Grad. Catalog 09: Early Childhood and Special Ed.

Office of Graduate Studies and Extended Education
McKelvie Hall, 102 W. Rosedale Avenue
West Chester University
West Chester, PA 19383
610-436-2943
fax: 610-436-2763
gradstudy@wcupa.edu

Revised March 2009

Early Childhood and Special Education

Faculty

Program Description

Degree Requirements

Course Descriptions

309 Recitation Hall
West Chester University
West Chester, PA 19383
610-436-2579
Dr. Bell, Chairperson
Dr. McGinley, Graduate Coordinator

PROFESSORS

Vicki A. McGinley, Ph.D., Temple University
Catherine M. Prudhoe, Ph.D., University of Delaware

ASSOCIATE PROFESSORS

Michael Bell, Ph.D., University of Texas at Austin
Donna Wandry, Ph.D., University of Florida

ASSISTANT PROFESSORS

N. Kim Doan, Ph.D., University of Virginia
Lisa J. Lucas, Ed.D., Immaculata University
Corrine Murphy, Ph.D., Ohio State University
Katherine Norris, Ed.D., Temple University
Tara C. Stringer, Ph.D., Northwestern University
Claire Verden, Ed.D., Arcadia University

Programs of Study

The Department of Early Childhood and Special Education offers programs leading to the master of education in special education and the master of education in early childhood education. The department also offers a program leading to certification in special education and early childhood education.

THE MASTER OF EDUCATION PROGRAM ALONE DOES NOT LEAD TO LEVEL I CERTIFICATION IN SPECIAL EDUCATION.

MASTER OF EDUCATION IN EARLY CHILDHOOD EDUCATION

Admission Requirements for Certified Teachers Seeking the M.Ed. in Early Childhood Education

1. Undergraduate degree from an accredited college or university

2. An undergraduate GPA of at least 3.0 on a 4.0 scale (If applicant possesses a master's degree, the GPA requirement applies to that degree.)

3. Pennsylvania Instructional I Certificate or its equivalent

4. Evidence of course work in special education/inclusion. Students without this evidence will be required to complete an additional course during their M.Ed. program.

Admission Requirements for Individuals Seeking the M.Ed. in Early Childhood Education But Not Certification

These requirements apply to those individuals who do not hold a current teacher certification/license and do not wish to become certified in early childhood education. These individuals are pursuing the master's degree only.

1. Undergraduate degree from an accredited college or university

2. An undergraduate GPA of at least 3.0 on a 4.0 scale (If applicant possesses a master's degree, the GPA requirement applies to that degree.)

3. Evidence of course work in special education/inclusion. Students without this evidence will be required to complete an additional course during their M.Ed. program.

Degree Candidacy

Students must apply for candidacy after the completion of 15 credits. Courses required during precandidacy are ECE 502 and ECE 503. Students must maintain an overall GPA of at least 3.0 during candidacy. Admission to degree candidacy does not guarantee the automatic awarding of a degree upon completion.

Curriculum (36 semester hours)

I. Early childhood education core (24 semester hours)
ECE 502, 503, 504, 505, 506, 507, 508, and 509

II. Supporting courses (6 semester hours)
EDT 500 and EDR 526

III. Elective courses (6 semester hours)
Selected under advisement

POST-BACCALAUREATE CERTIFICATION IN EARLY CHILDHOOD EDUCATION

Admission Requirements

The applicant must have the following:

1. A baccalaureate degree from a regionally accredited college or university

2. An undergraduate GPA of at least 3.0 on a 4.0 scale (If applicant possesses a master's degree, the GPA requirement applies to that degree.)

3. Passing scores, as established by the Pennsylvania Department of Education, on PPST Reading, Mathematics, and Writing examinations. (Students may be admitted provisionally without these tests, but they must be completed within the first semester of study.)

4. Six credits of college-level mathematics, three credits of college-level English composition, and three credits of literature taught in English. If students do not meet these requirements, they must take these courses as additions to their programs of study.

Formal Admission to Teacher Certification Program

Students must do the following:

1. Meet the above program entry requirements

2. File a form in the Certification Office

Candidates must show evidence of completion of required ETS Praxis I and II tests to student teach. They must pass all Praxis tests to become program completers and qualify for Pennsylvania certification. See the department for current requirements.

