Roberts Wesleyan College Roberts Wesleyan College Roberts Wesleyan College
 

   

Professional or Second Initial Certification in Special Education

Mild and Severe Tracks in combination ( 2nd Initial Certification Programs)
Special Education Mild Disabilities ( Professional Certification Programs )
Special Education Severe Multiple Disabilities program outline
  • Second Initial certification in special needs grades 1-6
  • Second Initial certification in special needs grades 7-12
  • Specialization in mild disabilities (mild LD, BD, and MR; visually impaired, hearing impaired, and mild physical disabilities)
  • Specialization with annotation in severe disabilities (multiple disabilities, severe LD, BD, MR, and severe physical handicaps)
  • Masters degree satisfying professional certification
The program carefully articulates courses and also allows those seeking initial or professional certification, grades 1-6 or grades 7-12 to take the same classes with one another. This mix of students is thought to be healthy and invigorating, and it allows for greater efficiency in scheduling and staffing. All classes are 3-credit hours.

COURSE DESCRIPTIONS:

Foundation Courses, 5 Courses, 15 credit hours SPED 5700 Foundations of Special Education - 3 credits Covers the historical, legal, sociological and political aspects of special education. Attention is also given to the impact of families on learners with disabilities and how a child with a disability impacts the family. Investigates the ways schools can stimulate the growth of inclusive practices across multiple mild disabilities and disciplines. Includes attention to the characteristics of learners with mild, moderate, and severe disabilities, as well as children with multiple disabilities and strategies for including these learners.

SPED 5701 Assessing Students with Special Needs - 3 credits Eligibility decisions; screening; pre-referral preventive strategies; IEP assessment practices; informal classroom assessment; role of the teacher in testing; diagnostic tests; portfolios and alternative assessment; testing modifications; formal testing. Areas of testing: mental ability; reading; writing; mathematics. Related topics: descriptive statistics; norm referencing; reliability and validity. Students preparing for Initial Certification are expected to complete and document 10 hours of field experience along with this class.

SPED 5702 Psychology of Applied Behavior Analysis - 3 credits Introduces applied behavior analysis and its use in the area of special education for working with all levels of involvement. Includes the use of reinforcement, schedules of reinforcement, task analysis as well as observation skills. Includes systems-wide efforts to prevent violence and disruption. Also provides insights into issues of ecological considerations and environmental control to prevent student behavior problems. e.g. matching work to student level, monitoring behaviors. This also includes the creation of appropriate classroom assessment devices.

SPED 5703 Introduction to Collaboration and Individualized Education Plans- 3 credits Provides participants with skills needed to communicate with other professionals and community members who work with learners. Encompasses communication in the schools and the role of the CSE and instructional support teams. Includes models of collaboration used in working with families and with other professionals. Prepares students to manage the paperwork of Special Education, as well as develop the skills and predispositions to work with parents/guardians to prepare these documents and deal with the issues of parenting a child with a disability. Students preparing for Initial Certification are expected to complete and document 10 hours of field experience along with this class.

SPED 5704 Curriculum Design and Models of Instruction for Special Education - 3 credits Examines learning environments, models of delivery, and curriculum design for students with various special needs. Provides the foundations for employing instructional strategies that promote student-centered learning, with a focus on curricular adaptations, program modifications and environmental supports that provide equal access for all learners in the classroom. Features a variety of instructional methodologies for learners with mild, moderate, severe and multiple disabilities to reach their highest potential.

Specialization Courses for Mild Disabilities (Grades 1-6 or Grades 7-12), 4 Courses, 12 credit hours

SPED 6730 Introduction to Research in Mild Disabilities - 3 credits Students learn research design and critically review the research literature in an area of interest, in preparation for the Masters Thesis or Project. The course culminates in the Literature Review which will become Chapter Two of the Masters Thesis or Project.

SPED 6731 Classroom Application for Mild Disabilities - 3 credits Adaptation of instructional practices and materials to meet the learning goals of students with mild disabilities. Initial Certification students are expected to complete and document 15 hours of field experience along with this class.

SPED 6732 Assessment for Students with Mild Disabilities - 3 credits Adaptation of assessment techniques to accommodate special needs. Initial Certification students are expected to complete and document 15 hours of field experience along with this class.

SPED 6733 Teaming for Students with Mild Disabilities - 3 credits Collaboration is necessary to meet the needs of students with mild disabilities. This course examines special considerations for students with mild disabilities, giving attention to coordination of related services, associations with members of the community and fostering relationships among colleagues, parents and service providers.

