Students in the MSE program who started taking MSE classes in Fall 2011 or later: After the completion of BOTH MSE 7401 (Curriculum in Special Education) and MSE 7990 (Practicum) or MSE 7991 (Practicum One), you are required to schedule a conference with your program chair/advisor. During this conference, subjects to be discussed include; Discussion of the student’s autobiography (bring a written copy to meeting); A current copy of your resume (bring a copy to meeting); Interview questions (in written form); A written copy of the student’s philosophy of education (bring to meeting to be discussed); Student’s experiences from practicum, the various workplace options in the field of education along with the challenges of these various options; Your tentative schedule of courses prepared during your initial planning conference; Elements as indicated on the rubric can be found on TaskStream. This course is non-credit and is graded Satisfactory/Unsatisfactory
Prerequisite(s): MSE 7401, MSE 7990, and MSE 7991
The Gifted and Talented Child
This is the foundation course in gifted/talented education. Candidates examine historical points of view that continue to influence the field of gifted education and how these concepts have changed over time: nature and nurture of giftedness, the science and politics of intelligence and creativity, issues and challenges for gifted education, and emerging trends in the education of the gifted. Candidates will explore topics such as inclusion, equity, cultural diversity, learning environments, socio-economic issues, identification and assessment, and decision making/problem solving related to the education of and services for individuals with gifts and talents and their families in both school and society.
The course ensures that candidates (a) know that the NAGC-CEC standards expect teachers of exceptional children to have a professional practice, (b) can explain and reflect on a professional practice, and (c) have identified a plan that will advance their professional practice. A professional practice includes the following activities/behaviors: (a) using ethical principles to guide decisions, (b) developing an awareness of professional learning needs, (c) understanding the significance of life-long learning, (d) participating in professional activities and learning communities, and (e) advancing the profession by engaging in activities such as advocacy and mentoring. The course requires candidates to complete and document 10 hours of supervised field experiences in an approved setting.
Applied Behavior Analysis
Understanding, interpretation, and use of behavioral programming in classroom management for special education are the focus of this course. An awareness of the role of behavior modification and reinforcement principles, cognitive and humanistic theories, in concert with the affective domain and self-esteem strategies are stressed. Emphasis is on the teacher’s need to achieve maximum effectiveness in predicting and controlling behavior, while creating a learning environment that fosters active engagement for students with exceptional learning needs. This learning environment will encourage independence, self-motivation, self-direction, personal empowerment, and self-advocacy through the use of direct motivational and instructional strategies. The skills necessary to effectively manage the behavior of the children entrusted to their care, while providing guidance and direction to other individuals will also be addressed (CEC Standard Five – Learning Environment and Social Interaction).
Diagnosis/Assessment/IEP Development for Exceptionalities
Informal and formal assessments used in identifying exceptionalities are analyzed in detail. An emphasis is placed on the selection, administration, and interpretation of test results along with understanding the legal policies and ethical principles of measurement and assessment. Measurement theory and practices for addressing issues of validity, reliability, norms, and bias are also discussed. Concepts related to the use and limitations of various types of assessments are examined. The implementation of correction techniques for assessed weaknesses is explored. The formally evaluated strengths and weaknesses are developed into an Individualized Education Program (IEP). Standardized and informal test results are evaluated and analyzed in relation to student achievement, curriculum development, and instructional improvement, plus gain an understanding the legal policies and ethical principles of measurement and assessment (CEC Standard Eight – Assessment).
Assistive Technology (MH, SED, LD)
This course is designed to help professionals in schools understand assistive technology for students with disabilities. The main focus of the course is on students with mild mental handicaps, learning disabilities, or emotional disturbances. The meaning of assistive technology and methods of assessing students to match them with appropriate assistive technology are emphasized. Specific instruction in assistive devices will train the student in this relatively new area of special education.
MSE 7405A framework for understanding evidence-based instructional strategies to individualize instruction for teaching students with exceptional learning needs is provided. Content curriculum & instruction is aligned to the student's content certification subject area and/or grade level, aligned to DE apopted CCSS or National Standards. The course has particular emphasis on portfolio assessment and learning styles. Students examine curriculum models and teaching techniques. The adaptations of the learning environment for students with exceptionalities is a major focus of this course (CEC Standard Four – Instructional Strategies).
