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Special Education
Master of Arts in Education Degree—
Special Education
This graduate program in Multicategorical Special Education is offered by McKendree through a collaborative arrangement with the School of Education at St. Xavier University. The program is designed for individuals wishing to seek initial teaching certification in special education through a graduate studies program. The Multicategorical Special Education program emphasizes theoretical and practical implications of identification, assessment and instruction of students with disabilities.
Graduate students in the program examine current educational theory and practice and explore a variety of viewpoints to reflectively develop their professional competence and teaching style. They explore social issues affecting students and expand their awareness of and respect for the unique development of each student. During their course work, they consider effective collaboration with and accountability to students, parents, colleagues, and the community. Reexamining the development of values and professional ethics, students gain greater intellectual and ethical insight.
The Special Education program develops advanced proficiency in the Illinois Professional Teacher Standards and Content Area Standards. Participants develop proficiency on the standards in three phases: first, an orientation to and self-assessment of the standards; second, development of the knowledge and predispositions required by the standards; and third, demonstration of performances implementing the standards. Progress on the standards is evaluated throughout the program though a portfolio aligned with the McKendree Conceptual Framework.
Program of Study in Special Education
Course of Study – MAED – Special Education
(Undergraduate degree without teaching certification)
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Course Number
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Course Title
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Credits
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EDU 541
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Methods of Teaching Math (ELEM)
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3
|
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EDU 530
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Methods of Teaching Reading (ELEM)
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3
|
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EDU 641
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Educational Research and Statistics
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3
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EDU 650
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Advanced Educational Psychology
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3
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SPE 689
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Foundations of Special Education
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3
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SPE 690
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Characteristics of Students with Disabilities
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3
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SPE 691
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Adaptations and Accommodations for Students with Disabilities
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3
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SPE 692
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Diagnostic Assessment for Educational Decision-Making
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3
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SPE 693
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Language Disorders and Instruction in Diverse Classrooms
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3
|
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SPE 694
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Methods of Teaching Students with Disabilities
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6
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SPE 697
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Student Teaching: Students with Disabilities
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6
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Electives
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6
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|
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Total Credits
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45
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Course of Study – MAED – Special Education
(Elementary certified undergraduate program)
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Course Number
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Course Title
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Credits
|
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EDU 641
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Educational Research and Statistics
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3
|
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SPE 689
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Foundations of Special Education
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3
|
|
SPE 690
|
Characteristics of Students with Disabilities
|
3
|
|
SPE 691
|
Adaptations and Accommodations for Students with Disabilities
|
3
|
|
SPE 692
|
Diagnostic Assessment for Educational Decision-Making
|
3
|
|
SPE 693
|
Language Disorders and Instruction in Diverse Classrooms
|
3
|
|
SPE 694
|
Methods of Teaching Students with Disabilities
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6
|
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SPE 695
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Practicum: Students with Disabilities
