Undergraduate Curriculum Committee Minutes

Tuesday, November 27, 2001

 

 

Members Present:      Schoen, Nelson, Reithel, Williams, Odulana, Finnegan, Kemnitz, Klindworth, Matchett, Scheuermann

Members Absent:      Loh, exc.; Wainscott, exc.; Socha, Weihrauch, Johnson, Hecker,

Consultants:             Dittman, Burkhardt, Martin-Stanley, Anderson, Schumacher

Guests:                    Diane Cannon, Delores Heiden, Sarah Johnston-Rodriguez, Carol Angell, Deb Hoskins, Judy Holloway, Joseph Norwood

 

 

1.     M/S/P to approve the minutes of November 13, 2001 as amended.

 

2.     First Reading, Proposal #9, Special Education Minor, changes effective fall 2000.

?pecial Education Minor ?22 credits

Students majoring in Middle childhood/Early Adolescence or Early Adolescence/Adolescence and seeking special education certification have two certification options: Cross-Categorical Special Education-Middle Childhood/Adolescence or Cross-Categorical Special Education-Early Adolescence/Adolescence.

 

Special Education certification requires the completion of the following:

1)   All Core courses

2)   At least one Certification Option

a. Cross-Categorical Special Education-Middle Childhood/Early Adolescence

b. Cross-Categorical Special Education-Early Adolescence/Adolescence

               3)  Special Education Professional Practice (a separate 9 credit student teaching experience and a combined age level seminar, SPE 430/530 are required)

 

      CORE COURSES:    15 credits (All core courses are required for each Certification Option.)

      SPE 424  Classroom Management and Positive Behavior Practices             3 credits

      SPE 431  Language Development and Disorders                                      3 credits

      SPE 440  Collaboration and Transition: From School-to-Community         3 credits

      SPE 452  Individual Assessment                                                          3 credits

      SPE 429  Inclusionary Practices                                                           3 credits

 

      CERTIFICATION OPTIONS:

Option 1: Cross-Categorical Special Education-Middle Childhood/Early Adolescence Courses:      7 credits

      SPE 416  Introduction to Cross-Categorical Special Education Characteristics                            3 credits

      SPE 446  Methods in Cross-Categorical Special Education-Middle Childhood/Early Adolescence      3 credits

      SPE 461  Clinical in Special Education                                                                               1 credit

 

Professional Practice:      10 credits

      SPE 483  Student Teaching: Cross-Categorical Special Education-Middle Childhood/

            Early Adolescence                                                                                                      9 credits

      SPE 430  Seminar in Special Education                                                                               1 credit

 

Option 2: Cross-Categorical Special Education-Early Adolescence/Adolescence Courses:            7 credits

      SPE 416  Introduction to Cross-Categorical Special Education Characteristics                            3 credits

      SPE 447  Methods in Cross-Categorical Special Education-Early Adolescence/Adolescence           3 credits

      SPE 461  Clinical in Special Education                                                                               1 credit

 

Professional Practice:      10 credits

      SPE 484  Student Teaching: Cross-Categorical Special Education-Early Adolescence/Adolescence      9 credits

      SPE 430  Seminar in Special Education                                                                               1 credit

 

The Professional Practice is part of a block semester in which the SPE 461/561 Clinical in Special Education occurs during the first five (5) weeks of the semester for a minimum of six (6) hours each week, and SPE 483/583 Student Teaching: Cross-Categorical Special Education: Middle Childhood/Early Adolescence or SPE 484/584 Student

 

Teaching: Cross-Categorical Special Education: Early Adolescence/Adolescence occurs during the last nine (9) weeks of the semester, for a full-day experience. SPE 430/530 Seminar in Special Education and SPE 446/546 Methods in Cross-Categorical Special Education-Middle Childhood/Early Adolescence or Adolescence/Adolescence courses run throughout the University semester.?/p>

 

Course Deletions:

      SPE 417/517

      SPE 418/518

      SPE 420/520

      SPE 425/525

      SPE 428/528

      SPE 445/545

      SPE 453/553

      SPE 481, 482

 

SPE 416/516, Introduction to Cross-Categorical Special Education Characteristics, 3 credits, new course, effective fall 2002.

?his course is an introductory course about students with disabilities including Cognitive Disabilities, Specific Learning Disabilities, and/or Emotional/Behavioral Disabilities. The course focuses on historical, legal (federal and state statutes), and theoretical foundations of these categorical areas. Identification, definitions, classification systems, learning characteristics, models of intervention, and various placement settings are discussed. Prerequisites: admission to Teacher Education Program; SPE 401/501.

