Ed.S/Ed.D in Special Education

1. Ed.S/Ed.D in Special Education Course Update and Revision *Change in Program Submitted by: Leena Her, Program Coordinator of Ed.S/Ed.D in SPED Revision Committee: Harriet Bessette, Susan Brown, Patricia McHatton, Kate Zimmer

2. The Revision Process • Revision Team from SPED began conversations in Spring 2013. • Conceptual framework, courses to revise, update, and take out • Developed course titles, descriptions, rationales • Fall 2013 (meetings and two retreats) • Developed courses (materials, texts, assignments) • Peer review and revision of completed syllabi • Sequenced courses, developed performance outcomes, key assessments

3. SPED Performance Outcomes Collaborative professional Candidates apply a critical lens to collaboration among key stakeholders to promote equitable practices within culturally responsive and sustaining educational contexts leading to improved outcomes for all learners. Content Knowledge Candidates demonstrate an understanding of how historical legacies, legislation, and litigation have served to both include and segregate students with disabilities and utilize this knowledge to serve as change agents within educational and community settings. Inquiry Candidates engage in inquiry based learning as both consumer and producer of research. Drawing from theoretical and conceptual frameworks in educational research they apply these theories to their practice and develop alternative critical pedagogies to provide socially just schooling for all students. Critical Reflection Candidates knowledgeable of critical issues within the field of special/education and engage in critical reflection, which involves taking an inquiry stance, relating theory to practice, stating an argument and supporting it with evidence, making comparisons and evaluating their own positionalities and epistemologies. Culturally Sustaining Pedagogy Candidates move beyond a culturally responsive framework by adopting a reflexive multicultural approach that validates and sustains the cultural identify of learners. Equitable Practitioner Candidates employ a critical lens to dismantle, reconfigure, and construct equitable educational institutions by identifying and challenging power and ideology in teaching practices, curricular materials, and education reform efforts. Refer to page 5 of SPED Program Revision Proposal

4. New and Updated Courses • INED 8335 Special Education from a Historical Perspective • INED 8306 Critical issues in Administering Special/Education Programs • INED 8310 Education Policies: Impact on Special-Education (revised) • INED 8315 Critical Analysis of Collaboration in Schools (revised) • INED 8900 Epistemological Stance and Theoretical Frameworks in Education • INED 8800 Science, Data, and Equitable Education Practice • INED 8360 Equitable Education for Diverse Learners (new course) • INED 8780 Technology as Pharmakon: Implications for Special Education • Working with ITEC Department and will submit this in Spring 14. Will continue to use ITEC 7400 21st Century Teaching and Learning

5. INED 8800 Science, Data, and Equitable Education Practice INED 8360 Equitable Education for Diverse Learners INED 8306 Critical issues in Administering Special/Education Programs INED 8800 Science, Data, and Equitable Education Practice INED 8900 Epistemological Stance and Theoretical Frameworks in Education INED 8310 Inclusive Policies and Practices in Special Education (Revised: Education Policies: Impact on Special-Education) INED 8315 Supervision, Mentoring & Collegial Coaching in Special Education (Revised: Critical Analysis of Collaboration in Schools ITEC 7400 21st Century Teaching and Learning INED 8340 Planning, Implementing & Assessing Instruction for Diverse Students INED 8350 Increasing Achievement of Diverse Learners Through Practical Application INED 8325 Creating Culturally Responsive Schools INED 8330 Creating Culturally Responsive Classrooms INED 9300 Critical Issues for Student Learning EDRD 8365 Literacy Instruction for Students with Disabilities New courses