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6
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|
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Electives
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6
|
|
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Total Credits
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36
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Course of Study – MAED – Special Education
(Secondary/Spec K-12 certified undergraduate program)
|
Course Number
|
Course Title
|
Credits
|
|
EDU 541
|
Methods of Teaching Math (ELEM)
|
3
|
|
EDU 530
|
Methods of Teaching Reading (ELEM)
|
3
|
|
EDU 641
|
Educational Research and Statistics
|
3
|
|
SPE 689
|
Foundations of Special Education
|
3
|
|
SPE 690
|
Characteristics of Students with Disabilities
|
3
|
|
SPE 691
|
Adaptations and Accommodations for Students with Disabilities
|
3
|
|
SPE 692
|
Diagnostic Assessment for Educational Decision-Making
|
3
|
|
SPE 693
|
Language Disorders and Instruction in Diverse Classrooms
|
3
|
|
SPE 694
|
Methods of Teaching Students with Disabilities
|
6
|
|
SPE 695
|
Practicum: Students with Disabilities
|
6
|
|
|
Electives
|
6
|
|
|
Total Credits
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42
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Required Course Sequence (no certification held)
Semester 1
EDU 650 Advanced Educational Psychology 3
SPE 689 Foundations of Special Education 3
SPE 690 Characteristics of Students with Disabilities 3
SPE 693 Language Disorders and Instruction in Diverse Classrooms 3
Semester 2
EDU 541 Methods of Teaching Math (ELEM) 3
EDU 530 Methods of Teaching Reading (ELEM) 3
Semester 3
SPE 691 Adaptations and Accommodations for Students with Disabilities 3
SPE 692 Diagnostic Assessment for Educational Decision-Making 3
Semester 4
SPE 694 Methods of Teaching Students with Disabilities 6
Semester 5
SPE 697 Student Teaching: Students with Disabilities 6*
Semester 6
Electives 6
EDU 641 Educational Research and Statistics 3
* LBS I certification awarded
Required Course Sequence (Elementary certified)
Semester 1
SPE 689 Foundations of Special Education 3
SPE 690 Characteristics of Students with Disabilities 3
SPE 693 Language Disorders and Instruction in Diverse Classrooms 3
Semester 2
SPE 691 Adaptations and Accommodations for Students with Disabilities 3
SPE 692 Diagnostic Assessment for Educational Decision-Making 3
Semester 3
SPE 694 Methods of Teaching Students with Disabilities 6
Semester 4
SPE 695 Practicum: Students with Disabilities 6*
Semester 5
Electives 6
EDU 641 Educational Research and Statistics 3
* LBS I certification awarded
Required Course Sequence (Secondary/Special Areas K-12 certification)
Semester 1
SPE 689 Foundations of Special Education 3
SPE 690 Characteristics of Students with Disabilities 3
SPE 693 Language Disorders and Instruction in Diverse Classrooms 3
Semester 2
EDU 541 Methods of Teaching Math (ELEM) 3
EDU 530 Methods of Teaching Reading (ELEM) 3
Semester 3
SPE 691 Adaptations and Accommodations for Students with Disabilities 3
SPE 692 Diagnostic Assessment for Educational Decision-Making 3
Semester 4
SPE 694 Methods of Teaching Students with Disabilities 6
Semester 5
SPE 695 Practicum: Students with Disabilities 6*
Semester 6
LBS II Electives 6
EDU 641 Educational Research and Statistics 3
* LBS I certification awarded
All candidates are assessed at four points in the program: admission, prior to the Practicum/Student Teaching experience, completion of the Practicum/Student Teaching Experience and at entitlement. The last two assessments are completed concurrently.
Gate 1: Admission to the Program (during first 8 credits)
The candidate formally applies to the MAED Special Education program prior to enrolling in the Professional Educator Seminar. The McKendree Graduate Admissions Committee and the Chair of the Educational, Health and Human Performance Division will review the applicant’s qualifications to confirm his/her eligibility. Candidates must register for the course EDU 600 Professional Educator Seminar (No credit, no fee, meets for 1 ½ hour) during the first semester of enrollment. This seminar is provided each semester in various locations and is given by a graduate faculty member. This gate provides an orientation to the graduate program including the Framework for Teacher Education, program standards, policies and portfolio guidelines. It also provides a check on the match of individual professional goals with the program values and standards, a preliminary assessment of readiness on standards. Candidates also complete a technology competency assessment (CAT1) during the first semester of enrollment for graduate level candidates. If the results of the technology assessment administered to graduate level candidates identify a deficiency in the use of technology, the candidate is required to successfully complete an undergraduate prerequisite course on technology in education. The CAT1 technology assessment is a web-based technology assessment and tutorial based upon International Society for Technology in Education standards. The certificate awarded upon successful completion of the assessment is inserted as an artifact within the portfolio.
The following documentation is required for admission to the Special Education program and completion of the first Assessment:
2. Official transcripts from each college or university attended. Official transcripts are those that are mailed from institution to institution;
3. A current vita or resume;
4. A minimum 3.0 GPA on a four-point scale in undergraduate studies. Applicants with a GPA below this may be conditionally admitted;
5. Applicants may be required to participate in a personal interview to assess readiness for graduate studies;
6. A copy of current teaching certificate for certified teachers. For the initial certification, passing scores on the Illinois Test of Basic Skills and appropriate Illinois Content Area Examination in lieu of a teaching certificate;