 

SPE 401/501, Introduction to Exceptional Individuals, 3 credits, title and description, effective summer 2002

?his course is a general survey of exceptional individuals (disabled and gifted) from birth to 21 years of age. It provides an introduction to special education including history, law, definitions and classification systems, characteristics, etiology, provision of services and educational interventions and procedures to the various disabilities covered under the law. Prerequisites: junior standing and admission to Teacher Education program.?/p>

 

SPE 424/524, Classroom Management and Positive Behavior Practices, 3 credits, title, description, prerequisites, effective fall 2002.

?his course is designed to provide intervention methods and strategies for classroom management as well as positive behavior intervention. The course provides theoretical foundations and practical applications for preventing behavior problems, and for intervening when problems occur. Prerequisites: junior standing and admission to Teacher Education program; SPE 401/501.?/p>

 

SPE 429/529, Inclusive Strategies for the Classroom, 3 credits, new course, effective fall 2002.

?his course provides a foundation knowledge and best practice techniques for inclusion of diverse learners within the general education classroom. Course topics will focus on principles of inclusion, needs of diverse learners within the general education classroom, creation of supportive inclusive environments, transitions to inclusive environments, and specific academic area requirements (material selection, expectations, modifications/adaptations, and teaching aides) with regard to inclusion of students with special needs. Prerequisites: junior standing and admission to Teacher Education program; SPE 401/501.?/p>

 

SPE 430/530, Seminar in Special Education, 1 credit, title, instructional pattern, description, prerequisites, effective fall 2002.

?his course provides students, currently student teaching, to have directed discussions regarding issues that are occurring in the special education or inclusionary general classroom settings. Students will meet on campus to discuss their experiences with other students having similar learning experiences. Prerequisites: completion of all Special Education Minor core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 446/546 or SPE 447/547, SPE 483/583 or SPE 484/584, and SPE 461/561. This course is designed for persons seeking initial teaching licensure in general education and cross-categorical special education. Pass/Fail grading.?/p>

 

SPE 431/531, Language Development and Disorders, 3 credits, description, prerequisites, effective fall 2002.

?his course is an introductory course to the stages of normal language development from infancy through later adolescence, including the language factors (phonology, morphology, syntax, semantics, pragmatics) in receptive and expressive language. The course also focuses on the specific language characteristics and problems of students with disabilities and the impact on language-based academics. Prerequisites: EFN 210 and C-I 211.?/p>

 

SPE 440/540, Collaboration and Transition: from School to Community, 3 credits, title, description, prerequisites (formerly 440 and 445), 3 credits, effective fall 2002.

?his course is designed for preparing teachers to collaborate and problem-solve as members of educational teams composed of professionals, agency, representatives, and parents. This course focuses on the development of transition plans for adolescents with Specific Learning Disabilities, Emotional/Behavioral Disabilities, and Cognitive Disabilities; and the plan? impact on educational curriculum and instructional practices, career development and placement practices. Responsibilities as a collaborative team member will be covered. Prerequisites: junior standing and admission to Teacher Education program; SPE 401/501; SPE 416/516.?/p>

 

SPE 446/546, Methods in Cross-Categorical Special Education-Middle Childhood/Early Adolescence, 3 credits, new course, effective fall 2002.

?his course focuses on curriculum, methods and strategies used in educating students with disabilities (Emotional/Behavioral Disabilities, Specific Learning Disabilities, and Cognitive Disabilities) at the Middle Childhood/Early Adolescence age level in a variety of educational placements. Topics covered within this course include academic instruction, positive behavior interventions, community functioning, and career/vocational transitions appropriate for students at the Middle Childhood/Early Adolescence age level. Prerequisites: completion of all Special Education Minor Core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 483/583, SPE 461/561, and SPE 430/530. This course is designed for persons seeking initial licensure in Middle Childhood/Early Adolescence education and cross-categorical special education at the Middle Childhood/Early Adolescence level.?/p>

 

SPE 447/547, Methods in Cross-Categorical Special Education-Early Adolescence/Adolescence, 3 credits, new course, effective fall 2002.

?his course focuses on curriculum, methods and strategies used in educating students with disabilities (Emotional/Behavioral Disabilities, Specific Learning Disabilities, and Cognitive Disabilities) at the Early Adolescence/Adolescence age level in a variety of educational placements. Topics covered within this course include academic instruction, positive behavior interventions, community functioning, and career/vocational transitions appropriate for students at the Early Adolescence/Adolescence age level. Prerequisites: completion of all Special Education Minor core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 484/584, SPE 461/561, and SPE 430/530. This course is designed for persons seeking initial licensure in Early Adolescence/Adolescence education and cross-categorical special education at the Early Adolescence/Adolescence level.?/p>

 

SPE 452/552, Individual Educational Assessment, 3 credits, description, prerequisites, effective fall 2002.

