I live in GA
Read Module 4 Lecture
Read Resource 3: State Departments of Education
Read Resource 4: Web Link Library
Study State education agencies page of the Corporation for National & Community Service website at http://www.nationalservice.gov/about/contact/sea.asp
Read What every special educator must know: The international standards for the preparation and certification for special education teachers page of the Council for Exceptional Children website at http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED399727&site=ehost-live&scope=site
Study The Praxis series: Teacher licensure and certification page of the Educational Testing Series (ETS) website at http://www.ets.org/praxis/w.ets.org/praxis/
Study Model standards for licensing general and special education teachers of students with disabilities: A resource for state dialogue page of the Interstate New Teacher Assessment and Support Consortium website at http://serge.ccsso.org/pdf/standards.pdf
Study The NASDTEC interstate agreement facilitating mobility of educational personnel page of the National Association of State Directors of Teacher Education and Certification website at http://www.nasdtec.org/agreement.phpgreement.php
Study No Child Left Behind page of the U.S. Department of Education website at http://www.ed.gov/nclb/landing.jhtml?src=lnw.ed.gov/nclb/landing.jhtml?src=ln
Research, such as that conducted by Jones (2004), has consistently shown that parents, teachers, members of the community, and legislators are most satisfied with their local schools that serve their children. Educational performance of the school district, however, is somewhat less satisfactory. Overall, state achievement is considered unsatisfactory while education across the nation is failing. In other words, the more removed from the individual's experience of education, the less convinced the individual is that education is achieving its goals.
The federal government, often far removed from local educational challenges, established standards for teachers (National Board for Professional Teaching Standards: Early Childhood Through Young Adulthood/Exceptional Needs Specialist Standards, 2001). More recently, the No Child Left Behind Act (NCLB) of 2001 mandated requirements for local school districts and provided grants for educators and school districts to meet its expectations, including those for special education. Closer to the local situation, state departments of education have responded to the requirements of federal law as they relate to special education. What are your state standards for teachers? What is the response of your state to the mandates of the No Child Left Behind Act?
Since the 1970s, the Council for Exceptional Children (1999) has developed a Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers. More recently and in response to federal law, the Interstate New Teacher Assessment and Support Consortium (INTASC) Special Education Sub-Committee (2001) and the National Association of State Directors of Special Education have identified the professional knowledge and skills necessary to an effective special education teacher. How do these standards compare with national and state standards and the high quality teacher of NCLB?
With knowledge of national, state, and professional organization standards, students in this course learn what it means to be a special educator. With this understanding, students are ready to design a Program of Study for the Master of Education in Special Education degree program. And because special educators never work alone, students will choose a team of individuals with whom to share the educational experience. For specific information on NCLB, State Professional Teaching Standards, and Professional Organization Standards, students are advised to explore those standards at the Web site as shown in Overview 3.
Programs of Study for the Master of Education in Special Education
Students now have a clear idea of professional expectations of special educators by the national and state governments and professional organizations. How can these expectations be met? Most importantly, how can teachers meet the expectations of students with disabilities and their parents? Meeting expectations is the goal of professional development in the Program of Study for the Master of Education in Special Education.
In the Master of Education in Special Education, students have three options for choosing the program of study. The goal is to meet individual needs for achieving standards of professional excellence as a special educator. As professionals, students want to demonstrate the knowledge and skills as defined by national, state, and professional organization standards, and the requirements of the High Quality Teacher of NCLB. To choose the best program of study, first answer the following question: Are you currently certified as a special education teacher?
Students Currently Certified
Students choosing this program of study must be currently certified in the state in which they want to teach or are currently teaching. Consisting of a minimum of 36 graduate credit hours of courses taken in the sequence in the program of study, this online program is designed for special educators who desire to obtain comprehensive, professional knowledge of students with disabilities. Students develop the skills needed for teaching these students effectively. Students must have access to a special education classroom to meet program requirements.
