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MASTERS OF ARTS IN SPECIAL EDUCATION/MODERATE TO SEVERE DISABILITIES,

CERTIFICATION (P-12) AND RANK IMASTERS OF ARTS IN SPECIAL EDUCATION/

ADVANCED STUDIES IN LEARNING AND BEHAVIOR DISORDERS, RANK I AND CERTIFICATION

PROGRAM SUBMISSIONSEPTEMBER 2007

Murray State University Graduate Bulletin 2006-2008http://www.murraystate.edu/provost/catalogs/0608Gradbull.html

16 KAR 8:01016 KAR 8:02016 KAR 4:02016 KAR 5:05016 KAR 2:010

http://www.murraystate.edu/provost/catalogs/0608Gradbull.html

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

ETS4

ETS5

ETS6

ETS7

ETS8

ETS9

ETS10

ADM 630 or SED 646 Methods of Research

A E A A A K E

CDI 550Neuro Disorders

A A A A K E

CDI 582Communication

E E A A E E A

SED 531Nature & Needs

E E E E E A A A

SED 551Assessment

A A A E A A

SED 552Behavior Analysis

A E A E E E A A E

SED 602Family-Professional Partnership

A A A E E

SED 603SED Law & Procedures

E E A A E A A E

SED 614Technology

A E A E A A A E

SED 655Transition

A A A A E E E E

SED 690Seminar 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 DisabilitiesETS

1ETS

2ETS

3ETS

4ETS

5ETS

6ETS

7ETS

8ETS

9ETS10


A E A A A A E


E E A A E E A


E E E E E A A A

SED 551Assessment

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


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

ETS4

ETS5

ETS6

ETS7

ETS8

ETS9

ETS10

EDU 631Theory

E A A K A

SED 603Law & Procedures

E E A A E A A E

SED 646 Methods of Research

A E A A A K E

SED 613Behavior

A E A E E A E A A

SED 655Transition

A A A A E E E E


A. Content StandardsCEC - Counsel for Exceptional Children Standards - Advanced LBD

CEC STANDARD Courses/Activities/Assessments

1. 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/SevereCEC STANDARD Courses/Activities/Assessments

1. Foundations SED 603 Readings and discussion of current and past law; case law review


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 531 Authentic assessments; Portfolio


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 553 Develop instructional activities; IEP

8. Assessment SED 551 Assessment 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, testsSED 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

CD

I 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

CCEC Knowledge and Skill Base for All Beginning Special Education Teachers of Students with Emotional and Behavioral Disorders

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 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 Differences2 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


2 Demands of learning environment. X X X2 Basic classroom management theories and

strategies for individuals with exceptional learning needs.

X X

2, 4 Effective management of teaching and learning. X X2, 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 X2, 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 X4, 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. X4 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 X2 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. Language2 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 Planning2 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. X3, 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 X3, 5 Prepare and organize materials to implement

daily lesson plans.X X

5 Use instructional time effectively. X X5, 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. Assessment2 Basic terminology used in assessment. X2 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. X2 National, state or provincial, and local

accommodations and modifications.X X

2 Gather relevant background information. X X6 Administer nonbiased formal and informal

assessments.X X

10 Use technology to conduct assessments. X5 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 X2 Characteristics of behavioral rating scales. X X2 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 Practice1 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. X1, 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 X1 Access information on exceptionalities. X X7 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 InitiativesKERA Initiatives are utilized by graduate instructors to build on and expand previous course knowledge and graduate candidates’ classroom experiences in order to strengthen the connection between the classroom and the state initiatives that guide PK-12 student performance-based achievement.

