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Special
Education
Human
Sciences and Services 249
(715) 836-5511
http://www.uwec.edu/Lists/Acad.htm
Todd Stephens, Chair
Rosemary Battalio, Stephen Dempsey, David Franks, Sarah
Hadden, Joe Morin, Vicki Snider.
To Special
Education Course Descriptions
Honor Societies and Student
Organizations:
Student Council for Exceptional Children (SCEC)
A pre-professional organization open to those interested
in working with people who have disabilities.
Best Buddies
College students are matched with adults with disabilities
in the community to share leisure activities.
GOALS
AND PURPOSES
The special education programs are designed to provide
students with experiences that develop skills in assessing students as
well as planning, implementing, and evaluating interventions. Special
education graduates are prepared for a variety of specialized jobs. Those
who prefer to teach may be employed in public or private schools,
institutions, or agencies. Those seeking other careers may work as
houseparents or hometrainers or directors of service agencies. Some
graduates will continue their study in other areas of special education.
Others will engage in research, develop curricular and instructional
materials, or lead inservice teacher training.
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PROGRAMS
The Department of Special Education
offers undergraduate and graduate programs. Bachelors degree programs are
offered in the areas of cognitive disabilities, learning disabilities, and
special education: early childhood. These programs lead to the following
teacher licensure:
Cognitive Disabilities, Middle
Childhood through Adolescence
Cognitive Disabilities, Middle
Childhood through Early Adolescence, and Learning Disabilities, Middle
Childhood through Early Adolescence, and cross-categorical Special
Education Middle Childhood through Early Adolescence
Cognitive Disabilities, Middle
Childhood through Early Adolescence, or Middle Childhood through
Adolescence, and Middle Childhood through Early Adolescence
Early Childhood: Special Education
Learning Disabilities, Middle
Childhood through Adolescence
Learning Disabilities, Middle
Childhood through Early Adolescence, or Middle Childhood through
Adolescence, and Middle Childhood through Early Adolescence
A minor in Learning Disabilities is
also offered for Middle Childhood/Early Adolescence and Early
Adolescence/Adolescence majors. This program leads to teacher licensure in
learning disabilities Middle Childhood through Early Adolescence or Early
Adolescence through Adolescence.
Certification in Emotional
Disturbance is available at the post-baccalaureate level. Adaptive
education: special fields programs are available in the areas of art,
music, and physical education and lead to licensure to teach learners with
disabilities in those areas.
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PORTFOLIO
REVIEW
As part of the University-wide assessment process,
students in the Department of Special Education are expected to complete a
portfolio. Further information may be obtained from the student’s adviser.
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ADMISSION
TO PROGRAM
Minimal criteria for admission to
professional programs are outlined in the School of Education section
under "Admission to Professional Programs" (see items 1-6 under Criteria
for Admission). In addition to meeting these minimum requirements, a
separate Special Education application must be completed and returned to
the Department of Special Education. These applications (available in the
Special Education office) are due October 1 and March 1.
Admission to any major or minor
program in Special Education may be limited by the resources available. If
limiting is necessary, admission to program will be determined by a review
committee which will rank applicants based on quality and quantity of
service related to the helping professions, quality of formal application
(résumé, academic success, and recommendations), and documentation of
successful completion of Sped 200 and 205. Guidelines for application are
available in Human Sciences and Services 249.
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ADMISSION
TO PROFESSIONAL SEMESTER
Applicants for student teaching/internship experience
must: (1) complete an application with the School of Education office; (2)
have the recommendation of the Department of Special Education; (3) earn a
minimum grade of C- in Sped 200; (4) earn a minimum grade of B- in Sped
306, 331, 401, 403, 417, 421, and 431 as appropriate; (5) earn a GPA of
2.67 in specialization courses: Cognitive Disabilities, Sped 200, 205,
210, 306, 314, 331, 401, 402, 404, 417, and 432 or Cdis 311; Special
Education: Early Childhood, Sped 200, 205, 220, 301, 306, 324, 331, 402,
403, 421, 425, 426, 431, and one from 210, 330, or 460; Learning
Disabilities, Sped 200, 205, 306, 314, 330, 331, 401, 402, 404, 431, and
432 or Cdis 311; (6) earn a passing score on the appropriate Praxis II
content exam. All special education majors require the Middle Level
content exam, ETS 20146 with the exception of the Special Education: Early
Childhood major which requires the Elementary Education content exam, ETS
10014.
