These programs are for Post BA students seeking to add endorsements in Special Education: Generalist Ages 5-21.
To participate in this endorsement program you must already hold an initial teaching license.
Want an exciting new career in teaching or are you just frustrated at not being able to meet the needs of all of the students who you are currently teaching? Western State College may have the solution for you! Western State College of Colorado is offering programs for currently licensed teachers who want to add an endorsement online in Special Education.
This endorsement relates to teaching students who are eligible for special education services under a wide variety of Colorado disability categories.
Classroom teachers will need to teach for one year in a special education classroom with a Colorado Special Educator Eligibility Verification (SEE) or complete a semester of student teaching before being recommended for the special education: generalist endorsement at the end of the program.
CONTACT: Nella B. Anderson at nanderson@western.edu, 970.943.2157. Here is a link to a detailed advising checklist.
Admissions
Program Description
Course Descriptions
Textbook List
Endorsement Specific Requirements
Admissions
- Apply for admissions at Western –http://www.western.edu/admissions/apply.html (supply official transcripts)
- Send the Teacher Education Program a copy of your current Colorado Teaching License
- Take and Pass State Elementary Exam (English, Science, Social Studies, Math content knowledge) , unless you are already a licensed Elementary Teacher
State Content Exam Information – Take one or the other (PLACE OR Praxis)
Praxis (http://www.ets.org/praxis/prxreg.html) :
Elementary Education Elementary Education: Content (1)0014
You Need to have your Praxis results sent to the following agencies:
- Western Agency Code: A4946
- Colorado Department of Education Agency Code: 7040
PLACE (http://www.place.nesinc.com) :
Elementary Education Elementary Education: Content
You Need to Have your PLACE results sent to the following agency:
- Western Agency Code: 17
Special Education Generalist Program Description
The program prepares individuals to work with K-12 students who are disabled. It is designed for individuals holding a current teaching license.
Courses focus on a variety of educational methodologies as well as the legal and historical implications related to special education. Students who complete this endorsement program are able to design and implement programs that target the Colorado Special Education Generalist Standards for K-12 Students. Prior to enrolling in the program, students must pass all components of the Elementary Licensure Exam.
Individuals holding a current teaching license must provide the following information as part of admission to the Special Education endorsement program: 1) copy of current teaching license, and 2) official transcripts showing completion of a bachelor's degree or higher from an accredited institution of higher education.
To be recommended for Special Education, Generalist licensure the student intern must: 1) pass the state Generalist Exam; 2) perform at "3, Proficiency" level in all relevant standard/standard elements in the K-12 classroom; and 3) earn a score of "3, Proficiency" on each standard element in the licensure electronic work sample. The student intern must demonstrate the ability to apply each standard and standard element in a field K-12 classroom setting, assess K-12 student learning, and evaluate his or her own teaching performance. "3, Proficiency" is the level expected of well-prepared first-year teachers.
The Special Education Generalist Licensure Program requires 20-27 credits of education course work:
- EDUC 400 Foundations for Literacy: Phonology and Linguistics 3 cr
- EDUC 401 Assessment for Prevention and Intervention 3 cr
- EDUC 402 Reading Comprehension, Oral and Written Language Development 3 cr
- EDUC 411 Differentiating Instruction for Learners with Diverse Needs 3 cr
- EDUC 412 Affective and Behavioral Needs 3 cr
- EDUC 413 Math and Writing 3 cr
- EDUC 414 Assessment, Curriculum, Collaboration and Transitions 3 cr
- EDUC 415 Special Education Student Teaching 1-6 cr
Licensed teachers adding this endorsement do not have to complete EDUC 415 Special Education Student Teaching, if they have been special education teachers of record for one year.
Course Descriptions
EDUC 400 Foundations for Literacy: Phonology and Linguistics 3 credits
A study and application of scientifically-based methods of teaching and reinforcing fundamental reading skills. Cognitive processes of literacy, including phonology, morphology, orthography and etymology. Focus placed on English language structure as it affects decoding and encoding. Additionally, methods for diverse groups of students, including students with disabilities, students from culturally and linguistically diverse populations, and high-achieving students are covered. Prerequisite: admission to the Teacher Education Program.
EDUC 401 Assessment for Prevention and Intervention 3 credits
This is an in-depth application of assessment techniques and instruments in coordination with state standards, No Child Left Behind and Individuals with Disabilities Education Act, 2004. Includes standardized testing and knowledge of literacy including five essential components of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Analysis of data to design and monitor instruction and intervention for universal, targeted, and intensive needs of diverse groups of students, including students with disabilities, students from culturally and linguistically diverse populations, and high-achieving students. Prerequisite: admission to the Teacher Education Program.
