Exceptional Learners Certificate Program

The Exceptional Learners Certificate Program is designed for individuals seeking to accept the challenge of teaching students with special needs. The program places emphasis on drawing from the knowledge of educational theory and research in the field while integrating it through application. Students incorporate course content and experiences with new trends through hands on opportunities.

Individuals can pursue one of five developmental levels/school settings in earning licensure. Individuals who wish to work with students who have exceptional needs in the areas of learning disabilities, mild mental handicapped, orthopedic impaired, autism, and mild emotional disorders can choose one of the following developmental levels/school settings:

• Elementary/Primary (beginning with kindergarten),
• Elementary/Intermediate
• Middle School/Junior High
• High School
• All School

Completion of the certificate program and satisfactory scores on the state required examinations and screenings will result in IWU recommending the program completer to the state of Indiana for the "Exceptional Needs: Mild Intervention" teaching license.

The program of study consists of 25 semester hours of graduate credit. The typical length of this program is 16-18 months of year-round study. Holidays such as Easter, Christmas, New Years, and the Fourth of July are observed.

Candidates enroll in groups called cohorts. These candidates 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 is offered either by online or onsite. The onsite format will have several workshops online therefore all individuals 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.

Mission - Exceptional Learners

The mission of this program is to provide accessible, challenging, Christ-centered professional growth and development opportunities for prospective 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 students with mild intervention in their classrooms and school-community, while addressing the critical shortage of professionals in this field.

Objectives - Exceptional Learners

1. Content/Subject Matter Expertise: Candidates will substantiate, in exceptional needs settings, growth in the knowledge of and skills in development and application of curriculum.
2. Practice Reflective Assessment: Candidates will demonstrate the ability to select and administer appropriate assessments and to analyze their findings in order to insure quality instruction and behavior modification for exceptional needs students.
3. Professional Development: Candidates will show proficiency in the ability to select appropriate instructional strategies and material and implement them effectively to provide quality instruction for exceptional needs students.
4. Management of Time, Classroom, and Behavior: Candidates will express knowledge of behavioral interventions and the temperament, values, and dispositions necessary for their ethical implementation with exceptional needs students.
5. Building Learning and Services Networks: Candidates will exhibit skill and initiative in collaboratively working with students, their parents, and members of the professional community to provide appropriate services and education for exceptional needs students.
6. Rights and Responsibilities: Candidates will confirm an understanding of and compliance with the legal responsibilities inherent in teaching exceptional needs learners.
7. Implementing Instructional Effectiveness: Candidates will apply theory to appropriate settings and audiences as well as development in the use of higher order cognitive skills.
8. Computer Literacy: Candidates will validate competency in the use of Blackboard as a learning and reporting tool.

Admission Requirements - Exceptional Learners

Individuals entering this program must have a baccalaureate degree. Candidates in the program will complete a Competency Assessment Portfolio in a practicum or in a student teaching experience under the supervision of a teacher licensed in either one or more areas of mild and/or profound intervention. Persons not holding a current teaching license will participate in a student teaching experience.

ADMISSION REQUIREMENTS:

1. All Applicants:
   • A baccalaureate degree from a college or university accredited by a regional accrediting body or the Association for Biblical Higher Education verified on original transcripts sent by the institution directly to Indiana Wesleyan University.
   • A cumulative grade point average of 2.75 from the baccalaureate-degree- granting institution at which at least a minimum of 30 hours was completed.
   • If the candidate has a (but not necessarily current) state-issued teaching license (not an emergency license, limited license, or a substitute teacher's license) a copy is required.
   • Satisfactorily pass and submit from the state of residence a criminal history background check and sexual offender screening. All applicants must have a limited criminal history check and give permission for a sexual offenders screening. The first step is to complete the Request for a Limited Criminal History Check form with your State Police Department.
2. Indiana Applicants and Non-Indiana Applicants Requiring an Indiana License for Transfer:
   • Passing Scores on the Praxis 1 - Math 175, Reading 176 and Writing 172
   • NOTE: For Indiana teachers who received their original license after July 1, 1985, a copy of the original license will serve as proof of acceptable scores.
   • NOTE: The Praxis 1 requirement may be waived for teachers who can supply documentary evidence that they have taught for three (3) or more years on a regular (not limited, emergency, or substitute) teaching license in the academic field for which the license was issued.
3. Non-Indiana Applicants from States Accepting a Letter of Program Completion from Indiana Wesleyan University in Place of an Indiana License:
   • A disclaimer signed by the applicant stating that the applicant understands that Indiana license requirements are not being met and that the applicant does not wish to request an Indiana teaching license.
   • Satisfactorily pass and submit from the state of residence a criminal history background check and a sexual screening check if not included in the criminal history check.

