new mexico state university - academic …spedcd.education.nmsu.edu/files/2013/10/sped-handb… ·...

Special Education2013-2014 Graduate Student Handbook

Master of Arts in EducationConcentration in Special EducationConcentration in Autism Spectrum DisordersConcentration in Bilingual Special Education

Concentration in Deaf Education

NEW MEXICO STATE UNIVERSITYLAS CRUCES, NEW MEXICO

Department of Special Education/Communication DisordersNew Mexico State University

Las Cruces, New MexicoTelephone: 575-646-2402

Fax: 575-646-7712

Welcome to the Special Education/Communication Disorders Department (SPED/CD) in the College of Education (COE) at New Mexico State University (NMSU). We are unique in the fact that we are a department of two: special education and communication disorders. As professionals, we collaborate, and work together as a department to grow as leaders in the field focusing on improving the quality of life for individuals with disabilities.

The purpose of this handbook is to provide information regarding the policies, procedures, and requirements for a Master of Arts in Education and concentration in Special Education Program. Our program is classified as a generalist program and provides a variety of course work and field experience opportunities. Additional specialty areas include: (a) Autism Spectrum Disorders, (b) Deaf/hard of hearing education, (c) Early childhood special education, (d) Multicultural special education, (e) Visual impairments (http://education.nmsu.edu/sped/).

SPECIAL EDUCATION FACULTY

Monica Brown, Ph.D.Professor

Secondary [email protected]

Zhen Chai, Ph.D.Assistant Professor

Early Childhood Special Education

[email protected]

Kathleen Chinn, Ed.D.Associate Professor

Deaf and Hard of [email protected]

Kathleen Cronin, Ph.D.Assistant Professor

Autism Spectrum [email protected]

Loana Mason, Ed.D.College Assistant Professor

Visual [email protected]

Sathiyaprakash Ramdoss, Ph.D.

Assistant ProfessorAutism & Developmental

[email protected]

Loretta Salas, Ph.D.Associate Professor

Bi-Lingual Special [email protected]

Marlene Salas-Provance, Ph.D.

Department [email protected]

Victoria White, Ph.D.Assistant ProfessorProgram [email protected]

Graduate School: 575-646-5746College of Education, Dean’s Office: 575-646-5858

New Mexico State University | Special Education/Communication Disorders | 2011 Page | 2

mailto:[email protected]









http://education.nmsu.edu/sped/

Table of ContentsMISSION OF THE COLLEGE OF EDUCATION pg 4

Department Vision and Mission StatementProgram in Special EducationProgram Philosophy, Goals, and Outcomes

SPECIAL EDUCATION PROGRAM MISSION, GOALS, AND OBJECTIVES pg 5Conceptual Framework Theme: PREPAREDCommitment to DiversityProfessional Organization & Student Membership

SPECIAL EDUCATION APPLICATION PROCEDURE pg 8Deadlines

POLICIES AND PROCEDURES pg 9ReadmissionSatisfactory & Unsatisfactory Course OptionGraduate Student Appeals BoardAcademic Probation and SuspensionDisciplinary Probation and SuspensionAttendance and Student BehaviorAcademic Conduct of Graduate Students

PROGRAM OF STUDY pg 12Application to CandidacyThesis or Non-Thesis OptionContinuous EnrollmentGraduate Committee

FINAL EXAMINATION pg 13Time Limit

SCHOLARSHIPS pg 14

TK20 pg 15

GRADUATE PROGRAMS IN SPECIAL EDUCATION pg 16

ABOUT NMSU pg 31

ETHICAL CONSIDERATIONS pg 32

APPENDICES pg 34

MISSION OF THE COLLEGE OF EDUCATION

The mission of the College of Education (COE) at New Mexico State University is to serve the people of New Mexico through education, research, extension education, and public service with specific emphasis on innovative practices, overcoming barriers to learning, international activities, technology, and literacy

for the diverse populations of New Mexico, surrounding states and border communities.

DEPARTMENT VISION AND MISSION STATEMENT

The Vision for the Department of Special Education/Communication Disorders at NMSU is dedication to excellence and best practices for serving children and adults with diverse disabilities.

The Mission of the Department of Special Education/Communication Disorders is to provide leadership that positively impacts the lives of children and adults with disabilities from diverse backgrounds. This mission is accomplished through the preparation of professionals who will provide optimal services in a variety of settings. The mission is actualized through best practices in teaching, supervision, research/creative activities, and service. The focus is on quality, responsiveness to cultural and linguistic diversity, individual needs, and the integration of concentrations.

PROGRAM IN SPECIAL EDUCATION

The Department of Special Education/Communication Disorders offers Master’s programs to prepare graduate students in SPED. Specialty areas include (a) Autism Spectrum Disorders, (b) Deaf/hard of hearing education, (c) Early childhood special education, (d) Multicultural special education, (e) Visual impairments (http://education.nmsu.edu/sped/).

PROGRAM PHILOSOPHY, GOALS, & OUTCOMES

All Special Education programs are aligned with the COE Conceptual Framework, National Council for Accreditation for Teacher Education (NCATE) standards, New Mexico Public Education Department licensure requirements, and Council For Exceptional Children (CEC) professional standards (Appendix D).


http://education.nmsu.edu/sped/

SPECIAL EDUCATION PROGRAM MISSION, GOALS, AND OBJECTIVES

Consistent with the Departmental mission, the Special Education Program is grounded in Disability Studies research that addresses the provision of services to children, youth, and adolescents with exceptionalities and recognizes Disability Studies as an academic discipline. The purpose of the Special Education Program is tri-fold: 1) to prepare highly effective early interventionists and educators who use and develop evidence-based instructional practices and who collaborate with families, professionals, and community members to improve academic achievement, post-school outcomes, and quality of life for individuals (ages birth through 21) with exceptionalities from culturally and linguistically diverse backgrounds; 2) to perform on-going research that will inform practice for educators and will expand the knowledge base in special education; and 3) through focused research, artistic/creative production, teaching and advocacy, the Special Education Program seeks to increase societal acceptance of disability, to promote greater awareness of the experiences of people with exceptionalities, and to serve as a social change agent in schools and communities.

PROGRAM GOALS1. Goal: To be locally, nationally, and internationally recognized for its academic programs at the

undergraduate, graduate, and post-graduate levels.Objectives:

Increase research and creative activity by faculty and graduate students Develop and promote programs that address the global needs of education Retain and recruit nationally recognized, ranked and tenured faculty who can advance our

mission regarding local, national, and international prominence the number of upper-rank special education faculty members

Retain and recruit high quality diverse faculty and students Retain at least 80% of students to completion of licensure or degree program at the graduate, and

post-graduate levels

2. Goal: To serve as change agents for educational, cultural, economic, social, and community development in New Mexico and elsewhere.Objectives

Recruit increasing numbers of well-qualified students into the undergraduate, masters, doctoral and licensure programs to address the critical shortage of licensed SPED professionals in the profession

Develop and implement methods to provide access to academic degree and licensure programs for all educators, particularly those in rural areas, so that public school districts can better fill vacancies for licensed SPED professionals

Collaborate with public school districts and child care agencies to provide professional development opportunities for in-service professionals to improve their skills in working with children and youth with exceptionalities


Conceptual Framework Theme: PREPARED

The New Mexico State University Teacher Education Unit is accredited by the National Council for Accreditation of Teacher Education (NCATE). The Unit’s conceptual framework provides an underlying structure, giving conceptual meaning to its operations though an articulated rationale. The conceptual framework also provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability (adapted from Professional Standards for the Accreditation of Teacher Preparation Institutions, NCATE: 2008).

The NMSU COE has adopted PREPARED as its Conceptual Framework Theme. The elements of PREPARED are described below. This Conceptual Framework Theme provides the foundation for goals and outcomes for teacher candidates, their proficiencies, and the ways in which these proficiencies are demonstrated.

Practitioners, Clinicians and Leaders: The Unit’s commitment extends beyond preparing candidates to teach or continuing the professional development of practicing teachers; for, the Unit also prepares principals, school psychologists, counselors, mental health professionals, speech language pathologists, and physical education specialists for a broad range of professional roles in education.

Reflection: This is the process by which candidates are provided opportunities to be meta-cognitive and engage in thoughtful questioning and problems-based learning.

Effectiveness: This refers to the content, pedagogical and professional knowledge, skills and dispositions that candidates utilize to ensure that all students learn. Assessment of candidate effectiveness is performance-based, uses multiple measures, and is authentic. The preparation of effective practitioners addresses the mandates of No Child Left Behind and the demand for “highly qualified” and “effective” professionals.

Pedagogy: The Unit’s and the candidate’s educational and clinical practices are grounded in the general concepts, theories and research pertaining to effective teaching.

Assessment: This encompasses the formal and informal procedures for eliciting evidence related to Unit effectiveness, and both candidate and student learning. The Unit’s assessment system is based on professional, state and institutional standards. It includes measures that are systematically used to collect data at predetermined transitional points in order to predict candidate success and improve programs. Candidates also gain expertise in the principles of classroom assessment.

Research: Theories, investigations, and policies drive the work of the Unit and undergird candidate preparation and practice.

Evaluation: This is the continuous process for determining the Unit’s realization of its stated Mission, Goals and Outcomes. Both the Unit and candidates use rubrics to evaluate their effectiveness.

Diversity: Candidates, faculty, and students represent differences in gender, ethnicity, race, socio-economic status, language, religion, sexual preference, regional culture, and ability-level. The Unit provides opportunities for candidates to work with diverse students and to demonstrate dispositions that value fairness and the belief that all students can learn.


COMMITMENT TO DIVERSITY

The Graduate School at NMSU promotes various learning opportunities and embraces diversity to help ensure the quality of life for graduate students. All academic programs at NMSU are available to all students without regard to age, ancestry, color, disability, gender, national origin, race, religion, sexual orientation, or veteran status. We cultivate the marriage of academic, professional, and personal skills while helping students graduate in a timely manner (p. 2).

Students with Disabilities (http://www.nmsu.edu/~ssd/)

Appropriate accommodations will be provided for students who have self-identified in the office of Student Accessibility Services. If you have, or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Office of Services for Students with Disabilities located at Corbett Center Room 244 (646-6840). Appropriate accommodations will then be provided.

If you have a condition which may affect your ability to exit safely from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Student Accessibility Services. If you have general questions about the Americans with Disabilities Act (ADA), call 646-3333.

PROFESSIONAL ORGANIZATION & STUDENT MEMBERSHIP

Graduate students are highly encouraged to participate and become a member of a professional organization within the field of SPED. The Department of Special Education and Communication Disorders sponsors a student chapter of the Council for Exceptional Children, which provides students with the opportunity to be involved in activities that support the field of special education. Additionally, student membership fees are less costly than professional dues, and students gain valuable information about the field. Contact the faculty advisor, Dr. Victoria White, at (575) 646-5973 or by email at [email protected] , for more information about the organization.



http://www.nmsu.edu/~ssd/

SPECIAL EDUCATION APPLICATION PROCEDURE

To apply for a Master of Arts in Education with a Concentration in Special Education, one should follow these steps:

a. Go to http://prospective.nmsu.edu/graduate/apply/index.html

b. Under “Intended Major”, select: Education

c. Then select a Concentration from the following: Autism Spectrum Disorders Bilingual/Multicultural Special Education Special Education Deaf/Hard of Hearing

The following items will be required for your application to the Special Education program:

Psychometric scores on the Miller Analogies Test or the Graduate Record Exam (aptitude portion). Visit Testing Services in Garcia Annex on the NMSU campus or contact them at 575-646-1921 for more information on when and where these exams are given. Applicants to Alternative Licensure, Teachers of Visually Impaired, or Orientation and Mobility programs are exempt.