Specialization Courses for Severe/Multiple Disabilities (Grades 1-6 or Grades 7-12) 4 courses, 12 credit hours

SPED 6740 Introduction to Research in Severe Disabilities - 3 credits Students learn research design and critically review the research literature in an area of interest, in preparation for the Masters Thesis or Project. The course culminates in the Literature Review which will become Chapter Two of the Masters Thesis or Project.

SPED 6741 Classroom Application for Severe Disabilities- 3 credits Adaptation of instructional practices and materials to meet the learning goals of students with severe or multiple disabilities. Certification students are expected to complete and document 15 hours of field experience along with this class.

SPED 6742 Assessment for Students with Severe Disabilities - 3 credits Adaptation of assessment techniques to accommodate severe or multiple disabilities. Certification students are expected to complete and document 15 hours of field experience along with this class.

SPED 6743 Teaming for Students with Severe Disabilities - 3 credits Collaboration is necessary to meet the needs of students with severe disabilities. This course examines the specialized educational services that are necessary for students with severe and/or multiple disabilities, giving attention to coordination of educational and outside services, collaboration across agency and institutional boundaries, and fostering relationships among colleagues, parents and service providers.

Elective Courses, 2 Courses, 6 credit hours For Second Initial Certification students, elective courses must be the Practicum and either the Masters Thesis or the Masters Project

SPED 7710 Practicum - 3 credits For the Initial Certification candidate, placement in a school setting in fulfillment of the New York State certification requirement for Student Teaching. This is a supervised practicum. Participants will meet one or two times face-to-face as a class to discuss the experience. Requires reflective journal. Summer.

SPED 7711 Internship - 3 credits Professional work in a school, agency, or institutional setting with students with mild or severe disabilities. This work can be in tandem with the student’s thesis/project. This course provides two kinds of opportunities:

  1. Student wishing to gain experience in a new professional setting may arrange the equivalent of one month of full time work (or more) in the desired setting, to be supervised by someone in the setting. In that case, the student keeps a reflective journal and other documentation as appropriate. A project, report, or presentation serves as a demonstration of what the student has gained from the experience.
  2. Alternatively, students may wish to work in their own professional setting and focus on improving their professional knowledge or practice. Working with a mentor in the student’s setting or area of specialty, the student identifies readings and resources. The student develops a set of professional goals and works toward those goals in a semester time frame. Demonstration of learning is negotiated between the student and the mentor; suggested formats: in-service or presentation to colleagues; curriculum materials; handbook. All semesters.

NOTE: The Internship is not equivalent to the Practicum and does not satisfy the Initial Certification requirement for student teaching.

SPED 7712 Masters Thesis - 3 credits Execution of an original research study related to the student’s area of interest in mild or severe disabilities. Supervised by RWC faculty. All semesters.

SPED 7713 Masters Project - 3 credits Execution of a professional development offering, development of a resource, or development of a research-based curriculum unit. Supervised by RWC faculty. All semesters.

FOR THOSE SEEKING SECOND INITIAL CERTIFICATION

EDUC7821 Contemporary Economic Policy Issues (3 credits) This course will engage students in research into contemporary economic issues with a focus on economic policy trends and the impact of economic policies on other aspects of society. Topics will include monetary policy, trade policy, and labor policies.

EDUC 7822 European Economy and Society in the Middle Ages (3 credits) Students will consider the development the economic bases and development of trade in Europe throughout the middle ages (c.900 to 1350). Research into the development of economic practices and institutions.

EDUC 7321 Theory and Practice in Mathematics Education I (3 credits) This course introduces important issues in mathematics education by examining theory, curriculum, pedagogy, and assessment in the teaching and learning of mathematics. Students will explore various theories of learning, approaches to curriculum (including the reform movement), instructional strategies (including technology), and methods of assessment. Students will pursue these topics with a focus on the teaching and learning of algebra.

EDUC 7322 Theory and Practice in Mathematics Education II (3 credits) This course builds upon EDUC 7321 by looking at the theory, curriculum, pedagogy and assessment in mathematics education related to the topic of geometry.

EDUC 7323 Theory and Practice in Mathematics Education III (3 credits) This course builds upon EDUC 7321 by looking at the theory, curriculum, pedagogy and assessment in mathematics education related to the topic of data and chance.

EDUC 7324 Independent Research in Mathematics Education (3 credits) Under the supervision of a faculty member, students undergo independent research in some area of mathematics education. It may follow the same format at EDUC 7321/7322/7323 but with a different content area in mathematics, be tied to a classroom research project, or support the student’s individual thesis or curriculum inquiry project.

Chemistry

EDUC 7221 Active Learning Experiences in Thermodynamics and Kinetics (3 credits) The course covers the molecular basis of thermodynamics and kinetics with applications to electrochemistry, acid base equilibria, and precipitation reactions and biochemical metabolism. In addition, there is discussion of the role of active learning experiences in chemistry, including laboratory exercises, demonstrations, group problem solving, and games in chemistry education. Students demonstrate their learning by designing and leading active experiences related to the content with the other members of the class.