KERA Initiatives for Masters of Arts in Special Education: Moderate to Severe Disabilities Certification (P-12)

Core Content4.1 version

Program of Studies

Learner Goals & Academic Expectations

ADM 630 Methods of Research

N/A N/A N/A


N/A N/A N/A


N/A N/A N/A


A E E

SED 551Assessment

A A E


N/A N/A N/A

SED 602Family – Professional Partnership

N/A N/A N/A

SED 603SED Law & Procedures

E E E

SED 614Technology

N/A A A

SED 655Transition

N/A E E

SED 690Seminar in SED

N/A N/A N/A


KERA Initiatives for Certificate: Moderate to Severe DisabilitiesCore Content4.1 version

Program of Studies



N/A N/A N/A


N/A N/A A

CDI 635Seminar in Communication Disorders

N/A N/A N/A


A E E

SED 551Assessment

N/A N/A N/A


N/A N/A N/A

SED 602Family – Professional Partnership

N/A N/A N/A


KERA Initiatives for Masters of Arts in Education in Special Education/Advanced Studies in Learning and Behavioral Disorders – Thesis Track


Program of Studies


EDU 631Theory

N/A N/A N/A


N/A N/A N/A

SED 646Methods of Research

N/A N/A N/A


KERA Initiatives for Masters of Arts in Education in Special Education/Advanced Studies in Learning and Behavioral Disorders – Non-Thesis Track


Program of Studies


EDU 631Theory

N/A N/A N/A


N/A N/A N/A


N/A N/A N/A

SED 613Behavior

N/A N/A N/A

SED 655Transition

N/A N/A N/A


Course Description for Moderate and Severe Disabilities and Advanced Behavior Disorders Programs

ADM 630 Methods of Research (3). A study of procedures used to locate sources of information, organize and interpret collected data, and apply results of published research. Various research methods are studied and used.

CDI 550 Neuromuscular Disorders (3). The study of pathology, etiology, diagnosis and speech rehabilitation of cerebral palsy and other neuromuscular disorders.

CDI 582 Communication Programming for Individuals with Severe Disabilities (3). This course will include diagnostic and therapeutic implications for communication characteristics of individuals with severe disabilities. Emphasis will be on communication development and disorders of this population; vocal, unaided, and aided communication systems; assistive technology; various service delivery models; integrating communication skills into functional activities; and feeding implications. Prerequisite: CDI 205 or 292, and CDI 550.

CDI 635 Graduate Seminar in Communication Disorders (1-3). Topical seminar in speech and hearing. May be repeated to a maximum of six hours.

SED 531 Nature and Needs of Individuals with Moderate to Severe Disabilities (3). Survey of classification, identification, diagnostic techniques and intervention procedures used in the education and training of individuals with moderate to severe disabilities.

SED 551 Transdisciplinary Assessment of Individuals with Moderate/Severe Disabilities (3). This course involves procedures for assessment of the behavioral and educational performance of individuals with moderate to severe disabilities, task analysis, sequencing behavioral skills and designing individual instructional programs. Students will be provided experience in conducting assessments, developing individual education plans and use of program evaluation techniques related to individuals with moderate to severe disabilities.

SED 552 Functional Behavior Analysis (3). The content of this course provides the student experience in understanding why individuals behave the way they do and how behavior may be taught, changed, and modified. Topics will include behavior management, training strategies, implementation, data-based programming, and field-based teacher research methods. Field hours are required. Prerequisites: SED 300.

SED 554 Classroom Management of Individuals with Mod/Sev Disabilities (3). Study of the techniques and methods necessary for the organization and operation of educational programs for individuals with moderate to severe disabilities. Included are specialized teaching techniques such as precision teaching and behavior management applied to the learning environment as well as scheduling approaches, curriculum models and commercially available materials.

SED 602 Family-Professional Partnerships (3). The course content will focus on the family as an aid in the program or education of their child. Family characteristics will be investigated and related to the implications for meaningful inclusion of the family in the education of a child with a disability. Differential programs for families will be overviewed. Field hours are required.

SED 603 Special Education Law and Procedures (3). Course is designed to familiarize graduate students with the laws and procedures that are required in the process of determining eligibility and delivery of special education services. Students will learn the roles of participants in “Admissions and Release Committee” (ARC), the procedural safeguards, and the order of events in the special education process as determined by federal and state law and procedures. Appropriate for all certified teachers, school psychologists, and administrators serving students with disabilities.

SED 613 Advanced Behavior Support (3). This course is designed to provide an in-depth study of the field of educating children and youth with emotional disturbances and behavioral disorders. The course will include extensive examinations of disability etiologies, theoretical educational approaches, screening and assessment instruments and techniques, educational placement considerations, program development considerations, and ongoing evaluation based on student performance.