Students Seeking Institutional Recommendation for Certification
For students not currently certified in special education, there are two options in programs of study for students seeking teacher special education certification. In both of these options, students must remember that only states certify teachers. Universities cannot certify teachers. Grand Canyon University does not certify teachers. Certification in special education is dependent upon individual state requirements. Grand Canyon University cannot accept responsibility for state decisions. It is the student's responsibility to check with the state department of education for details. Students select one or more areas of disability and electives in which they are interested.
The program of study for students seeking institutional recommendation from the Arizona State Board of Education can be found on the web site of the Arizona Department of Education. Fully approved by the Arizona State Board of Education for special education teacher certification, this 45-credit-hour graduate program of study may fulfill one of the special education teacher certification requirements of states that have reciprocity agreements with Arizona. Again, it is the student's responsibility to verify the acceptance of this program by an authorized state board of education representative responsible for teacher certification in the student's state. All courses, including student teaching with one choice of either philosophy or research, are required.
Students Dependent Upon State Requirements for Certification
The program of study for students seeking special education teacher certification is based on requirements of their resident states. In this minimum 36-credit-hour graduate program of study, students arrange with an authorized state board of education representative responsible for teacher certification in the state what courses are necessary for teacher certification. Students select areas of disability and electives according to their state requirements. Student teaching may or may not be required. The University recommends, but does not require, that students submit the following for approval to their state department of education:
A copy of the requirements for certification in special education from the student's home state.
A copy of the course descriptions related to the program of study.
The program of study for a Master of Education in Special Education dependent upon state requirements for certification.
The Special Education Development (SPED) Team
Professionals recognize that they cannot learn alone. They learn through exchange of ideas, communication, dialogue, and feedback. Learning is reciprocal; professionals learn from each other. Professional relationships form when individuals come together and work cooperatively for a common goal. Through participation on Individualized Education Teams, special educators especially recognize the importance of communication and collaboration, networking, and public relations.
Consequently, the online Master of Education in Special Education program demands that students form a personalized and functional Special Education Development (SPED) Team consisting of educators and community members whom students respect and admire for their understanding and skills in special education. The team members collaborate with students, providing educational opportunities, feedback, and input about special education issues through active involvement in lessons, courses, and programs of study by means of interviews, surveys, or conversations. With the team, students will be completing application assignments in lessons throughout the course of the program of study.
The SPED Team may change from course to course, even lesson to lesson, depending on the topic of study. The team always and necessarily includes a certified special educator who will serve as a mentor with knowledge and skills of special education at the elementary, middle, or secondary level. The certified special educator will provide opportunities to participate actively in interviewing, assessing, and teaching students with disabilities. The special educator will serve as the SPED Team leader and meet with and assist the student regularly. The leader should become familiar with course requirements and feel free to communicate with the Grand Canyon University course instructor.
In addition, the team may include:
A special education administrator or a principal (or assistant principal) with extensive knowledge and skills in special education.
A regular educator with knowledge and skills in special education.
A parent or guardian of a child with special needs.
A student who is representative of the population you will serve.
Members from the community with a vested interest in special education, such as: psychologist, social worker, school board member, legislator, special education advocate, or representatives from community organizations.
Students document team activities in a log to be included in the final course portfolio. In this lesson, students identify their Special Education Development (SPED) Teams.
According to Kauffman and Hallahan (2005), there continue to be complaints from the public about too many "poorly trained and inexperienced teachers serving students with disabilities" (p. 8). With an understanding of what it means to be a special educator based on standards and law, students in this course have the opportunity to receive "exceptionally good training" (p. 8). Students will create a program of study for the Master of Education in Special Education. With a Special Education Development (SPED) Team, students journey on a path to achieve the excellence that becomes a gift for the students they will teach.