Certification Requirements

For certification, students must have the following:

1. Successful completion of the program of study

2. An overall GPA of 3.0

3. Six credits of college-level mathematics

4. Three credits in college-level English and three credits in college-level literature

5. Passing scores on all pertinent Praxis examinations

The State Board of Education adopted changes that affect all of Pennsylvania's teacher certification programs by adding nine credits or 270 hours or equivalent combination for adaptations and accommodations for diverse students in an inclusive setting, and three credits or 90 hours or equivalent combination to meet the instructional needs of English language learners. Although these regulatory changes became effective on September 22, 2007, the Pennsylvania Department of Education has not yet developed final requirements for colleges/universities to follow. Therefore, additional program requirements will be developed and incorporated into the certification programs to comply with new regulations that become effective January 1, 2013.

The State Board of Education also adopted changes specific to early childhood, elementary (K-6), and special education. New certification guidelines will apply January 1, 2013 regardless of a candidate's enrollment date. Candidates seeking current certifications must complete their program by August 2012.

Curriculum (45 semester hours)

I. Professional education core (21 semester hours)
EDF 589, EDT 500, EDP 550, and 12 credits of student teaching (ECE 410/411)

II. Early childhood education core (12 semester hours)
ECE 502, 503, 505, and 506

III. Supporting courses (12 semester hours)
EDA 511, EDR 510 and 526, MAT 553

CERTIFICATION AND M.ED. IN EARLY CHILDHOOD EDUCATION

Curriculum (57 semester hours)

Requires all 45 semester hours listed above plus ECE 504, 507, 508, and 509 (12 semester hours)

Certificate in Autism

This certificate is being offered for practitioners and parents alike who wish to earn a certificate of specialization in autism spectrum disorders. The program provides participants, who currently (or may in the future) work with individuals with autism spectrum disorders, the skill sets necessary to build and work within an interdisciplinary approach to effective and empirically based treatment of individuals with autism spectrum disorders. The program is interdisciplinary, covering areas that include psychology, special education, communicative disorders, and kinesiology.

Admission requirements are a bachelor’s degree from an accredited four-year, degree-granting institution and a 3.0 GPA.

Required courses include EDA 520 (prerequisite for the remaining five courses in the program), EDA 503 and 530, KIN 587, PSY 541, and SPP 565.

MASTER OF EDUCATION IN SPECIAL EDUCATION

Admission Requirements

In addition to meeting the general requirements for admission to a graduate degree program at West Chester University, all applicants seeking initial (Pennsylvania Level I) certification through this master's degree are subject to the GPA admission requirements specified by the Pennsylvania Department of Education.

In addition, certain specific criteria must be met:

1. An undergraduate GPA of 3.0 on a 4.0 scale calculated on the last 48 credits earned and minimum GPA of 2.5 for all undergraduate courses. (If applicant possesses a master's degree, the GPA requirement applies to that degree.)

2. If undergraduate GPA (on last 48 credits) is less than 3.0, candidate may submit satisfactory GRE or MAT scores (at or above the 50th percentile) to demonstrate academic competences.

3. Pennsylvania Instructional I Certificate. A copy of this certificate must be submitted to the Office of Graduate Studies for admission.

4. A statement of goals

5. Three letters of reference

6. Approval by the Department of Special Education

7. Approval by the dean of graduate studies

Degree Candidacy

Students must apply to be admitted to candidacy after the completion of 12 semester hours of work at West Chester University, including EDF 510 and two courses from the special education program, one of which must be EDA 541. Grade point averages must be consistent with standards required in graduate studies at West Chester University (minimum cumulative GPA of 3.0).