SED 614 Advanced Instructional Technology (3). This course includes instruction in technology that is requisite for the Individual Education Program (IEP) for student with mild disabilities. This includes, but is not limited to, assistive technology, technology as a means to meet the needs of different learner types, and students as users of technology.

SED 640 Practicum (4-6). Makes provisions for students to participate in all activities and duties generally expected of a special education teacher. Specific supervision will be provided. Seminars to evaluate progress in methods, procedures and overall performance will coincide with the experience. This course is designed for students with at least one year of teaching experience (regular or special education) and seeking a new certificate. (Students with less than one year must take ELE 421.) Graded pass/fail.

SED 646 Survey of Research Applied to Special Populations (3). A review of studies from a variety of disciplines that have relevance to special education populations. Special emphasis will be given to those skills (understanding assumptions, reading and abstracting articles, interpreting data, and evaluating results) needed to understand the relationship between research strategies and problem-solving in special education.

SED 655 Special Education Transition (3). The focus of this course is to support successful transition from school to community life. This includes transitions from different grade levels as well as from public schools to private life.

SED 690 Exit Seminar in Special Education (1). Provides opportunity for students to conduct a self-analysis of knowledge, skills and abilities relative to the graduate program completed. This is accomplished by a review of past textbooks and notes, small group discussions, simulations, role-playing as well as finalizing of the eligibility portfolio. Prerequisite:

C. EPSB ThemesThe following matrices demonstrate the integration of the Education Professional Standards Board Themes throughout the special education programs. Coded according to categories in Bloom’s Taxonomy, the Themes may be discussed at the knowledge level (K), they may be applied (A) as part the design of course assignments, or they may be evaluated (E) as a critical design element in the development course assignments.

EPSB Themes for Masters of Arts in Special Education: Moderate to Severe Disabilities Certification (P-12) EPSB Themes Diversity Assessment Literacy/

ReadClosingGap

ADM 630 or SED 646Methods of Research

K K


A


K K K K


K K K K

SED 551Assessment

K


K E A K

SED 602Family-Professional PartnershipSED 603SED Law & ProceduresSED 614TechnologySED 655TransitionSED 690Seminar in SEDK – Knowledge, A – Application, E – Evaluation

EPSB Themes for Certificate: Moderate to Severe DisabilitiesEPSB Themes Diversity Assessment Literacy/

ReadClosingGap


A


K

CDI 635Seminar in Communication Disorders

K K K K


K K K K

SED 551Assessment

K


K E A K

SED 554Classroom ManagementSED 602Family-ProfessionalPartnershipSED 640PracticumK – Knowledge, A – Application, E – Evaluation

EPSB Themes for Masters of Arts in Education in Special Education/Advanced Studies in Learning and Behavioral Disorders – Thesis TrackEPSB Themes Diversity Assessment Literacy/

ReadClosingGap

EDU 633Curriculum

K K K K

EDU 631Theory

K


K K K K


K K K K


EPSB Themes for Masters of Arts in Education in Special Education/Advanced Studies in Learning and Behavioral Disorders – Non-Thesis TrackEPSB Themes Diversity Assessment Literacy/

ReadClosingGap

EDU 633Curriculum

K K K K

EDU 631Theory

K


K K K K


K K K K

SED 613Behavior

K

SED 655Transition

K E A K


D. Program FacultyName Highest

Degree, Field, &

University

Assignment: Indicate the role(s) of the

faculty member

Faculty Rank

Status(FT/PT to institution, unit, and program)

Tenure Track

Scholarship, Leadership to Professional

Organizations, and Service

Teaching or other professional

experience in P-12 schools

Dr. Arlene Hall

Ph.D. SpecialEducation, Purdue University

Program Coordinator, Teaches special education courses

AssociateProfessor

Full time to institution, full time to unit, full time to program

Yes

-CEC Conference Planning Committee 2007-KYCEC Vice President, President Elect, President-Presentation at CCBD -2007

Supervision of Intern teachers, Kentucky Internship ProgramSupervision of practicum students and student teachers-Roads Scholars team captain

