Masters of Arts in Special Education/Moderate to Severe Disabilities,
Certification (P-12) and Rank I
Masters of Arts in Special Education/
Advanced Studies in Learning and Behavior Disorders, Rank I and Certification
Program Submission
September 2007
Murray State University Graduate Bulletin 2006-2008
16 KAR 8:010
16 KAR 8:020
16 KAR 4:020
16 KAR 5:050
16 KAR 2:010
A. Program Experiences
The graduate level special education program supports the College of Education’s theme by nurturing individuals to become reflective decision-makers. Reflection is the focus of course activities and is the primary means by which candidates integrate course experiences with Kentucky performance standards, College of Education Dispositions and the candidates’ own experiences, values, and beliefs about education.
The Kentucky teacher performance standards are integrated throughout core courses and methods courses as demonstrated in the table on the next page. Course work is designed to require planning, instruction, assessing and reflecting at increasing levels of expertise
and reflection is the focus of course activities and is the primary means by which advanced candidates integrate their teaching experiences with course activities. The reflection leads to a richer more complex understanding of students with special needs, curriculum, instruction, assessment, the community and the schooling process. The 31 hour Masters program in moderate to severe disabilities is designed for individuals with any elementary, middle, secondary or special education certification who wish to obtain P-12 certification in moderate to severe disabilities. The program requires a portfolio. The 19 hour certificate is for individuals with current LBD or special education certification who wish to obtain P-12 certification in moderate to severe disabilities. The certification does not lead to a master’s degree, but can be used as basis for developing one. The certification can also serve as the basis for a Rank I program. The 30 hour Masters of Advanced Studies in Learning and Behavior Disorders is an advanced continuation for teachers with certification in learning and behavior disorders. It can also be used as a basis for developing a Rank I program. The program requires exit portfolio and oral presentation to complete the program.
All programs are pre-planned with a graduate advisor. Each candidate’s progress is continuously assessed throughout the program using course assignments and evaluations addressing the Kentucky Experienced Teacher Standards and the Counsel for Exceptional Children Standards. As program policy, candidates follow curriculum guidesheets, develop a planned program with a graduate advisor and monitor their progress by completing a program portfolio to prepare for the continuous self-assessment required of professional educators. The Kentucky Code of Ethics is revisited at the graduate level and related to teachers’ increased level of responsibility and involvement with students, the school, district and community.
Following are matrices that demonstrates the integration of Kentucky Experienced Teacher and Counsel for Exceptional Children Standards in special education coursework:
Kentucky Experienced Teacher Standards for Masters of Arts in Special Education: Moderate to Severe Disabilities Certification (P-12)
ETS 1 / ETS 2 / ETS3 / ETS
4 / ETS
5 / ETS
6 / ETS
7 / ETS
8 / ETS
9 / ETS
10
ADM 630 or SED 646Methods of Research / A / E / A / A / A / K / E
CDI 550
Neuro Disorders / A / A / A / A / K / E
CDI 582
Communication / E / E / A / A / E / E / A
SED 531
Nature & Needs / E / E / E / E / E / A / A / A
SED 551
Assessment / A / A / A / E / A / A
SED 552
Behavior Analysis / A / E / A / E / E / E / A / A / E
SED 602
Family-Professional Partnership / A / A / A / E / E
SED 603
SED Law & Procedures / E / E / A / A / E / A / A / E
SED 614
Technology / A / E / A / E / A / A / A / E
SED 655
Transition / A / A / A / A / E / E / E / E
SED 690
Seminar in SED / A / E / E / E / E / E / E / E / A / E
K – Knowledge, A – Application, E – Evaluation
Kentucky Experienced Teacher Standards for Certificate: Moderate to Severe Disabilities
ETS 1 / ETS 2 / ETS3 / ETS
4 / ETS
5 / ETS
6 / ETS
7 / ETS
8 / ETS
9 / ETS
10
CDI 550
Neuro Disorders / A / E / A / A / A / A / E
CDI 582
Communication / E / E / A / A / E / E / A
SED 531
Nature & Needs / E / E / E / E / E / A / A / A
SED 551
Assessment / A / A / A / E / A / A
SED 614 / A / E / A / E / A / A / A / E
SED 655 / A / A / A / A / E / E / E / E
SED 690 / A / E / E / E / E / E / E / E / A / E