EDUC 402 Reading Comprehension, Oral and Written Language Development 3 credits
A study and application of scientifically-based methods of teaching and reinforcing reading comprehension, vocabulary fluency, oral and written language skills. Cognitive processes of literacy, including phonology, morphology, orthography, etymology, semantics, syntax, discourse, pragmatics and English language structure as it affects meaning. Additionally, methods for diverse groups of students, including students with disabilities, students from culturally and linguistically diverse populations, and high-achieving students are covered. Prerequisite: admission to the Teacher Education Program.
EDUC 411 Differentiating Instruction for Learners with Diverse Needs 3 credits
A foundation course in the education of students with diverse needs. Emphasis is placed on the learning characteristics, interventions, strategies, and accommodations for students with disabilities, students who are at-risk, and students who are culturally/linguistically diverse. This course addresses historical and legal perspectives, special education procedures, lesson planning/assessment/feedback, collaborative practices, basics of standardized testing, response to intervention problem solving, processing difficulties, research based instructional strategies, and positive proactive behavior management techniques. Prerequisite: admission to the Teacher Education Program.
EDUC 412 Affective and Behavioral Needs 3 credits
An in-depth study and application of current laws regarding behavior management, policies, theories, methods, techniques, and ethical principles for students with emotional, behavioral, and social needs. The focus is on positive and proactive interventions and the implementation of the Functional Behavior Assessment (FBA) and Behavior Support Plan (BSP) processes. The use of technology for data driven decisions and analysis of behavior outcomes is taught. Emphasis includes generalization, transfer of skills, and transition planning. Prerequisite: admission to the Teacher Education Program.
EDUC 413 Math and Writing 3 credits
An in-depth application of the research-based practices for instruction in math and writing. Focus is placed on the foundations for assessing and teaching math and writing skills by addressing basic skills, critical thinking skills, conceptual understanding, real life applications, and diverse learner needs. Students implement and review specific assessment practices, teaching structures, intervention strategies, and technology applications within a standards-based framework of instruction. The components of language and the 6 + 1 Traits are addressed in both the assessment and instruction of writing. Prerequisite: admission to the Teacher Education Program.
EDUC 414 Assessment, Curriculum, Collaboration and Transitions 3 credits
An in-depth study of special education law for various exceptionalities, transition, and secondary services. This course explores the major medical and educational characteristics and identification of various exceptionalities (emotional and behavioral disorders, deaf and hard of hearing, visual impairment, learning disabilities, cognitive disabilities, physical and other health disabilities, ADD, and ADHD, communication disorders, multiple disabilities, twice exceptional, and gifted/talented). Students utilize research-based, recommended practices in making data driven decisions to develop standard based and transition IEPs, inclusion, instructional interventions, assistive technology, transition plans including post-school outcomes, self-determination, community-based instruction, interagency linkages, Para-educator training and supervision, and family partnerships. Prerequisite: admission to the Teacher Education Program.
EDUC 415 Special Education Student Teaching 1-6 credits
Student teaching special education students in a K-12 school setting on the average of 24 hours per week, over the course of the academic year, in collaboration with mentor teachers. This course can be repeated twice for credit. Prerequisite: admission to the Teacher Education Program.
Textbook List - Purchase textbooks early because you will need them the FIRST day of class - revised 6/08
ALL Courses The following materials are required:
Hardware/Software You Will Need to Access ALL of the Course Content:
- Computer Microphone
- Computer Headphones or Speakers
- Microsoft Word (NOTE: Microsoft Works and Corel Word Perfect WILL NOT WORK)
SmartCard Teacher Toolbox from Kagan (http://www.kaganonline.com)
SmartCard Teacher Toolbox includes all 16 SmartCards below, plus the following nine SmartCards, and are packaged in a handy storage toolbox. Includes 25 SmartCards total. CSTT25
Marzano, Robert, Norford, Jennifer, Paynter, Diane, Pickering, Debra, & Gaddy, Barbara (2001). A Handbook for Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development.
Shaywitz, Sally. (2003). Overcoming Dyslexia. New York, NW: Vintage Books.