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STUDENT
TEACHING REQUIREMENTS
Completion of student teaching courses requires
undergraduates to earn at least a grade of B- in Sped 470 or 472 or 475.
If the grade requirement is not met, the undergraduate student may repeat
the student teaching course or may graduate without the recommendation for
teaching licensure.
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SATISFACTORY
/ UNSATISFACTORY
POLICY
No degree credit may be earned under the
Satisfactory/Unsatisfactory option in required special education courses
except Sped 205 and Sped 301.
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BACHELOR OF SCIENCE DEGREE
COMPREHENSIVE MAJOR: SPECIAL
EDUCATION, Cognitive Disabilities
Core Requirements:
Edmt 380; Fed 385, 490, 497; Cdis 419; Kins 361; Lmed 305; Sped 200, 205,
210, 306, 314, 331, 401, 402, 404, 417, 470 (Mild), 476; Sped 432 or Cdis
311.
EMPHASIS A: Cognitive Disabilities
(Code 950-004)
This program is designed for the
student who wants teacher licensure in Cognitive Disabilities, Middle
Childhood through Adolescence.
Requirements for Cognitive
Disabilities, MC-A Licensure: Core
Requirements above; CI 305; Sped 301, 470 (Moderate).
EMPHASIS B: Cognitive Disabilities
and Learning Disabilities
(Code 950-005)
This program is designed for the
student who wants teacher licensure in Cognitive Disabilities, Middle
Childhood through Early Adolescence, Learning Disabilities, Middle
Childhood through Early Adolescence, and cross-categorical Special
Education Middle Childhood through Early Adolescence.
Requirements for Cognitive
Disabilities, MC-EA, Learning Disabilities, MC-EA, and cross-categorical
Special Education MC-EA Licensure: Core
Requirements above; CI 305, 328; Sped 301, 330, 431, 470 (LD Elem).
Optional requirements for CD, LD,
cross-categorical Special Education, EA-A Licensure:
Sped 460, 472 (CD/LD Secondary), 474 (1 cr.).
EMPHASIS C: Cognitive Disabilities
and Middle Childhood through Early Adolescence.
(Code 950-007)
This program is designed for the
student who wants teacher licensure in Cognitive Disabilities, Middle
Childhood through Early Adolescence or Middle Childhood through
Adolescence and Middle Childhood through Early Adolescence.
Requirements for Cognitive
Disabilities, MC-EA or MC-A and MC-EA Regular Education:
Core Requirements above; Art 300; CI 203, 304, 305, 306, 307, 308, 309,
335, 441 or 445; Edmt 285; Musi 340. Certification in moderate cognitive
disabilities in adjoining states requires completion of Sped 470 (moderate
CD).
Optional Requirements for CD EA-A
Licensure: Sped 460, 472 (CD Secondary),
474 (1 cr.).
COMPREHENSIVE MAJOR: SPECIAL EDUCATION,
Early Childhood (Code
950-095)
This program is designed for the
student who wants teacher licensure in Special Education: Early Childhood.
Requirements for Licensure:
Cdis 257, 301 or 378, 411, 419; CI 450; Edmt
285; Fed 385, 490, 497; Kins 274 or current community first aid and CPR
certification; Musi 313; Sped 200, 205, 210 or 330 or 460, 220, 301, 306,
324, 331, 402, 403, 421, 425, 426, 431, 470 (ages 0-3), 470 (ages 3-6),
and 472 (ages 6-8).
