Graduate Catalog 2004-2005
Eric Jones, Chair
Lessie Cochran, Graduate Coordinator, Special Education
Audrey Ellenwood, Graduate Coordinator, School Psychology
Master of Education; Specialist in Education
|Professors:||Martha Gaustad, Ph.D.; Eric Jones, Ed.D.; Ellen Williams, Ph.D. & Rich Wilson, Ph.D.|
|Associate Professors:||Lessie Cochran, Ph.D.; Colleen Mandell, Ed.D.; Trinka Messenheimer, Ed.D. & Mary Rizza, Ph.D.|
|Assistant Professors:||Julie Hodges, Ph.D.; William Morrison, Ph.D.; Jeanne Novak, Ph.D. & Gardner Umbarger III, Ph.D.|
The Division of Intervention Services (DIS) offers programs leading to the Master of Education degree. Within the special education major, the following specializations are available: mild-moderate intervention specialist, moderate-intensive intervention specialist, hearing impaired intervention specialist, gifted and talented intervention specialist, and early childhood intervention specialist.
Certified teachers can add additional areas of Licensure and/or Endorsement to their teaching licenses by completing specifically designated course work. Some licensure areas require the successful completion of a PRAXIS exam. Currently five licensure areas are available to students who hold a valid Ohio teaching license and wish to pursue licensure at the graduate level: mild-moderate intervention specialist, moderate-intensive intervention specialist, hearing impaired intervention specialist, gifted and talented intervention specialist, and early childhood intervention specialist. Teaching endorsements in reading and transition-to-work are also available.
The mild-moderate program is designed to provide specialized training in theoretical foundations and in practical technical skills for individuals planning to teach children and adolescents (grades K-12) who have mild disabilities (learning disabilities) to moderate disability (developmentally delayed). Students enrolled in this specialization become knowledgeable in assessment/evaluation of disabilities, development of service options, curriculum alternatives and modifications, behavior management, transitioning, computer and technical applications, collaborating with parents and other professionals, current trends and issues, and research.
Individuals who enter the moderate-intensive program will receive specialized training in characteristics, assessment, and identification of students with moderate (emotional and behavioral disorders) to intensive (multiple disorders) disabilities. They will learn academic and behavior management methods, adapted curriculum alternatives and modifications, physical and medical management options, transitioning, computer and technical applications, collaborating with parents and other professionals, and current trends and issues. Students will become knowledgeable and competent in prevocational and vocational skill development, community instruction, provision of adult services, and development of career options. Individuals licensed in this area will be qualified to teach children and adolescents (grades K-12) who have moderate to intensive disabilities in a variety of environments where these children with disabilities are served.
Students in the hearing impaired specialization (HI) study the structure, acquisition, and development of language; speech and hearing mechanisms; methods of teaching speech and speech reading; curriculum development; educational guidance of students with hearing disabilities; and communication systems, current trends, issues, and research.
The early childhood intervention specialist program is designed for individuals planning to work with infants, toddlers, and young children from birth through eight years of age, which requires knowledge and skills in both early childhood education and special education. The program includes course work and supervised experiences in both disciplines. Individuals completing this program will meet all the requirements for licensure in the following areas: pre-kindergarten licensure, early childhood intervention specialist licensure, and early intervention certification (issued through the Ohio State Department of Mental Retardation and Developmental Disabilities). A pre-kindergarten or special education license is required prior to the early childhood intervention specialist license.
Students in the gifted and talented education program acquire skills in curriculum development; development of critical and creative thinking skills; and development of independent learning abilities. A license in the education of the gifted and talented is required to work with this population in Ohio's schools. The Division offers a full array of courses leading to a K-12 license in teaching the gifted and talented as well as a specialization in gifted and talented within the M.Ed. program. The sequence provides a solid grounding in the history of the field; techniques for identification, assessment, and evaluation; techniques for modification of curriculum; and methods for a variety of school settings.
Prerequisites to Graduate Work
Applicants planning to major in special education must possess a valid baccalaureate degree in special education, elementary education, secondary education, or in a related field. Applicants must meet academic and personal qualifications, as determined from an interview with the departmental graduate coordinator, and as established by the departmental graduate advisory committee.
If prerequisite deficiencies exist, additional course work may be required as a condition of admission. Deficiencies may be repaired concurrently with the beginning of the graduate program but such course work does not count toward degree requirements.
Applicants seeking admission to the graduate programs in special education should follow the instructions outlined in the "Graduate Admission" section of this catalog. Applicants should also contact the Division of Intervention Services for additional admission materials and requirements.
Master of Education in Special Education
Candidates must have completed, or will complete, the basic licensure requirements for teaching in the state of Ohio for their area of specialization.
Candidates must complete a minimum of 33 semester hours of 600-level credit. The following ten semester hours of course work are required: EDIS 649; EDIS 680; EDFI 641; and EDFI 642 or REHB 678. The areas of specialization determine additional requirements.
Candidates choose from seven areas of specialization. For specific specialization requirements, contact the graduate coordinator of the program.
Certification Program: The programs offer licensure for students possessing a baccalaureate degree and a teaching certificate/validation/license who choose not to pursue a M.Ed. degree but desire to meet licensure requirements in the state of Ohio for teaching in one or more of the following areas: mild-moderate intervention specialist, moderate-intensive intervention specialist, hearing impaired intervention specialist, gifted and talented intervention specialist, and early childhood intervention specialist.
Master of Education in School Psychology
Students must complete 33 to 45 semester hours of graduate credit. Candidates typically take the following courses: EDIS 654, 676, 698; PSYC 708, 734; REHB 675; EDFI 641, 642, 627, 671, 672; COUN 675, 776, 679.
A pattern of additional courses is required for students who do not have a valid teaching certificate and typically includes the following courses: EDIS 650, 651, 672, 649, and 660, and EDAS 621. EDIS 672 is directed toward observation and participation in the normal school processes under supervision within a school setting.
After completion of a program of courses approved for the degree and the awarding of the M.Ed., candidates are admitted to the Specialist in Education degree program in School Psychology.
Specialist in Education in School Psychology
Students must complete 47 semester hours of graduate credit. Typically, students must have a master’s degree in school psychology prior to entrance into the specialist in education degree program. The master’s degree must reflect the NCATE/NASP approved courses offered at the BGSU master’s level. If the master’s degree has deficits, additional courses to fulfill the requirement for license/certification in school psychology will be required.
Candidates typically take the following courses: EDIS 656, 657, 658, 671, 673, 674, 677, 689, 789, 780, and complete an educational change project.
After completion of courses and practica work, candidates are assigned to a supervised internship in a school district approved by the coordinator of the school psychology program and the Ohio Department of Education. The internship experience involves nine to ten months of service under the aegis of a certified school psychologist with a minimum of three years of experience. Registration for BGSU course work as a full-time student is required for the internship experience. The intern is classified as an employee of the assigned school district and is remunerated for professional services during the internship year. The intern is supervised by a member of the school psychology faculty or, in cases where an internship is completed outside of Northwest Ohio, by a member from the school psychology faculty at the nearest university that has an approved program for the preparation of school psychologist (with permission of the University coordinator of the school psychology program). All students completing a paid internship in the state of Ohio must be willing to give one year of service back to Ohio as an employed school psychologist in a public school.
Please access graduate courses online at http://webapps.bgsu.edu/courses/search.php. Graduate courses offered by the Division of Intervention Services use the prefixes: EDIS or EDSE.