An academic vita (education background resume).

A one-page letter of interest in which the candidate cites relevant background experiences and personal motives for applying to the program.

Three letters of reference

Other optional materials (as available such as sample writing, evidence of scholarship, indication of membership in a group traditionally underrepresented in graduate programs, or extenuating factors highlighted by applicants in their letters of interest).

All application materials must be submitted online.

DEADLINES

Below are the deadlines for individuals who wish to apply for a Master’s in Education with concentration in Special Education:

There is an open (rolling) admission process for Special Education students applying to the program under the Special Education concentration

The application deadline for the Visual Impairment Program is March 15

The Graduate School will send the completed online application to the department of Special Education/Communication Disorders to be reviewed. The applicant will be contacted by e mail regarding his/her application status. Questions may be addressed to the Special Education/Communication Disorders office at 575-646-2402 (http://education.nmsu.edu/spedcd/sped/sped-app-procedure.html).


http://education.nmsu.edu/spedcd/sped/sped-app-procedure.html

http://prospective.nmsu.edu/graduate/apply/index.html

POLICIES AND PROCEDURES

The following sections were taken from the 2013-2014 Graduate School Catalog:

READMISSION

Former students of NMSU who have been out of school for more than two consecutive terms are required to make formal application for readmission. Applications should be submitted to Graduate Student Services at least 30 days before the opening of the semester or summer session for which the student plans to enroll. A student who has attended other institutions during an absence must have official transcripts forwarded directly to Graduate Student Services by the registrar of each institution and must be eligible to return to the college or university last attended. Transcripts must be received prior to the date of registration. Admission status at the time of readmission will normally be determined by previous NMSU academic standing. However, academic performance at other institutions attended during the applicant’s absence from NMSU may be taken into consideration in determining the student’s admission status (See NMSU Graduate Catalog pg 6).

SATISFACTORY & UNSATISFACTORY COURSE OPTION

Grades of Satisfactory and Unsatisfactory (S/U) may be used for courses taken by a regular graduate student outside the major department, provided that the student’s adviser and the department head approve. Departments may designate three credits of departmental courses numbered 500 and above for S/U option grading with the approval of the college dean and the graduate dean. The S/U grade request form must be submitted to the graduate dean at the time of registration for an academic session (See NMSU Graduate Catalog, pg 14). The limitations of the S/U option are as follows:

No more than six total credits of S/U courses are permitted on the Master’s degree. Doctoral candidates may take six additional credits under the S/U option after application to candidacy. Registration is limited to one course per semester, and courses with UNSATISFACTORY grades cannot

be used in a student’s program.

GRADUATE STUDENT APPEALS BOARD

Each academic year a standing committee, consisting of three members of the graduate faculty and two graduate students, is appointed by the dean of Graduate School to handle grievance complaints including grade appeals. Any graduate who believes that he or she has been unjustly treated within the academic process may proceed as far as necessary in the following steps to resolve his or her grievance. In general, there are three levels at which a grievance can be addressed: a course instructor or adviser, a department head, or the dean of the Graduate School. If the initial grievance is with an instructor or adviser, the process begins at Step 1. If the initial grievance is with a departmental committee, the process begins at Step 3. In all instances, the process must begin at the lowest possible level (See NMSU Graduate Catalog pg 15-16).

Step 1: Under normal circumstances, the student should discuss the issue with the instructor/adviser.

Step 2: If the student is unable to resolve the issue through consultation with the faculty member, the student must submit a written memorandum detailing the grievance to the course instructor or adviser within 10 calendar days of the beginning of the following full (i.e., fall or spring) semester. The person to whom the memorandum is addressed must respond in writing within 10 calendar days to the student.

Step 3: If the student is not satisfied with the response from Steps 1-2, he or she must submit a written appeal to the department head within ten working days of the initial decision. If the student is initiating


the appeal at the departmental level, he or she must do so, in writing, within 10 calendar days of the beginning of the following full (i.e., fall or spring) semester. The department head must respond in writing within ten working days to the student, the instructor or adviser (if one is involved), and the dean of Graduate School.

Step 4: If the student is not satisfied with the response from Steps 1-3, they must submit a written grade appeal letter to the academic dean’s office of the college where the course is taught. If it is a grievance against a faculty member, then the academic dean’s office where the course is taught would be that of the faculty member’s college. The student has 10 calendar days after receiving the decision of the department head. The associate dean of the given college has 10 days to collect the necessary documents to make a decision on the student’s appeal or grievance. Please note that additional days may be required to collect information from faculty and/or student involved in the case. The academic dean’s office where the course is taught may convene an ad hoc committee to investigate the case.

Step 5: If after the fourth step the student or any of the other parties involved is still not satisfied with the response, he or she must present to the dean of the Graduate School within ten working days a formal letter that provides specific details regarding the nature of the grievance. Copies of all documents including course materials and grades must accompany the letter. In the letter, the student can request that their case be presented to the Graduate Student Appeals Board. After receiving a letter complaint (not an email), the dean or associate dean of the Graduate School will determine whether the complaint has merit. He or she will do so after reviewing the letters from the faculty member, the department head and the office of the academic dean as well as the materials from the student and all those involved in the case. If the graduate dean determines that the appeal does not have merit, he or she will inform the appellant and other parties, in writing, within ten working days of receiving the appeal. Please note that additional days may be required to collect information from the faculty and/or student involved in the case. If the graduate dean decides that the appeal does have merit, he or shell will convene the Graduate Student of Appeals Board, normally within three weeks. The Graduate Student Appeals Board will conduct, within 60 days of their convening, whatever investigations and deliberations are necessary, and will forward to the dean of the Graduate School a recommendation to resolve the grievance.

Step 6: After reviewing the recommendation of the Graduate Student Appeals Board, the dean of Graduate School will, within ten working days, inform all parties involved of his or her decision in writing.

Step 7: The dean of the Graduate School may waive the normal time frame for grievances when either party presents compelling evidence justifying such a delay, but grievances must be launched within one year. Grade appeals involving charges of plagiarism must follow the process established on academic misconduct in the Student Code of Conduct. The web site is http://www.nmsu.edu/~vpsa/SCOC/index.html Graduate School strongly encourages students to study and use the Plagiarism web site of the Library to learn of ways to avoid plagiarism: http://lib.nmsu.edu/plagiarism.

Students on suspension who wish to continue Graduate School after suspension must re-apply to the Graduate School and the department of interest. Subsequent suspensions will be for one calendar year and the student must petition the graduate dean for re-admission. No NMSU graduate level course credit will be granted for courses taken at NMSU or other institutions while under suspension from NMSU. The Graduate School provides workshops on ways to succeed in graduate studies. All students are encouraged to take advantage of these workshops which can be found on our web site, http://gradschool.nmsu.edu/workshops .


http://gradschool.nmsu.edu/workshops

http://lib.nmsu.edu/plagiarism

http://www.nmsu.edu/~vpsa/SCOC/index.html

ACADEMIC PROBATION AND SUSPENSION

Academic records of all graduate students are reviewed at the end of each semester. A student whose cumulative grade-point average at the end of any semester is less than 3.0 will be so informed and will be placed on probation. If, during the next enrollment period, a student fails to achieve a cumulative grade point average of 3.0 or to show substantial improvement in the quality of work (as determined by the graduate dean in consultation with the student's primary department), the student will be suspended for one semester from the Graduate School. Students on suspension are barred from enrolling in graduate level courses at NMSU. Students on suspension who wish to continue Graduate School after suspension must re-apply to the Graduate School and the department of interest. Subsequent suspensions will be for one calendar year and the student must petition the graduate dean for re-admission. No NMSU graduate level course credit will be granted for courses taken at NMSU or other institutions while under suspension from NMSU.

The Graduate School provides workshops on ways to succeed in graduate studies. All students are encouraged to take advantage of these workshops which can be found at, http://gradschool.nmsu.edu/workshops.

DISCIPLINARY PROBATION AND SUSPENSION

Graduate students are subject to the rules and regulations with respect to disciplinary probation and suspension as listed in the Student Code of Conduct section of the Student Handbook http://www.nmsu.edu/~vpsa/SCOC/index.html and in the Regulations section of the Undergraduate Catalog http://www.nmsu.edu/Academic_Progs/Undergraduate_Catalog/. Graduate students who engage in academic misconduct at any of the other campuses of NMSU, including Alamogordo, Carlsbad, Dona Ana, and Grants, are also subject to the Student Code of Conduct of NMSU (See NMSU Graduate Catalog pg 16).

ATTENDANCE & STUDENT BEHAVIOR

The instructor may report any absences to the graduate dean when the number of absences from class (including audited courses) is impairing the work of a student in a course. Similarly, a student may also be dropped from a class for engaging in behavior that interferes with the educational environment of the class. Students making satisfactory progress in their classes will be excused from classes when they are representing NMSU on a university- sponsored event (e.g., ASNMSU president representing NMSU at legislative session, student-athletes competing in NMSU-scheduled athletic events, or students attending educational field trips and conferences). Authorized absences do not relieve the students of their class responsibilities. Prior written notice of the authorized absence will be provided to the instructor by the sponsoring department. Only students who have enrolled in a class for credit or audit are allowed to attend classes. A student who has officially withdrawn from a course may continue to attend the course with the permission of the instructor for the remainder of the semester. Students not enrolled may visit classes only with the permission of the instructor (See NMSU Graduate Catalog pg 16).

ACADEMIC CONDUCT OF GRADUATE STUDENTS

Graduate students at NMSU are expected to observe and maintain the highest academic, ethical, and professional standards of conduct. Students should consult Section III of the Student Code of Conduct in the Student Handbook http://www.nmsu.edu/~vpsa/SCOC/index.html for more specific information regarding the rules of conduct and definitions of misconduct. In the event these standards of conduct appear to have been breached by violations such as (a) plagiarism, (b) cheating, (c) nondisclosure or misrepresentation of academic credentials, (d) fabrication of data, or (e) other forms of academic misconduct the procedures set forth below



http://www.nmsu.edu/Academic_Progs/Undergraduate_Catalog/


shall be employed to resolve the issues (consult the Library's Web page at http://lib.nmsu.edu/). As mentioned prior, graduate students who engage in academic misconduct at any of the other campuses of NMSU, including Alamogordo, Carlsbad, Dona Ana and Grants, are also subject to the Student Code of Conduct of NMSU. Procedures to Deal with Cases of Alleged Academic Misconduct in Graduate School Policies and procedures for dealing with such cases are detailed in the in the Student Code of Conduct http://www.nmsu.edu/~vpsa/SCOC/index.html. Questions concerning these policies and procedures should be addressed to the dean of the Graduate School. Procedures include all course levels and all of the campuses of NMSU, including Alamogordo, Carlsbad, Dona Ana, Grants and Las Cruces (See NMSU Graduate Catalog pg. 16).