Dr. Eric Umstead

Ed.D. Educational Administration and Supervision Tennessee State

Faculty Head of Hester Residential College, Teaches special education courses

AssistantProfessor

Full time to institution, part time to unit, part time to program

Yes

-Presentation on Classroom Management Toyama University, Toyama Japan-Faculty Head Hester College-State and National Referred Presentation

Supervision of Intern teachers, Kentucky Internship ProgramSupervision student teachers-Roads Scholars team captain

Pam Matlock

MA Special Education, Murray State University

Paducah Campus 2+2 Coordinator, Teaches special education courses

Lecturer Full time to institution, full time to unit, part time to program

No

-First Book, Chapter Advisor - Monthly distribution of new books to low socioeconomic students in public schools, -KEA - SP, Chapter Advisor - -Global Education Outreach Committee, Chairperson,

-Presentation to Faculty and Staff, RtI -Inservice Presentations, "Reading First," P-12 -Supervision of Intern teachers, Kentucky Internship Program. -Roads Scholars team captain

Cathy Warmack

MA Special Education, Murray State University

Teaches special education courses

Lecturer Full time to institution, full time to unit, full time to program

No

Study guide for Special Education: Contemporary Perspectives for School Professionals, Marilyn Friend 2005 and 2008 second editionMentor to new faculty members

-Supervision of Intern teachers, Kentucky Internship Program-Supervision of practicum students and student teachers

Dr. Nancy Bealmear

Ph.D. Curriculum

Teaches special education

Assistant Professor

Full time to institution, full

Yes Dissertation StudyPresentation Fall KY -

-Supervision of Intern teachers, Kentucky

and Inst. University of Louisville

courses time to unit, full time to program

Exceptional Children Conference

Internship Program-Supervision of student teachers.

Dr. Barbara Washington

Ph.D. Special Education, Vanderbilt

Teaches special education courses

Assistant Professor

Full time to institution, full time to unit, full time to program

Yes

-Author on two textbooks and Journal of At-Risk Students Issues, 13, 23-33-Presentation Career Development and Transition Conference.

-Supervision of Intern teachers, Kentucky Internship Program-Supervision of student teachers and practicum students

E. Curriculum Contract/GuidesheetMURRAY STATE UNIVERSITY REVISED AUG 20,2007

Master of Arts in EducationAdvanced Studies in Learning and Behavior Disorders P-12

This 30 hour program is designed for individuals certified in learning and behavior disorders who desire advanced information in working with student learning and behavior disorders. A valid LBD teaching certificate is required for entrance. The program must be preplanned with an advisor. The student’s progress will be continuously assessed throughout the program using established program checkpoints and portfolio entries addressing experienced teacher standards. A minimum grade point average of 3.0 is required for graduation. Total Course Requirements . . . . . . . . . .. . 30 hours

Required Courses . . . . . . . 15 hoursSED 646 Survey of Research Applied to Special Populations (3) _____ Or ADM 630 Survey of Research EDU 631 Motivation and Learning Theory (3) _____SED 603 Special Education Law and Procedures (3) _____SED 613 Advanced Behavior Support (3) _____SED 655 Special Education Transition (3) _____

Total Hours from Courses Listed Below. . 15 hours

SED 540 Procedures for Classroom Management & Discipline (3) _____SED 602 Family-Professional Partnerships (3) _____SED 614 Advanced Instructional Technology (3) _____SED 615 Collaboration Skills for Educators (3) _____SED 636 Issues and Trends in Special Education (3) _____SED 651 Social Competence for Safe Environments (3) _____EDU 645 History of Education in the United States (3) _____PSY 581 Abnormal Psychology (3) _____SED 650 Administration of Special Education Programs (3) _____EDU 664 Techniques of Teaching Environmental Education (3) _____EDU 665 Field Experiences in Environmental Education (3) _____

(Changes in the program may occur in accordance with the MSU Graduate Bulletin)

Exit Requirement: Portfolio and oral presentation based on activities and assignments which demonstrate continuous assessment and competency in the experienced teacher standards.

