Academic Affairs Committee Meeting Minutes Tuesday, February 5, 2013
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- Impact on existing academic programs
- Method of delivery
- Number of credits: 3 Prerequisites
- Impact on existing academic programs
- Method of delivery
Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. EDSP 312 Characteristics and Instruction of Intellectual Disabilities and Autism Number of credits: 3 Prerequisites: Admission to PPTE Corequisites: None Course restrictions: None. This course is required for a major. Proposed catalog description: This course introduces teacher candidates to students with a label of intellectual disability (ID) and/or autism. The course includes definitions, etiology, prevalence, and characteristics of individuals with ID and/or autism. Additionally, candidates in this course investigate service delivery, roles of various professionals, current trends, and philosophies related to persons with ID and/or autism. Learning characteristics, evidence-based teaching strategies, instructional settings, legal issues, ethics, and assessment regarding individuals with ID and/or autism are addressed. Justification: Statewide, Special Education continues to be a critical needs subject and certification area. According to the annual supply and demand survey conducted by the Center for Educator Recruitment, Retention, and Advancement (CERRA) during the 2011-12 academic year, close to 25% of vacant teacher positions in South Carolina public school districts at the beginning of the year were in Special Education across all school levels. The area of highest need in our immediate region is in emotional / behavioral disorders (EBD) and in other areas of mild disabilities including autism and intellectual disabilities. Currently, the Special Education Program prepares future teachers to work with students with learning disabilities. By changing the program to a multi-categorical (learning disabilities, emotional disturbance, and intellectual disabilities), perspective teachers would be better prepared to meet the demands of the region, state and surrounding states. This is one course of 14 in a multi-categorical program being proposed. Impact on existing academic programs: The Special Education Program is proposing a change in emphasis from learning disabilities exclusively to a multi-categorical certification area which encompasses learning disabilities, emotional / behavior disorders, and intellectual disabilities. Therefore, the positive impact of this change is that future teachers are more marketable and may serve a wider range of students with disabilities in K-12 schools. After the transition to a multi-categorical program, the Special Education learning disabilities program will no longer be offered. The proposed program in high incidence disabilities (Multi-categorical certification) will replace the current learning disabilities program. The focus of recent new faculty searches in special education has been on multi-categorical credentials. The program intends to utilize existing resources including faculty, departmental budget, equipment, library resources, etc. The program will continue to utilize existing part-time faculty (i.e., teaching associates) to assist with teaching and field experience. Method of delivery: Classroom Semesters offered: Fall Date change is to be effective: Fall 2014 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. EDSP 313 Methods and Adaptations for Teaching Reading (K-12) Number of credits: 3 Prerequisites: Admission to PPTE Corequisites: None Course restrictions: None. This course is required for a major. Proposed catalog description: This course prepares candidates in the area of reading development and effective instructional methodologies specific to students with disabilities with an emphasis on reading practices as they relate to individual learners, readiness activities, phonemic awareness and decoding skills, phonics, fluency, vocabulary development, and comprehension. Justification: Statewide, Special Education continues to be a critical needs subject and certification area. According to the annual supply and demand survey conducted by the Center for Educator Recruitment, Retention, and Advancement (CERRA) during the 2011-12 academic year, close to 25% of vacant teacher positions in South Carolina public school districts at the beginning of the year were in Special Education across all school levels. The area of highest need in our immediate region is in emotional / behavioral disorders (EBD) and in other areas of mild disabilities including autism and intellectual disabilities. Currently, the Special Education Program prepares future teachers to work with students with learning disabilities. By changing the program to a multi-categorical (learning disabilities, emotional disturbance, and intellectual disabilities), perspective teachers would be better prepared to meet the demands of the region, state and surrounding states. This is one course of 14 in a multi-categorical program being proposed. Impact on existing academic programs: The Special Education Program is proposing a change in emphasis from learning disabilities exclusively to a multi-categorical certification area which encompasses learning disabilities, emotional / behavior disorders, and intellectual disabilities. Therefore, the positive impact of this change is that future teachers are more marketable and may serve a wider range of students with disabilities in K-12 schools. After the transition to a multi-categorical program, the Special Education learning disabilities program will no longer be offered. The proposed program in high incidence disabilities (Multi-categorical certification) will replace the current learning disabilities program. The focus of recent new faculty searches in special education has been on multi-categorical credentials. The program intends to utilize existing resources including faculty, departmental budget, equipment, library resources, etc. The program will continue to utilize existing part-time faculty (i.e., teaching associates) to assist with teaching and field experience. Method of delivery: Classroom Semesters offered: Fall Date change is to be effective: Fall 2014 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. EDSP 