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SPECIAL EDUCATION
Gildemeister Hall 221, (507) 457-5535, Fax (507) 457-2483
Chairperson: Carol A. Long
Graduate Faculty: Danneker, Long
Jeanne Danneker, Assistant Professor; B.S., Winona State University; M.S. University of Wisconsin-La Crosse; Ph.D., University of Wisconsin-Madison; 2007-
Carol Long, Associate Professor; B.S., M.A., Ph.D., University of Missouri-Columbia; 1993-
DEGREES OFFERED
Master of Science in Education - Development Disabilities
Master of Science in Education - Learning Disabilities
SPECIAL EDUCATION DEPARTMENT MISSION
The mission of the Special Education Department is to improve the world for P-12 student with disabilities through quality teacher preparation. The department prepares professionals to meet the special needs of P-12 students with developmental or learning disabilities. Procedures include both classroom and clinical work. Students completing a licensure program or degree are qualified to serve students in a variety of educational settings.
PATHWAYS AVAILABLE
A graduate student may follow any of three options:
Masters degree candidate in Education with licensure concentration(s).
Graduate Special Student (licensure only candidate) for licensure in specific program(s). (The Master’s Degree is not available with this pathway).
Post-Baccalaureate Undergraduate candidate for licensure in specific program(s). This option is for graduates of four-year institutions who wish to continue preparation as undergraduate students and obtain additional licensure. This is not a graduate option and does not lead to a graduate degree. (See undergraduate catalog.
Graduate applications are available on the WSU website www.winona.edu/graduatestudy.
Special Education Department applications are available by phone, email, or letter to:
Special Education Department
Graduate Application
Gildemeister 221
Winona State University
P.O. Box 5838
Winona, MN 559875838
Phone: (507) 457-5535
Email: jpickart@winona.edu
ADMISSION REQUIREMENTS-Master’s DegreeК
Application Form for a particular program.
Evidence of Minnesota Teaching License (See department if licensed in another state or if unlicensed).
Transcripts of all undergraduate and graduate coursework documenting a degree from an accredited institution and Grade Point Average of 3.0 during the last half of undergraduate coursework. Alternatives to the undergraduate Grade Point Average requirements are: Graduate Record Examination (GRE) with a combined score in the verbal and quantitative portions of 900 and a minimum of 3.5 on the analytical portion OR Master’s Degree with a minimum of 3.0 graduate Grade Point Average.
Two Departmental Recommendation Forms from references who can support the student’s potential for successful graduate work and advanced professional educational performance. Forms are available in the Special Education Department Office.
LICENSURE ADMISSION
Licensure requirements for graduate students may be completed at the undergraduate or graduate levels (see the undergraduate catalog for undergraduate program requirements). Undergraduate grade point averages required for admission are minimums of 2.75 for post-baccalaureate licensure and 3.00 for graduate licensure.
ADMISSIONS REQUIREMENTS-Licensure Programs
Application Form for a specific licensure program
Evidence of Minnesota Teaching License (see department if licensed in another state or if unlicensed).
Transcripts of all previous undergraduate coursework from an accredited institution (see GPA above).
Two letters of professional recommendation (obtain Special Education Department forms).
Applications for Field Experience and Internship (obtain Special Education Department forms).
REGISTRATION FOR FIELD EXPERIENCES
All students are required to complete field experience applications as far in advance as possible, generally at the time of application for department admission. Applications are available in the Special Education Department office, Gildemeister 221.
MASTER OF SCIENCE IN EDUCATION LEARNING DISABILITIES CONCENTRATION 44-46 S.H.
PREREQUISITES
A valid Minnesota teaching license. Persons without a valid teaching license must complete the Professional Education Sequence (see undergraduate catalog Education section)
HERS 204 Personal and Community Health or show evidence of alcohol and drug addiction prevention coursework
Reading Methods equivalent courses
Math Methods equivalent course
SPED 500 Education of Exceptional Children/Youth (3) or equivalent
SPED 505 Student Management Systems (3) or equivalent
CORE COURSES (LICENSURE SEQUENCE)
SPED 510 Introduction to Assessment/Methods (3)
SPED 520 Special Education Administrative Procedures (3)
SPED 530 Characteristics of Students with Disabilities (3)
SPED 545 Assessment/Methods for Students with Learning Disabilities (3)
SPED 631 Field Experience (3)
SPED 655 Internship LD (15)
ADDITIONAL COURSEWORK (12 S.H.)