PROGRAM OF STUDY

During the first semester of enrollment, it is recommended that each graduate student begin developing a tentative program of study in consultation with their adviser. This tentative program should be kept in the student’s file within the department and is not to be considered as the Application for Admission to Candidacy which contains the permanent program of study (See NMSU Graduate Catalog pg 18).

APPLICATION TO CANDIDACY

The admission of a student to the Graduate School DOES NOT imply admission to candidacy for an advanced degree. The major department in which the student intends to become a candidate for a Master’s degree must be satisfied as to the student’s sound basic training and the ability to pursue studies at the graduate level. Departments may require a comprehensive qualifying examination before officially approving any candidate for the master’s degree.

An Application for Admission to Candidacy, which formally lists curriculum requirements for the student’s program of studies, must be filed with Graduate Student Services as soon as possible and after the completion of 12 credits of graduate work. When the Application for Admission to Candidacy is submitted, the student must have a cumulative graduate grade-point average of 3.0. The application may specify the Graduate Catalog in effect at the time of matriculation, provided that the catalog is not more than seven years old. Otherwise, the current Graduate Catalog will be used. The student’s program listed in the Application for Admission to Candidacy must:

Meet the requirements of the chosen catalog, including the regulations of the Graduate School and of the major department.

Include undergraduate deficiencies and required courses specified on the student’s Certificate of Admission.

Be certified by the student, the student’s adviser, heads of departments offering major and minor fields, and the cognizant deans.

List each course number and abbreviated title with the hours and grades.

If the program is not satisfactory in the judgment of the graduate dean, it may be returned to the department for revision. When the “Application for Admission to Candidacy” has been approved by the

graduate dean, the student will be formally admitted to candidacy for the master’s degree.



http://lib.nmsu.edu/

THESIS OR NON-THESIS OPTION

A thesis in the major field is recommended and may be required, at the discretion of the department concerned. No more than six or fewer than four thesis credits may be counted toward the requirements for a Master’s degree (p. 18). The Special Education component has a non-thesis option.

CONTINUOUS ENROLLMENT

A student must continue to register for a minimum of one credit in thesis or graduate course work each regular semester until the Graduate School approves the thesis and the copies have been accepted by the binding section in Branson Library. A student who fails to abide by this regulation will be considered withdrawn from the university and--in order to resume studies--must formally apply for readmission and satisfy the requirements in effect at the time of reapplication (See NMSU Graduate Catalog pg 18).

GRADUATE COMMITTEE

The Master’s candidate will meet with his/her advisor to determine the graduate oral’s committee. The graduate committee will consist of a minimum of three faculty members who have graduate faculty status. The committee chair and one other committee member must be faculty in the student’s department. The third person on the committee will serve as the dean’s representative and must be a graduate faculty member outside of the students’ home department. If the student has an approved minor area of study then either the dean’s representative or a fourth committee member must be included and come from the minor department.

FINAL EXAMINATION

Each candidate will be given a final examination conducted by the graduate committee in accordance to the schedule provided by University Admissions. It is the student’s responsibility to submit The Master’s Final Examination Form (http://prospective.nmsu.edu/graduate/forms/ExamForm_Masters%20revised.pdf) to the Graduate School AT LEAST ten working days prior to the proposed date for the final examination.

At the time of the final examination, a graduate student must have an NMSU cumulative graduate grade-point average of at least 3.0 and must be enrolled in the final semester; or, if the student is writing a thesis, he or she must have completed all course work for the master's degree. Students with the non-thesis option may be required to pay a special exam fee or register for one credit hour of graduate course work. (see Tuition, Fees, and Other Expenses). The final examination format shall be determined by the department, with the approval of the graduate dean. If a department does not specify an examination format, the final examination shall be in part an oral defense of the thesis, if a thesis has been written, and in part a general examination of the candidate's field of study.

Any candidate who fails in the final examination may (a) upon recommendation of the adviser and approval of the graduate dean, be granted a second examination after a lapse of at least one semester, or (b) be excluded from further candidacy for the degree. Failure in the second examination disqualifies a candidate from obtaining the degree. Certification that the thesis has been accepted and that the final examination has been passed must be filed with Graduate Student Services not later than one week before the degree is conferred (See NMSU Graduate Catalog p. 19).


http://prospective.nmsu.edu/graduate/forms/ExamForm_Masters%20revised.pdf

Students who opt for an Oral Comprehensive Examination are responsible for applying for the Oral Comprehensive Examination through the Graduate School. The application must be submitted at least ten working days prior to the exam date. The final evaluation of the comprehensive (oral) examination follows the rules and regulations of the Graduate School as follows:

The oral comprehensive examination serves as a summative evaluation of students’ acquired knowledge and skills in the program. A case study is provided and students respond to questions related to that vignette and other domains of practice in the field of SPED. Following the case study presentation, the students will be required to respond to additional questions related to course work and practical applications. The oral comprehensive examination is evaluated by a convened meeting of the committee based on a scoring rubric developed by the program faculty (see Appendix E) and reported as pass, adjourn, or fail to the Graduate School within fourteen days after the completion of the examination. A ten-page research paper is required to further document the case study and provide evidence of scholarly work.

In the event of an adjournment, the student may be allowed to re-convene the committee during the semester of the examination. Additional stipulations may be applied. If the stipulations involve further examination in a particular area of study, the statement should be specific in defining the area, in requiring additional courses or other procedures, and in specifying the time and method of satisfying the stipulation. The candidate will not be admitted to the final oral examination until such stipulations have been satisfied.In case of a report of fail on a comprehensive examination, the committee at the recommendation of the adviser and approval of the graduate dean may grant the candidate permission for a second examination to present him or herself for reexamination after a lapse of at least one semester. Failure in the second examination disqualifies the candidate from obtaining the degree.

TIME LIMIT

The graduate program leading to the master’s degree must be completed within seven days (or eight successive summers) including completion of the master’s thesis or final project. Any course work more than seven years old at time of the final examination will not be included in the program (See NMSU Graduate Catalog pg 19).

SCHOLARSHIPS

The College of Education offers an extensive list of scholarships. Students are encouraged to access the website (http://education.nmsu.edu/student/scholarships.html) and apply. There is no limit; however, each scholarship requires a separate application.


Tk20 (http://education.nmsu.edu/tk20/)

TK20 is an assessment, accountability, and management system to help colleges and universities meet requirements for accreditation. Tk20 stands for “Technology in Kindergarten through Age 20.” In an effort to maintain the standards of the NCATE, the College of Education implemented an information system product to help students track their progress through the curriculum. Tk20 was chosen for this purpose after a review of solutions used by top universities around the country.

To ensure that the department’s special education programs align with critical state and national standards, the College of Education users Tk20's Campus Tools for Higher Education to monitor and assess the progress of our candidates. This tool helps address the needs of our candidates, graduates, faculty, and college through access to the following features:

Course, program, and college-level assessments. Standards-based, reflective, electronic portfolios. Tracking and management of field experience, student teaching, and other clinical practice. Data aggregation from multiple assessments for candidates and programs. Candidate advisement, with access to records, assessments, transcripts, and program requirements. Creation of reports for comprehensive analyses and accreditation support. Powerful survey/collaboration tools for current candidates, graduates, K-12 and other education

partners. All students taking education courses through the College of Education must purchase a Tk20 account,

please go to http://tk20.nmsu.edu.


http://tk20.nmsu.edu/

http://education.nmsu.edu/tk20/

GRADUATE PROGRAMS IN SPECIAL EDUCATION

Listed in the next section are the Special Education program concentrations, emphasis areas, and licensure programs. The program descriptions include the coursework required, and for many programs, a suggested sequence for completing the coursework. The programs include:

Master of Arts in Education with a Concentration in Special Education for those seeking initial licensure in Special education.

Master of Arts in Education with a Concentration in Special Education for those who already have a general education teaching license and who are seeking a special education teaching license.

Master of Arts in Education with a Concentration in Special Education for those seeking an Alternative License.

Master of Arts in Education with a Concentration in Autism Spectrum Disorders Master of Arts in Education with a Concentration in Deaf and Hard of Hearing Master of Arts in Education with a Concentration in Special Education with an emphasis in Visual

Impairment for those seeking an initial teaching license Master of Arts in Education with a Concentration in Special Education with an emphasis in Visual

Impairment for those who already have a general education teaching license and are seeking a license in Visual Impairment

Master of Arts in Education with a Concentration in Special Education with an emphasis in Early Childhood Special Education for those seeking an initial teaching license

Master of Arts in Education with a Concentration in Multicultural Special Education

Licsenure Only Programs:

Special Education Alternative Special Education Visual Impairment


MASTER OF ARTS IN EDUCATION WITH A CONCENTRATION IN SPECIAL EDUCATION

For those seeking initial license in Special Education

Prerequisite courses: (6 credit hours)SPED 500 Introduction to Special Education in a Diverse Society 3____SPED 523 Advanced Curriculum for Diverse Exceptional Learners 3____(SPED 350 and SPED 360 may be substituted for the above courses if taken UG)

Special Education Coursework: (30 credit hours)SPED 504 Introduction to Assessment for Diverse Exceptional Learners 3____SPED 559 Classroom Management for Diverse Learners 3____SPED 570 Life Span Development and Transition in a Diverse Society 3____SPED 548 Field Experience in Education, Equity, and Cultural Diversity 2____SPED 506 High Incidence Disabilities in a Diverse Society 3____SPED 507 Low Incidence Disabilities in a Diverse Society 3____SPED 509 Reading for Elementary Exceptional Learners, K-6 3____SPED 511 Reading for Secondary Exceptional Learners, 7-12 3____SPED 545 Technology and Exceptionality in a Diverse Society 3____SPED 582 Student Teaching 12___

Prior to Student Teaching, students must have: Taken and passed the following New Mexico Teaching Assessments Basic Skills Teacher Competency Content Knowledge Taken 24 semester hours in a teaching field such as mathematics, science, language arts, reading or

history Applied to the teacher Education Program (TEP) one semester before Student Teaching

Course to complete the Master’s Degree: (9 credit hours)SPED 510 Current Issues in SPED for Teaching in a Culturally Responsive Society 3____SPED 513 Current Research in Special Education 3____SPED 590 Master’s Seminar in Special Education 3____

For individuals seeking initial licensure but desiring a concentration such as Bilingual SPED or Autism Spectrum Disorders, additional coursework may be required.

Please visit the SPED/CD Department in the Speech Building, Room 245, for further information.


MASTER OF ARTS IN EDUCATION WITH A CONCENTRATION INSPECIAL EDUCATION


Prerequisite courses: (6 credit hours)SPED 500 Introduction to Special Education in a Diverse Society 3____SPED 523 Advanced Curriculum for Diverse Exceptional Learners 3____(SPED 350 and SPED 360 may be substituted for the above courses if taken UG)

Special Education Coursework: (30 credit hours)SPED 504 Introduction to Assessment for Diverse Exceptional Learners 3____SPED 559 Classroom Management for Diverse Learners 3____SPED 570 Life Span Development and Transition in a Diverse Society 3____SPED 548 Field Experience in Education, Equity, and Cultural Diversity 2____SPED 506 High Incidence Disabilities in a Diverse Society 3____SPED 507 Low Incidence Disabilities in a Diverse Society 3____SPED 509 Reading for Elementary Exceptional Learners, K-6 3____SPED 511 Reading for Secondary Exceptional Learners, 7-12 3____SPED 545 Technology and Exceptionality in a Diverse Society 3____SPED 582 Student Teaching 12___

Prior to Student Teaching, students must have: Taken and passed the following New Mexico Teaching Assessments Basic Skills Teacher Competency Content Knowledge Taken 24 semester hours in a teaching field such as mathematics, science, language arts, reading or

history Applied to the teacher Education Program (TEP) one semester before Student Teaching

Course to complete the Master’s Degree: (9 credit hours)SPED 510 Current Issues in SPED for Teaching in a Culturally Responsive Society 3____SPED 513 Current Research in Special Education 3____SPED 590 Master’s Seminar in Special Education 3____

For individuals seeking initial licensure but desiring a concentration such as Bilingual SPED or Autism Spectrum Disorders, additional coursework may be required.