320 Measuring Student Progress: Field Experience III Number of credits: 3 Prerequisites: ESP 310 Corequisites: None. Course restrictions: None. This course is required for a major. Proposed course description: This course is a supervised field experience requiring a minimum of 90 hours with students with mild to moderate disabilities at the middle school level. An in-depth study of single-subject research methods including data collection, research designs, data display and analysis, and developing research proposals using single-subject methodology is addressed. Knowledge and skills developed in the prior field experience and current coursework are reinforced. Justification: Statewide, Special Education continues to be a critical needs subject and certification area. According to the annual supply and demand survey conducted by the Center for Educator Recruitment, Retention, and Advancement (CERRA) during the 2011-12 academic year, close to 25% of vacant teacher positions in South Carolina public school districts at the beginning of the year were in Special Education across all school levels. The area of highest need in our immediate region is in emotional / behavioral disorders (EBD) and in other areas of mild disabilities including autism and intellectual disabilities. Currently, the Special Education Program prepares future teachers to work with students with learning disabilities. By changing the program to a multi-categorical (learning disabilities, emotional disturbance, and intellectual disabilities), perspective teachers would be better prepared to meet the demands of the region, state and surrounding states. This is one course of 14 in a multi-categorical program being proposed. Impact on existing academic programs: The Special Education Program is proposing a change in emphasis from learning disabilities exclusively to a multi-categorical certification area which encompasses learning disabilities, emotional / behavior disorders, and intellectual disabilities. Therefore, the positive impact of this change is that future teachers are more marketable and may serve a wider range of students with disabilities in K-12 schools. After the transition to a multi-categorical program, the Special Education learning disabilities program will no longer be offered. The proposed program in high incidence disabilities (Multi-categorical certification) will replace the current learning disabilities program. The focus of recent new faculty searches in special education has been on multi-categorical credentials. The program intends to utilize existing resources including faculty, departmental budget, equipment, library resources, etc. The program will continue to utilize existing part-time faculty (i.e., teaching associates) to assist with teaching and field experience. Method of delivery: Classroom Semesters offered: Spring Date change is to be effective: Fall 2014 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. EDSP 321 Education Assessment of Exceptional Learners Number of credits: 3 Prerequisites: Admission to PPTE Corequisites: None Course restrictions: None. This course is required for a major. Proposed catalog description: This course provides an overview of assessment terminology, data collection procedures, and the theoretical, legal, and ethical issues related to referral and educational planning. Skills focus on application and interpretation of standardized and curriculum-based assessment data for eligibility, program and progress monitoring decisions in service of individualized education programs. Candidates write individual education programs, develop strategies to modify assessments to accommodate the unique needs of students with disabilities, and communicate assessment information to solicit parent understanding. Justification: Statewide, Special Education continues to be a critical needs subject and certification area. According to the annual supply and demand survey conducted by the Center for Educator Recruitment, Retention, and Advancement (CERRA) during the 2011-12 academic year, close to 25% of vacant teacher positions in South Carolina public school districts at the beginning of the year were in Special Education across all school levels. The area of highest need in our immediate region is in emotional / behavioral disorders (EBD) and in other areas of mild disabilities including autism and intellectual disabilities. Currently, the Special Education Program prepares future teachers to work with students with learning disabilities. By changing the program to a multi-categorical (learning disabilities, emotional disturbance, and intellectual disabilities), perspective teachers would be better prepared to meet the demands of the region, state and surrounding states. This is one course of 14 in a multi-categorical program being proposed. Impact on existing academic programs: The Special Education Program is proposing a change in emphasis from learning disabilities exclusively to a multi-categorical certification area which encompasses learning disabilities, emotional / behavior disorders, and intellectual disabilities. Therefore, the positive impact of this change is that future teachers are more marketable and may serve a wider range of students with disabilities in K-12 schools. After the transition to a multi-categorical program, the Special Education learning disabilities program will no longer be offered. The proposed program in high incidence disabilities (Multi-categorical certification) will replace the current learning disabilities program. The focus of recent new faculty searches in special education has been on multi-categorical credentials. The program intends to utilize existing resources including faculty, departmental budget, equipment, library resources, etc. The program will continue to utilize existing part-time faculty (i.e., teaching associates) to assist with teaching and field experience. Method of delivery: Classroom Semesters offered: Spring Date change is to be effective: Fall 2014 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. EDSP 322 Managing the Learning Environment and Behavior Number of credits: 3 Prerequisites: Admission to PPTE Corequisites: None Course restrictions: None. Tis course is required for a major. Proposed catalog