retardation for present and future teachers, school psychologists, administrators, counselors, and other professionals preparing to work with students with mild disabilities. Emphasis on causes, identification, classification, characteristics, and recent trends and issues.

EDUC528: Collaboration with Families and Communities

This course develops an understanding and valuing process relative to the importance and complexity of characteristics of young children’s families and communities through respectful, reciprocal relationships, and involve families and communities in their children’s development and learning.

 

EDUC526: Classroom Management

A study of behavior of children and youth with emphasis on the diagnosis and modification of problematic behaviors.

EDUC529: Legal Issues in Special Education

The focus of this course is on the legal and professional issues in special education. It will include an in‐depth study of special education laws and their impact on programs for exceptional children and youth.

EDUC535: Assessment Strategies

Focus on the use of observation techniques and the administration and interpretation of test instruments including screening tests, formal and informal tests, norm and criterion‐referenced skills, academic achievement, adaptive behavior and processes will be included. Tests will be evaluated for their usefulness in diagnosis, placement, and intervention in special education and remedial programs.

EDUC615: Reading Assessment and Intervention

The course develops an overview of the varied pathways of reading development and prepares learners to analyze reading achievement as well as administer and interpret diagnostic measures of reading. Through case studies, learners will use progress‐monitoring data processes to analyze specific instructional strategies and interventions.

For Endorsement in Elementary Special Education (K-6)

EDUC558: Practicum in Adaptive Special Education (initial)

This is a field‐based course relating theory to application. Students will be placed in settings where they will obtain experiences working with students with mild disabilities.

EDUC658: Capstone Practicum in Adaptive Special Education, K-6

Students will discuss topics such as the structure and management of the classroom. The curriculum includes: interdependence, cooperation, trust, responsibility, and active participation. Teaching strategies include techniques, and activities that emphasize decision‐making, critical thinking, cooperation, responsibility, and empowerment.

Select One of the Following Electives:

EDUC532: Technology in Special Education

This course will provide an overview of the technology available for students with special needs. Included will be low‐tech devices, augmentative devices, and using technology to adapt instruction.

EDUC533: Language Development and Disorders

This course is designed to provide an introduction to language disorders. Designed for classroom teachers, it provides an overview of language development and language disorders, the development of literacy, the relationship between language disorders and learning disabilities, and language as it affects academic areas.

EDUC534: Transitions in Education

The focus of this course is on the theoretical constructs and practical considerations in programming for students with disabilities from the preschool through the secondary and post‐secondary level.

EDUC555: Topics in Education

The 555x courses will be available in the summer primarily as topics of special interest or independent study courses with approval of the coordinator of the special education program. May be repeated for credit.

EDUC725: Foundations of Autism Spectrum Disorders

This course will provide an introduction to the unique characteristics, etiology and prevalence of autism spectrum disorders. Effective practices for instructing students with autism spectrum disorders will be presented; with special focus on environmental structuring and management, communication, social skill development and sensory processing differences. Credit 3 hours.

EDUC819: Classroom Inquiry through Action Research

In this course the educational leader will be able to initiate and facilitate colleagues’ design and implementation of action research and analysis of data for individual and group decision-making. The educational leader is able to improve the quality of colleagues’ collaboration within the educational processes. The educational leader promotes the success of all students (and staff in the district) by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school and community. The educational leader promotes the success of all students by advocating, nurturing, and sustaining a climate and instructional programs conducive to student learning and staff professional growth.

For Endorsement in Secondary Special Education (6-12)

EDUC559: Practicum in Adaptive Special Education (capstone)

This is a field‐based course relating theory to application. Students will be placed in settings where they will obtain experiences working with students with learning disabilities, mental retardation, or behavior disorders.

EDUC658: Advanced Practicum in Adaptive Special Education, 6-12

This is a field-based course relating theory to application. Candidates will teach in settings where they will obtain experiences working with students with mile disabilities in grades K-6.

EDUC534: Transitions in Education

The focus of this course is on the theoretical constructs and practical considerations in programming for students with disabilities from the preschool through the secondary and post‐secondary level.

Research Requirements

EDUC512: Action Research

This course will introduce students to action research, a form of self‐reflective systematic inquiry by practitioners on their own practice. The primary objective of the course is to prepare students to do action research in schools. There are three other goals: 1) the development of professional community; 2) the illumination of power relationships; and 3) students' recognition of their own expertise.

Graduation Requirements

  1. Complete the specific program requirements for the master's program
  2. Have an overall grade point average of 3.0, with no grade below a C (2.0)
  3. Complete a minumum of 36 credit hours

All degree requirements are subject to change. Please see Southwestern College Professional Studies Catalog for the most current degree requirements.

*Online courses are six weeks long with the exception of some RN to BSN and Education courses. Please review the course catalogs for more information.

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