Council for Exceptional Children. (1999). CEC international standards for entry into professional practice. Retrieved January 3, 2006, fromhttp://education.gsu.edu/scu-gsu/International_Standards/Council%20for%20Exceptional%20Children_files/ps-entry.html
Interstate New Teacher Assessment and Support Consortium Special Education Sub-Committee. (2001). Model standards for licensing general and special education teachers of students with disabilities: A resource for state dialogue [Electronic version]. Washington, D.C.: Council of Chief State School Officers. Retrieved September 29, 2004, from http://www.ccsso.org/content/pdfs/SpedStds.pdf
Jones, J. M. (2004). Satisfaction with K-12 education shows increase over last year: Now at highest level since 1999. Retrieved September 29, 2004, from http://www.gallup.com/poll/content/login.aspx?ci=12817
Kauffman, J. M., & Hallahan, D. P. (2005). Special education: What it is and why we need it. New York: Allyn & Bacon.
National Board for Professional Teaching Standards. (2001). NBPTS exceptional needs standards for teachers of students from birth - 21+. Retrieved September 26, 2004, from http://www.nbpts.org/pdf/ex_needs.pdf
No Child Left Behind Act, 20 USC § Pub. L. 107-110 (2001).
Resource 3: List of Departments of Education by State
New Hampshire http://www.ed.state.nh.us/education/
New Jersey http://www.nj.gov/education/
New Mexico http://www.ped.state.nm.us/
New York http://www.nysed.gov/
North Carolina http://www.dpi.state.nc.us/
North Dakota http://www.dpi.state.nd.us/
Rhode Island http://www.ride.ri.gov/
South Carolina http://ed.sc.gov/
South Dakota http://doe.sd.gov/
Washington DC http://www.k12.dc.us/
West Virginia http://wvde.state.wv.us/
Web Link Library
Arizona's Professional Teacher Standards. (n.d.). Retrieved September 26, 2004, from http://www.ade.az.gov/certification/downloads/Teacherstandards.pdf
Interstate New Teacher Assessment and Support Consortium Standards (INTASC) on the My.GCU Website at http://my.gcu.edu/SiteCollectionDocuments/COE/INTASC_Standards.pdf
National Board for Professional Teaching Standards. (2004). Early childhood through young adulthood/exceptional needs specialist overview. Retrieved September 26, 2004, from http://www.nbpts.org/candidates/guide/whichcert/11EarlyChildYoungAdult.html
National Board for Professional Teaching Standards. (2001). NBPTS exceptional needs standards for teachers of students from birth - 21+. Retrieved September 26, 2004, from http://www.nbpts.org/
No Child Left Behind
Whitney, S. (2004). Parent's guide to No Child Left Behind. Retrieved September 26, 2004 from http://www.wrightslaw.com/info/nclb.parent.guide.heath.htm
McKenzie, J. (2003). Gambling with the Children. Retrieved September 26, 2004, from http://nochildleft.com/2003/jancov03.html#index
U. S. Department of Education. (2002). No Child Left Behind. Retrieved September 26, 2004, from http://www.ed.gov/nclb/landing.jhtml?src=ln
Learning Theories and Educational Environments
Constructivist theory. (n.d.). Retrieved March 10, 2005, from http://tip.psychology.org/bruner.html
Funderstanding. (n.d.). Theories. Retrieved September 26, 2004, fromhttp://www.funderstanding.com/theories
Kearsley, G. (2004). Explorations in learning and instruction: The Theory Into Practice database. Retrieved September 26, 2004, fromhttp://tip.psychology.org/index.html
Special Education Resources on the Internet:
Federal Government Resources
National Dissemination Center for Children with Disabilities (NICHCY). (n.d.). Retrieved September 26, 2004, from http://www.nichcy.org/index.html
Office of Special Education Programs (OSEP). (n.d.). Retrieved September 26, 2004, from the US Department of Education: http://www.ed.gov/about/offices/list/osers/osep/index.html?src=mr
Council for Exceptional Children (CEC). (2005). Retrieved September 26, 2004, from http://www.cec.sped.org/
National Association of State Directors of Special Education. (n.d.). Retrieved September 26, 2004, from http://www.nasdse.org/