Curriculum in Special Education
MSE 7406The transition planning process is a critical component to meeting the needs of students with disabilities. This course will focus on the collaborative consultation in transition planning and establishment/measurement of postsecondary outcomes for students with disabilities. Elements of the course will include: establishment of a transition team; data collection strategies; approaches to transition planning (person-centered, family-centered, and person-family-centered); awareness and understanding of community and state agency resources; and postsecondary outcomes, services and supports. Students will complete performance based tasks that prepare them to plan and implement with fidelity, transition plans for students with disabilities.
Transition Planning & Implementation for Students with Disabilities
Collaboration/Teaming with Families & Communities
Families should be a part of the Individualized Family Service Plan (IFSP) and Individualize Education Plan (IEP) planning processes; educators can make sure this happens. This course will focus on the design and implementation of systemic processes, practices, and procedures to offer families of children with disabilities the routine support and partnership to meet the needs of the children. The course will focus on the skills, knowledge and dispositions need for coordinated planning and communication between teachers and early intervention staff. Partnering with community resources and agencies is also a critical element to the success of the collaboration between schools, families and those in surrounding communities.
Methods of Instruction in Academic Standards and Functional Skills
This course provides candidates with knowledge and skills related to a variety of evidence-based instructional practices that can enhance the academic learning and everyday functioning of students with severe intellectual disabilities or ASD. The course will cover techniques that are useful for group as well as individualized instruction, and will include practices appropriate for special as well as inclusive environments. The course will also address such topics as: how to select and use developmentally-appropriate technology; team planning; assessment; finding and managing resources; and collaboration with all stakeholders (including families, regular education teachers, school leaders/supervisors, paraprofessionals, and specialists).
Introduction to Autism & Severe Disabilities
This course provides an introduction to issues related to the identification and assessment of students with autism spectrum disorder or severe disabilities. The concepts of inclusion and non-categorical educational identification and teaching are emphasized. It also presents identification instruments, assessment systems and their relation to theoretical models about these disabilities, reviews the relationship between assessment and educational planning. A clinical component of observation and analysis of severe disabilities is included.
Educating Preschoolers with Special Needs
The field of early childhood education is growing and changing. For children who are exceptional, this is a significant time for learning. This class will provide the student with information about preschoolers who have a variety of disabilities with strategies to plan for these children as they are included in the regular classroom. The class will investigate methods of instruction utilizing a theme approach to learning and developmentally appropriate practice. This class will also provide information about the law, inclusion, assessment, theories, individual planning, partnering with parents, and specific learning disabilities.
Functional Comm Indv with Autisim&Sever Disability
In this course students will learn identification methods and teaching strategies for students with Autism and severe disabilities. The concepts of behavioral principles, curriculum development, teaching alternative skills, and use of functional communication are addressed. A clinical component of observation and analysis of Autism and severe disabilities is included. Also, students are expected to develop an instructional lesson to promote a functional skill and to expand student learning and use of functional skills across environments.
Competency-based Practicum in Behaviorally-Based Teaching Techniques
This course will provide the knowledge and skills necessary for teachers to implement developmentally and situationally appropriate, evidence-based interventions to children and adolescents with Autism Spectrum Disorders in a variety of educational settings. Students in the course will be expected to demonstrate satisfactory levels of proficiency in selecting, adapting, applying, and assessing the effectiveness of interventions such as (but not necessarily limited to): antecedent package, behavioral package, comprehensive behavioral treatment for young children, joint attention intervention, modeling, naturalistic teaching strategies, peer training package, pivotal response treatment, schedules, self-management, and story-based intervention. In addition to regularly scheduled class/seminar time, this course requires fifty (50) hours of supervised fieldwork in an approved setting
Prerequisite(s): MSE 7402, MSE 7501, MSE 7409, and MSE 7506; passing scores and subset scores for Praxis CORE and Praxis II Content Specific Examination.
Assessment of Young Children
Preschool teachers need to understand how formal and informal assessments, when developmentally appropriate in design and purpose, are beneficial for young children. This course focuses on understanding and using appropriate assessments when planning and implementing educational services and programs for very young children (ages 3-5). Students will learn the value of multiple assessments, how to select appropriate rating systems and measures, and how to record and apply results. The course will emphasize accommodations and modifications for children with disabilities as well as how to build programs and services based on learning styles and strengths.