EDUC 623 Foundations of Education (3)
SPED 660 Collaborative Consultation (3)
SPED 661 Research Design (2)
SPED 662 Research Seminar (2)
600-level elective (2)
RESEARCH REQUIREMENT (2-4 S.H.)
SPED 699 Master’s Thesis (4) (600 level elective not required with this option)
OR
SPED 698 Professional Paper (2)
MASTER OF SCIENCE IN EDUCATION DEVELOPMENTAL DISABILITIES CONCENTRATION 56-58 S.H.
PREREQUISITES
A valid Minnesota teaching license. Persons without a valid teaching license must complete the Professional Education Sequence (see undergraduate catalog Education section)
HERS 204 Personal and Community Health or show evidence of alcohol and drug addiction prevention coursework
Reading Methods equivalent courses
Math Methods equivalent course
SPED 500 Education of Exceptional Children/Youth (3) or equivalent
SPED 505 Student Management Systems (3) or equivalent
CORE COURSES (LICENSURE SEQUENCE) (42 S.H.)
SPED 507 Management Techniques for Severe
Developmental Disabilities (3)
SPED 508 Functional Skills Development (3)
SPED 509 Medical Aspects of Developmental Disabilities (3)
SPED 510 Introduction to Assessment/Methods (3)
SPED 520 Special Education Administrative Procedures (3)
SPED 530 Characteristics of Students with Disabilities (3)
SPED 531 Language/Sensory Stimulation (3)
SPED 540 Assessment/Methods for Students with
Developmental Disabilities (3)
SPED 631 Field Experience (3)
SPED 655 Internship DD (15)
ADDITIONAL COURSEWORK
(12 S.H.)
EDUC 623 Foundations of Education (3)
SPED 660 Collaborative Consultation (3)
SPED 661 Research Design (2)
SPED 662 Research Seminar (2)
600-level electives (2) (600 level elective not required with this option)
RESEARCH REQUIREMENT (2-4 S.H.)
SPED 699 Master’s Thesis (4)
or
SPED 698 Professional Paper (2)
LEARNING DISABILITIES LICENSURE 36 S.H.
PREREQUISITES
A valid Minnesota teaching license. Persons without a valid teaching license must complete the Professional Education Sequence (see undergraduate catalog Education section)
HERS 204 Personal and Community Health or show evidence of alcohol and drug addiction prevention coursework
Reading Methods equivalent courses
Math Methods equivalent course
SPED 500 Education of Exceptional Children/Youth (3) or equivalent
SPED 505 Student Management Systems (3) or equivalent
CORE COURSES (LICENSURE SEQUENCE) (30 S.H.)
SPED 510 Introduction to Assessment/Methods (3)
SPED 520 Special Education Administrative Procedures (3)
SPED 530 Characteristics of Students with Disabilities (3)
SPED 545 Assessment/Methods for Students with Learning
Disabilities (3)
SPED 631 Field Experience (3)
SPED 655 Internship LD (15)
DEVELOPMENTAL DISABILITIES LICENSURE (48 S.H.)
PREREQUISITES
A valid Minnesota teaching license. Persons without a valid teaching license must complete the Professional Education Sequence (see undergraduate catalog Education section)
HERS 204 Personal and Community Health or show evidence of alcohol and drug addiction prevention coursework
Reading Methods equivalent courses
Math Methods equivalent course
SPED 500 Education of Exceptional Children/Youth (3) or equivalent
SPED 505 Student Management Systems (3) or equivalent
CORE COURSES (LICENSURE SEQUENCE) (42 S.H.)
SPED 507 Management Techniques for Severe
Developmental Disabilities(3)
SPED 508 Functional Skills Development (3)
SPED 509 Medical Aspects of Developmental Disabilities (3)
SPED 510 Introduction to Assessment/Methods (3)
SPED 520 Special Education Administrative Procedures (3)
SPED 530 Characteristics of Students with Disabilities (3)
SPED 531 Language/Sensory Stimulation (3)
SPED 540 Assessment/Methods for Students with
Developmental Disabilities (3)
SPED 631 Field Experience (3)
SPED 655 Internship DD (15)
SPECIAL EDUCATION ROCHESTER CAMPUS OFFERINGS
COURSE DESCRIPTIONS
500/400 Education of Exceptional Children/Youth - 3 S.H.
An overview of information to assist human service professionals in understanding the educational, vocational and other transitional needs of individuals in preschool through post-school who are speech impaired, learning disabled, emotionally disturbed, behaviorally disordered, deaf, blind, mentally disabled, physically disabled, health impaired or gifted. IDEA, ADA and SEC 504 as well as parent participation are stressed. Offered twice yearly and summer. Grade only.