Course Design

The program consists of 8 core graduate level courses that are taught in online or onsite formats. Three semester hour courses consist of 8 workshops while a four semester hour course has 10 workshops. When online, candidates 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 candidates.

Individuals who have a current teaching license in the field of education will participate in four one semester hour courses that span multiple core courses and provide the candidate with instruction, coaching, and assessment in the development of the candidate's portfolio which is a requirement for program completion. Individuals who do not have a current teaching license in the field of education will complete a student teaching at the end of their program, which will provide candidates with instruction, coaching, and assessment in the development of the portfolio which is a requirement for program completion.

Program of Study - Exceptional Learners

All candidates will complete the program in four phases. Each phase will consist of courses containing knowledge and skills of educational theory and research in the field. The candidates will utilize their learning by engaging in professional activities and participate in the various learning communities that assist in the development of becoming lifelong learners who will reflect on and adapt their practices in ways that will have a positive impact on the field. Each phase is tailored to develop candidates by expanding teaching knowledge and skills through continuous theory to practice proficiency development, in order to gain knowledge, skills and dispositions necessary to meet the needs of students with mild intervention.

Candidates who have a teaching license will complete each of the four phases with course work and Competency Assessment Portfolio at the same time. Successfully passing the Competency Assessment Portfolio at each phase is a requirement before progressing to the next phase.

Candidates who do not have a teaching license will successfully complete each of the four phases of the course work before continuing to the next phase. During the fourth phase, student teaching will provide the setting for the completion of the Competency Assessment Portfolio.

Requirements for Teacher's License Recommendation - Exceptional Learners

To be eligible to be recommended for licensure a student must:

1. Earn a cumulative GPA of 3.0 and a minimum grade of "B-" in all Exceptional Learners Program courses.
2. Submit an electronic portfolio demonstrating satisfactory competence in required standards.
3. Receive a recommendation from the candidate's Instructor/Advisor.
4. Receive a recommendation from the principal of the candidate's cooperating K-12 school(s).
5. Submit a satisfactory score on the appropriate subject area(s) Content Knowledge Praxis II test(s).*

* 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.

License and Process

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 for licensure.

Exceptional Learners Course Descriptions

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-D Field Application and Performance Competency Validation - A-D 1

This series of one semester hour courses provides the candidate with supervised practical application, in a mild intervention setting, of program knowledge, skills, and dispositions and assessment of the candidate's growth in program's conceptual framework domains. Authentic assessments documenting professional growth will be exhibited in the Applied Competency Assessment Portfolio. The successful completion of EDS-536A is the prerequisite to take EDS-536B, EDS-536B for EDS-536C, and EDS-536C for EDS-536D.

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.

EDU-574 Facilitating Learning With Technology 2

This is a hands-on experience course where candidates gain skill in the selection and utilization of appropriate technological applications to facilitate K-12 student learning. Learning theory, curriculum models and developmental levels of K-12 students will be presented as guides for the selection of technology tools and applications.

EDU-575 Student Teaching One 4

This course provides the candidates with supervised practical application of program knowledge, skills and dispositions and assessment of candidates' growth in Teacher as Decision Maker domains. Authentic assessments documenting candidate's professional growth will be exhibited in a portfolio. This course may be repeated for additional areas of licensure. Graded on a CR/NC basis.