Technology for Instruction
This course prepares candidates to successfully integrate digital media and technology into learner curricula. Through demonstrations, hands-on use, and application projects, candidates gain experience with the roles digital tools play to support teaching methods and learning strategies associated with a continuum of learning approaches and goals. Candidates develop skills in digital citizenship and copyright, HTML, creating an online presence, social learning and collaboration, differentiation using technology, digital storytelling, use of Web 2.1 tools (e.g., content management systems, social networks, e-portfolios), digital video, and virtual worlds, and common software packages in order to design and formatively assess engaging learning communities. Embedded in the course are the skills needed to use close reading strategies both in personal use and in designing digital lessons around Common Core Literacy Standards with students. Candidates will also learn how to access and collect data as they move through the Delaware Performance Appraisal System II (DPAS II) training modules.
Differentiation of Instruction for Young Children
Teachers who practice differentiated instruction plan, teach, and arrange the classroom environment to accommodate each child’s unique needs and interests. This course will focus on developing and implementing differentiated and appropriate strategies for young children based on several elements, including content, process, products, and learning environments. The course will include teaching strategies in all subject areas designed to meet a variety of needs and to enhance student learning. Candidates with learn how to engage all students more effectively and set different expectations for task completion based on personalized learning needs.
Emergent Literacy for Young Children
Children begin to learn language from the day they are born. Their speech and language skills become more complex as they grow and develop. This course will focus on how young children birth to grade 2, learn to understand and use language to express their ideas, thoughts, and feelings, and to communicate with others. The course will also focus on early speech and language development, the skills that are important to the development of literacy (reading and writing), and the interaction with print that occurs in young children beginning at birth and continuing through the preschool years.
Practicum in Special Education
MSE 7990 is a structured, field-based, semester-long exploratory course that requires at least 50 hours of actual and/or virtual classroom experience in an approved setting. MSE Practicum I placements are in school settings serving students with diagnosed, high-incidence learning needs. Field work is supported by thirty (35) clock hours of required, weekly, practicum seminar sessions.
Prerequisite(s): Current TB clearance, Criminal Background Check (State and Federal), Delaware Child Protection Registry Clearance (Sex Offender Registry), MSE 7401.
Practicum I in Special Education
Practicum I is a structured, field-based, semester-long exploratory clinical course that requires at least 50 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. Fieldwork is supported by 30 hours of Practicum seminar sessions. Seminars are conducted at the University sites by faculty of the College of Education. Practicum I introduces the teacher candidate to essential content and pedagogical knowledge related to the components of professional practice, Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching and DPAS II (Delaware Performance Appraisal System II). Practicum I provides the teacher candidate with opportunities to observe, describe, interpret, and understand all aspects of professional practice and to reflect on the personal and professional attributes required for success in teaching. Candidates in Practicum I focus on the development and characteristics of learners, individual learning differences, dispositions expected of professionals within the education field, learning environments and social interaction. Candidates should take the appropriate Praxis II exam and select Wilmington University as a score recipient. Passing scores are a prerequisite for entry into Practicum II. ETS Vouchers may be purchased at the Wilmington University bookstore or directly through the ETS website.
Prerequisite(s): MED 6102 and MSE 7401. A Federal and Delaware CBC (Criminal Background Check) Report sent/delivered to the Office of Clinical Studies in its original sealed envelope. A new TB/PPD and a completed CPR (Child Protection Registry Form) uploaded into Taskstream. A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring.
Practicum II in Special Education
Practicum II is a structured, field-based, semester-long exploratory clinical course that requires at least 50 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. Fieldwork is supported by 30 hours of Practicum seminar sessions. Practicum II requires the teacher candidate to implement, analyze and reflect on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Performance Appraisal System II. Candidates will learn to explore decision-making processes through the application of knowledge and skills gained in the prerequisite courses. Candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities. Candidates will plan, prepare and teach two lessons within an approved classroom setting, as well as working with individual students.
Prerequisite(s): MED 6102, MSE 7401, MSE 7991. On file with the Office of Clinical Studies; A Federal and Delaware CBC (Criminal Background Check) Report, and a TB/PPD report. Submitted into Taskstream a new completed CPR (Child Protection Registry Form). A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring. Passing scores on the appropriate Praxis II exam received by Wilmington University.
