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School of Education
MA Special Education
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Mission |
Outcomes |
Assessment |
Faculty |
Student Work |
Program Goals
The Special Education Credential Programs at CSUB integrate
both theoretical models and classroom practices to address the
reality of the students with Mild/Moderate/Severe Disabilities.
The University Special Education, Teacher Education faculty
members, and the Community Advisory Committee, including the
Kern County SELPA leadership, identified the following goals.
The goals are:
1. The program is unified by the common overall goal of helping
Interns become reflective practitioners who are able to draw
upon a variety of skills and models and apply them effectively
in many educational settings.
2. Interns demonstrate knowledge of the ethical standards,
professional practices and laws and regulations related to the
provision of services to students with disabilities and their
families. Each candidate applies the highest standards to his or
her professional conduct.
3. Interns demonstrate an appropriate level of competency
working with students from diverse backgrounds by understanding
and accepting the differences in culture, ethnicity, gender,
age, religion, socio-economic status, lifestyle orientation,
language, abilities, disabilities, and aspirations of individual
learners.
4. Interns develop professional perspectives by examining
educational policies and existing and emergent practices in
relation to fundamental issues, philosophy and history of
education, relevant legal requirements, and the status of
special education services within society.
5. Interns gain specific competencies in (a) assessing and
evaluating students, (b) effectively managing learning
environments, (c) planning and implementing curriculum and
instruction, and (d) effectively communicating and collaborating
with partner public school personnel and parents.
6. Interns gain understanding of the characteristics and unique
needs of students with mild/moderate/severe disabilities.
7. Interns exhibit behaviors representing the high standards
demanded of the teaching profession, including the need to
participate in a learning community throughout their careers.
8. Interns demonstrate appropriate skills in positive behavior
support for students with disabilities.
9. Interns demonstrate competencies in using or adapting
advanced technology for their classroom teaching for students
with disabilities.
10. Interns demonstrate knowledge of and the ability to
implement factors associated with successful planning and
implementation of transitional life experiences for students
with mild/moderate/severe disabilities.
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