EDUC 7222 Active Learning Experiences in Atomic and Molecular Structure and Properties (3 credits) This course explores molecular structure and properties emphasizing the quantum mechanical nature of the electronic structure of atoms and molecules and the semi-classical nature of nuclear motion. As in EDUC 7221, Students demonstrate their learning by designing and leading active learning experiences related to the content with the other members of the class.

EDUC 7223 Instrumental Methods in Chemistry and Biochemistry (3 credits) The course begins with the fundamental concepts of instrumental analysis including sample preparation, interference, theory of spectroscopic and chromatographic techniques, and Fourier Transform techniques. The course also includes a discussion of the goals and methodology of project-based laboratory experiences. Students apply the course content by partaking in a project, (e.g. monitoring water quality in a local waterway). Finally, students may lead a group of high school students in a similar project.

EDUC 7224 Independent Research in Chemistry (3 credits) This experience is designed to introduce the procedures of independent laboratory research. Students will work on one of several ongoing projects under the direction of a faculty advisor. A paper describing the import, previous work, present procedures and results and prospects for further work.

EDUC 7225 Advanced Topics in Biochemistry (3 credits) This course builds on BCH305 to provide additional advanced topics in basic metabolism, immunology, and gene regulation. Students will also develop teaching material and experiments to facilitate the presentation of these topics in the classroom.

Biology

EDUC 7121 Selected Topics in Biology I (3 credits) This course presents current topics in the biological sciences.

EDUC 7122 Selected Topics in Biology II (3 credits) This course presents the current topics in the biological sciences of particular societal interest such as the application of genetic engineering to food technology, stem cell research, transplantation, DNA fingerprinting, the human genome project, and aging.

EDUC 7123 Research Techniques in Biology (3 credits) This course presents biological research methodologies such as chromatography, electrophoresis, tissue culture, physiological data acquisition, environmental testing, and recombinant DNA and their application in biology education.

EDUC 7124 Independent Research in the Biological Sciences (3 credits) Under the supervision of a faculty member, students undergo independent research in biology or biological education. If the research is in the area of biological education it may be tied to a classroom research project or support the student’s individual thesis or curriculum inquiry project.

Physics

EDUC 7421 Theory and Practice in Physics Education I (3 credits) This course introduces important issues in physics education by examining theory, curriculum, pedagogy, and assessment in the teaching and learning of physics. Students will explore various theories of learning, approaches to curriculum, instructional strategies, and methods of assessment. Students will pursue these topics with a focus on the teaching and learning of classical mechanics.

EDUC 7422 Theory and Practice in Physics Education II (3 credits) This course builds upon EDUC 7421 by looking at theory, curriculum, pedagogy, and assessment in physics education related to the topics of electricity, magnetism and optics. Attention is given to the NYS MST learning standards. The connections between disciplinary content structures and authentic student learning activities will be stressed.

EDUC 7423 Theory and Practice in Physics Education III (3 credits) This course builds upon EDUC 7421 by looking at theory, curriculum, pedagogy and assessment in physics education related to the topics of atomic and nuclear physics. Attention is given to the NYS MST learning standards. The connections between disciplinary content structures and authentic student learning activities will be stressed.

EDUC 7424 Independent Research in Physics Education (3 credits) Under the supervision of a faculty member, students conduct independent research in some area of physics education. This experience may follow the same format as EDUC 7421/7422/7423, but with a different content area in physic, be tied to a classroom research project, or support the student’s individual thesis or curriculum inquiry project.

Application Process

  1. Send the completed application form with a $35 application fee (non-refundable) to the Graduate Teacher Education Office.  (Checks should be payable to Roberts Wesleyan College.)
  2. Have two official transcripts from all colleges or universities you attended sent to the Graduate Teacher Education Office.
  3. Send a photocopy of your current certification.
  4. Have three recommendation forms and letters of reference completed and sent to the Graduate Teacher Education Office.  These should include two professional and one character reference. 
  5. Send one writing sample with your application. This writing sample should be an essay, 300-500 words in length, explaining why you are seeking admission to this program. Include how this program will help achieve your personal and/or professional goals.
  6. Send a brief resume, no longer than one page in length, and academic in nature.

All application materials must be submitted prior to admission to graduate study and must be received prior to the dates below based on the term for which the student is registering.
Summer - March 1st
Fall Semester - June 1st
Spring Semester - November 1st

Upon acceptance, a $350 non refundable deposit is required to secure your place in the program.