Practicum III in Special Education
Practicum III is a structured, field-based, semester-long exploratory clinical course that requires at least 50 hours of supervised classroom experience in an approved setting. Fieldwork is monitored by Wilmington University Practicum advisors and mentor teachers. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. MSE Practicum III placements are in inclusive learning environments serving students with identified / diagnosed learning needs. Fieldwork is supported by 30 hours of Practicum seminar sessions. Practicum III is an extension of Practicum II in which the teacher candidate refines and enhances the implementation, analysis and reflection on all aspects of professional practice in direct relation to current research, current professional standards and the Delaware Performance Appraisal System II. Candidates enhance instructional strategies, learning activities, classroom management skills and lesson planning through the application of knowledge and skills gained in the prerequisite courses. Candidates are provided opportunities to reflect on their performance in teaching content lessons to K-12 students with disabilities. Candidates will plan, prepare and teach two lessons from full units within an approved classroom setting, as well as working with individual students.
Prerequisite(s): MED 6102, MSE 7401, MSE 7403, MSE 8101, MSE 7991 and MSE 7992. On file with the Office of Clinical Studies; A Federal and Delaware CBC (Criminal Background Check) Report, and a TB/PPD report. Submitted into Taskstream a new completed CPR (Child Protection Registry Form). A completed Practicum Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring.
Legislation and Implementation of Policy and Procedure
Relevant laws and policies at federal and state levels are reviewed. Emphasis is on the implementation of mandates, policies, and procedures. The course discussion will focus on diverse and historical points of view, and human issues that have historically and continue to influence the field of special education and the education and treatment of individuals with exceptional learning needs. Understanding the interpretation of psychological and other special reports, the preparation of the special education teacher for multidisciplinary team meetings (MDT’s) and meeting with parents and other professionals to develop the Individualized Education Program (IEP) will be discussed (CEC Standard One – Foundations).
Prerequisite(s): MSE 7403
Student Teaching in Special Education
This supervised field experience requires at least 80 full student teaching days. Areas of concentration are Special Education. Teacher candidates are placed with individual cooperating teachers or with teams of cooperating teachers in approved clinical settings. Teacher Candidates are monitored and supported by Wilmington University supervisors. Placement priority is given to settings that serve culturally, linguistically, and socioeconomically diverse student populations. A minimum of 15 clock hours is scheduled by the Wilmington University supervisors to address professional issues related to the clinical semester and to provide support and assistance with the completion of the required professional portfolio. Student Teaching is graded Satisfactory/Unsatisfactory.
Note: Once candidates pay for the course, they will need to purchase an ETS voucher from the Bookstore to be used at ETS.org to activate a PPAT account. Successful completion of the PPAT is required for degree completion and conferral. Delaware’s minimum passing score for the PPAT is 38 points. Additional details about the PPAT will be explained during the mandatory student teaching orientation.
Prerequisite(s): A new Federal and Delaware CBC (Criminal Background Check) Report sent / delivered to the Office of Clinical Studies in its original sealed envelope. A new TB/PPD, Health Authorization Form and completed CPR (Child Protection Registry Form) uploaded into Taskstream. A completed Student Teaching Fieldwork application in Taskstream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring. Program Chair approval is required for course registration.
This course provides candidates with essential knowledge and skills related to appropriate assessment strategies and helps candidates understand how to equitably and effectively assess student learning. Candidates learn how to make data-driven decisions that align with both curricular goals and student instructional needs, and to use data to reflect on the effectiveness and quality of their own teaching. Candidates learn how to use data to help solve instructional problems such as closing the learning/achievement gaps that are indigenous to most classrooms. The course aligns with the requirements the the PPAT, which will help the candidate be prepared to meet data collection and analysis expectations that will be encountered during student teaching. This course must be taken concurrently with Practicum II.
Prerequisite(s): A new Federal and Delaware CBC (Criminal Background Check) Report sent/delivered to the Office of Clinical Studies in its original sealed envelope. A new TB/PPD, Health Authorization Form and completed CPR (Child Protection Registry Form) uploaded into TaskStream. A completed Student Teaching Fieldwork application in TaskStream by the deadlines of February 1 for placement in Fall and August 1 for placement in Spring. At the time of application, candidates must have submitted passing scores and subset scores for Praxis CORE and Praxis II Content Specific Examination. It is the responsibility of candidates to make sure that complete test score reports are provided to the College of Education. All test score requirements for Delaware certification can be viewed at ETS. Starting Fall 2016, all candidates enrolling into Student Teaching must register and successfully pass the PPAT (Praxis Performance Assessment for Teachers). Timely registration (deadline) and payment of PPAT is the responsibility of the candidate and occurs online through the ets.org website. Attendance at the Student Teaching Orientation is mandatory.