505/405 Student Management Systems - 3 S.H.
A study of management systems used in modern preschool through high school education settings with emphasis upon preventive, proactive techniques. The course has an additional video laboratory component of four hours per week wherein students are given guided practice in the use of each technique learned. Both regulated and unregulated management systems for regular education and special education students are taught. Offered twice yearly. Grade only.
507/407 Management Techniques for Severe Developmental Disabilities - 3 S.H.
Management of extremely challenging behavior problems (e.g., self-stimulation, self-injurious behavior, ritualistic behavior, severe attention deficits, etc.) Included are less severe behaviors that inhibit acquisition, maintenance, and generalization of newly learned skills. Offered summer only. Advance application and departmental permission to enroll. Prerequisites: SPED 500, 505, 520. Grade only.
508/408 Functional Skills Development - 3 S.H.
Methods and materials utilized in teaching functional skills to persons with severe handicaps. Motorphysical mobility, selfhelp/care, independent living, self-sufficiency, pre-employment, and daily living skills are emphasized. Objective is to develop skills that may be used in self-care and assistive care environments. Offered summer only. Advance application and departmental permission to enroll. Prerequisites: SPED 500, 505, 520. Grade only.
509/409 Medical Aspects of Developmental Disabilities - 3 S.H.
Emphasis is placed upon acquiring knowledge in the medical aspects of severe disability, which assist the teacher in communicating with the medical profession and other caregivers in a multidisciplinary setting. The learning of first-response techniques that increase the safety of all students/clients is also emphasized. Offered summer only. Advance application and departmental permission to enroll. Prerequisites: SPED 500, 505, 520. Grade only.
510/410 Introduction to Assessment/Methods - 3 S.H.
An introduction to the basic components of Special Education assessment, curriculum, instruction and IEP development. Standardized and informal assessment procedures and their relationship to direct instruction are emphasized. Offered twice yearly. Prerequisites: SPED 500, 505, EDUC 304 or equivalent, EDUC 311 or equivalent; methods courses in math and reading recommended. Concurrent enrollment in SPED 631. Departmental permission to enroll. Grade only.
514/414 Multisensory/Comprehensive Language Arts Instruction I - 5 S.H.
The first of a twocourse sequence (SPED 514/515) in literacy methods. This first course examines the integration of reading, writing, listening, and speaking competencies in a unified literacy curriculum for learners from kindergarten through grade 12. Instructional emphasis is placed upon learning the sound/symbols associations for all levels of written language including the multisensory essential teaching techniques in literacy instruction based on the original work of Orton and Gillingham. Instruction encompasses linguistic rules and the structure of English from elementary to the highest levels of vocabulary, and matching appropriate instructional strategies with the present knowledge of learners and their language learning capabilities. A required supervised practicum is integral to the course. WSU students enrolled in this course must demonstrate mastery of the skills learned by teaching students with reading difficulties under supervised conditions. This two-course sequence meets the Minnesota Board of Teaching reading competency requirements. Grade only.
515/415 Multisensory/Comprehensive Language Arts Instruction II - 5 S.H.
The second of a two-course sequence (SPED 514/515) in literacy methods extends the examination of reading, writing, listening, speaking, and viewing competencies into all areas of language arts. The focus will be on applying multisensory teaching techniques based on the original work of Orton and Gillingham to all the areas needed for literacy competencies: word decoding and encoding, comprehension skills, written expression skills, vocabulary development, and knowledgeable use of grammar. This will also include assessment of an individual’s specific instructional needs and ways to adapt instruction of essential concepts to fit those needs at all levels of literacy required by learners from kindergarten through high school. A required supervised practicum is integral to the course. WSU students enrolled in this course must demonstrate mastery of the skills learned by teaching students with reading difficulties under supervised conditions. This two-course sequence meets the Minnesota Board of Teaching reading competency requirements. Prerequisite: SPED 514. Grade only.
520/420 Special Education Administrative Procedures - 3 S.H.
An overview of special education delivery models including finances, legislation, philosophic considerations, least restrictive approaches, parent involvement and due process safeguards. Local, state and federal rules and regulations are studied as are federal legislation including IDEA, ADA, and Section 504. Offered twice yearly and summer. Prerequisite or co-requisite: SPED 500. Grade only.
525/425 Inclusion in Regular Classrooms - 3 S.H.