Autism Society of America. (n.d.). Retrieved April 19, 2011, from http://www.autism-society.org/Global Autism Collaboration. (n.d.). Retrieved April 19, 2011, from http://www.autism.org/ Deaf-blindness
Helen Keller National Center for Deaf-Blind Youths and Adults (HKNC). (2005). Retrieved September 26, 2004, from http://www.hknc.org/
National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind (NTAC). (n.d.). Retrieved September 26, 2004, from http://www.tr.wou.edu/ntac/
Deafness and Hearing Impairment
Alexander Graham Bell Association for the Deaf and Hard of Hearing. (n.d.). Retrieved September 26, 2004, from http://www.agbell.org/
CEC Division for Communicative Disabilities and Deafness (DCDD). (n.d.). Retrieved September 26, 2004, from http://education.gsu.edu/dcdd/
National Association of the Deaf. (n.d.). Retrieved September 26, 2004, from http://www.nad.org/
National Institute on Deafness and Other Communication Disorders (NIDCD). (2005). Retrieved September 26, 2004, from http://www.nidcd.nih.gov/
Council for Children with Behavioral Disorders (CCBD). (2003). Retrieved September 26, 2004, from http://www.ccbd.net/
National Institute of Mental Health (NIMH). (n.d.). Retrieved September 26, 2004, from http://www.nimh.nih.gov/
American Association on Intellectual and Developmental Disabilities (AAIDD). (2011). Retrieved April 15, 2011, from http://www.aaidd.org/
ARC of the United States. (2002). Retrieved September 26, 2004, from http://www.thearc.org/
TASH. (n.d.). Retrieved September 26, 2004, from http://www.tash.org/
Orthopedic Impairment and Other Health Impairment
American Heart Association. (2005). Retrieved September 26, 2004, from http://www.americanheart.org/
Centers for Disease Control and Prevention. (n.d.). Retrieved September 26, 2004, from http://www.cdc.gov/
Muscular Dystrophy Association. (2005). Retrieved September 26, 2004, from http://www.mdausa.org/
National Institute of Neurological Disorders and Stroke. (n.d.). Retrieved September 26, 2004, from http://www.ninds.nih.gov/index.htm
National Spinal Chord Injury Association. (2005). Retrieved September 26, 2004, from http://www.spinalcord.org/
United Cerebral Palsy. (2005). Retrieved September 26, 2004, from http://www.ucp.org/
Specific Learning Disability
CEC Division for Learning Disabilities. (2004). TeachingLD: Information and resources for teaching students with learning disabilities. Retrieved September 26, 2004, from http://www.dldcec.org/
WETA. (2005). LD online. Retrieved September 26, 2004, from http://www.ldonline.org/.
Speech or Language Impairment
American Speech-Language-Hearing Association (ASHA). (2005). Retrieved September 26, 2004, from http://www.asha.org/default.htm
Traumatic Brain Injury
TBI chatroom and homepage. (n.d.). Retrieved September 26, 2004, from http://www.tbihome.org/links2.htm
Visual Impairment including Blindness
Lighthouse International. (2003). Retrieved September 26, 2004, from http://www.lighthouse.org/
National Association for Parents of Children with Visual Impairments (NAPVI). (1999). Retrieved September 26, 2004, from http://www.spedex.com/napvi/
Attention Deficit/Hyperactivity Disorders
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). (2005). Retrieved September 26, 2004, from http://www.chadd.org/
National Attention Deficit Disorder Association (ADDA). (2004). Retrieved September 26, 2004, from http://www.add.org/
Resources for Special Education Topics
Awesome Library. (n.d.). Special education. Retrieved September 26, 2004, from http://www.awesomelibrary.org/Library/Special_Education/Special_Education.html
Disability Resources Monthly. (2005). Disability resources on the internet. Retrieved September 26, 2004, from http://www.disabilityresources.org/
Horner, R. (2001). Special education resources on the internet (SERI). Retrieved September 26, 2004, from http://seriweb.com/
Kid Source Online. (n.d.). Retrieved September 26, 2004, from http://www.kidsource.com/index.html