特殊教育课程成果

特殊教育课程 & 学习成果

课程

Master of Education in Special Education – Initial Licensure

Total Credit Hours Required for 毕业: 33 credit hours

样本课程

EDU 678 Foundations of Education of Individuals with Exceptionalities (3)

EDU 679 Collaboration between Schools, Families, and Community Support Service (3)

EDU 680 Positive Behavioral Interventions for Individuals with Exceptionalities (3)

EDU 681 Instructional Interventions for Individuals with Exceptionalities (3)

阅读诊断与评估(3)

特殊教育法律和政策

评估与诊断(3)

EDU 685 Reading Comprehension Skills, Strategies and the Writing Process in Inclusive Classrooms (3)

EDU 686 The Role of Phonics and the Foundations of Reading and Writing (3)

 

初级执照学生
学生教学(6)
EDU 690需要75天(大约. 15周)实地实习

持有在职教师资格证者
研究生选修课程(6)

特殊教育教育硕士-硕士学位.Ed.

Total Credit Hours Required for 毕业: 33 credit hours

The Master of Education -特殊教育 with Mild to Moderate Intervention Specialist Licensure is designed for individuals who hold a teaching license in Early, Middle or Adolescence to Young Adult Education who wish to obtain an Ohio K-12 Mild-Moderate Intervention Specialist teaching credential and a M.Ed. -特殊教育. 该课程可在两年半内完成.

The Ohio Department of Education requires a minimum of 12 semester hours of reading coursework (9 semester hours in the teaching of reading and 3 semester hours in the teaching of phonics). EDU 681和682完成了12个识字小时中的6个. Options for additional required reading courses can be discussed with the program director.

Applicants may submit unofficial transcripts for review prior to admission into the program. Literacy credit hour equivalency will be determined on an individual basis. 成功完成所有必修课程后, teacher candidates must pass the OAE assessment for Mild to Moderate Intervention Specialists to receive an Ohio license.

AG8官网登录网址教育系学习成果

  • 认识到所有的学生都是上帝独一无二的礼物, graduate candidates will demonstrate an understanding of contemporary curriculum teaching and learning theories and will be able to apply these to promote learning for all.
  • 基于方济各会的学习价值观, 崇敬, 和服务, graduate candidates will demonstrate a commitment to social responsibility, 全球多元化, 以及他们学科的标准.
  • Promoting the use of research-based instructional practices, graduate candidates will incorporate the use of instructional technologies to support student learning and literacies as well as, 自身专业发展.
  • 基于21世纪的技能和性格, graduate candidates will demonstrate value and respect for 全球多元化 in order to promote 包容 and responsive educational practices.
  • Demonstrating effective oral and written communication forms, graduate candidates will exhibit proficiency in the specific knowledge-bases and dispositions which form their areas of specialization.
  • Demonstrating proficiency in specific areas of specialization and research methodology, Masters of Education candidates will develop and present a capstone project.

M.Ed. ——特殊教育学习成果

M.Ed. -特殊教育 candidates should master the Course Objectives and Standards as identified by the Council for Exceptional Children.

标准1
Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for 有特殊情况的个人.

标准2
开始特殊教育专业人员创造安全, 包容, culturally responsive learning environments so that 有特殊情况的个人 become active and effective learners and develop emotional wellbeing, 积极的社会互动, 和自主.

标准的3
Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for 有特殊情况的个人.

标准4
Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.

标准5
开始特殊教育专业人士选择, 适应, and use a repertoire of evidence-based instructional strategies to advance learning of 有特殊情况的个人.

标准6
Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform a special education practice, 终身学习, 并促进职业发展.

标准7
Beginning special education professionals collaborate with families, 其他教育工作者, 相关服务提供商, 有特殊情况的个人, and personnel from community agencies in culturally responsive ways to address the needs of 有特殊情况的个人 across a range of learning experiences.