The core-components phase and the advanced specialization phases are taken concurrently to allow the teacher to learn about their field of specialization as quickly and efficiently as possible. At the end of Phase III, candidates qualify for a Level I credential. Each candidate selects a specific area of emphasis. Exploration of research and data-based instruction is expanded, advanced collaboration skills are taught and leadership skills are explored. Candidates learn how transitional, career, vocational and community aspects of special education are integrated.
Candidates demonstrate their knowledge of assistive technology.
They have opportunities to participate in advanced staff development at their school site level, positive behavior support skills are enhanced, and a formal induction plan is designed and implemented. Courses in Level II lead to a Masters Degree. The scope and sequence of our programs demonstrate an inherent orientation to the scholarship of the field and the wisdom of the many contributing sources of authority. The department has developed, modified, and refined its programs in accordance with a sound theoretical and scholarly base which are reflected in the requirements of various professional organizations and accreditation agencies. The philosophical, sociological and historical foundations that form the basis of our conceptual framework are infused through the basic generic and advanced courses as shown on the Foundations Matrices in the attachments.