Plan: Elementary Education BSED - Special Education TSAP School: School of Education

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Plan: Elementary Education BSED - Special Education TSAP School: School of Education Description: This degree map is only valid for students transferring to IU Northwest from either Ivy Tech or Vincennes and who have earned an associate’s degree in education from either institution. The undergraduate Teaching All Learners (TAL) program prepares candidates to teach in either Elementary Education or in K-6 Special Education: Mild Interventions. This degree program requires candidates to take seven 3-credit hour courses dedicated to preparation in Special Education. Two additional elementary education courses address CEC and state special education standards in reading/language and technology. Candidates complete two 10-weeks field experiences and an 8-week clinical experience in special education (they do another 8-week clinical experience in Elementary Education). Candidates must pass through Checkpoints at critical decision points and must meet grade, GPA, portfolio, disposition, Praxis, and SPA assessment requirements before moving forward in their program. Candidates in this program are provided opportunities to learn and practice the knowledge, skills, and dispositions needed to become effective special education teachers of students who receive the general curriculum. Since Indiana is a non-categorical state, the license our candidates earn is not tied to a specific disability. Instead, candidates are prepared to work with students with all disabilities as long as they are able to receive the general curriculum. Student's Catalog Year: Fall 2016 and beyond Total Degree Map Units: 71 YEAR THREE YEAR FOUR FIFTH SEMESTER FALL COURSE NAME UNITS FALL COURSE NAME UNITS FALL COURSE NAME UNITS COURSE COURSE COURSE Chckpnt 1 before TEP Prgm Accept E 341 Mthds Teaching Reading 3 Chckpnt 2 before 5th Blk Stdnt Tchng M 310 General Methods 3 K 344 Educ Socially & Emotion Disturbed II 3 M 425 Student Teaching in Elem School 6 K 343 Educ Social & Emotionally Disturbed I 3 K 352 Educ Chldrn with Learning Prblms 3 K 480 Student Teaching in Special Educ 3 K 370 Intro to Learning Disabilities 3 K 495 Pract in Special Educ 3 M 323 Teaching Music in Elem School 2 E 335 Intro Early Childhood Education 3 T 103 Math for Elem Teachers 3 3 TERM UNITS 11 A 363 Hoosier Nation: Indiana History 3 TERM UNITS 15 YEAR UNITS 11 TERM UNITS 15 SPRING COURSE NAME UNITS SPRING COURSE NAME UNITS COURSE COURSE E 325 Social Studies in the Elem Schools 3 E 328 Science in Elem Schools 3 E 339 Methods of Teaching Language Arts 3 E 343 Math in Elem School 3 E 340 Methods of Teaching Reading I 3 M 304 Field Experience 3 M 301 Field Experience 3 P 345 Acad/Bhvr Assmnt Mildly Hndcpd 3 T 102 Math for Elementary Teachers 2 3 H 340 Educ & American Culture 3 TERM UNITS 15 TERM UNITS 15 YEAR UNITS 30 YEAR UNITS 30 .

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Special Education
Undergraduate Special Education Degrees Available at SIUE School of Education, Health and • Bachelor of Science, Special Education Human Behavior Special Education at SIUE Department of Teaching and Learning The special education program at SIUE is a nationally recognized program delivered through a collaborative partnership agreement between SIUE and public school districts. Classroom teachers and university professors work together to provide special education candidates a unique opportunity to regularly interact with children with disabilities from pre-K to age 21. In the School of Education, Health and Human Behavior, we combine classroom instruction and ample opportunities for practical experiences in a variety of settings. In conjunction with the early childhood program, the special education program also provides courses required for early childhood special education approval. The special education program offers Council for the Accreditation of Educator Preparation-approved programs at the undergraduate level for teaching licensure as a learning behavior specialist (LBS I). Diversity Statement SIUE’s teacher education programs foster teacher candidates’ ability to understand and meet professional responsibilities by modeling respect and value for diversity. Candidates create and engage their students in practices that develop awareness, understanding, respect and a valuing of the forms of diversity that exist in society and their importance Faculty in learning and teaching. The School of Education, Health and Human Behavior teacher Faculty in the special education program education programs are dedicated to supporting all teacher education candidates, in the School of Education, Health and regardless of their economic or social status, and advocates for the rights of students free Human Behavior represent a diverse group from discrimination based on race, color, ethnic origin, national origin, creed, religion, of professional educators and exemplary political belief, sex, sexual orientation, gender identification, ability or age.