Please visit the SPED/CD Department in the Speech Building, Room 245, for further information.




Suggested Course SequenceFall ISPED 500 Introduction to Special Education in a Diverse Society (3 credit hours)SPED 570 Life Span Development and Transition in a Diverse Society (3 credit hours)

Spring ISPED 523 Advanced Curriculum for Diverse Exceptional Learners (3 credit hours)SPED 504 Introduction to Assessment for Diverse Learners (3 credit hours)

Summer ISPED 559 Classroom Management for Diverse Learners (3 credit hours)SPED 506 High Incidence Disabilities in a Diverse Society (3 credit hours)

Fall IISPED 509 Reading for Elementary Exceptional Learners , K-6 (3 credit hours)SPED 507 Low Incidence Disabilities in a Diverse Society (3 credit hours)

Spring IISPED 511 Reading for Secondary Exceptional Learners, 7-12 (3 credit hours)SPED 548 Field Experience in Education, Equity and Cultural Diversity (2 credit hours)

Summer IISPED 545 Technology and Exceptionality in a Diverse Society (3 credit hours)SPED 513 Current Research in Special Education (3 credit hours)

Fall IIISPED 582 Student Teaching (12 credit hours)SPED 510 Current Issues in SPED for Teaching in a Culturally Responsive Society (3 credit hours)

Spring IIISPED 590 Master’s Degree Seminar (3 credit hours)



SPED LICENSURE FOR STUDENTS WHO HAVE A REGULAR TEACHING LICENSE

Prerequisite courses: (6 credit hours)SPED 500 Introduction to Special Education in a Diverse Society(Or SPED 350 by advisement) 3____SPED 523 Advanced Curriculum for a Diverse Exceptional Learners(Or SPED 360 by advisement) 3____

Special Education Coursework: (21 credit hours)SPED 504 Introduction to Assessment for Diverse Exceptional Learners 3____SPED 559 Classroom Management for Diverse Learners 3____SPED 570 Life Span Development and Transition in a Diverse Society 3____SPED 548 Field Experience in Education, Equity, & Cultural Diversity 3____SPED --- Coursework by Advisement 3____SPED --- Coursework by Advisement 3____SPED --- Coursework by Advisement 3____

Courses to complete the Masters Degree: (18 credit hours)SPED 510 Current Issues in SPED for Teaching in a Culturally Responsive Society 3____SPED 513 Current Research in SPED 3____SPED 590 Masters Degree Seminar 3____Approved elective 500+ (SPED, CEP, EDUC, EMD) 3____Approved elective 500+ (SPED, CEP, EDUC, EMD) 3____Approved elective 500+ (SPED, CEP, EDUC, EMD) 3____

Please visit the SPED Department in the Speech Building, Room 245, for further guidance.


MASTER OF ARTS IN EDUCATION SPED LICENSURE FOR STUDENTS WHO HAVE A REGULAR TEACHING LICENSE

Suggested Course SequenceFall ISPED 500, Introduction to Special Education in a Diverse Society (3 credit hours)SPED 570, Life Span Development and Transition in a Diverse Society (3 credit hours)

Spring ISPED 523, Advanced Curriculum for Diverse Exceptional Learners (3 credit hours)SPED 504, Introduction to Assessment for Diverse Learners (3 credit hours)

Summer ISPED 559, Classroom Management for Diverse Learners (3 credit hours)*SPED Elective (3 credit hours)

Fall IISPED 510, Current Issues for SPED for Teaching in a Culturally Responsive Society (3 credit hours)*SPED Elective (3 credit hours)

Spring IISPED 513, Current Research in Special Education (3 credit hours)*SPED Elective (3 credit hours)

Summer II*SPED Elective (3 credit hours)*SPED Elective (3 credit hours

Fall III*SPED Elective (3 credit hours)SPED 548, Field Experience in Education, Equity, and Cultural Diversity (3 credit hours)

Spring IIISPED 590, Master’s Degree Seminar (3 credit hours)

*Students are encouraged to have an area of emphasis from which to select their elective courses. Some of the areas of emphasis include: Autism Spectrum Disorders, Bilingual Special Education, Deaf/Hard of Hearing, Early Childhood Special Education, and Visual Impairment


MASTER OF ARTS IN EDUCATION WITH A CONCENTRATION IN SPECIAL EDUCATIONFor those seeking Alternative Licensure

Eligible participants must be: hired by a school district in New Mexico to teach students with disabilities teaching with a provisional license throughout the program teaching in a district with a state approved mentoring program admitted to the NMSU Graduate School admitted to the Department of Special Education/Communication Disorders providing annual verification of continued employment at school district

Special Education Coursework Required for Licensure: (21 credit hours)SPED 500 Introduction to SPED in a Diverse Society 3____SPED 506 High Incidence Disabilities in a Diverse Society 3____SPED 507 Low Incidence Disabilities in a Diverse Society 3____SPED 504 Introduction to Assessment of Diverse Exceptional Learners 3____SPED 509 Reading for Elementary Exceptional Learners in a Diverse Society, K-6 3____SPED 511 Reading for Secondary Exceptional Learners in a Diverse Society, 7-12 3____SPED 559 Classroom Management for Diverse Learners 3____

Field experience, technology, and multicultural education are integrated into all coursework.

Courses to complete to complete the Masters Degree: (18 credit hours)SPED 510 Current Issues in SPED for Teaching in a Culturally Responsive Society 3____SPED 513 Current Research in SPED 3____SPED 590 Masters Degree Seminar 3____Approved Elective 500+ (SPED, EDUC, CEP, or EMD) 3____Approved Elective 500+ (SPED, EDUC, CEP, or EMD) 3____Approved Elective 500+ (SPED, EDUC, CEP, or EMD) 3____

1. Students must be admitted to the Graduate School prior to taking courses in the department.2. Graduate Students need to take all three of the following NMTA licensure exams: Basic Skills, Teacher

Competency, and Content Knowledge Assessment in Special Education.3. Students who complete the Alternative Licensure plus Masters degree in the Department of Special

Education and Communications Disorders must complete a scholarly project and engage in a graduate oral exit examination.

4. After completion of 12 graduate credit hours, students must meet with their faculty advisors and submit their program of study to the Graduate School.

Please visit the SPED Department in the Speech Building, Room 245, for further guidance.

ALTERNATIVE LICENSE PROGRAMNew Mexico State University | Special Education/Communication Disorders | 2012 Page | 22

Suggested Course SequenceCourses for licensure only:Fall ISPED 500 Introduction to Special Education in a Diverse Society (3 credit hours)SPED 559 Classroom Management for Diverse Learners (3 credit hours)

Spring ISPED 504 Introduction to Assessment of Diverse Exceptional Learners (3 credit hours)SPED 506 High Incidence Disabilities in a Diverse Society (3 credit hours)

Summer ISPED 507 Low Incidence Disabilities in a Diverse Society (3 credit hours)SPED 511 Reading for Secondary Exceptional Learners in a Diverse Society, 7-12 (3 credit hours)

Fall IISPED 509 Reading for Elementary Exceptional Learners in a Diverse Society, K-6 (3 credit hours)

Additional Courses to Complete the Master’s Degree:Fall IISPED 510 Current Issues for SPED for Teaching in a Culturally Responsive Society (3 credit hours)

Spring IISPED 513 Current Research in Special Education (3 credit hours)SPED Elective (3 credit hours)

Summer IISPED Elective (3 credit hours)SPED Elective (3 credit hours)

Fall IIISPED 590 Master’s Degree Seminar (3 credit hours)


MASTER OF ARTS IN EDUCATION WITH A CONCENTRATION IN AUTISM SPECTRUM DISORDERS

Special Education Coursework (Initial Licensure or Special Education License with an Existing License)

Autism Concentration Coursework (15 credit hours)SPED 485/585/685 Introduction to Autism 3____SPED 486/586//686 Behavior and Autism 3____SPED 487/587/687 Social Skills and Autism 3____SPED 488/588/688 Communication and Autism 3____SPED 598 Autism Summer Camp I or Autism Summer Camp II 3____

Courses to complete the Master’s Degree: (9 credit hours)SPED 510 Current Issues in Special Education 3____SPED 590 Master's Seminar 3____SPED 513 Current Research in Special Education 3____


MASTER OF ARTS IN EDUCATION WITH A CONCENTRATION IN DEAF AND HARD OF HEARING

Prerequisites courses: (12 credit hours) SPED 350 or 500 Introduction to Special Education 3____SPED 523 or 360 Curriculum Methods/Materials Special Education 3____CD 374 ASL I 3____CD 375 ASL II 3____

Special Education Coursework: (45 credit hours)SPED 504 Assessment of Exceptional Learners 3____SPED 559 Approaches to Classroom Management 3____SPED 570 Life Span Development and Transition 3____SPED 515 Working with Parents of Exceptional Learners 3____SPED 524 Foundation of Education for the Deaf* 3____SPED 525 Language Development for D/HH Students* 3____SPED 526 Teaching Content Subjects Pre-12 for D/HH 3____SPED 528 Deafness: Psych Theories, Assessment & Accommodations 3____SPED 529 Literacy ad Deafness 3____CD 456 Audiology* 3____CD 464 Aural Rehabilitation* 3____CD 509 Language Acquisition 3____CD 452 Articulation and Phonology 3____CD 574 ASL III** 3____CD 575 ASL IV** 3____

*required course**required but may test out with a proficiency test

SPED 548 (150 hrs/3crs) Practicum 3____SPED 527 (300 hrs/6crs) Internship - Ed. of the Deaf and Hard of Hearing 6____

Courses to complete the Master’s Degree: (9 credit hours)SPED 510 Current Issues in Special Education 3____SPED 590 Master's Seminar 3____SPED 513 Current Research in Special Education 3____


MASTER OF ARTS IN EDUCATION WITH A CONCENTRATION IN SPECIAL EDUCATION AND AN EMPHASIS IN VISUAL IMPAIRMENT

For those who already have a general education teaching license

Coursework in Visual Impairment: (24-27 credit hours)SPED 532 Foundations of Visual Impairment 3____SPED 533 Anatomy & Functions of the Visual System 3____SPED 534 Visual Impairment with Multisensory Impairments 3____SPED 536 Braille I: Literacy Skills for Students with Visual Impairments 3____SPED 538 Braille II: Literacy Skills for Students with Visual Impairments 3____SPED 539 Instruction Strategies of Teaching Visually Impaired 3____SPED 552 Introduction to Orientation & Mobility 3____SPED 640 Internship in SPED—Teaching Students with Visual Impairments 6-12____

