As your advisor, my primary responsibility is to serve your best interests, to be your advocate. Please feel free to ask for help and information in a genuine spirit of partnership.  Universities exist to serve students. Advisors and other faculty/staff should be accountable to students, promoting a climate that respects and accommodates them with full confidentiality.

Don't hesitate to call my office or home.  E-mail questions, comments, and dialogue are welcome, too.  My office hours during the fall and spring semesters are Tuesdays and Thursdays, 2:00 to 4:30 or by appointment. During summer sessions, office hours are by appointment only. Extended hours are available during open registration.

We invite you to visit the following sites for information, resources, and support services for people with special needs, their families, and their service providers:

• Disabilities Support Service Links
• Myths and Facts About Supported Inclusive Education
• Students Who Are Gifted

The School of Education Diversity Committee defines diversity to include “abilities, age, ethnicity, gender, gender identity, geography, language, race, religion, sexual orientation, socioeconomic status, and special needs.” For information and resources please visit

• School of Education Diversity Committee

Tom Mihail, Ph.D., Chair, Special Education

School of Education, Gyte Annex 112
Office:  219.989.2690 / mihailt@purduecal.edu

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Entering Our Programs

Please click the "How to Apply to Our Programs" link for detailed steps on applying to Purdue University Calumet. There are also additional requirements for those seeking licensure in special education - please see the information under "Applying to Special Education Licensure Programs" above.

If you have questions about the application process, please do not hesitate to contact your advisor.

Accreditation

Purdue University Calumet's School of Education is fully accredited by the National Council for Accreditation of Teacher Education (NCATE).  Our programs received particular praise from NCATE examiners for the faculty and staff's commitment to diversity, including students with special needs.

The Vision

Purdue University Calumet's School of Education joins in the civil rights movement on behalf of people with special needs, an often misunderstood minority group.  By promoting positive self-concept, independence, and self-advocacy, coursework emphasizes education's purpose of helping all students to achieve their potential.

Promoting understanding of learners with special needs as people first, courses advance the principle of normalization in the most appropriate, least restrictive environment.  Effective teaching, collaboration, advocacy, and family involvement are explored as the foundations of our efforts to improve the quality of life for all students, families, and service providers.

Considering the role of society in limiting the lives of people who are differently abled, the School of Education's special education programs promote realistic, positive expectations and acceptance within the home, school, and community.  Partnerships among general and special educators, students, families, and community service providers are advanced as the key to minimize limitations imposed by misunderstanding.

Constructing knowledge, developing practice, and fostering relationships are the conceptual framework of our programs.

Advocacy efforts are driven by our firm belief in the message of Dr. Martin Luther King, Jr., that “our lives begin to end on the day we become silent about things that matter.”

Mission

The mission of Purdue University Calumet's School of Education, in collaboration with other professional educators and agencies, is to prepare and support education professionals and related specialists who:

• apply the appropriate knowledge, dispositions, and performances in developing diverse approaches to educational strategies that are constructive, consistent and reflective of sound practice;
•  are prepared to use current research, knowledge, and technology to empower the people they serve;
• are sensitive and responsive to the unique needs of themselves, of  others, and of the diverse society in which they practice;
• are advocates for and models of quality education and lifelong learning.

The School faculty is committed to providing the human and technological resources to enable students and themselves to develop as educational professionals in constructing knowledge, developing practice, and fostering relationships.

Conceptual Framework

"Constructing knowledge" refers to the process by which individuals make meaning of professional information and develop personal theories about teaching, learning and human development. Individuals construct knowledge through structured educational activities and life experiences.

"Developing practice" refers to both the process by which education professionals improve how they do their job as well as to the process of developing and growing as reflective professional practitioners.

"Fostering relationships" refers to the development of those dispositions necessary to create mutually beneficial connections among people and educational institutions and organizations.

 

How to Contact Us

Dr. Tom Mihail, Chair, Special Education
Gyte Annex 112 / 219.989.2690
mihailt@purduecal.edu
Home:  219.884.0640
Web site:  http://www.tommihail.net/aboutgreekprof.html

Dr. Suzanne Beike, Assistant Professor, Special Education
Gyte Annex 104 / 219.989.3143
smbeike@purduecal.edu

Dr. Rita Brusca-Vega, Associate Professor, Special Education
Gyte Annex 104 / 219.989.2568
vegar@purduecal.edu

Dr. Sharon Duncan, Clinical Assistant Professor, Special Education
Gyte Annex 104 / 219.989.2568
sharon.duncan@purduecal.edu

Dr. Robert Colon, Head
Graduate Studies in Education
Gyte Annex 122 / 219.989.2326
rjcolon@purduecal.edu

Virginia Rhodes, Secretary
Graduate Studies in Education
Gyte Annex 122 / 219.989.2326
rhodesv@purduecal.edu

Kim Wasniak , Licensing Clerk
School of Education
Gyte Annex 170C / 219.989-2335
edlicensing@purduecal.edu

