Implementation Date: 2011
Note: Deletions are strikethroughs. Insertions are underlined.
Summary
Summary of graduate Changes. The Department of Special Education and Child Development proposes the revision of the Master of Education in Special Education by aligning course curriculum to the North Carolina State Board of Education Advanced Teaching Standards for Teacher Education and NCATE standards. The Master of Education in Special Education reduces the total required hours from 39 to 33 graduate hours.
The program includes a Special Education Core (9 hours): This core includes advanced knowledge in individualizing instruction for diverse learners, advanced classroom management, and instructional design in special education.
The program includes a Research Core (12 hours). This research core includes educational research methods, single case research, and a sequence of three courses focused on a master’s research proposal, research implementation, and research dissemination and leadership. This research core has been expanded from the current 9 hours.
The proposed program contain Specialty Tracks (12 hours) in the areas of Adapted Curriculum (add on license for students with SPED license in General Curriculum), AIG (Academically and Intellectually Gifted) specialty (add on license), Autism Specialty (certificate program), Leadership Specialty, General Education Specialty (for teachers interested in passing the Praxis II in a content area), Instructional Technology Specialty, and TESL Specialty (Teaching English as a Second Language). Additional specialty tracks may be developed with advisor approval. This specialty track replaces the current curriculum of 15 elective hours.
Additions to the Master’s in Special Education, Major in Special Education plan of study include: SPED 6692 Research Proposal (2), SPED 6693 Research Implementation (2), and SPED 6694 Research Dissemination and Leadership (2).
Deletions to the Master’s in Special Education, Major in Special Education plan of studyinclude ADMIN 6106 Legal Issues in Special Education (3); SPED 6690 Consultation and Collaboration (3); SPED 6691 SPED 6691a Seminar in Professional and Leadership Development (1); SPED 6691b Seminar in Professional and Leadership Development (1); and SPED 6691c Seminar in Professional and Leadership Development (1)
Curricular changes include the alignment of course content with new advanced teaching standards, judicial placement of candidate assessment measures and evidences, and elimination of duplication of standards across course outlines.
Catalog Copy
Graduate
SPED 6692 Research Proposal. (2) Prerequisites: An "A" level special education teaching license and admittance to the Special Education M.Ed. Program, SPED 6502, SPED 6503, and RSCH 7113. Provides evidence that a candidate can conceptualize and design a single subject research study and supports the development of the capstone project required for M.Ed. candidates in special education. Candidates must complete the University’s Institutional Review Board (IRB) Research with Human Subjects online tutorial, submit a research protocol application, and receive IRB approval prior to implementing the study. This course will not be a traditional, instructor‐taught course sequence, but will be directed by the candidate's academic advisor and supported by another faculty committee member. (Fall, Spring)
SPED 6693. Research Implementation. (2) Prerequisite: SPED 6692. Provides evidence that a candidate can implement a single subject research study and supports the development of the capstone project required for M.Ed. candidates in special education. This course will not be a traditional, instructor‐taught course sequence, but will be directed by the candidate's academic advisor and supported by another faculty committee member. (Fall, Spring)
SPED 6694. Research Dissemination and Leadership. (2) Prerequisite: SPED 6693. Provides evidence that candidates develop necessary skills and dispositions to assume the roles and responsibilities of collaborative leaders in schools and communities; demonstrate leadership in their classrooms, school, and professional organizations; and advocate for students and effective educational practices and policies. Candidates produce a written report of a research study and deliver a workshop for their school colleagues. The workshop includes a report of the research results and implications for addressing a problem or issue in the school. This course will not be a traditional, instructor‐taught course sequence, but will be directed by the candidate's academic advisor and supported by another faculty committee member. (Fall, Spring)