Courses to complete the Master’s Degree: (18 credit hours)Special Education Electives (Special education, not VI) (9 credit hours)

SPED 5__: 3____SPED 5__: 3____SPED 5__: 3____

SPED 510 Current Issues in Special Education 3____SPED 513 Current Research in Special Education 3____SPED 590 Master’s Seminar 3____

For those seeking licensure-only in Visual Impairment, the following courses are required:

SPED 532 Foundations of Visual Impairment 3____SPED 533 Anatomy & Functions of the Visual System 3____SPED 534 Visual Impairment with Multisensory Impairments 3____SPED 536 Braille I: Literacy Skills for Students with Visual Impairments 3____SPED 538 Braille II: Literacy Skills for Students with Visual Impairments 3____SPED 539 Instruction Strategies of Teaching Visually Impaired 3____SPED 552 Introduction to Orientation & Mobility 3____SPED 640 Internship in SPED—Teaching Students with Visual Impairments 6-12____


MASTER OF ARTS IN EDUCATION WITH A CONCENTRATION IN SPECIAL EDUCATIONFor those seeking Initial Licensure in Visual Impairment

Prerequisite courses: (6 credit hours)SPED 500 Introduction to Special Education in a Diverse Society 3____SPED 539 Instructional Strategies of Teaching Visually Impaired 3____

Special Education Coursework: (27 credit hours)SPED 504 Introduction to Assessment of Diverse Exceptional Learners 3____SPED 559 Classroom Management for Diverse Learners 3____SPED 537 Independent Readings: Transition for Students with Visual Impairments 3____SPED 548 Field Experience in Education, Equity, and Cultural Diversity 3____SPED 534 Visual Impairment with Multisensory Impairments 3____SPED 582 Student Teaching in Special Education 12____

Courses to complete the Master’s Degree: (18 credit hours)SPED 510 Current Issues in Special Education 3____SPED 513 Current Research in Special Education 3____SPED 590 Master’s Seminar 3____SPED 507 Low Incidence Disabilities in a Diverse Society 3____SPED 509 Reading for Elementary Exceptional Learners in a Diverse Society K-6 3____SPED 511 Reading for Secondary Exceptional Learners in a Diverse Society 7-12 3____

Courses to complete Licensure in VI: (15 credit hours)SPED 532 Foundations of Visual Impairment 3____SPED 533 Anatomy and Functions of the Visual System 3____SPED 536 Braille I Literacy for Students with Visual Impairments 3____SPED 538 Braille II Literacy for Students with Visual Impairments 3____SPED 552 Introduction to Orientation and Mobility 3____


MASTER OF ARTS IN EDUCATION, LICENSURE IN SPECIAL EDUCATION, CONCENTRATION IN VISUAL IMPAIRMENTVisual Impairment Program

Course Sequence

Summer I SPED 452/532/632: Foundations of Visual Impairment SPED 453/533/633: Anatomy & Functions of the Visual System SPED 640: Internship in SPED—Teaching Students with Visual Impairments

Fall I SPED 455/536/636: Braille I—Literacy Skills for Students with Visual Impairments SPED 640: Internship in SPED—Teaching Students with Visual Impairments

Spring I SPED 457/538/638: Braille II—Literacy Skills for Students with Visual Impairments SPED 640: Internship in SPED—Teaching Students with Visual Impairments

Summer II SPED 552: Introduction to Orientation and Mobility SPED 640: Internship in SPED—Teaching Students with Visual Impairments

Fall II SPED 460/539/639: Strategies of TVI SPED 640: Internship in SPED—Teaching Students with Visual Impairments

Spring II SPED 454/534/634: Visual Impairment with Multisensory Impairments SPED 640: Internship in SPED—Teaching Students with Visual Impairments

MASTER OF ARTS IN EDUCATION WITH A CONCENTRATION IN SPECIAL EDUCATION INITIAL LICENSURE IN EARLY CHILDHOOD EDUCATION


Area of Concentration (20 – 21 cr., determined by advisement)SPED 451 Assessment of Young Children, Birth-8 3____SPED 465 Working with Handicapped Infants and their Families 3____SPED 515 Working with Families of Exceptional Learners in a Diverse Society 3____SPED 517 Single-Subject Design for Evaluation and Research 3____SPED 520 Teaching the Gifted and Talented 3____SPED 523 Advanced Curriculum for Diverse Exceptional Learners 3____SPED 548 Field Experience in Special Education 3____SPED 550 Early Childhood Special Education 3____EDUC479 Curriculum in Early Childhood Education 3____FCS 481 Infant Development 3____FCS 485 Family Crisis and Rehabilitation 3____FCS 585 Family Processes 3____CEP 470 Human Growth and Development 3____CEP 540 Counseling Principles 3____

III. Interdisciplinary Coursework 6 cr.*CEP 450+ Determined by Advisement 3____EDUC450+ Determined by Advisement 3____EMD 531 Special Education Administration 3____

*A nine hour minor in a program outside the area of special education may satisfy the Interdisciplinary coursework requirement.

Courses to Complete the Master’s DegreeSPED 510 Current Issues in Special Education 3____SPED 513 Current Research in Special Education 3____SPED 590 Master’s Degree Seminar 3 ____

LicensureFor regular elementary and secondary teachers desiring New Mexico Special Education Licensure, the following courses are prerequisite to the MA degree.

SPED 500 Introduction to Special Education in a Diverse Society 3____SPED 504 Intro to Assessment of Diverse Exceptional Learners 3____SPED 506 High Incidence Disabilities in a Diverse Society 3____SPED 507 Low Incidence Disabilities in a Diverse Society 3____SPED 509 Reading for Elementary Exceptional Learners in a Diverse Society, K-6 3____SPED 511 Reading for Secondary Exceptional Learners in a Diverse society, 7-12 3____SPED 548 Practicum in Special Education 3____SPED 559 Classroom Management for Diverse Learners 3____

MASTER OF ARTS IN EDUCATION WITH A CONCENTRATION IN MULTICULTURAL SPECIAL EDUCATION


Prerequisite course: (3 credit hours)SPED 350/500 Education of Exceptional Children/Survey 3____

Special Education Coursework: (6 credit hours)SPED 561 Exceptional Minority Students 3____SPED 503 Curriculum, Methods, and Materials for Exceptional Minority Students 3____

Bilingual Education Coursework: (18 credit hours)BIL 520 Issues in Schooling for Bilingual learners 3____BIL 545 BIL/MC Schooling 3____BIL 550 Internship in Bilingual Education (may be done in BIL/SPED setting) 6____HIST 499 New Mexico Southwest History 3____BIL 522 Literacy-Language Instruction for Bilingual Learners 3____

Interdisciplinary Requirements (9 credit hours) SPED 563 Multicultural Assessment 3____SPED 565 Socio-cultural Perspectives 3____BIL 560 Topic in Bilingual Education 3____

Courses to complete the Master’s Degree (9 credit hours) SPED 510 Current Issues in Special Education (prerequisite) 3____ SPED 513 Current Research in Special Education 3____SPED 590 Master’s Degree Seminar 3____

Language Requirements

Students desiring endorsement in Bilingual Education are required to take the Spanish Proficiency Exam.

General Requirementsa. All coursework should be above 450b. Fifteen (15) hours must be above 500c. All work must be completed within five yearsd. Students desiring to complete a thesis may substitute six (6) hours in the area of Emphasis for BIL SPED 599

OTHER REQUIREMENTS FOR MA IN SPECIAL EDUCATION


No course work may be numbered below 450. Generally graduate courses are 500 levels unless

specifically indicated by advisement.

Fifteen (15) hours must be at or above the 500 level.

At least half of the hours must be earned in all courses within the department

A grade of “B” or above must be earned in the courses taken within the department.

No more than 12 hours of professional teacher licensure courses below the 500 level may be taken as

part of a program

Professional writing skills are evaluated in two courses: SPED 510 and SPED 513. Failure to

demonstrate adequate skills before the term of either course will result in an incomplete grade and the

requirement to take the remedial coursework in writing.

Students who have not completed a course on multicultural or bilingual education will be required to

enroll in an appropriate multicultural or bilingual course as a aspect of their program.

All undergraduate deficiencies must be eliminated

All major area courses must be lecture courses. Independent studies are intended to provide depth on

topics that are more specialized than the content of the regularly offered classes. When independent

studies are taken, they are taken in addition to the prescribed requirements for a program.

All course work must be taken within the time frame specified within the Graduate Catalog.

Requests for transfer of graduate courses taken at other institutions should be submitted and approved

prior to enrollment in those courses.

Enrollment in the following courses is restricted to persons who have been accepted into programs

within the department: SPED 504, SPED 510, SPED 513, SPED 548, SPED 558, SPED 559, SPED 566,

SPED 567, SPED 570, SPED 582, SPED 590.

Please visit the SPED Department in the Speech Bldg., Rm. 245, for further guidance.

About NMSU


Offices All students who receive financial support via a research or teaching assistantship qualify for office space. Offices may be available for other students, as well. These students should consult with the Department Head prior to requesting office space.

University Facilities. The department is housed in the College of Education in the Speech Building off Jordan. Each faculty member has his/her or his own office space. Classes are taught in buildings throughout the NMSU campus. Courses are offered during the daytime and evening hours.

Library NMSU has two libraries with nearly 1,000,000 books and 4,000 periodical subscriptions. In most cases, interlibrary loan services are free of charge, and materials are located and available for use within seven (7) working days. Other library services include computerized data-based searches on Medline and Social Sciences Index, and CD-ROM databases ERIC, Science Citation Index, ProQuest, ABI-Inform, Compendex, Infotrac, MLA, Computer Select, Agricola, and CINAHL.

NMSU Counseling Center A team of professionally licensed counselors and psychologists who provide a variety of confidential counseling and consultation services staffs the NMSU Counseling Center. Counseling services are provided free of charge to students at NMSU. The Counseling Center also offers biofeedback services. Biofeedback is a training technique that helps people learn how to relax and enhance their health by measuring and recording specific physiological responses (e.g., temperature, electrical skin response, etc.). Individuals use imagery and relaxation techniques to learn how to control these responses for a variety of purposes including the reduction of pain, control of blood pressure, and control of stress and anxiety. Currently, this service is provided free of charge to NMSU students. Please contact the Counseling Center at 646-2731 for more information.

Computer Facilities/Student Computer Funds The Computing and Networking Center (C&N), Learning Resources (LRC), and Statistical Consultant Centers provide research and instructional computing facilities to all students, faculty, and staff of the University; located in the C&N Building, Regents Row, and the Aggie (Gerald Thomas) buildings respectively. The facilities are accessible through many terminals, both batch and interactive, conveniently distributed around the campus. The Center maintains systems capable of an extremely wide variety of applications, and provides network connections with off-campus facilities. Supported applications software covers such diverse areas as statistical and numerical analysis, financial modeling, text editing and formatting, graphics, and data base management. In addition to terminals and general-purpose computing systems, the C&N and LRC have facilities for producing manuscript-quality printed and graphic output. The C&N provides users with non-credit educational services and consultative services on general computer use. Specialized consultation is also provided for equipment selection, laboratory support, database, and instructional design applications. Students currently enrolled at NMSU may apply for a computing account at the C&N. Some services (e.g., manuals, programming, laser printing, and data entry) are available at the LRC in Regents Row and Branson Library.