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Inclusive Education and Critical Pedagogy at the Intersections of Disability, Race, Gender and Class
Inclusive education and critical pedagogy at the intersections of disability, race, gender and class Anastasia Liasidou European University, Cyprus Abstract The paper aims to use insights from critical pedagogy to forge and exemplify links with the movement of educational inclusion. The struggles for change, theorised in terms of the emancipatory and liberating potential of schooling, set out the conceptual and analytical backdrop against which issues of exclusion and marginalisation are discussed and reflected upon. The emancipatory and transformative roles of schools, as sites of power interplays at the interstices of disability, race, socioeconomic background and gender, are placed at the core of the analytical framework, with a view to highlighting the contextual and political ways against which notions of “need” and “disadvantage” are constructed, reified and perpetuated in dominant conceptualisations of schooling and pedagogy. It is suggested that the emancipatory potential of schooling entails transcending traditional constructions and arbitrations of the “ideal student”, embodied in Western-centric and neoliberal constructions of pedagogical discourse. The notion of intersectionality, as perceived and exemplified in relation to insights from critical pedagogy and critical disability studies, is presented as an emancipatory theoretical and analytical tool in interrogating and deconstructing educational discourses of individual and social pathology that evoke and legitimize the constitution of the “non-ideal student” in current schooling. Key words: Inclusion, Critical Pedagogy, disability, justice, equality, power. Introduction Currently, educational inclusion constitutes an international policy imperative that promotes the rights of disabled children to be educated alongside their peers in mainstream classrooms (Armstrong and Barton 2007;Kenworthy and Whittaker 2000; Rioux 2002).
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Special Education Processes + Procedural Safeguards
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Special Education Certification
OCTOBER 2010 LOUISIANA DEPARTMENT OF EDUCATION Table of Contents Overview of Special Education Certification ........................ 2 Routes to Attaining Special Education Certification ............. 3 Special Education Add-On Endorsements ............................. 7 Professional Development ................................................. 11 Targeting Special Education Certification .......................... 12 National Board Teacher Certification (NBTC) ...................... 13 Contact Information .......................................................... 14 SPECIAL EDUCATION CERTIFICATION 1 Routes to Attaining Overview of Special Education Certification Special Education Certification The purpose of this booklet is to inform Traditional Undergraduate Programs certified teachers and prospective teachers of the opportunities in Louisiana to add special A traditional teacher preparation program is offered exclusively through an education areas to existing certificates and the institution of higher education. Teacher candidates earn a Bachelor of Arts or process to gain initial certification as a special Bachelor of Science degree that includes general education courses, one or more education teacher. Information is also provided subject focus areas, professional education courses, supervised field experiences, for capacity-building professional development and student teaching in a school setting under the supervision of a classroom and National Board Certification. teacher and supervisor from the university. In order to create
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Inclusive Vision Versus Special Education Reality
education sciences Article Inclusive Vision Versus Special Education Reality James M. Kauffman 1,* and Garry Hornby 2,* 1 Department of Special Education, University of Virginia, Charlottesville, VA 22904, USA 2 Institute of Education, University of Plymouth, Drake Circus, Plymouth PL4 8AA, UK * Correspondence: [email protected] (J.M.K.); [email protected] (G.H.) Received: 14 August 2020; Accepted: 17 September 2020; Published: 22 September 2020 Abstract: The reasons are examined for the disparity between the inclusive vision espoused by Article 24 of the United Nations Convention on the Rights of Persons with Disabilities and the reality of the limited extent of inclusion in education systems worldwide. First, the leadership of key senior academics in the field of special education is considered to have been misguided in promoting a vision of full inclusion despite the lack of research evidence for the benefits of inclusive education over traditional special education provision. Second, attitudes toward and the treatment of people with disabilities have a long and complex history, and in this, many proponents of inclusion have been critical of 20th century special education. In particular, they claim that the sorting, labelling and categorizing required by special education have negative implications. Third, educators have been encouraged to imagine a system of education that is limitless, in the sense that all children with disabilities can be included in general education. This is because it is envisaged that general education classrooms will become so flexible that there will be no limits to the accommodation of students with disabilities, regardless of the nature or severity of their special educational needs.
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Inclusive Pedagogy and Knowledge in Special Education
TIED1044203 Techset Composition India (P) Ltd., Bangalore and Chennai, India 5/6/2015 International Journal of Inclusive Education, 2015 http://dx.doi.org/10.1080/13603116.2015.1044203 5 Inclusive pedagogy and knowledge in special education: addressing the tension ∗ Joseph Mintz and Dominic Wyse 10 Department of Early Years and Primary Education, Institute of Education, University College London, 120 Bedford Way, London WC1H 0AL, UK AQ2 ¶ (Received 8 July 2014; accepted 3 March 2015) 15 There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of inclusive pedagogy. Drawing on the ‘knowledge turn’ in curriculum studies, we argue that although an analytical distinction between knowledge and pedagogy may be 20 useful, too strong a delineation between the two fails to best serve the needs of children with special needs. Speciﬁc implications for teacher education in relation to SEN in England are considered. Keywords: inclusion; special educational needs; pedagogy; inclusive pedagogy 25 Inclusive pedagogy and knowledge: addressing the tension AQ3 ¶ In the modern classroom, children’s needs are diverse, complex and recognised as such; yet, progressive and neo-liberal conceptions of the purpose of activity in the classroom often have an uneasy coexistence both in the structures of the school and in the mind of 30 the teacher. The tension between instrumentalist approaches to the role of the teacher, and alternative, broader conceptualizations of the purposes of education are often most CE: KRK QA: Coll: clearly seen when classrooms contain children perceived as differing from the norm.
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Department of Educational Psychology 1
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Department of Teaching and Learning
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Including Children with Disabilities in State Pre-K Programs
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Preparing Your Child with Disabilities for Kindergarten
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