Thursday, May 17, 2012

Announcements

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Special Education

Mission Statement:

The Marygrove College Education Department collaboratively prepares educators committed to the success of all students believing that quality education is vital to wholeness of persons, sustainability of communities, and a vibrant, just democratic society. To that end, and grounded in the college’s goals of competence, compassion, and commitment, the Education Department prepares educators through the development of professional habits of mind, heart, and practice:

Habits of Mind – Demonstrating flexibility in thinking about key theories and conceptual frameworks to address complex, adaptive challenges

Habits of Heart – Demonstrating behaviors and beliefs that connect learning to life, liberating the power and creativity of the human spirit.

Habits of Practice – Demonstrating the capacity to effectively engage and contribute to learning communities and systems within which education is embedded.

FOR INFORMATION contact

Linda McKinney
Madame Cadillac Building, Room 215
(313) 927-1459

Steffanie Bowles, Ph.D.
Special Education Program Coordinator
Madame Cadillac Building, Room 221
E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Programs Offered

Master of Education Degree (M.Ed.) in Special Education with a Concentration in Learning Disabilities leading to the Learning Disabilities Endorsement (SM)

General Information

The Masters of Education Degree (M.Ed.) in Special Education with Concentration in Learning Disabilities prepares K-12 teachers for leading effective differentiated instruction for students with learning disabilities. Teachers who hold a valid Michigan Elementary or Secondary teaching certificate can become highly qualified and add the SM endorsement by successfully completing the M.Ed. in Special Education and passing the Michigan Test for Teacher Certification (MTTC) in the area of Learning Disabilities (SM).

Admission Requirements

Admissions Process

Application for program admission is made through the Marygrove College Admissions Office. Applicants must have earned a Bachelor’s Degree from an accredited institution and must hold an Elementary or Secondary Michigan Teaching Certification.

Candidates with at least two years teaching experience are preferred but teachers who have recently begun teaching will be considered with submission of positive letters of recommendation from school supervisors with whom they have worked.

Student Requirements

In addition to the admission requirements explained in the “Graduate Admissions” section of the Marygrove College Graduate Catalog, for program acceptance all applicants must submit two letters of recommendation from teaching supervisors.

All candidates will be interviewed by the Special Education Faculty Program Coordinator, and must complete a writing sample on campus for Program acceptance consideration.

Transfer Credit

Most courses that are eligible for transfer are offered through Marygrove College. Because the program is offered without electives, transfer of courses from another institution is unlikely. However, a request for consideration of transfer of graduate credit from another institution may be made as part of the application process. To be considered, courses need to have been completed within the last four years. Such requests must be made in writing at the time of application. All requests for transfer must include:

1) an official transcript;

2) course description and syllabus from the credit-granting college or university.

Program Application Checklist

Completed application, including signature and date
Official transcript(s) received directly from the college or university attended with grades posted for ALL undergraduate and graduate courses.
Copy of teaching certificate
Faculty interview
Marygrove College Education Department Writing Assessment

Application Deadlines

This program may only be started in Summer or Fall Terms.

The application deadline for Summer term, which starts in May, is the first Wednesday in April.

The application deadline for the Fall term, which starts in September, is the first Wednesday in August.

Interviews and Writing Assessments take place during the two weeks following the application deadline. All requirements and supporting documentation must be completed by the application deadline.

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Specific Program Requirements

Masters in Special Education:

To complete the Master’s Degree, students must complete 40 credits of approved coursework including a Pre-professional Practicum, three one credit Seminar courses, and a Special Education student teaching placement.

Pre-requisites or equivalent [If needed, courses will be added to program requirements]

EDU 351 Curriculum, Instruction, & Assessment 3 credits

EDU 352 Assessment & Differentiation 3 credits

EDU 353 Designing & Managing Effective Learning Environments for Diverse

Learners 3 credits

Core Requirements (15 credits)

SED 556 Language Development and Disorders 3 credits

SED 565 Teaching Students with Disabilities 3 credits

SED 570 Students with Disabilities: School, family and

Community interaction 3 credits

SED 573 Assistive Technology in Special Education 3 credits

SED 575 IEP Development 3 credits

Up to nine graduate credits of core requirements can be transferred into the program with documentation of equivalency.

LD Concentration (18 credits)

SED 555 Pre-professional Practicum in Learning Disabilities 3 credits

SED 567 Teaching Writing to Students with Disabilities 3 credits

SED 625 Teaching Reading to Students with Disabilities 3 credits

SED 564 Characteristics of Students with Learning Disabilities 3 credits

SED 650 Teaching Mathematics to Students with Disabilities 3 credits

SED 601 Seminar in Learning Disabilities I 1 credit

SED 602 Seminar in Learning Disabilities II 1 credit

SED 603 Seminar in Learning Disabilities III 1 credit

Capstone Requirements (7 credits)

EDU 602 Introduction to Educational Research 3 credits

SED 699 Student Teaching in Learning Disabilities 4 credits

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Course Descriptions

Pre-requisites Courses:

EDU 351 Curriculum, Instruction, & Assessment (3)

This course explores approaches to curriculum, instruction and assessment designed to engage students in an integrated process of learning. Candidates design a unit and create supporting lessons plans based on Grade Level Content Standards that focus on using differentiated instructional strategies, assessment practices, and technology integration. Candidates learn to work collaboratively by applying a peer review process, which assist in improving the unit design and lesson plans.