Veterans Programs The Veterans Programs office serves nearly 500 students who are awarded over 2 million dollars each year to continue their education. If you have any questions or would like additional information, please contact the Veterans Affairs office on campus at (575) 646-4524 or direct e-mail to [email protected].

ETHICAL CONSIDERATIONS



New Mexico State Sexual Harassment Policy It is the policy of New Mexico State University to provide an atmosphere free of sexual harassment for all faculty, staff, students, and visitors. According to the U.S. Equal Employment Opportunity Commission and the U.S. Office for Civil Rights, unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when (1) submission to such conduct is made either explicitly or implicitly a term or condition of an individual's employment or academic progress; (2) students' educational pursuits are adversely impacted; (3) submission to or rejection of such conduct by an individual is used as the basis for academic or employment decisions affecting such individual; (4) such conduct has the purpose or effect of unreasonably interfering with an individual's academic or work performance, or creates an intimidating, hostile, or offensive working or learning environment. Harassing conduct based on gender often is sexual in nature, but sometimes is not. Any unwelcome conduct based on gender is also forbidden by this policy regardless of whether the individual engaged in harassment and the individual being harassed are of the same or different gender. Common forms of harassment include offensive or abusive physical contact, joking, lewd language, suggesting sexual favors, displaying sexually suggestive objects, pictures, magazines, calendars, etc.

Hostile Work/Academic Environment A student or employee may file a claim based on sexually offensive conduct that is sufficiently severe and/or pervasive to create a hostile work or academic environment. A hostile work or academic environment based on unwelcome attention, leers, or remarks of a sexual nature may also be grounds for sexual harassment. The university extends this protection to students in the classroom or in any academic-related settings. Hostile environment harassment based on discrimination should be referred to the Institutional Equity/EEO Director. Non-discriminatory hostile environment issues are regarded management matters under the purview of the appropriate administrator.

Retaliation Any university employee or student may report violations of this policy without fear of retribution. The university prohibits retaliation against individuals because they have in good faith: (1) opposed any discriminatory or employment practice covered by university policies/procedures or state/federal laws; (2) filed a complaint of discrimination or grievance with the Institutional Equity/EEO Office or external state/federal agency with statutory jurisdiction over discrimination filings; (3) reported a discriminatory matter to a supervisor; or, (4) testified, assisted with, or participated in an investigation, proceeding, or hearing protected under same. Such retaliation in and of itself may result in disciplinary action, up to and including termination.

Grievances Persons who feel they have been harassed should whenever possible first approach the person or persons engaging in the inappropriate conduct indicating that the conduct is unwelcome. If the unwelcome behavior persists, the aggrieved should either report the complaint to the appropriate supervisor or the Institutional Equity/EEO Director. All sexual harassment complaints made to a person in a position of authority must be reported to the Institutional Equity/EEO Director (or the Human Resources Director if uncomfortable reporting the complaint to the Institutional Equity/EEO Director) immediately, regardless of whether or not permission was given by the party subjected to the harassment. Allegations of sexual harassment are to be reported within 15 working days of occurrence, unless extenuating circumstances warrant exception. All employees and students should be aware that the university is prepared to take action in a timely manner to prevent and remedy such behavior, and that individuals who engage in such behavior are subject to disciplinary action. Any disciplinary action may be appealed through the appropriate procedure. To the extent possible, every effort will be made to safeguard confidentiality, consistent with reporting obligations and the need to investigate promptly and thoroughly. Contact Gerard Nevarez, the Director of Institutional Equity/EEO, at (505) 646-3635 or (505) 646-3333 for any questions or clarifications to this policy statement.

Sanctions Individuals who engage in sexual harassment, or supervisors who neglect to control the work environment and/or learning environment, will be held accountable. If it is determined that a violation of


this policy has occurred, appropriate disciplinary action, training, and other measures will be taken to remedy the situation. All individuals are required to cooperate with any investigation in response to an allegation of harassment. Refusal to cooperate in an investigation may result in disciplinary action in accordance with university policy.

Americans with Disabilities Act New Mexico State University complies with the Americans with Disabilities Act. If a student has, or thinks he/she may have, a disability that interferes with his/her performance as a student in a class, he/she is encouraged for academic reasons to discuss this on a confidential basis with the instructor and/or the Coordinator of Student Accessibility Services. Additionally, if a student has a condition that may affect the student’s ability to exit from the premises in case of an emergency, he/she is urged, for safety reasons, to notify the above office. Feel free to call Diana Quintana, Coordinator of Services for Students with Disabilities, at (505) 646-6840 with any questions you may have on student issues related to the Student Accessibility Services, Americans with Disabilities Act (ADA), or Section 504 of the Rehabilitation Act of 1973. All medical information will be treated confidentially.


APPENDICES

Appendix A: Program of Study Form

Appendix B: Transfer of Credit Form

Appendix C: Graduate Oral Examination- Special Education Graduate Students

Appendix D: Council for Exceptional Children Standards


Appendix A

Program of Study Form


Appendix B


Transfer of Credit Form


Appendix C

Graduate Oral Examination: Special Education Graduate Students


CEC Advanced Standards: “The standards outline the knowledge and skills special educators who are experienced, seeking an advanced degree or certification, or going administration or higher education should know . CEC will also use the standards in the national council for Accreditation of Teacher education) NCATE) review process for college and university special education advanced programs.”(http://www.cec.sped.org/AM/Template.cfm?Section=Home&CONTENTID=8220&TEMPLATE=CM/ContentDisplay.cfm&CAT=none)

Graduate Oral Examination (Effective January, 2014)Advanced CECSTANDARDS

4 Exceeds ExpectationsIssues are identified and addressed in depth.Extensive support from the literature is apparent. Broad knowledge about the topic is demonstrated.

3 Meets ExpectationsIssues are identified and generally addressed. Prompting is required.Some use of the literature is apparent.

2 Limited KnowledgeLimited perspective is expressed. Minimal support from the literature presented significant prompting is required.

1 Does not AddressLacks knowledge. Reference to the literature in non-existent.

1 Assessment Uses valid and reliable assessment

practices to minimize bias. Minimizes bias in assessment. Designs and implements assessments

to evaluate the effectiveness to practices and programs.

2 Curricular Content Knowledge Uses knowledge of general and

specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.

Aligns educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities.

Continuously broadens and deepens professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content.

Uses understanding of diversity and individual learning.

3 Programs, Services, and Outcomes Facilitates the continuous

improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities.

Uses, designs and implements evaluation activities to improve programs, supports, and services for individuals with exceptionalities

Uses understanding of cultural, social, and economic diversity and individual


learner differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities.

Applies knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities.

Evaluates progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities.

4 Research & Inquiry Conducts, evaluates, and uses inquiry

to guide professional practice. Special education specialists evaluate

research and inquiry to identify effective practices.

Uses knowledge of the professional literature to improve practices with individuals with exceptionalities and their families.

Fosters an environment that is supportive of continuous instructional improvement and engage in the design and implementation of research and inquiry.

5 Leadership and Policy Provide leadership to formulate

goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices and create positive and productive work environments.

Models respect for and ethical practice for all individuals and encourages challenging expectations for individuals with expectations.

Supports and uses linguistically and culturally responsive practices.

Creates and maintains collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families.

Advocates for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities.

Advocates for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individual with exceptionalities.

6 Professional and Ethical Practice Uses foundational knowledge of the

field and professional Ethical New Mexico State University | Special Education/Communication Disorders | 2012 Page | 43

Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.

Has comprehensive understanding of the history of special education, legal polices, ethical standards, and emerging issues informs special education specialist leadership.

Models high professional expectations and ethical practice, and create supportive environments that safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families.

Models and promotes respect for all individuals and facilitate ethical professional practice.

Actively participates in professional development and learning communities to increase professional knowledge and expertise.

Actively participates in professional development focusing on effective and ethical practice at all organization levels.

Actively facilitates and participates in the preparation and induction of prospective special educators.

Actively promotes the advancement of the profession.

7 Collaboration Collaborate with stakeholders to

remove programs, services, and outcomes for individuals with exceptionalities and their families.

Uses culturally responsive practices to enhance collaboration.

Uses collaboration to promote understanding, resolve conflicts, and build consensus for improving program, services, and outcomes for individuals with exceptionalities.

Student: _______________________________________ Date: _______________________________________

Committee Members:

Chair: _________________________________________ Committee Member: ___________________________

Committee Member: _____________________________ Dean’s Representative: _________________________

Pass: 80 % minimum = 19 points


Appendix D

Council for Exceptional Children Standards


CEC Initial Level Special Educator Preparation Standards

Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill and the assurance to the public that practicing professionals possess the specialized knowledge and skill to practice safely and effectively (Neville, Herman, & Cohen, 2005). Through credentialing of professionals and professional recognition of preparation programs, special educators assure the public that practicing professionals have mastered the specialized skills for safe and effective practice.

Reflective of the personalized needs of individuals with exceptionalities, agencies prepare and credential special educators in a variety of specialty areas. To address these important specialty preparation areas, CEC has developed the seven CEC Preparation Standards on a three-step foundation. CEC uses a rigorous consensual validation process to identify sets of knowledge and skills for entry-level and advanced special educators in the variety of specialty areas. These specialty sets capture the professional knowledge base, including empirical research, disciplined inquiry, informed theory, and the wisdom of practice for their area of expertise for each proposed knowledge and skill. As a part of the validation process, CEC uses a rigorous consensual validation process (CEC Validation Study Resource Manual, 2010).

CEC synthesizes the specialty sets into seven major preparation standards organized under four areas of focus: learners and learning environments, curricular knowledge, assessment, specialized pedagogical skills, and professional and collaborative skills. CEC has further analyzed the seven preparation standards into key elements with which preparation programs align program assessments of special education candidates for CEC Professional Program Recognition.

Headings and Foci for the CEC Initial Preparation StandardsLearner and Learning

1. Learner Development and Individual Learning Differences2. Learning Environment

Content Knowledge and Professional Foundations3. Curricular Content Knowledge

Instructional Pedagogy4. Assessment5. Instructional Planning and Strategies

Professionalism and Collaboration6. Professional Learning and Practice7. Collaboration

While the CEC Preparation Standards cross special education specialty areas, CEC uses the specialty sets to inform and differentiate the content, contexts, and issues among and between the respective specialty areas (e.g., early childhood, mild/moderate, developmental disabilities, and learning disabilities). Preparation program faculties align their program assessments to the seven preparation standards with the key elements and program reviewers review for alignment between the program assessments and the seven preparation standards with the key elements.


CEC Initial Preparation Standard 1: Learner Development and Individual Differences

1.0 Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiencesfor individuals with exceptionalities.

KEY ELEMENTS1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

Supporting ExplanationFrom its roots, special educators have placed the learning needs of the individual at the center of special education instruction. Historically, pedagogy or teaching skill has been at the heart of special education. Whether helping individuals with exceptionalities master addition, cooking, independent living, or philosophy, special educators have altered instructional variables to optimize learning for individuals with exceptionalities.The raison d’être for special education lies in the specialized professional knowledge and skills to individualize access to learning in both specialized and general curricula for individuals with exceptionalities. Development of expertise begins with a thorough understanding of and respect for similarities and differences in human growth and development. Like all educators, beginning special educators first respect individuals with exceptionalities within the context of human development and Individual learning differences.