7. Completion of CAT1 technology assessment to ensure a minimum level of technology competency.
Gate 2: Prior to Practicum/Student Teaching
Candidates continue to gather evidences from course work and their professional practice at this assessment point. Faculty members assess portfolio evidences within the context of their respective class. Candidates will continue to have their GPA progress monitored by their advisor and the graduate office. Candidates need to successfully complete EDU 641 Educational Research & Statistics in order to complete the Action Research component of the degree program. Completion of Assessment 2 includes:
1. A minimum GPA of 3.0 on a 4 point scale in all coursework
2. Completion of EDU 641 Educational Research & Statistics
3. Portfolio assessment. The following minimum artifacts must be included in the portfolio at this point:
a. History of Special Education Program
b. Personal Philosophy of Special Education position paper
c. Medical Needs Electronic Presentation reflection
d. Longitudinal Transition Plan
e. Assigned Case Studies
f. Math and Assessment Competency Exam
g. Assigned Lesson Plans
h. Mock IEP results
i. Classroom Layout Design
j. Assistive Technology Project
k. Cultural Strategies Table
l. Accessibility Tour of Campus reflection
m. Reflection Paper – “How Billy Broke His Head”
n. PT/OT Collaborative Exercise reflection
o. Independent Living Center Interview
p. CEC Ethics and Self-Assessment exercise
q. TIES II Exercise
r. Test Critique
s. Functional Assessment of Behavior Group Project
t. Annotated Bibliography
u. Community Settings Evaluation
v. Reflections on Observed Teaching
w. Teaching evaluations
Gate 3: Internship Completion
The practicum or student teaching for candidates in the principal internship is completed in an appropriate special education setting under the joint supervision of a certified special education teacher and the college. The experience is designed to provide candidates with practical experience related to Common Core Special Education and LBS I standards. Portfolio artifacts will be developed to show performance activities that meet all certification standards. Practicum hours can be completed before, during and after the school day across a broad array of activities and responsibilities that reflect all aspects of the principal’s role in the school and required Illinois standards. Completion of Assessment 3 includes:
1. Completion of Practicum or Student Teaching experience
2. Completion of the following additional artifacts for the portfolio:
b. Reflections on Observations and Teaching
3. Completion of Pathwise Framework for Teaching Observation System evaluation by College Supervisor and Cooperating Teacher
4. Passing score on the Learning Behavior Specialist I Test
Gate 4: Prior to Entitlement
The final gate provides the summative evaluation of candidate performance on the program standards. The candidate and the faculty advisor review the portfolio. Candidates submit the portfolio to the graduate office for review by their faculty advisors. An interview may be required if the faculty member needs further clarification about the portfolio. Completion of Assessment 4 includes:
1. Minimum GPA of 3.0 in all coursework
2. Completion of all coursework and requirements
3. Completion of EDU 698 Portfolio Assessment
4. Passing score on the Assessment of Professional Teaching
5. Portfolio includes the following artifacts:
a. History of Special Education Program
b. Personal Philosophy of Special Education position paper
c. Medical Needs Electronic Presentation reflection
d. Longitudinal Transition Plan
e. Assigned Case Studies
f. Math and Assessment Competency Exam
g. Assigned Lesson Plans
h. Mock IEP results
i. Classroom Layout Design
j. Assistive Technology Project
k. Cultural Strategies Table
l. Accessibility Tour of Campus reflection
m. Reflection Paper – “How Billy Broke His Head”
n. PT/OT Collaborative Exercise reflection
o. Independent Living Center Interview
p. CEC Ethics and Self-Assessment exercise
q. TIES II Exercise
r. Test Critique
s. Functional Assessment of Behavior Group Project
t. Annotated Bibliography
u. Community Settings Evaluation
v. Reflections on Observed Teaching
w. Teaching evaluations
x. Lesson Plan evaluations by Cooperating Teacher and College Supervisor
y. Reflections on Observations and Teaching
z. Completion of Pathwise Framework for Teaching Observation System evaluation by College Supervisor and Cooperating Teacher
6. Interview by unit faculty if needed.
Teaching Certification
Please see page 28 in this catalog for information regarding initial teaching certification.
Transfer Credit Restriction
No more than 8 semester credits will be accepted in transfer. Transfer credit must be submitted for approval during the first semester of enrollment. Transfer coursework cannot be more than eight (8) years old at program completion.
Master of Arts in Education Graduation Requirements
1. Satisfactorily complete the appropriate degree and program requiements with a minimum cumulative grade- point average (GPA) of 3.00.
2. Meet all requirements and performance standards for the degree program as contained in the catalog effective at time of matriculation. (Program requirements are presented in the Courses of Study section of this catalog under the appropriate discipline. Individual program requirements may exceed general requirements.)
3. Complete all degree requirements within seven (7) years of matriculation.
4. Declare their intent to graduate by completing a Degree Application (available in the Office of Academic Records) the semester prior to the anticipated graduation term.
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