?his course addresses educational assessment as it relates to the needs of students with Specific Learning Disabilities, Emotional/Behavioral Disabilities, and Cognitive Disabilities in the context of educational needs. Specific approaches for the evaluation of special education eligibility, teaching and instruction, and monitoring student progress are discussed, including norm-referenced tests, curriculum-based assessment, ecological assessment, and observational technique. Prerequisites: junior standing and admission to Teacher Education program; SPE 401/501; SPE 416/516.?/p>

 

SPE 461/561, Clinical in Special Education, 1 credit, new course, effective fall 2002.

?his course is a field experience for students seeking special education licensure. Students are placed in a public school special education or inclusionary general education classroom setting in which they will experience daily activities with children identified with disabilities (Specific Learning Disabilities, Emotional/Behavioral Disabilities, and Cognitive Disabilities) and special education teacher responsibilities. This experience will consist of a partial-day classroom experience in a school setting under the direct supervision of a teacher certified to teach students with mild disabilities at the Middle Childhood/Early Adolescence or Early Adolescence/Adolescence age level. This experience provides a setting in which students are to develop observation and small group teaching experiences. Prerequisites: completion of all Special Education Minor core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 446/546 or SPE 447/547, SPE 483/583 or SPE 484/584, and SPE 430/530. This course is designed for persons seeking initial teaching licensure in general classroom instruction and cross-categorical special education. Five-week course. Pass/Fail grading.?/p>

 

SPE 483/583, Student Teaching: Cross-Categorical Special Education: Middle Childhood/Early Adolescence, 9 credits, new course, effective fall 2002.

?his student teaching experience is a partial-semester, full-day experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approve special education program, serving students identified with disabilities (Specific Learning Disabilities, Emotional/Behavioral Disabilities, and/or Cognitive Disabilities) at the Middle Childhood/Early Adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified teacher and a university supervisor. Prerequisites: completion of all Special Education Minor core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 446/546, SPE 461/561, and SPE 430/530. This course is designed for persons seeking initial licensure in Middle Childhood/Early Adolescence education and cross-categorical special education at the Middle Childhood/Early Adolescence level. Nine-week course. Pass/Fail grading.?/p>

 

SPE 484/584, Student Teaching: Cross-Categorical Special Education: Early Adolescence/Adolescence, 9 credits, new course, effective fall 2002.

?his student teaching experience is a partial-semester, full-day experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approved special education program, serving students identified with disabilities (Specific Learning Disabilities, Emotional/Behavioral Disabilities, and/or Cognitive Disabilities) at the Early Adolescence/Adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified teacher and a University supervisor. Prerequisites: completion of all Special Education Minor core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 446/547, SPE 461/561, and SPE 430/530. This course is designed for persons seeking initial licensure in Early Adolescence/Adolescence education and cross-categorical special education at the Early Adolescence/Adolescence level. Nine-week course. Pass/Fail grading.?/p>

 

There is a shortage of teachers who are certified in special education and DPI standards are changing. Special education students frequently are integrated into the regular classroom. Labels for various disabilities and grade levels are different. Instead of specific areas, the program will address disabilities in a ?ross-categorical?fashion. In addition, there is a shortage of teachers who specifically teach special education students. All of the proposed changes revise the Special Education minor to address those issues in preparing students to teach.

 

M/S/P to waive the second reading and approve the proposal with minor changes to be worked out with the Registrar.

 

3.     First Reading, Proposal #10, HON 207, Gender, Racism, Power and Privilege, 3 credits, new course, effective spring 2002. 

?n interdisciplinary exploration of the creation, institutionalization, and perpetuation of social hierarchies organized around gender, race, class, and sexual orientation. Students will explore power and privilege in action, and examine the historical development of patriarchy, capitalism, racism, globalism, and individualism. Through literary, scientific, historical, and anthropological studies and simulation games, students will analyze whether hierarchies are natural, necessary, useful, or desirable in order to develop a deep understanding of the challenges posed by abstract concepts like justice and equality. The course will analyze the costs and benefits of such change, envision the processes of social change, and investigate the uses of academic research in solving social problems. Prerequisite: HON 100 and good standing in Honors Program. Offered alternate years.?

The director of the program will seek gen ed approval.

 

M/S/P to waive the second reading and approve the proposal.

 

4.     Appeal by Joseph Northwood to use a CBA core course as a writing emphasis class in the major.

 

      M/S/P to approve the appeal; 1 abstention, 1 no.

 

5.     DEAN APPROVED STUDENT PETITIONS:

CBA: PHL 203 for ENG 200 to fulfill gen ed requirement

 

The meeting adjourned at 4:50 p.m. The next UCC meeting is December 11, 2001.

 

 

 

Diane L. Schumacher

UCC Secretary