K – Knowledge, A – Application, E – Evaluation
Kentucky Experienced Teacher Standards for Masters of Arts in Education in Special Education/Advanced Studies in Learning and Behavioral Disorders – Non-Thesis Track
ETS 1 / ETS 2 / ETS3 / ETS
4 / ETS
5 / ETS
6 / ETS
7 / ETS
8 / ETS
9 / ETS
10
EDU 631
Theory / E / A / A / K / A
SED 603
Law & Procedures / E / E / A / A / E / A / A / E
SED 646Methods of Research / A / E / A / A / A / K / E
SED 613
Behavior / A / E / A / E / E / A / E / A / A
SED 655
Transition / A / A / A / A / E / E / E / E
K – Knowledge, A – Application, E – Evaluation
A. Content Standards
CEC - Counsel for Exceptional Children Standards - Advanced LBD
CEC STANDARD / Courses/Activities/Assessments1. Foundations / ADM 630 Research, literature review and research project is conducted, EDU 631 Theory, case study is developed, SED 603 Law, class discussion; reflections, individual educational program
2. Development and Characteristics of Learners / SED 613 Models of Behavior; research article reports
3. Individual Learning Differences / LBD Certification
4. Instructional Strategies / SED 613 Effective instruction; presentation
5. Learning Environments and Social Interactions / SED 613 Behavior therapies and techniques; research paper
6. Language / LBD Certification
7. Instructional Planning / SED 655 Curriculum development; PowerPoint
8. Assessment / SED 655 Adaptive Assistive technology; journal article review
9. Professional And Ethical Practice / SED 603 Law, class discussion; reflections, individual educational program
10. Collaboration / SED 655 Family involvement in transition; transition report
CEC - Counsel for Exceptional Children Standards - Moderate/Severe
CEC STANDARD / Courses/Activities/Assessments1. Foundations / SED 603 Readings and discussion of current and past law; case law review
2. Development and Characteristics of Learners / SED 531 Position paper; Person Centered Planning Interview
3. Individual Learning Differences / CDI 550 Readings and discussion of multiply disables population; case study
4. Instructional Strategies / SED 531Authentic assessments; Portfolio
5. Learning Environments and Social Interactions / SED 552 Readings, videos, discussion; Functional Behavior Assessment and Behavior Intervention Plan
6. Language / SED 614 Augmentative and assistive devices; Review of current technologies
7. Instructional Planning / SED 553Develop instructional activities; IEP
8. Assessment / SED 551Assessment Report; Model Testing Project
9. Professional and Ethical Practice / SED 603 Class discussion; reflections, Individual Educational Program
10. Collaboration / SED 602 Readings, webquest; community info file, tests
SED 655 Family involvement in transition; transition report
/ Graduate Programs in Special Education / SED 537 / SED 540 / SED 552 / SED 602 / SED 603 / SED 605 / SED 615 / SED 625 / SED 646 / SED 690 / CDI 635
Experienced Teacher Standards / 1. Foundations
2 / Models, theories, philosophies, and research methods that provide the basis for special education practice. / X / X
2, 10 / Laws, policies, and ethical principles regarding behavior management planning and implementation. / X / X / X
2 / Relationship of special education to the organization and function of educational agencies. / X / X / X
1, 2 / Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. / X / X
2 / Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. / X / X / X
2 / Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services. / X / X / X
1, 2 / Family systems and the role of families in the educational process. / X
2 / Historical points of view and contribution of culturally diverse groups. / X / X
2, 7 / Impact of the dominant culture on shaping schools and the individuals who study and work in them. / X / X / X / X
2, 7 / Potential impact of differences in values, languages, and customs that can exist between the home and school. / X / X / X / X
1, 7 / Articulate personal philosophy of special education. / X / X / X
2 / Educational terminology and definitions of individuals with emotional/behavioral disorders. / X / X
2 / Models that describe deviance. / X
2 / Foundations and issues related to knowledge and practice in emotional/behavioral disorders. / X / X / X
2 / The legal, judicial, and educational systems serving individuals with emotional/behavioral disorders. / X / X
2 / Theory of reinforcement techniques in serving individuals with emotional/behavioral disorders. / X / X / X
2 / Principles of normalization and concept of least restrictive environment for individuals with emotional/behavioral disorders in programs. / X / X / X / X