Additionally, beginning special educators understand the characteristics between and among individuals with and without exceptionalities. They know exceptionalities can interact with multiple domains of human development to influence an individual’s learning in school, community, and throughout life.

Moreover, beginning special educators understand that the beliefs, traditions, and values across and within cultures can influence relationships among and between students, their families, and the school community. Furthermore, the experiences of individuals with exceptionalities can influence families, as well as the individual’s ability to learn, interact socially, and live as fulfilled contributing members of the community.

However, beginning special educators’ knowledge of human development goes beyond listing and ordering developmental milestones, and reciting legal definitions of exceptionalities. Beginning special educators understand how exceptionalities can interact with development and learning, and modify developmentally appropriate learning environments to provide relevant, meaningful, and challenging learning experiences for individuals with exceptionalities. Beginning special educators are active and resourceful in seeking to understand how primary language, culture, and family interact with the exceptionality to influence the individual’s academic and social abilities, attitudes, values, interests, and career and post-secondary options.These learning differences and their interactions provide the foundation upon which beginning special educators individualize instruction to provide developmentally meaningful and challenging learning for individuals with exceptionalities.

CEC Initial Preparation Standard 2 Learning Environments


2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.

KEY ELEMENTS2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Supporting Explanation

Like all educators, beginning special educators develop safe, inclusive, culturally responsive learning environments for all students. Beginning special educators also collaborate with education colleagues to include individuals with exceptionalities in general education environments and engage them in meaningful learning activities and social interactions.

Beginning special educators modify learning environments for individual needs. Knowledge regarding an individual’s language, family, culture, and other significant contextual factors and how they interact with an individual’s exceptionality, guides the special educator in modifying learning environments, and providing for the maintenance and generalization of acquired skills across environments and subjects.

Beginning special educators structure environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with exceptionalities, and directly teach them to adapt to the expectations and demands of differing environments.

Frequently, special educators safely intervene with individuals with exceptionalities in crisis. Special educations are also perceived as a resource in behavior management that include the skills and knowledge to intervene safely and effectively before or when individuals with exceptionalities experience crisis, i.e. lose rational control over their behavior.

CEC Initial Preparation Standard 3 Curricular Content Knowledge

3.0 Beginning special education professionals use knowledge of general3and specialized curriculato individualize learning for individuals with exceptionalities.

KEY ELEMENTS3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach , and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.


The professional knowledge base in general education has made clear that the educators’ understanding of the central concepts and structures of the discipline, and tools of inquiry related to the academic subject-matter


content areas they teach makes a significant difference in student learning. There is good reason to generalize this conclusion to special educators.

Within the general curricula, beginning special educators demonstrate in their planning and teaching, a solid base of understanding of the central concepts, structures of the discipline, and tools of inquiry of the academic subject-matter content areas they teach so they are able to organize knowledge, integrate cross-disciplinary skills, develop meaningful learning progressions and collaborate with general educators in:

Teaching or co-teaching the content of the general curriculum to individuals with exceptionalities across a wide range of performance levels.

Designing appropriate learning and performance accommodations and modifications for individuals with exceptionalities in academic subject matter content of the general curriculum.

Additionally, beginning special educators use a variety of specialized curricula, e.g. academic, strategic, social, emotional, and independence curricula, to individualize meaningful and challenging learning for individuals with exceptionalities.

CEC Initial Preparation Standard 4 Assessment

4.0 Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.

KEY ELEMENTS4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities.4.4 Beginning special education professionals engage individuals with exceptionalities towork toward quality learning and performance and provide feedback to guide them.


Like all educators, beginning special educators understand measurement theory and practice for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. Like their general education colleagues, beginning special educators regularly monitor the learning progress of individuals with exceptionalities in both general and specialized content and make instructional adjustments based on these data.

Beginning special educators also use assessment information to support a wide variety of decisions within special education. Beginning special educators understand the legal policies and ethical principles of measurement and assessment related to special education referral, eligibility, program planning, individualized instruction, learning, and placement for individuals with exceptionalities, including individuals from culturally and linguistically diverse backgrounds.

Beginning special educators understand the appropriate use and limitations of various types of assessments, and collaborate with families and other colleagues to assure nonbiased, meaningful assessments and decision-making.


Beginning special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to individualize the learning experiences that support the growth and development of individuals with exceptionalities.

Beginning special educators make multiple types of assessment decisions including strategic adaptations and modifications in response to an individuals’ constellation of social, linguistic, and learning factors in ways to minimize bias.

Beginning special educators use assessment information to identify supports and adaptations required for individuals with exceptionalities to access the general curriculum and to participate in school, system, and statewide assessment programs.

Beginning special educators integrate the results of assessments to develop long-range individualized instructional plans anchored in both general and special education curricula, and translate these individualized plans into carefully selected shorter-range goals and objectives. They also have a central role integrating the results of assessments in developing a variety of individualized plans, including family service plans, transition plans, behavior change plans, etc.

Beginning special educators use available technologies routinely to support their assessments. With the rapid advance and use of technology, special educators use technologies to support and manage assessment of individuals with exceptionalities. The appropriate and efficient use of technology to support assessment tasks is rapidly becoming an essential tool for the special education professionals.

CEC Initial Preparation Standard 5 Instructional Planning and Strategies

5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies6to advance learning of individuals with exceptionalities.

KEY ELEMENTS5.1 Beginning special education professionals consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.


Whether in individualizing access to general and specialized content, individualized decision-making and individualized instruction are at the center of special education practice. In the selection, development, and adaptation of learning experiences for individuals with exceptionalities, beginning special educators consider an individual’s abilities, interests, learning environments, and cultural and linguistic factors.

The interactions of these factors with the implications of an individual’s exceptionality guides the special educator’s selection, adaptation, and use of a repertoire of evidence-based instructional strategies in promoting positive learning results in general and special curricula and in modifying learning environments for individuals with exceptionalities appropriately.

Beginning special educators teach personalized literacy and numeracy to individuals with exceptionalities who are often non-responsive individuals in tiered intervention models. In their planning and teaching with these individuals, beginning special educators emphasize explicit instruction with modeling, and guided practice to


assure acquisition and fluency, as well as, the development, maintenance, and generalization of knowledge and skills across environments, settings, and the life span through approaches such as cross curricular lesson planning. Moreover, they enhance 21stCentury student outcomes such as critical thinking, creative problem solving, and collaboration skills for individuals with exceptionalities, and increase their self-awareness and reliance, self-management and control, and self-efficacy and advocacy.

Beginning special educators provide effective language models and use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptionalities whose primary language is not English. Beginning special educators match their communication methods to an individual’s language proficiency and cultural and linguistic differences. Beginning special educators are familiar with augmentative and alternative communication systems, and assistive technologies to support and enhance the language and communication of individuals with exceptionalities, and use individualized strategies to enhance their language development and teach communication skills to individuals with exceptionalities.

Beginning special educators implement a variety of individualized learning plans across a wide range of settings and a range of different learning experiences, including individualized family service plans, individualized transition plans, individualized behavior change plans.

Transitions are specific points of potential difficulty for individuals with exceptionalities. Beginning special educators develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts.

For individuals with exceptionalities in early childhood, special educators focus the individualized instruction plan within the context of family services taking into account the needs, priorities, and concerns of families, as the primary providers of instruction.

Beginning special educators facilitate all personalized instructional planning within a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate.

Beginning special educators use technologies routinely to support all phases of instruction planning. With the rapid advance and use of technology, special educators use technologies to support and manage all phases of planning, implementing, and evaluating instruction.

CEC Initial Preparation Standard 6 Professional Learning and Ethical Practice

6.0 Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

KEY ELEMENTS6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice.6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional


practice.6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring.6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.


Beginning special educators practice in multiple roles and complex situations across wide age and developmental ranges that requires ongoing attention to legal matters and serious consideration of serious professional and ethical issues. The Ethical Principles and Professional Practice Standards of the Council for Exceptional Children guide beginning special education professionals. These principles and standards provide benchmarks by which special educators practice and evaluate each other professionally.

Beginning special educators understand special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, policies, historical points of view that continue to influence the field of special education and the education of and services for individuals with exceptionalities and their families in both school and society. Beginning special educators understand how these factors influence professional practice, including assessment, instructional planning, implementation, and program evaluation.

Beginning special educators are sensitive to the aspects of diversity with individuals with exceptionalities and their families, how human diversity can influence families, cultures, and schools, and how these complex issues can each interact with the delivery of special education services. Of special significance is the growth in the number and prevalence of English Language Learners (ELL) and the provision of effective special education services for ELL with exceptionalities and their families.

Beginning special educators understand the relationships of the organization of special education services to the organization of schools, school systems, and education related agencies within the country and cultures in which they practice. Beginning special educators are aware of how their own and others’ attitudes, behaviors, and ways of communicating can influence their practice, and use this knowledge as a foundation to inform their own personal understandings and philosophies of special education.

Beginning special educators engage in professional activities and participate actively in professional learning communities that benefit individuals with exceptionalities, their families, colleagues, and their own professional growth. Beginning special educators view themselves as lifelong learners and regularly reflect on and adjust their practice, and develop and use personalized professional development plans. Beginning special educators plan and engage in activities that foster their professional growth and keep them current with evidence-based practices. Beginning special educators also knowhow to recognize their own skill limits and practice within them.

There has been substantial growth in the use of special education paraeducators over the past few years, and beginning special educators frequently provide guidance and direction to paraeducators and others, such as classroom volunteers and tutors.


CEC Initial Preparation Standard 7 Collaboration

7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

KEY ELEMENTS7.1 Beginning special education professionals use the theory and elements of effective collaboration.7.2 Beginning special education professionals serve as a collaborative resource to colleagues.7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.


One of the significant changes in education over the past several decades is the rapid growth of collaborative educational teams to address the educational needs of students. The diversity of the students, complexity of curricular demands, growing influence of technology, and the rising targets for learner outcomes in the 21st century has created the demand for teams of educators collaborating together to ensure all students are effectively learning challenging curricula.

Special educators view general educators as possessing knowledge and expertise in curriculum, and general educators reciprocally view special educators as having knowledge and expertise in the education of individuals with exceptionalities. Beginning special educators embrace their role as a resource to colleagues and use the theory and elements of collaboration across a wide range of contexts and collaborators.

Beginning special educators collaborate with their general education colleagues to create learning environments that meaningfully include individuals with exceptionalities, and that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement. Additionally, special educators use collaboration to facilitate personalized instruction planning and transitions of individuals with exceptionalities in promoting the learning and well-being of individuals with exceptionalities across a wide range of settings and different learning experiences.

Beginning special educators routinely collaborate with related-service providers, other educators including special education paraeducators, personnel from community agencies, and others to address the needs of individuals with exceptionalities.

Special educators have long recognized the positive significance of the active involvement of individuals with exceptionalities and their families in the education process, and special educators involve individuals with exceptionalities and their families collaboratively in all aspects of the education of individuals with exceptionalities.

Glossary

Individuals with Exceptionalities: Individuals with exceptionalities include individuals with sensory, physical, emotional, social, cognitive differences, developmentally delays, exceptional gifts and talents; and individuals who are or have been abused or neglected; whose needs differ so as to require personalized special education services in addition to or in tandem with educational services available through general education programs and other human service delivery systems.