____________________________ ____________________________Student Date Advisor Date

MURRAY STATE UNIVERSITY REVISED AUG 20,2007Rank I Program in

Advanced Studies in Learning and Behavior Disorders

Degree: None This 30 hour program is designed for individuals certified in learning and behavior disorders who desire advanced information in working with student learning and behavior disorders. A valid LBD teaching certificate is required for entrance. The program must be preplanned with an advisor. The student’s progress will be continuously assessed throughout the program using established program checkpoints and portfolio entries addressing experienced teacher standards. A minimum grade point average of 3.0 is required for graduation.

Total Course Requirements. . . . . . . . . . . . 30 hours

Required Courses . . . . . . 12 hoursEDU 631 Motivation and Learning Theory (3) _____SED 603 Special Education Law and Procedures (3) _____SED 613 Advanced Behavior Support (3) _____

SED 655 Special Education Transition (3) _____

Total Hours from Courses Listed Below . . 18 hours

SED 540 Procedures for Classroom Management & Discipline (3) _____SED 602 Family-Professional Partnerships (3) _____SED 614 Advanced Instructional Technology (3) _____SED 615 Collaboration Skills for Educators (3) _____SED 636 Issues and Trends in Special Education (3) _____SED 651 Social Competence for Safe Environments (3) _____EDU 645 History of Education in the United States (3) _____PSY 581 Abnormal Psychology (3) _____SED 650 Administration of Special Education Programs (3) _____EDU 664 Techniques of Teaching Environmental Education (3) _____EDU 665 Field Experiences in Environmental Education (3) _____

(Changes in the program may occur in accordance with the MSU Graduate Bulletin)

Exit Requirement: Portfolio and oral presentation based on activities and assignments which demonstrate continuous assessment competency in the experienced teacher standards

____________________________ ____________________________Student Date Advisor Date

MURRAY STATE UNIVERSITY REVISED AUG 20, 2007Master of Arts in Education in Education

Moderate to Severe Disabilities FMD Certification (P-12)

This program is for individuals with elementary, middle school, secondary or special education certifications (any area) who wish to obtain a P-12 certificate in moderate to severe disabilities. A valid teaching certificate is required for entrance. The student’s progress will be continuously assessed throughout the program using established program checkpoints and portfolio entries addressing experienced teacher standards. Individuals currently certified in LBD, IECE, and CDI with teaching experience who are participating in the Alternative Route to FMD Certification may apply for this program once they have their Provisional Certificate. A minimum 3.0 GPA is required for completion of this program.

Total Course Requirements . . . . . . . . . . . . . . . . . 31 hoursCDI 550 (3) Neuromuscular DisordersCDI 582 (3) Communication Programming for Individuals with Severe DisabilitiesSED 531 (3) Nature and Needs of Individuals with Moderate to Severe DisabilitiesSED 551 (3) Transdisciplinary Assessment of Individuals with Moderate to Severe

DisabilitiesSED 552 (3) Functional Behavior AnalysisSED 602 (3) Family-Professional Partnerships SED 603 (3) Special Education Law and ProceduresSED 614(3) Advanced Instructional TechnologySED 655 (3) Special Education TransitionSED 646 (3) Survey of Research Applied to Special Populations

OrADM 630 (3) Methods of Research SED (1) 690 Exit Seminar in Special Education

Changes in the program may occur in accordance with the MSU Graduate Bulletin.Exit Requirement: Portfolio Student must receive a “pass” on the eligibility portfolio presented in SED 690 which is based on activities and assignments which demonstrate continuous assessment competency in the experienced teacher standards.PRAXIS II *See your advisor for more informationSpecialty Exams Required for Certification:

Education of Exceptional Children: Core Content Knowledge (0353) – Passing Score 157 Teaching Students with Mental Retardation (0321) – Passing Score 146

Beginning September 1, 2007 and until August 31, 2008 Education of Exceptional Children: Core Content Knowledge (0353) – Passing Score 157AND Teaching Students with Mental Retardation (0321) – Passing Score 146

OR Exceptional Education: Severe to Profound Disabilities (0544) passing score 156.

Beginning September 1, 2008 Education of Exceptional Children: Core Content Knowledge (0353) – Passing Score 157 Exceptional Education: Severe to Profound Disabilities (0544) passing score 156

Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or 888-598-7667.