Procedures for modification of the regular classroom curriculum and instruction to meet the individual needs of students with disabilities. Special attention to professional collaboration with regular educators. Offered yearly. Prerequisites: SPED 500, 505, 510, 520, 631. Required of students who do not have a teaching background. Other requirements apply. Grade only.
530/430 Characteristics of Students with Disabilities- 3 S.H.
This course is designed to provide the student with an understanding of the characteristics of students who are developmentally disabled, learning disabled, or emotionally/behaviorally disordered. Implications for planning instruction and issues related to field of Special Education are identified. Offered twice yearly. Grade only.
531/431 Language/Sensory Stimulation - 3 S.H.
Methods and procedures for the stimulation, development, and augmentation of communication skills among the severely disabled. Included are alternative communication methods such as basic signing and technological augmentation, etc. that will assist the severely disabled in participating in less restrictive environments and their own care. Offered summer only. Advance application and departmental permission to enroll. Prerequisites: SPED 500, 505, 520. Grade only.
540/440 Assessment/Methods for Students with Developmental Disabilities - 3 S.H.
Knowledge and skills for professional entry-level assessment and program development/adaptation for students with developmental disabilities including transition and paraprofessional supervision. Offered yearly. Prerequisites: SPED 631; concurrent enrollment in SPED 655 (Internship DD); can also be taken before SPED 655. Departmental permission to enroll. Grade only.
545/445 Assessment/Methods for Students with Learning Disabilities - 3 S.H.
Advanced skills and understanding of academic, processing and behavioral assessments, curriculum and instruction for planning the least restrictive educational programs for students with learning disabilities. Offered twice yearly. Prerequisites: SPED 631; concurrent enrollment in SPED 655 (Internship LD); can also be taken before SPED 655. Departmental permission to enroll. Grade only.
631 Field Experience - 3 S.H.
Practical application and guided practice in effective teaching procedures for students with disabilities. Involves placement in a special education classroom or inclusive setting daily for three to four hours. Offered twice yearly. Prerequisites: admission to the Special Education Program; SPED 500, 505, EDUC 304 or equivalent, EDUC 311 or equivalent; methods courses in math and reading recommended. Concurrent enrollment in SPED 510; advance application; departmental permission required to enroll. Grade only.
655 Internship LD or DD - 1-5 S.H.
Demonstration of competencies by the student teacher in professional entry-level knowledge and skills in assessment and program development/adaptation for students with disabilities in all-day, supervised school settings. Student teaching experience is fulltime daily for a full semester. Offered twice yearly. Prerequisites: Advance application; departmental permission required to enroll. P/NC only.
660 Collaborative Consultation - 3 S.H.
Overview of consultation methods utilized by special education and other professionals with teachers, related service personnel, parents and students including the education, legal and ethical factors involved in case management. Specific focus on and development of collaborative consultation skills. Offered alternate years. Grade only.
661 Research Design - 2 S.H.
Overview of research methods in special education including research design and applications, basic statistical procedures for the analysis of data in multiple and single subject design. Offered alternate years. Grade only.
662 Research Seminar - 2 S.H.
A seminar in which student research and selected examples of research reported in the literature are critically evaluated. Students will have an opportunity to design databased research projects and submit them for peer/faculty critical review. Prerequisite: SPED 661. Offered alternate years with SPED 661. Grade only.
690 Independent Study - 1-3 S.H.
The independent pursuit of a topic in research, project development or selected readings, in consultation with the instructor. Offered according to demand. Application during preceding semester required. May be repeated for credit. Advisor approval required. Grade or P/NC.
695 Workshop - 1-3 S.H.
Subject matter arranged by the department on special topics. The course may be repeated when offered with different subject matter and title. Offered according to arrangement. Grade or P/NC.
698 Professional Paper - 2 S.H.
The course is a capstone research project for the master’s degree serving as a culminating experience that integrates the knowledge and skills of the graduate program in a way that produces new information or organizes and presents existing information in a new way. The student must work closely with the advisor from the earliest stages of exploring the possibility for a topic and receive periodic feedback as the various phases of the project are encountered and addressed. A formal proposal is to be submitted for the project and a second graduate faculty member serves as a reader during the project. Offered as needed on an individual basis only. Grade only.
699 Master’s Thesis - 4 S.H.
A scientific research project showing evidence of the candidate’s ability to plan a study, prepare a research proposal, review literature, gather information, and prepare a formal, written report of findings followed by an oral report to the thesis committee. Offered as needed on an individual basis only. Prerequisites: advisor approval, application during preceding semester. Grade only.
Last Modified: Wednesday, October 01, 2008 13:36 by Holly Sutton
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