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LAKERS TOGETHERGrand Valley is preparing for successful learning experiences when classes resume on Aug. 31. Learn more about the plan for fall in this handbook.

 

 

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.