2. Development and Characteristics of Learners
2 / Typical and atypical human growth and development. / X
2, 7 / Educational implications of characteristics of various exceptionalities. / X / X / X / X
2 / Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family. / X / X / X
2 / Family systems and the role of families in supporting development. / X / X
2 / Similarities and differences in individuals with and without exceptional learning needs. / X / X / X
2 / Similarities and differences in individuals with exceptional learning needs. / X / X / X
2 / Effects of various medications on individuals with exceptional learning needs. / X / X
2 / Etiology and diagnosis related to various theoretical approaches in the field of emotional/behavioral disorders. / X / X
2 / Physical development, disability, and health impairments related to individuals with emotional/behavioral disorders. / X / X
2 / Social characteristics of individuals with emotional/behavioral disorders. / X / X / X
2 / Factors that influence overrepresentation of diverse individuals in programs for individuals with emotional/behavior disorders. / X / X
3. Individual Learning Differences
2 / Effects an exceptional condition(s) can have on an individual’s life. / X / X / X / X / X / X / X
2 / Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development. / X / X / X / X
2 / Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling. / X / X / X
2 / Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction. / X / X / X
2 / Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences. / X / X
4. Instructional Strategies
3 / Evidence-based practices for specific characteristics of learners and settings. / X / X
3 / Use strategies to facilitate integration into various settings. / X / X / X
3 / Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet their needs. / X
3 / Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs. / X / X / X
3 / Use strategies to facilitate maintenance and generalization of skills across learning environments. / X / X
3, 4 / Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self esteem. / X / X / X
8 / Use strategies that promote successful transitions for individuals with exceptional learning needs. / X / X
2, 3 / Sources of specialized materials for individuals with emotional/behavioral disorders. / X / X
2, 3 / Advantages and limitations of instructional strategies and practices for teaching individuals with emotional/behavioral disorders. / X
2, 3, 8 / Resources and techniques used to transition individuals with emotional/behavioral disorders into and out of school and post-school environments. / X
2 / Prevention and intervention strategies for individuals at risk of emotional/behavioral disorders. / X / X / X
2, 5 / Strategies for integrating student initiated learning experiences into ongoing instruction for individuals with emotional/behavioral disorders. / X
2, 3 / Use strategies from multiple theoretical approaches for individuals with emotional/behavioral disorders. / X / X
2, 4 / Use a variety of nonaversive techniques to control targeted behavior and maintain attention of individuals with emotional/behavioral disorders. / X / X / X
5. Learning Environments and Social Interactions
2 / Demands of learning environment. / X / X / X
2 / Basic classroom management theories and strategies for individuals with exceptional learning needs. / X / X
2, 4 / Effective management of teaching and learning. / X / X
2, 8 / Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. / X / X
2, 4 / Social skills needed for educational and other environments. / X
2, 4 / Strategies for crisis prevention and intervention. / X / X
2, 4 / Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world. / X / X / X
2, 4 / Ways to create learning environments that allow individuals to retain and appreciate their own and each others’ respective language and cultural heritage. / X / X / X
2, 4 / Ways specific cultures are negatively stereotyped. / X / X
2, 4 / Strategies used by diverse populations to cope with a legacy of former and continuing racism. / X / X
2, 4 / Create a safe, equitable, positive, and supportive learning environment in which diversities are valued. / X / X / X
2 / Identify realistic expectations for personal and social behavior in various settings. / X / X / X
2 / Identify supports needed for integration into various program placements. / X / X
2, 4 / Design learning environments that encourage active participation in individual and group activities. / X / X / X
4, 5 / Modify the learning environment to manage behaviors. / X / X / X