Special Education Services: Special education services are personalized, i.e. individualized, services that appropriately credentialed special educators provide directly or indirectly to individuals with exceptionalities.

CEC Special Education Specialist Advanced Preparation Standards

Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill and the assurance to the public that practicing professionals possess the specialized knowledge and skill to practice safely and effectively (Neville, Herman, & Cohen, 2005).

Through credentialing of professionals and professional recognition of preparation programs, special educators assure the public that practicing professionals have mastered the specialized skills for safe and effective practice.

Reflective of the personalized needs of individuals with exceptionalities, agencies prepare and credential special educators in a variety of specialty areas. To address these important specialty preparation areas, CEC has developed the seven CEC Preparation Standards on a three-step foundation. CEC uses a rigorous consensual New Mexico State University | Special Education/Communication Disorders | 2012 Page | 54

validation process to identify sets of knowledge and skills for entry-level and advanced special educators in the variety of specialty areas. These specialty sets capture the professional knowledge base, including empirical research, disciplined inquiry, informed theory, and the wisdom of practice for their area of expertise for each proposed knowledge and skill. As a part of the validation process, CEC uses a rigorous consensual validation process (CEC Validation Study Resource Manual, 2010).

CEC synthesizes the specialty sets into seven major preparation standards organized around: learners and learning environments, curricular knowledge, assessment, specialized pedagogical skills, and professional and collaborative skills. CEC has further analyzed the seven preparation standards into key elements with which preparation programs align program assessments of special education candidates for CEC Professional Program Recognition.

Headings and Foci for the CEC Advanced Preparation StandardsLearner and Learning

1. AssessmentContent Knowledge and Professional Foundations

2. Curricular Content KnowledgeInstructional Pedagogy

3. Program, Services, and Outcomes4. Research and Inquiry

Professionalism and Collaboration5. Leadership and Policy6. Professional and Ethical Practice7. Collaboration

CEC Advanced Preparation Standard 1 Assessment

1.0 Special education specialists use valid and reliable assessment practices to minimize bias.KEY ELEMENTS

1.1 Special education specialists minimize bias in assessment1.2 Special education specialists design and implement assessments to evaluate the effectiveness of practices and programs.

Support Explanation

The raison d’être for special education lies in the specialized professional knowledge and skills to individualize or personalize learning in both specialized and general curricula for individuals with exceptionalities.

Since its earliest days, special education has been based on the understanding of individuals and the contexts in which they live and learn in order to plan for the education of individuals with exceptionalities. This begins with the understanding of and respect for similarities and differences in human growth and development, and it extends to designing and implementing assessments to evaluate the effectiveness of practices and programs. To assure relevant and valid assessment information, nonbiased procedures are critical in the selection of assessment instruments, methods, and procedures for both individuals and programs. Frequently, special education specialists are a resource to school teams in selecting accommodations in assessments to minimize bias and ensure validity.

Special education specialists bring experience and engage in reflection to inform their understanding of human diversity and its influence on families, cultures, and schools, and their interaction with the delivery of education New Mexico State University | Special Education/Communication Disorders | 2012 Page | 55

services. They use this experience to personalize instruction for individuals with exceptionalities. The identification and use of strategic accommodations and modifications depend on the understanding of specific individuals and their contexts.

With respect to assessment of individuals with exceptionalities, special education specialists apply their knowledge and skill to all stages and purposes of assessment in decision-making including: prereferral and screening, preplacement for special education eligibility, and monitoring and reporting learning progress in the general education curriculum and in other individualized educational program goals.

CEC Advanced Preparation Standard 2 Curricular Content Knowledge

2.0 Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.

KEY ELEMENTS2.1 Special education specialists align educational standards to provide access to challenging curriculum to meet the needs individual with exceptionalities.2.2 Special educators continuously broaden and deepen professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content.2.3 Special education specialists use understanding of diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for individuals with exceptionalities.


Special education specialists have a comprehensive knowledge of special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and issues that have influenced and continue to influence special education and the education of and services for individuals with exceptionalities both in school and in society. Special education specialists use their deep understanding of how to coordinate educational standards to the needs of individuals with exceptionalities to support all individuals with exceptionalities to access challenging curriculum standards.

Special education specialists work within the limits of their professional skill, and facilitate access to the general education curricula and special supplementary curricula, e.g. academic, strategic, social, emotional, transition, independence curricula to individualize meaningful and challenging learning for individuals with exceptionalities.

Special education specialists continuously broaden and deepen their professional knowledge, and expand their expertise with instructional, augmentative, assistive technologies, curriculum standards, and effective teaching strategies to support learning.

CEC Advanced Preparation Standard 3 Programs, Services, and Outcomes

3.0 Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities.

KEY ELEMENTS3.1 Special education specialists design and implement evaluation activities to improve programs, supports, and services for individuals with exceptionalities3.2 Special education specialists use understanding of cultural, social, and economic diversity and individual learner differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities.3.3 Special education specialists apply knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities.3.4 Special education specialists use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities.New Mexico State University | Special Education/Communication Disorders | 2012 Page | 56

3.5 Special education specialists evaluate progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities.

Supporting Evaluation

Special education specialists apply their knowledge of cognitive and behavioral science, learning theory, evidence-based practice, and instructional technologies to improve programs, services, and supports for individuals with exceptionalities.

Special education specialists continuously broaden and deepen their professional knowledge, and expand their expertise with instructional, augmentative, and assistive technologies, curriculum standards, and effective teaching strategies to support access to learning.

They use their understanding of the effects of cultural, social, and economic diversity and variations of individual development to inform their development of a continuum of programs and services to ensure the appropriate instructional supports for individuals with exceptionalities and their families

Special education specialists have a sufficient facility with the breadth and scope of instructional augmentative, assistive technologies so that they select alternatives that will improve programs, supports, and services for individuals with exceptionalities and their families, and facilitate others’ selection and use.

CEC Advanced Preparation Standard 4 Research & Injury

4.0 Special education specialists conduct, evaluate, and use inquiry to guide professional practice.KEY ELEMENTS

4.1 Special education specialists evaluate research and inquiry to identify effective practices.4.2 Special education specialists use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families.4.3 Special education specialists foster an environment that is supportive of continuous instructional improvement and engage in the design and implementation of research and inquiry.


Research and inquiry inform the professional practice of special education specialists. As professionals, special education specialists view science as the principal source for information on effective practice.

Special education specialists know models, theories, philosophies, and research methods that form the basis for evidence-based practices in special education, and they use research to improve instructional techniques, intervention strategies, and curricula.

Special education specialists evaluate the appropriateness of research methodologies in relation to the validation of practices, and use the literature to inform professional practice.

Special education specialists foster a collegial environment supportive of continuous instructional improvement, and engage in the design and implementation of research with professional colleagues.


In addition, special education specialists design and implement research and evaluation activities to evaluate progress toward the organizational vision, mission, and goal, and the effectiveness of programs, services, and supports for individuals with exceptionalities.

CEC Advanced Preparation Standard 5 Leadership and Policy

5.0 Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices and create positive and productive work environments.

KEY ELEMENTS5.1 Special education specialists model respect for and ethical practice for all individuals and encourage challenging expectations for individuals with exceptionalities.5.2 Special education specialists support and use linguistically and culturally responsive practices.5.3 Special education specialists create and maintain collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families.5.4 Special education specialists advocate for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities.5.5 Special education specialists advocate for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individuals with exceptionalities.


Special education specialists model respect for all individuals and encourage challenging expectations for individuals with exceptionalities. Special education specialists use their knowledge of the needs of different groups in a pluralistic society to support and use linguistically and culturally responsive practices.

Special education specialists hold high professional self-expectations and help others more completely understand the needs of individuals with exceptionalities.

Special education specialists create and maintain collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families,

They support quality education for individuals with exceptionalities, and advocate for policy based on solid scientific evidence. In addition, they advocate for appropriate resources to ensure that all personnel involved have effective preparation.

Special education specialists use their knowledge of the needs of different groups in a pluralistic society to promote evidence-based practices and challenging expectations for individuals with exceptionalities.

CEC Advanced Preparation Standard 6 Professional and Ethical Practice

6.0 Special education specialists use foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.

KEY ELEMENTS6.1 A comprehensive understanding of the history of special education, legal policies, ethical standards, and emerging issues informs special education specialist leadership.6.2 Special education specialists model high professional expectations and ethical practice, and create supportive environments that New Mexico State University | Special Education/Communication Disorders | 2012 Page | 58

safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families.6.3 Special education specialists model and promote respect for all individuals and facilitate ethical professional practice6.4 Special education specialists actively participate in professional development and learning communities to increase professional knowledge and expertise.6.5 Special education specialists plan, present, and evaluate professional development focusing on effective and ethical practice at all organizational levels.6.6 Special education specialists actively facilitate and participate in the preparation and induction of prospective special educators.6.7 Special education specialists actively promote the advancement of the profession.


A deep understanding of the history of special education, legal policies, ethical standards, and emerging issues informs the leadership of special education specialists. They use this broad foundation to construct their own professional understanding of special education professional practice and to facilitate others’ understanding the education of and services for individuals with exceptionalities and their families in both school and society.

Special education specialists understand how and why special education organizes its programs and services in relation to school systems and other agencies. They model and facilitate high professional expectations and ethical practice to create supportive environments that safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families.

They design and deliver ongoing professional development designed to improve practice at all relevant organizational levels. Special education specialists plan, present, and evaluate professional development based on models that apply the principles of adult learning theory and focus on the use of effective practice at all organizational levels.

Special education specialists view themselves as lifelong learners, and model their commitment to improving their own professional practice by participating in professional development continuously. Special education specialists actively plan and engage in activities that foster their own as well as their colleagues’ professional growth with evidence-based practices. In addition, they develop and use personalized professional development plans and facilitate the development and use of personalized professional development plans of colleagues.

Special education specialists recognize their responsibility to promote the advancement of the profession including facilitating and participating in the preparation and induction of prospective special educators.

CEC Advanced Preparation Standard 7 Collaboration

7.0 Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families.

KEY ELEMENTS7.1 Special education specialists use culturally responsive practices to enhance collaboration.7.2 Special education specialists use collaborative skills to improve programs, services, and outcomes for individuals with exceptionalities7.3 Special education specialists collaborate to promote understanding, resolve conflicts, and build consensus for improving program, services, and outcomes for individuals with exceptionalities.



Special education specialists have a deep understanding of the significance of collaboration for education colleagues, families, related service providers, and others from the community and use collaboration to promote understanding, resolve conflicts, and build consensus.

Based on the theory and research on elements and models of effective collaboration, special education specialists use their skills to improve programs, services, and outcomes for individuals with exceptionalities. They possess current knowledge of the related ethical and legal issues, and use culturally responsive practices to enhance collaboration.

GlossaryIndividuals with Exceptionalities: Individuals with exceptionalities include individuals with sensory, physical, emotional, social, cognitive differences, developmentally delays, exceptional gifts and talents; and individuals who are or have been abused or neglected whose needs differ sufficiently so as to require personalized special education services in addition to or in tandem with regular educational services available through general education programs and other human service delivery systems.

Special Education Service: Special education services are personalized services that appropriately credentialed special educators provide directly or indirectly to individuals with exceptionalities.


new mexico state university - academic …spedcd.education.nmsu.edu/files/2013/10/sped-handb… ·...

Documents