description: This course equips candidates with the knowledge and skills of applied behavior analysis (ABA) as an approach for programming effective interventions for children and youths with disabilities. It focuses specifically on “positive behavior support” (PBS), a research-based approach to interventions designed to prevent problem behavior, encourage environmental management, and promote students’ positive and appropriate behavior. This course also prepares candidates to conduct a functional behavioral assessment (FBA) in order to more efficiently and effectively identify the interventions to address the students’ behavioral needs. Justification: Statewide, Special Education continues to be a critical needs subject and certification area. According to the annual supply and demand survey conducted by the Center for Educator Recruitment, Retention, and Advancement (CERRA) during the 2011-12 academic year, close to 25% of vacant teacher positions in South Carolina public school districts at the beginning of the year were in Special Education across all school levels. The area of highest need in our immediate region is in emotional / behavioral disorders (EBD) and in other areas of mild disabilities including autism and intellectual disabilities. Currently, the Special Education Program prepares future teachers to work with students with learning disabilities. By changing the program to a multi-categorical (learning disabilities, emotional disturbance, and intellectual disabilities), perspective teachers would be better prepared to meet the demands of the region, state and surrounding states. This is one course of 14 in a multi-categorical program being proposed. Impact on existing academic programs: The Special Education Program is proposing a change in emphasis from learning disabilities exclusively to a multi-categorical certification area which encompasses learning disabilities, emotional / behavior disorders, and intellectual disabilities. Therefore, the positive impact of this change is that future teachers are more marketable and may serve a wider range of students with disabilities in K-12 schools. After the transition to a multi-categorical program, the Special Education learning disabilities program will no longer be offered. The proposed program in high incidence disabilities (Multi-categorical certification) will replace the current learning disabilities program. The focus of recent new faculty searches in special education has been on multi-categorical credentials. The program intends to utilize existing resources including faculty, departmental budget, equipment, library resources, etc. The program will continue to utilize existing part-time faculty (i.e., teaching associates) to assist with teaching and field experience. Method of delivery: Classroom Semesters offered: Spring Date change is to be effective: Fall 2014 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. EDSP 410 Action Research: Field Experience IV Number of credits: 3 Prerequisites: ESP 320 Corequisites: None Course restrictions: None. This course is required for a major. Proposed catalog description: This course is a supervised field experience requiring a minimum of 90 hours with students with mild to moderate disabilities at the high school level. Candidates are given the opportunity to analyze pedagogical competencies, build personal strategies for teaching, and well as complete an IEP on a student with disabilities. Knowledge and skills developed in the prior field experience and current coursework are reinforced. The research proposal developed in the prior field experience is used to implement an intervention with a student in a classroom. Justification: Statewide, Special Education continues to be a critical needs subject and certification area. According to the annual supply and demand survey conducted by the Center for Educator Recruitment, Retention, and Advancement (CERRA) during the 2011-12 academic year, close to 25% of vacant teacher positions in South Carolina public school districts at the beginning of the year were in Special Education across all school levels. The area of highest need in our immediate region is in emotional / behavioral disorders (EBD) and in other areas of mild disabilities including autism and intellectual disabilities. Currently, the Special Education Program prepares future teachers to work with students with learning disabilities. By changing the program to a multi-categorical (learning disabilities, emotional disturbance, and intellectual disabilities), perspective teachers would be better prepared to meet the demands of the region, state and surrounding states. This is one course of 14 in a multi-categorical program being proposed. Impact on existing academic programs: The Special Education Program is proposing a change in emphasis from learning disabilities exclusively to a multi-categorical certification area which encompasses learning disabilities, emotional / behavior disorders, and intellectual disabilities. Therefore, the positive impact of this change is that future teachers are more marketable and may serve a wider range of students with disabilities in K-12 schools. After the transition to a multi-categorical program, the Special Education learning disabilities program will no longer be offered. This course is one of 14 courses being submitted as either revised or newly developed for a newly proposed program. The proposed program in mild to moderate disabilities will replace the current learning disabilities program. The program intends to utilize existing resources including faculty, departmental budget, equipment, library resources, etc. Method of delivery: Classroom Semesters offered: Fall Date change is to be effective: Fall 2014 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. EDSP 411 Collaboration and Consultation in Special Education Number of credits: 3 Prerequisites: Admission to PPTE Corequisites: None Course restrictions: None. This course is required for a major. Proposed catalog description: This course prepares candidates to serve the needs of individuals with disabilities through effective communication and collaboration with other educators, families, related service providers, paraprofessionals, and personnel from community agencies. Models