Special Education, M.Ed. - Emotional Impairment Emphasis
Student Outcomes
Assessment of Student Outcomes
Outcome SEG-EI-A Curricular Content Knowledge (CEC Standard 3)
Beginning special education professionals use knowledge of general and
specialized curricula to individualize learning for individuals with exceptionalities.
Objective 1
Standard 3.1 Beginning special education professionals understand the
central concepts, structures of the discipline, and tools of inquiry of
the content areas they teach, and can organize this knowledge, integrate
cross-disciplinary skills, and develop meaningful learning progressions
for individuals with exceptionalities. Specialty Set: EBD.1.K.4 Effects
of emotional factors on the learning process.
Objective 2
Standard 3.1- Beginning special education professionals understand the
central concepts, structures of the discipline, and tools of inquiry of
the content areas they teach, and can organize this knowledge, integrate
cross-disciplinary skills, and develop meaningful learning progressions
for individuals with exceptionalities. Specialty Set- EBD.6.K4-
Principle of least restrictive environment for individuals with EBD.
EBD.5.S2- Use evidence-based practices to enhance academic and social
competence.
Objective 3
Standard 3.2: Beginning special education professionals understand and
use general and specialized content knowledge for teaching across
curricular content areas to individualize learning for individuals with
exceptionalities. Specialty Set- EBD.6K4-Principle of least restrictive
environment for individuals with EBD.
Objective 4
Standard 3.2: Beginning special education professionals understand and
use general and specialized content knowledge for teaching across
curricular content areas to individualize learning for individuals with
exceptionalities. Specialty Set- 5.S3 Use prevention and intervention
strategies for individuals at risk for EBD.
Outcome SEG-EI-B Instructional Planning and Strategies (CEC Standard 5)
Beginning special education professionals select, adapt, and use
a repertoire of evidence-based instructional strategies to advance
learning of individuals with exceptionalities.
Objective 1
Standard 5.1: Beginning special education professionals consider
individual abilities, interests, learning environments, and cultural and
linguistic factors in the selection, development, and adaptation of
learning experiences for individuals with exceptionalities. Specialty
Set- EBD.5.S3- Use prevention and intervention strategies for
individuals at risk for EBD. EBD.5.S6- Integrate academic and affective
instruction with behavior management for individuals and groups with
EBD.
Objective 2
Standard 5.2: Beginning special education professionals use technologies
to support instructional assessment, planning, and delivery for
individuals with exceptionalities.
Objective 3
Standard 5.6: Beginning special education professionals teach to mastery
and promote generalization of learning. Specialty Set- EBD.5.S2- Use
evidence-based practices to enhance academic and social competence.
Objective 4
Standard 5.6: Beginning special education professionals teach to mastery
and promote generalization of learning. Specialty Set- EBD.6.K4-
Principle of least restrictive environment for individuals with EBD.
Objective 5
Standard 5.7: Beginning special education professionals teach
cross-disciplinary knowledge and skills such as critical thinking and
problem solving to individuals with exceptionalities. Specialty Set-
EBD.5.S2- Use evidence-based practices to enhance academic and social
competence. EBD.5.S6- Integrate academic and affective instruction with
behavior management for individuals and groups with EBD.
Objective 6
Standard 5.7: Beginning special education professionals teach
cross-disciplinary knowledge and skills such as critical thinking and
problem solving to individuals with exceptionalities. Specialty Set-
EBD.5.S1- Use non-aversive techniques to support targeted behavior and
maintain attention of individuals with EBD. EBD.5.S4- Use strategies to
teach alternative behaviors. EBD.5.S5- Plan and implement individualized
reinforcement systems and environmental modifications at levels equal to
the intensity of the behavior.
Outcome SEG-EI-C Professional Learning and Ethical Practice (CEC Standard 6)
Beginning special education professionals use foundational knowledge of
the field and their professional ethical principles and practice
standards to inform special education practice, to engage in
lifelong learning, and to advance the profession.
Objective 1
Standard 6.1: Beginning special education professionals use professional
ethical principles and professional practice standards to guide their
practice.
Objective 2
Standard 6.2: Beginning special education professionals understand how
foundational knowledge and current issues influence professional
practice. Specialty Set- EBD.6.K1 Specialized terminology in the area
of EBD.
Objective 3
Standard 6.4: Beginning special education professionals understand the
significance of lifelong learning and participate in professional
activities and learning communities. Specialty Set- EBD.6.K2 Effects of
legal, judicial, and educational systems serving individuals with EBD.
Objective 4
Standard 6.5: Beginning special education professionals advance the
profession by engaging in activities such as advocacy and mentoring.
Outcome SEG-EI-D Collaboration (CEC Standard 7)
Beginning special education professionals collaborate with
families, other educators, related service providers, individuals with
exceptionalities, and personnel from community agencies in
culturally responsive ways to address the needs of individuals
with exceptionalities across a range of learning experiences.
Objective 1
Standard 7.0: Beginning special education professionals collaborate with
families, other educators, related service providers, individuals with
exceptionalities, and personnel from community agencies in culturally
responsive ways to address the needs of individuals with
exceptionalities across a range of learning experiences. Specialty
Set- EBD.7.S1- Share effective behavior management techniques with families.
Objective 2
Standard 7.1: Beginning special education professionals use theory and
elements of effective collaboration.
Objective 3
Standard 7.2: Beginning special education professionals serve as a
collaborative resource to colleagues.