EDU 352 Assessment & Differentiation (3)

This course builds upon content introduced in EDU 351 Curriculum Instruction and Assessment to prepare candidates to assess both affects of instruction as well as student performance. Emphasis is placed on theories and concepts related to differentiation of instruction and assessment in order to meet the needs of a wide range of learners, including those in special education and speakers of English as a second language. Universal Design for Learning and Response to Intervention will be discussed in terms of structuring individual, small group, and whole group instruction.

EDU 353 Designing & Managing Effective Learning Environments for Diverse Learners (3)

This course addresses the design and management of students, time, instruction, and curriculum to provide effective and meaningful learning for diverse students. The educational implications of the characteristics of students with various exceptionalities will be explored. Research in practices of effective teaching will be examined with specific emphasis on teacher and student behaviors related to aspects of diversity in urban settings. Techniques for developing effective communication with parents and community will be explored. Appropriate field-based experiences are required.

Special Education Courses:

SED 555 Pre-Professional Practicum in Learning Disabilities (3)

The Pre-professional Practicum in Learning Disabilities requires thirty-five hours of supervised observation and participation with students identified learning disabled in a school or community setting. The course features seminar discussion of classroom observation, theories of learning disabilities, ethical issues, and development of a personal theoretical framework.

SED 556 Language Development and Disorders (3)

Relationship of language development and psycholinguistics to the child’s motor, emotional, and cognitive development is covered, with special reference to the educational process and difficulties of students with learning disabilities. Focus on teaching strategies and multi-media approaches.

SED 564 Characteristics of Students With Learning Disabilities (3)

SED 564 focuses on the etiology, guidelines, and legal definition of learning disabilities, as well as how learning disabilities affect individuals across the life span. Multiple theories of disability, including the social construction of disability, multicultural influences on diagnosis, and the role of social organization and structure are discussed.

SED 565 Teaching Students With Disabilities (3)

SED 565 focuses on the appropriate methods and techniques for meeting the educational needs of students with mild disabilities. Psychological information about groups and individuals; strategies for achieving integration in regular education; organizational structures of schools, and strategies for teaching reading, math, and study skills are covered in this course. Prerequisite: SED 564

SED 567 Teaching Writing to Students With Disabilities (3)

SED 567 provides an overview of the literature on the psychology of written language for individuals with learning disabilities from diverse backgrounds and cultures. Information and specific strategies for identifying oral and written language difficulties in students with disabilities are provided. Emphasis is on theory and educational applications—designing and implementing instruction for students with disabilities.

SED 570 Students With Disabilities: School, Family, and Community Interaction (3)

In this course candidates develop flexible theoretical frameworks, practical skills and sensitivity in working with families of students with disabilities. The theoretical basis for current approaches to supporting families, the anomalies and challenges presented by the growing diversity of U.S. society, and development of a critical awareness of formal and informal supports for families is investigated.

SED 573 Assistive Technology in Special Education (3)

SED 573 introduces the use of adaptive technology, methods for linking technology and instruction of students with special needs, techniques for selecting and utilizing computer based instructional programs, and methods for developing interactive instructional materials.

SED 575 IEP Development (3)

SED 575 covers pre-referral and referral processes for students, assessment plans, eligibility criteria for services, due process, and development of the individual education plan (IEP). The course includes consideration of students’ assistive technology needs, transitions, modifications, functional behavior analyses and intervention plans.

SED 601, 602, & 603 Seminar in Learning Disabilities (1 credit each of three semesters)

This series of one-credit seminar courses is required a minimum of three semesters in the Special Education Master’s Degree Program. Monthly meetings on campus engage candidates in work around current issues and trends in Special Education. These on campus meetings are supplemented by regular meetings with mentor teachers who model and collaborate with candidates in field-based settings.

SED 625 Teaching Reading to Students With Disabilities (3)

SED 625 offers a wide range of research based, multisensory, technology-enhanced strategies and techniques for teaching reading, spelling, and written expression skills in an integrated process. Prerequisite: SED 565

SED 650 Teaching Mathematics to Students With Disabilities (3)

SED 650 introduces approaches to teaching and assessing mathematics for special needs students. Candidates learn to examine, evaluate, and apply teaching approaches used in both general and special education settings.

Prerequisite: SED 565

SED 699; Student Teaching in Learning Disabilities (4)

SED 699 includes observation and guided full-time, 8-12 week professional laboratory experience in a classroom or community setting with students identified as learning disabled.

Research Course:

EDU 602 Introduction to Educational Research (3)

This course examines the principles and procedures for studying and conducting educational research. The course introduces basic vocabulary, concepts, and methods of educational research. Students learn to analyze educational research, plan and conduct their own research studies, and report research findings accurately, with emphasis on application of research principles.

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