and strategies for effective collaborative consultation in schools and communities are addressed, including skills for effective communication with families of individuals with exceptional learning needs from diverse backgrounds. Justification: Statewide, Special Education continues to be a critical needs subject and certification area. According to the annual supply and demand survey conducted by the Center for Educator Recruitment, Retention, and Advancement (CERRA) during the 2011-12 academic year, close to 25% of vacant teacher positions in South Carolina public school districts at the beginning of the year were in Special Education across all school levels. The area of highest need in our immediate region is in emotional / behavioral disorders (EBD) and in other areas of mild disabilities including autism and intellectual disabilities. Currently, the Special Education Program prepares future teachers to work with students with learning disabilities. By changing the program to a multi-categorical (learning disabilities, emotional disturbance, and intellectual disabilities), perspective teachers would be better prepared to meet the demands of the region, state and surrounding states. This is one course of 14 in a multi-categorical program being proposed. Impact on existing academic programs: The Special Education Program is proposing a change in emphasis from learning disabilities exclusively to a multi-categorical certification area which encompasses learning disabilities, emotional / behavior disorders, and intellectual disabilities. Therefore, the positive impact of this change is that future teachers are more marketable and may serve a wider range of students with disabilities in K-12 schools. After the transition to a multi-categorical program, the Special Education learning disabilities program will no longer be offered. The proposed program in high incidence disabilities (Multi-categorical certification) will replace the current learning disabilities program. The focus of recent new faculty searches in special education has been on multi-categorical credentials. The program intends to utilize existing resources including faculty, departmental budget, equipment, library resources, etc. The program will continue to utilize existing part-time faculty (i.e., teaching associates) to assist with teaching and field experience. Method of delivery: Classroom Semesters offered: Fall Date change is to be effective: Fall 2014 Committee action: This proposal was approved as written and will be submitted to Faculty Senate for the March, 2013, meeting. EDSP 412 Curriculum Adaptation K-12 and Transition Number of credits: 3 Prerequisites: Admission to PPTE Corequisites: None Course restrictions: None. This course is required for a major. Proposed catalog description: In this course, candidates apply research on teacher effectiveness, teacher accountability, and instructional approaches at the secondary level. Strategies in self-regulation, study skills, attention, memory, and motivation; curriculum adaptations, peer mediated instruction including cooperative learning and peer tutoring; and self-advocacy and strategies for facilitating transition into the community, workplace, and postsecondary environments are addressed. Justification: Statewide, Special Education continues to be a critical needs subject and certification area. According to the annual supply and demand survey conducted by the Center for Educator Recruitment, Retention, and Advancement (CERRA) during the 2011-12 academic year, close to 25% of vacant teacher positions in South Carolina public school districts at the beginning of the year were in Special Education across all school levels. The area of highest need in our immediate region is in emotional / behavioral disorders (EBD) and in other areas of mild disabilities including autism and intellectual disabilities. Currently, the Special Education Program prepares future teachers to work with students with learning disabilities. By changing the program to a multi-categorical (learning disabilities, emotional disturbance, and intellectual disabilities), perspective teachers would be better prepared to meet the demands of the region, state and surrounding states. This is one course of 14 in a multi-categorical program being proposed. Impact on existing academic programs: The Special Education Program is proposing a change in emphasis from learning disabilities exclusively to a multi-categorical certification area which encompasses learning disabilities, emotional / behavior disorders, and intellectual disabilities. Therefore, the positive impact of this change is that future teachers are more marketable and may serve a wider range of students with disabilities in K-12 schools. After the transition to a multi-categorical program, the Special Education learning disabilities program will no longer be offered. The proposed program in high incidence disabilities (Multi-categorical certification) will replace the current learning disabilities program. The focus of recent new faculty searches in special education has been on multi-categorical credentials. The program intends to utilize existing resources including faculty, departmental budget, equipment, library resources, etc. The program will continue to utilize existing part-time faculty (i.e., teaching associates) to assist with teaching and field experience. Method of delivery: Classroom Semesters offered: Fall Date change is to be effective: Fall 2014 Directory: media -> academics media -> Tsunami Terror Alert: Voices of Youth media -> Biblical Eschatology Presentation by: D. Paul Beck May 4, 2016 Ground Rules media -> Guide to completing the collection using the Omnibus system media -> The milk carton kids media -> Events Date and Location media -> The Gilded Age: The First Generation of Historians by H. Wayne Morgan University of Oklahoma, April 18, 1997 media -> Analysis of Law in the United Kingdom pertaining to Cross-Border Disaster Relief Prepared by: For the 30 June 2010 Foreword media -> Cuba fieldcourse 2010 academics -> Academic record 2010 – 2013 East Tennessee State University, Johnson City, tn academics -> John shepard education mfa Download 286.25 Kb. Share with your friends:
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