COMPREHENSIVE MAJOR: SPECIAL
EDUCATION, Learning Disabilities
Core Requirements CI 328; Edmt 380;
Fed 385, 490, 497; Kins 361; Lmed 305; Sped 200, 205, 306, 314, 330, 331,
335 or 404, 401, 402, 431, 470 (LD Elem), 476; Sped 432 or Cdis 311.
EMPHASIS A: Learning Disabilities
(Code 950-064)
This program is designed for the
student who wants teacher licensure in Learning Disabilities Middle
Childhood through Adolescence.
Requirements for Learning
Disabilities, MC-A Licensure: Core
requirements above; CI 305; Sped 301, 470 (LD Secondary).
EMPHASIS B: Learning Disabilities
and Cognitive Disabilities
(Code 950-005) See Option B under Cognitive Disabilities.
EMPHASIS C: Learning Disabilities
and Middle Childhood through Early Adolescence.
(Code 950-065)
This program is designed for the
student who wants teacher licensure in Learning Disabilities, Middle
Childhood through Early Adolescence or Middle Childhood through
Adolescence and Middle Childhood through Early Adolescence.
Requirements for Learning
Disabilities, MC-EA or MC-A and MC-EA Regular Education:
Core Requirements above; Art 300; CI
203, 304, 305, 306, 307, 308, 309, 335, 441 or 445; Edmt 285; Musi 340.
Optional Requirements for Learning
Disabilities EA-A Licensure: Sped 460,
472 (LD Secondary), 474 (1 cr.).
MINOR: LEARNING DISABILITIES,
Middle Childhood/Early Adolescence (Code
950-468) or Early Adolescence/Adolescence (Code 950-469)
Thirty-two semester credits
including Cdis 311; Sped 200, 205, 306, 314, 330, 331, 335 or 404, 401,
402, 431. In addition, one of the two quarters of student teaching must be
in Special Education at the appropriate level.
Sped 300, 400, and CI 462 are not
required of students completing this minor. The minor leads to licensure
in learning disabilities for Middle Childhood through Early Adolescence or
Early Adolescence through Adolescence.
The learning disabilities minor is
available to those students now enrolled in elementary or secondary
education at UW-Eau Claire, or students who have graduated from UW-Eau
Claire in elementary or secondary education within two years of the year
of this Catalogue.
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ADD-ON
CERTIFICATION IN EMOTIONAL DISTURBANCE
Middle Childhood through Early
Adolescence or Early Adolescence through Adolescence
This program is available to
students who earn a B.S. degree in special education at UW-Eau Claire.
Sped 460, Introduction to Emotional Disturbance, must be taken as a
prerequisite. The program may be completed at the undergraduate or
graduate level. The coursework is taken during the summer and fall
semesters. Core Requirements: Sped 455, 467, 470, and 472.
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ADAPTIVE
EDUCATION: SPECIAL FIELDS PROGRAMS FOR ART, MUSIC, AND PHYSICAL EDUCATION
EDUCATORS
Admission requirements include bachelor’s degree,
eligibility for art, music, or physical education licensure, and any
additional courses deemed necessary. Course requirements for these
programs are as follows:
ART
Sped 200 or 300 or 400; Sped 210 or
220 or 330 or 460; Art 300; and Sped 472. Completion of this sequence
leads to Early Childhood through Adolescence Adaptive Art licensure for
art teachers.
MUSIC
Sped 200 or 300 or 400; Sped 210 or
220 or 330 or 460; Mutx 218; and Sped 472. Completion of this sequence
leads to Early Childhood through Adolescence Adaptive Music licensure for
music teachers.
PHYSICAL EDUCATION
Fifteen semester credits, including
Kins 484, 487, 493; Sped 200, and 210 or 306. Completion of this sequence
leads to Early Childhood through Adolescence or Middle Childhood through
Early Adolescence Adaptive Physical Education licensure for physical
education teachers.
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