2, 3 / Use performance data and information from all stakeholders to make or suggest modifications in learning environments. / X / X
4, 8 / Establish and maintain rapport with individuals with and without exceptional learning needs. / X
4, 5 / Teach self-advocacy. / X / X / X
4, 5 / Create an environment that encourages self-advocacy and increased independence. / X / X
5 / Use effective and varied behavior management strategies. / X / X
5 / Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs. / X / X / X
3, 5 / Design and manage daily routines. / X
4 / Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences. / X / X / X
4 / Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person. / X / X
8 / Structure, direct, and support the activities of paraeducators, volunteers, and tutors. / X
2, 4 / Use universal precautions. / X / X
2 / Advantages and disadvantages of placement options and the continuum of services for individuals with emotional/behavioral disorders. / X / X
2, 3, 4 / Functional classroom designs for individuals with emotional/behavioral disorders. / X / X
2, 4 / Establish a consistent classroom routine for individuals with emotional/behavioral disorders. / X / X
4 / Use skills in problem solving and conflict resolution. / X / X
6. Language
2 / Effects of cultural and linguistic differences on growth and development. / X / X
2 / Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of language. / X / X
2 / Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding. / X
2, 10 / Augmentative and assistive communication strategies. / X
5 / Use strategies to support and enhance communication skills of individuals with exceptional learning needs. / X / X
5 / Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language. / X
7. Instructional Planning
2 / Theories and research that form the basis of curriculum development and instructional practice. / X
2 / Scope and sequences of general and special curricula. / X
2 / National, state or provincial, and local curricula standards. / X / X / X
2, 10 / Technology for planning and managing the teaching and learning environment. / X
2, 8 / Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service. / X
2, 3 / Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs. / X
3, 8 / Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. / X / X
8 / Involve the individual and family in setting instructional goals and monitoring progress. / X / X
4, 5 / Use functional assessments to develop intervention plans. / X
2, 3 / Use task analysis. / X
3, 5 / Sequence, implement, and evaluate individualized learning objectives. / X / X / X
3, 5 / Integrate affective, social, and life skills with academic curricula. / X / X / X
5 / Develop and select instructional content, resources, and strategies that respond cultural, linguistic, and gender differences. / X / X
3, 10 / Incorporate and implement instructional and assistive technology into the educational program. / X
3 / Prepare lesson plans. / X / X
3, 5 / Prepare and organize materials to implement daily lesson plans. / X / X
5 / Use instructional time effectively. / X / X
5, 7 / Make responsive adjustments to instruction based on continual observations. / X / X / X
3 / Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. / X / X / X
7 / Evaluate and modify instructional practices in response to ongoing assessment data. / X / X
5 / Model programs that have been effective for individuals with emotional/behavior disorders across the age range. / X
3, 5 / Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior. / X / X / X
3, 4, 5 / Integrate academic instruction, affective education, and behavior management for individuals and groups with emotional/behavioral disorders. / X / X
8. Assessment
2 / Basic terminology used in assessment. / X
2 / Legal provisions and ethical principles regarding assessment of individuals. / X / X
2 / Screening, pre-referral, referral, and classification procedures. / X / X
2 / Use and limitations of assessment instruments. / X
2 / National, state or provincial, and local accommodations and modifications. / X / X
2 / Gather relevant background information. / X / X
6 / Administer nonbiased formal and informal assessments. / X / X
10 / Use technology to conduct assessments. / X
5 / Develop or modify individualized assessment strategies. / X / X / X
6 / Interpret information from formal and informal assessments. / X
6 / Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. / X / X
6, 8 / Report assessment results to all stakeholders using effective communication skills. / X