Subscription to PD 360 Professional Development On-Demand - to purchase: http://www.schoolimprovement.com/store/index.cfm?action=ViewDetails&itemid=1100
To view videos: http://www.schoolimprovement.com/pd360
Procedural Manual: The Colorado State Recommended IEP (you can purchase this from the Teacher Education Program by calling 970.943.2020 in spiral bound form or you can download it directly from the CDE website) - http://www.cde.state.co.us/cdesped/download/pdf/IEP_Forms/IEP-Manual.pdf
Guidelines for Identifying Students with Specific Learning Disabilities (you can purchase this from the Teacher Education Program by calling 970.943.2020 in spiral bound form or you can download it directly from the CDE website) http://www.cde.state.co.us/cdesped/download/pdf/SLD_Guidelines_DraftMay2008.pdf
Response to Intervention (RtI) (you can purchase this from the Teacher Education Program by calling 970.943.2020 in spiral bound form or you can download it directly from the CDE website) http://www.cde.state.co.us/cdegen/downloads/RtIGuide.pdf
FALL COURSES
EDUC 411 The following materials are required:
Churchhill, L., Mulholland, R., & Cepello, M. (2008). A Practical Guide for Special Education Professionals. Upper Saddle River, Pearson Education, Inc.
EDUC 412The following materials are required:
Kerr, M., & Nelson, C. (2006). Strategies for Addressing Behavior Problems in the Classroom (5th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
EDUC 400 The following materials are required:
Moats, L.C. (2005). Language Essentials for Teachers of Reading and Spelling (LETRS). Longmont, CO: Sopris West
Module 1: The Challenge of Learning to Read ISBN: 1-59318-189-2
Module 2: The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness
ISBN: 1-59318-190-6
Module 3: Spellography for Teachers: How English Spelling Works ISBN: 1-59318-191-4
Module 7: Teaching Phonics, Word Study, and The Alphabetic Principle ISBN: 1-59318-195-7
Honig, Bill, Diamond, Linda, & Gutlohn, Linda (2008) Teaching Reading Sourcebook, 2nd Edition. Novato, CA: Arena Press ISBN: 978-1-57128-457-0 (NOTE: required in 401 and 402 also)
Diamond, Linda & Thorsnes, B.J. (2008) Assessing Reading: Multiple Measures, 2nd Edition Novato, CA: Arena Press ISBN: 978:1-57128-464-8 (NOTE: required in 401 also)
EDUC 401 The following materials are required:
Diamond, Linda & Thorsnes, B.J. (2008) Assessing Reading: Multiple Measures, 2nd Edition Novato, CA: Arena Press ISBN: 978:1-57128-464-8 (NOTE: required in 400 also)
Honig, Bill, Diamond, Linda, & Gutlohn, Linda (2008) Teaching Reading Sourcebook, 2nd Edition. Novato, CA: Arena Press ISBN: 978-1-57128-457-0 (NOTE: required in 400 and 402 also)
Only required if your field school is not currently using a progress monitoring reading assessment that you can administer weekly (such as DIBELS or AIMSweb): Subscription to Aims Web http://www.aimsweb.com/products/systems/pre-student/description.php - purchase pre-service student package
SPRING COURSES
EDUC 402 The following materials are required:
Culham, Ruth (2003) 6 + 1 Traits of Writing: The Complete Guide(Grades 3 and Up) Northwest Regional Education Laboratory & Scholastic, Inc, Broadway, NY. ISBN: 0-439-28038-9 (*If you are teaching K-2 and plan on teaching at the primary level in the future you may substitute the 6+1 Traits of Writing: The Complete Guide for the Primary Grades)
Honig, Bill, Diamond, Linda, & Gutlohn, Linda (2008) Teaching Reading Sourcebook, 2nd Edition. Novato, CA: Arena Press ISBN: 978-1-57128-457-0 (NOTE: required in 400 and 401 also)
EDUC 413 No materials are required.
EDUC 414No materials are required.
Endorsement Specific Requirements
Electronic Work Sample – Demonstrate Proficiency on all Special Education: Generalist Standards Level 3 Proficient. The teacher candidate demonstrates substantial knowledge and understanding of the standard/standard element. The teacher candidate demonstrates the ability to apply the standard/standard element in a field setting, and to assess student learning and evaluate teaching performance. This is the level expected of well-prepared first year teachers.
Take and Pass State Licensure Exam(s) for Special Education Generalist Endorsement (pedagogy knowledge)
PLACE:
Generalist Exam
You Need to Have your PLACE results sent to the following agency:
- Western Agency Code: 17