Curriculum (33 semester hours)

I. Professional education courses (6 semester hours)
Selected with adviser from EDF 500 or 501, EDF 510, EDP 550, and EDT 500

II. Special education core (21 semester hours)
EDA 503, 505, 506, 507, 541, 580, and 591

III. Areas of concentration/tracks (6 semester hours)
Student will select an area of concentration/track under advisement (two courses in each track).
Behavior management
Communication disorders
Counselor education
Elementary education
High-incidence disability
Inclusion
Instructional technology
Kinesiology
Literacy
Low-incidence disability
Math
Music
Psychology
Secondary education
Transition

POST-BACCALAUREATE CERTIFICATION IN SPECIAL EDUCATION

Admission Requirements

The applicant must have the following:

1. A baccalaureate degree from a regionally accredited college or university

2. A minimum GPA of 3.0 on a 4.0 scale calculated on the most recent 48 credits of college/university course work and 2.5 total undergraduate cumulative GPA. (If the applicant possesses a master's degree, the GPA requirement applies to that degree.)

3. Evidence of having taken courses in mathematics and English (Students may be admitted provisionally without these courses; however, they must take them within the first two semesters of graduate work.)

Formal Admission to Teacher Certification Program

Students must do the following:

1. Meet the above program entry requirements

2. File a form in the certification office

3. Receive a passing score on Praxis Skills examinations

4. Receive department approval

Certification Requirements

For certification, students must have the following:

1. Successfully completion of the course of study

2. An overall GPA of 3.0 in certification area

3. Six earned credits in college-level English composition and literature

4. Six earned credits in college-level mathematics

5. Passing scores on the Praxis PPST examinations

Curriculum (39-54 semester hours)

I. Professional education core (0-15 semester hours)
Students must take 0-15 semester hours depending on their previous area of study.
EDC 521, EDF 500 or EDF 501, EDF 510, EDP 550, EDT 500
Students must take 12 credits of student teaching if not previously certified.

II. Special education core (30 semester hours)
EDA 503, 504, 505, 506, 507, 541, 544, 573, 580, 581

III. Supporting courses (9 semester hours)
EDR 505 and 507, MTE 551

COURSE DESCRIPTIONS
EARLY CHILDHOOD EDUCATION

Symbol: ECE

502 Advanced Child Development: Prebirth - Eight Years (3) Covers development of children prebirth through age eight. A review of historical and contemporary theories of development as well as emerging research is included.

503 Foundations of Early Childhood Education (3) The content of this graduate course focuses on critically examining the historical, philosophical, and sociocultural foundations of early childhood education as well as contemporary issues in the field.

504 Play as a Learning Medium (3) This course focuses on the significance of play in human development and learning, analysis of play environments, and their contexts.

505 Families, Communities, and Education in a Multicultural Society (3) This graduate course focuses on important contexts in which young children develop. The educator's role in relation to family cultures and communities will be analyzed.

506 Curriculum and Assessment I: Birth Through Age Eight (3) This course focuses on curriculum development and assessment in early childhood education from historical, national, and cultural perspectives.

507 Curriculum and Assessment II: Birth Through Age Eight (3) This course builds on and expands curriculum and assessment knowledge in early childhood education. The course covers learning contexts, unit planning, family involvement, and classroom management. PREREQ: EDC 506.

508 Advocacy and Leadership in Early Childhood Education (3) Personal service, leadership, and advocacy on behalf of children, families, and communities will be highlighted. Students will develop and action research proposal as a requirement of this course.

509 The Early Childhood Professional as Researcher (3) Students in this course will conduct "teacher as researcher" activities focused on early childhood education contexts. This course serves as the capstone for the master's degree in early childhood education. PREREQ: EDC 508.

598 Workshop in Early Childhood Education (3)

Symbol: EDE

503 Contemporary Influences in Early Childhood Education (3) Current factors that affect the educational needs of young children and classroom practices reflecting those influences.

SPECIAL EDUCATION
Symbol: EDA

The following courses may be taken as electives by anyone in a graduate program, subject to approval from the department and the student's adviser.

500 Inclusive Classrooms (3) Designed to acquaint classroom teachers with special education students who will be integrated in a regular setting. Current regulations and ways of meeting educational needs will be reviewed.

503 Family Systems in Special Education: Field and Seminar (3) This course bases its objectives on the knowledge of families of children with disabilities as essential for the child's education. The family is studied so that the teacher can best know how to work with diverse families and family systems.

504 Advanced Methods of Low-Incidence Disabilities (3) The purpose of this course is to introduce students to the essentials of the systematic instruction of functional life skills for learners with severe disabilities across the domains of a functional curriculum. A field component is required in the class.

