The Special Education Online Certificate Program was designed for professional teachers licensed in general education disciplines, seeking to accept the challenge of teaching special needs students. The SEDO Program places emphasis on drawing from the knowledge base and skills of the professional teacher while integrating the special education element. Students incorporate course material with prior knowledge and experience with new trends and hands on opportunities.
The licensed professional can pursue one of five developmental levels/school settings in earning licensure depending on the original license held. Teachers who wish to work with students who have exceptional needs in the areas of learning disabilities, mild mental retardation, and mild emotional disorders can choose one of the following developmental levels/school settings:
Completion of the certificate program and satisfactory scores on the state required exit examinations and screenings will result in IWU recommending the program completer to the state of Indiana for the Exceptional Needs Mild Intervention Teaching License.
Persons entering this program must be regularly licensed teachers in some area other than an area of special education. They must also be teaching in a special education classroom on an emergency license or permit, or they must have access to a special education classroom where they can work with special needs children and produce verified evidence in a portfolio demonstrating an acceptable level of competence in working with these children. This in-school practicum experience must be under the supervision of a teacher licensed in either one or more areas of mild and/or profound intervention. If they are from states other than Indiana, they may have to provide the following Praxis One test scores: Mathematics 175, Reading 176, and Writing 172. (See admissions requirement point 3)
ADMISSION REQUIREMENTS:
The mission of this program is to provide accessible, challenging, Christ-centered professional growth and development opportunities for perspective exceptional needs mild intervention teachers. By expanding teaching knowledge and skills through continuous theory to practice proficiency development, exceptional needs mild intervention teachers are able to gain knowledge, skills and dispositions necessary to meet the needs of mild intervention students in their classrooms and school-community, while addressing the critical shortage of special education professionals.
The program of study consists of 24 semester hours of graduate credit. The typical length of this program is 15-16 months of year-round study. Holidays such as Easter, Christmas, New Years, and the Fourth of July are observed.
Program completers who satisfactorily complete all testing and other state requirements will be recommended by Indiana Wesleyan University to the Indiana Department of Education Division of Professional Standards or other cooperating state's licensing agency. In Indiana an Exceptional Needs Mild Intervention License will be issued that will be accepted as either a temporary or permanent license by the 42 other members of the NCATE/COMPACT states. For the issuance of a permanent license, Compact states may place additional requirements. It is the responsibility of the potential program member to verify in advance any additional requirements that states other than Indiana may require and assume the responsibility of complying with those requirements at the appropriate time.
Students enroll in groups called cohorts. These students take the same courses together and develop professional skills through active learning activities designed to utilize the power of group dynamics and individual initiative.
The course delivery format will be totally online. Students will need ready access to a high speed internet server and hardware and software that meet the minimum requirements as identified at http://IWUOnline.com/system-req.html. The course delivery software will be Blackboard and training in its use is part of the program of study. Students should be proficient in word processing knowledge and skills and familiarity with other applications such as spread sheets is recommended before entering the program.
The program consists of 7 core graduate level courses that are taught in online workshops. Three semester hour courses consist of 8 one week long workshops while a four semester hour course has 10 workshops. Students utilize an asynchronous approach to communication and the development of group interactive learning assignments. That is, they are not required to be on line at the same time. This gives the program tremendous flexibility in meeting the scheduling needs of the individual student. There are two one semester hour courses that span multiple core courses and provide the student with instruction, coaching and assessment in the development of the student's portfolio which is a requirement for program completion.
To be eligible to be recommended for licensure a student must:
* Per the Indiana Department of Education Division of Professional Standards, those seeking licensure in Exceptional Needs Mild Intervention must successfully pass the Praxis -0353 Special Education: Core Principles Content Knowledge with a score of 150 and Praxis-0381 Special Education: Teaching Students with Learning Disabilities with a score of 139.
EDS-520 Understanding the Exceptional Needs Learner 3
The definition, characteristics, and methodology unique to learners with mild disabilities and the interplay between the learner, the teacher, the family, the school environment, peers, and the community are the focal points of this course. These elements are analyzed against the backdrop of federal, state, and local rules, regulations, policies, and practices that govern the provision of special education services.
EDS-522 Historical Perspectives of Special Education: Law, Policy, and Practices 3
This course examines and considers the influence and impact of legislation and court cases on the provision of special education services to students with disabilities. Course content and activities center on relevant federal, state, and local procedures for implementing effective special education programs for all students.
EDS-530 Diagnosing and Managing Behavior: Theory, Applications, and Field Practice 3
This course examines instructional practices and methodologies that permit effective behavioral management of learners with mild disabilities in various settings. There is a focus on various techniques and methods of applied behavior analysis to both manage the behavior and the environment. Course content is integrated with practicum experiences specific to the student's course of study.
EDS-532 Assessing Learning: Theory, Development, and Field Applications of Diagnostic, Formative, and Summative Tools 3
This course focuses on competency development in the knowledge base, construction of, and/or application of formal and informal assessments via online and K-12 classroom application learning formats. Emphasis is placed in demonstration of competence in the interpretation of assessment data and their implications in designing educational experiences for Mild Exceptional Needs learners. Appropriate K-12 Practicum activities are designed to facilitate student's learning and its assessment through the creation of products and process observations that meet the objectives of this course and validate student competency in related Conceptual Framework Expectations.
EDS-534 Teaching the Exceptional Learner: Theory, Applications, and Field Practice 4
Methods and materials which focus on educational needs of the adolescent and young adult learner with mild disabilities are the focus of this course. A variety of curriculum approaches are presented, including: functional/vocational, learning strategies, and collaborative teaching. This course also focuses on the instructional and curricular approaches that accommodate the academic, social, cognitive, communication, and physical needs of the elementary learners with disabilities. Theoretical perspectives will be the foundation for informed, knowledgeable teaching practice.
EDS-536A Field Application and Performance Competency Validation - A 1
This course provides the ENMI candidate, in a mild intervention setting, with supervised practical application of program knowledge, skills and dispositions as well as assessment of ENMI candidate's growth in Teacher as Decision Maker domains. Authentic assessments documenting professional growth will be exhibited in the Applied Competency Assessment Portfolio.
EDS-536B Field Application and Performance Competency Validation - B 1
This course is an extension of EDS-536A, and it provides the ENMI candidate with supervised practical application, in a mild intervention setting, of program knowledge, skills and dispositions and assessment of ENMI candidate's growth in Teacher as Decision Maker domains. Authentic assessments documenting professional growth will be exhibited in the Applied Competency Assessment Portfolio.
EDS-540 Developmental Reading: Theory, Applications, and Field Practice 3
This course focuses on the developmental nature of reading abilities for students with mild learning disabilities, regardless of whether those students are in a self-contained or inclusive setting. Scientifically based research is used to form the framework for various cognitive learning theories as they apply specifically to reading skills. Application of those theories is the dominant theme in classroom field settings, as candidates practice the reading strategies and cognitive sequencing taught in this course.
EDS-545 Study Skills for the Exceptional Needs Learner: Theory, Applications, and Field Practice 3
This course focuses on the theory and application of teaching study skills to students with exceptional learning needs. Emphasis is placed on enabling the students to learn reading, writing, and listening techniques that will be helpful to them throughout school and into their adult lives. The use of modifications and accommodations in the classroom, with regard to assignments, assessments, and materials, is highlighted through field experience and expectations.