________________________________ ___________________________________Student Date Advisor Date

http://www.kyepsb.net/

MURRAY STATE UNIVERSITY REVISED 1/08


Degree: NoneThis program is designed for teachers certified in LBD who wish to obtain a P-12 certification in moderate to severe disabilities. A valid teaching certificate is required for entrance. The student’s progress will be continuously assessed throughout the program using established program checkpoints and portfolio entries addressing experienced teacher standards. This program does not lead to a master’s degree but can be used as a basis for developing a master’s degree or Rank I in Moderate to Severe Disabilities. A minimum 3.0 GPA is required for completion of this program.

Total Course Requirements…………………………………………………….16 hoursSED 553 (3) Instructional Procedures – Students with MSDSED 531 (3) Nature and Needs of Individuals with Moderate to Severe DisabilitiesSED 551 (3) Transdisciplinary Assessment of Individuals with Moderate to Severe DisabilitiesSED 614 (3) Advanced Instructional TechnologySED 655 (3) Special Education TransitionSED 690 (1) Exit Seminar in Special Education

Changes in the program may occur in accordance with the MSU Graduate Bulletin.

Exit Requirement: Portfolio Student must receive a “pass” on the eligibility portfolio presented in SED 690 which is based on activities and assignments which demonstrate competency in the experienced teacher standards

PRAXIS II*

Specialty Exams Required for Certification:

Beginning September 1, 2007 and until August 31, 2008 Teaching Students with Mental Retardation (0321) – Passing Score 146


Beginning September 1, 2008 Exceptional Education: Severe to Profound Disabilities (0544) passing score 156

*See your advisor for more information

____________________________ ___________________________________Student Date Advisor Date

MURRAY STATE UNIVERSITY REVISED AUG. 20, 007


Requirements for Rank I Program

This program is for individuals with elementary, middle school, secondary or special education certifications (any area) who wish to obtain a P-12 certificate in moderate to severe disabilities. A valid teaching certificate is required for entrance. The student’s progress will be continuously assessed throughout the program using established program checkpoints and portfolio entries addressing experienced teacher standards. A minimum 3.0 GPA is required for completion of this program.

Total Course Requirements . . . . . . . . . . . . . . . . 30 hoursCDI 550 (3) Neuromuscular DisordersCDI 582 (3) Communication Programming for Individuals with Severe DisabilitiesSED 531 (3) Nature and Needs of Individuals with Moderate to Severe DisabilitiesSED 551 (3) Transdisciplinary Assessment of Individuals with Moderate to Severe

DisabilitiesSED (3) 552 Functional Behavior AnalysisSED (3) 602 Family-Professional Partnerships SED (3) 603 Special Education Law and ProceduresSED (3) 614 Advanced Instructional TechnologySED (3) 655 Special Education TransitionSED (1) 690 Exit Seminar in Special Education2-3 Hours Elective

Changes in the program may occur in accordance with the MSU Graduate Bulletin.Exit Requirement: Portfolio Student must receive a “pass” on the eligibility portfolio presented in SED 690 which is based on activities and assignments which demonstrate continuous assessment and competency in the experienced teacher standards. *See your advisor for more information

PRAXIS II Specialty Exams Required for Certification:

Education of Exceptional Children: Core Content Knowledge (0353) – Passing Score 157

Teaching Students with Mental Retardation (0321) – Passing Score 146

Beginning September 1, 2007 and until August 31, 2008 Education of Exceptional Children: Core Content Knowledge (0353) – Passing Score 157AND Teaching Students with Mental Retardation (0321) – Passing Score 146


Beginning September 1, 2008 Education of Exceptional Children: Core Content Knowledge (0353) – Passing Score 157 Exceptional Education: Severe to Profound Disabilities (0544) passing score 156

Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at 502-564-4606 or 888-598-7667.________________________________ ___________________________________Student Date Advisor Date

http://www.kyepsb.net/

F. Syllabi

SEE LINKS FOR:http://coekate.murraystate.edu/ncate/manager/syllabi/

ADM 630EDU 631EDU 633CDI 550CDI 582CDI 582CDI 635SED 531SED 551SED 552SED 554SED 602SED 603SED 613SED 614 SED 640SED 646 SED 655SED 690

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