505 Advanced Methods for High-Incidence Disabilities (3) This course is designed to prepare teachers to work with children with high-incidence disabilities. It provides an overview of curriculum and instructional methods. Emphasis is placed on understanding and analysis of learning problems and academic interventions.

507 Diversity Within the Context of Disability (3) Required for the post baccalaureate and M.Ed. programs in special education, this course gives students an opportunity to explore different race, social class, gender and ethnic group orientations in relation to disability status in order to educate all children effectively. The course will cover desirable changes in attitude perceptions, understanding, and practices when working with exceptional children, youth, and families.

509 Single-Subject Research (3) This course addresses the application of research methods commonly referred to as single-subject design to problems in education.

510 Collaboration (3) This course will prepare teachers in inclusive strategies and effective skills for collaboration. Students will learn practical methods to support the needs of all students in the K-12 classroom. Teachers will understand the importance of collaboration in the planning and evaluation of educational programs of children with disabilities in the general education classroom.

511 Inclusion and Collaboration (3) The purpose of this course is to prepare teachers to cultural changes evident in American public education with respect to inclusion and the education of students with disabilities. Students will examine their beliefs about inclusion and collaboration, hear new perspectives on these philosophies, learn how to work collaboratively with other professionals, and learn practical methods to support all students in the classroom.

512 Career Development and Transition in the Schools (3) This course will address life-span issues for people with disabilities stressing assessment, planning, and instructional strategies that promote career development and transition education at the secondary age levels. Attention will be given to curricular benchmarks and standards, and how functional outcomes interact with those benchmarks and standards.

513 Career Development and Transition Systems Structures (3) This course will address post-school support structures that serve students with disabilities as they transition into adult life, stressing legislative foundations, interagency linkages, school-business partnerships, referral processes, and seamless systems of service delivery. The teacher practitioner as change agent will be an underlying theme.

520 Introduction to Autism: Understanding Autism and the Interdisciplinary Process (3) This course addresses the principles and strategies involved in an interdisciplinary approach to the treatment of individuals with autism. Faculty from the departments of Communicative Disorders, Kinesiology, Psychology, and Special Education provide students with an opportunity to reflect upon the characteristics of individuals with autism spectrum disorders within the individual discipline and how to work successfully within an interdisciplinary setting.

530 Teaching Children with Autism (3) This course serves as an in-depth analysis of the unique education needs of students with autism spectrum disorders. Students will learn about the educational issues surrounding autism spectrum disorders including history, etiology, current legislation, instructional strategies, and issues related to transition. In addition students will develop a working sense of classroom assessment and intervention strategies specific to educational settings for students with autism spectrum disorders.

541 Foundations of Special Education (3) The study of children whose intellectual, physical, social, and/or emotional characteristics are significantly different from those of children whose needs are met through regular educational routes.

544 Classroom Management (3) Exploration of current practices in the management and modification of behavior. The professional's role in achieving a better basis for meaningful communication with the special child. Problems that may interfere with teacher effectiveness are discussed. PREREQ: EDA 541 or equivalent.

550 Special Topics (1-3) An in-depth study of selected special education topics relevant for professionals' academic growth.

573 Assessment in Special Education (3) Diagnostic procedures and subsequent educational prescriptions useful with students experiencing learning difficulties. PREREQ: EDA 541 or equivalent.

580 Contemporary Issues and Trends (3) Current trends, problems, and issues in special education, teacher education, research, and administration will be explored. Emerging concepts relating to special education will be emphasized. PREREQ: EDA 541 or equivalent.

581 Practicum: Special Education (3) Offers students an opportunity to put skills gained through course work into practice under supervision from the department. Weekly seminar required. PREREQ: EDA 541 or equivalent.

590 Independent Study (1-3)

591 Final Project (3) This course will provide the student the opportunity to learn how to evaluate and interpret published research, to conduct a critical research review, and to develop and produce an original research paper. Offered on a two-semester basis with each part carrying three credits. PREREQ: EDF 500.

592-595 Workshops in Special Education (1-3) A number of these workshops will be focused on inclusive instruction and strategies.