5, 6 / Evaluate instruction and monitor progress of individuals with exceptional learning needs. / X
5, 6 / Develop or modify individualized assessment strategies. / X / X
6 / Create and maintain records. / X / X
2 / Characteristics of behavioral rating scales. / X / X
2 / Policies and procedures involved in the screening, diagnosis, and placement of individuals with emotional/behavioral disorders including academic and social behaviors. / X / X / X
2, 8 / Types and importance of information concerning individuals with emotional/behavioral disorders available from families and public agencies. / X
6 / Prepare assessment reports on individuals with emotional/behavioral disorders based on behavioral-ecological information. / X / X
4, 6 / Assess appropriate and problematic social behaviors of individuals with emotional/behavioral disorders. / X / X
4 / Monitor intragoup behavior changes from subject to subject and activity to activity applicable to individuals with emotional/behavior disorders. / X / X
9. Professional and Ethical Practice
1 / Personal cultural biases and differences that affect one’s teaching. / X
2 / Importance of the teacher serving as a model for individuals with exceptional learning needs. / X
9 / Continuum of lifelong professional development. / X
1, 9 / Methods to remain current regarding research-validated practice. / X
2 / Practice within the CEC Code of Ethics and other standards of the profession. / X / X
1 / Uphold high standards of competence and integrity and exercise sound judgment in the practice of the professional. / X / X
1, 8 / Act ethically in advocating for appropriate services. / X
9 / Conduct professional activities in compliance with applicable laws and policies. / X / X
1 / Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs. / X / X
1 / Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals. / X
7 / Practice within one’s skill limit and obtain assistance as needed. / X
7 / Use verbal, nonverbal, and written language effectively. / X / X / X
7 / Conduct self-evaluation of instruction. / X / X
1 / Access information on exceptionalities. / X / X
7 / Reflect on one’s practice to improve instruction and guide professional growth. / X / X
9 / Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one’s colleagues. / X / X
1 / Demonstrate commitment to engage in evidence-based practices. / X / X
1 / Organizations and publications relevant to the field of emotional/behavioral disorders. / X / X
1 / Participate in activities of professional organizations relevant to the field of emotional/behavioral disorders. / X
10. Collaboration
8 / Models and strategies of consultation and collaboration. / X
8 / Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. / X / X
8 / Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. / X / X
2, 8 / Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members. / X / X / X
6, 8 / Maintain confidential communication about individuals with exceptional learning needs. / X / X / X / X
8 / Collaborate with families and others in assessment of individuals with exceptional learning needs. / X / X / X
8 / Foster respectful and beneficial relationships between families and professionals. / X / X
1, 8 / Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team. / X / X
1, 8 / Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families. / X / X
8 / Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings. / X / X / X
4, 8 / Use group problem solving skills to develop, implement, and evaluate collaborative activities. / X / X / X
8 / Model techniques and coach others in the use of instructional methods and accommodations. / X
6, 8 / Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs. / X / X / X
6, 8 / Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds. / X / X
6, 7, 8 / Observe, evaluate and provide feedback to paraeducators. / X
1 / Services, networks, and organizations for individuals with emotional/behavioral disorders. / X
1 / Parent education programs and behavior management guides that address severe behavioral problems and facilitate communication for individuals with emotional/behavioral disorders. / X / X
6 / Collaborative and consultative roles of the special education teacher in the reintegration of individuals with emotional/behavioral disorders. / X / X
1 / Role of professional groups and referral agencies in identifying, assessing, and providing services to individuals with emotional/behavioral disorders. / X / X / X
1, 8, 9 / Teach parents to use appropriate behavior management and counseling techniques. / X / X
B. KERA Initiatives