In addition to Special Education, Purdue Calumet offers programs in

• Addictions Counseling, Mental Health Counseling, Human Services Counseling, and School Counseling (Dr. Lisa Hollingsworth: 989-2789 or hollings@purduecal.edu)
• Educational Administration (Dr. Pam Frampton: 989-2773 or frampton@purduecal.edu; Dr. Robert Colon: 989-2326 or rjcolon@purduecal.edu)
• Instructional Technology (Dr. Janet Buckenmeyer: 989-2692 or buckenme@purduecal.edu)

Indiana Licensure in Exceptional Needs: Mild Intervention

The Mild Interventions teaching license program, approved by the Indiana Department of Education Office of Educator Licensing and Development, includes successful completion of 28 to 29 credit hours of coursework. Candidates attend classes with a cohort of peers, beginning with the fall course, Historical Perspectives, Etiology, and Characteristics of Individuals with Mild Disabilities.

This is not a "stand alone" program; candidates for this license must hold a valid teaching license, be admitted to a Transition to Teach program, or have a degree in a related field (speech/language therapy, physical therapy, or occupational therapy).

Candidates seeking a license as a special education teacher must be formally admitted to the program (please see How to Apply to Licensure Programs in Special Education). Graduate coursework successfully completed for the license may count toward a graduate degree, as well (subject to policies and procedures governing the master's program).

Chair of Special Education, Tom Mihail, will evaluate your transcripts to identify previous coursework that may fulfill state requirements and determine needed courses.

Curriculum and Assessment

Standards-Based Curriculum

Candidates seeking the Mild Intervention license demonstrate mastery of the Indiana Department of Education standards for Teachers of Students with Exceptional Needs and Graduate Studies in Education Standards. Syllabi reflect these standards and include key assignments to be submitted through TaskStream, an online assessment system.

TaskStream is a program evaluation tool which supports accreditation documentation and encourages candidates to create an electronic portfolio. Whether you create a portfolio is optional; however, as a candidate for licensure, you will be required to use the system to submit specific artifacts (assignments) in your courses, as directed by your instructors. A TaskStream account costs $70, which is good for two years, with an option for renewal. To get an account, please make arrangements to see Virginia Rhodes (rhodesv@purduecal.edu or 989-2326) in the Graduate Studies in Education office (ANNX-122).

Candidates may also complete a Master of Science in Special Education, which requires additional courses.

Performance-Based Assessment

Course syllabi contain one or more assignments which are scored using a rubric that documents successful performance on the State standards toward licensure. These artifacts include papers, projects, computer-based teaching materials, videotaped instruction, student products, and evidence of reflective practice.

Unit Assessment System (Gates)

The National Council for Accreditation of Teacher Education and the Indiana Office of Educator Licensing and Development require that a unit assessment system provides for a data driven monitoring system for all candidates. Our unit assessment system includes three gates through which the candidates must successfully pass to enter, move forward in, and complete, the licensing program.

Admission, Retention, and Completion

Admission (Gate 1)

This is a cohort program, with a new group of candidates being admitted each fall. However, due to the critical shortage of special education teachers in our area, a rolling admissions policy for related courses which are not a part of the special education core will be maintained to support the needs of special education teachers who are employed on an emergency permit and those who wish to become special educators. This means candidates may enter the program during spring or summer enrollment periods for courses addressing supported inclusive education, literacy problems, and math methods. To be formally admitted to the program, candidates are expected to:

1. hold a valid teaching license or be admitted to a Transition to Teach program;
2. be admitted to the School of Education's Department of Graduate Studies in Education (please see Entering Our Programs); and
3. submit an application for admission to the licensure program (available at http://www.purduecal.edu/education/grad/spedforms/mildapp.pdf).

Retention (Gate 2)

Once admitted, in order to continue in the program, the candidate must meet the following requirements, which are evaluated at the halfway point of each candidate's licensure program (completion of five specific courses):

1. maintain a minimum 3.0 (B) grade point average; and
2. earn a minimum 2.0 (competent) average e-portfolio score (rubric scores are 3 = exemplary; 2 = competent; 1 = developing; 0=unacceptable).

Completion of Program / Approval for Licensure (Gate 3)

To be recommended to the State of Indiana for Mild Intervention Licensure, the candidate must meet the following requirements:

1. successfully complete all required coursework;
2. successfully complete supervised teaching or internship in special education;
3. achieve a minimum 3.0 (B) grade point average; and
4. achieve a minimum 2.0 (competent) average e-portfolio score, providing evidence of professional performance on criteria associated with

• Department of Graduate Studies in Education Standards and
• Indiana Department of Education standards for Teachers of Students with Exceptional Needs: Mild Intervention.

When program requirements are met, the candidate contacts Kim Wasniak, our Licensing Assistant (edlicensing@purduecal.edu or 219-989-2335), for support and assistance with the licensure application process.

Coursework meets Indiana licensure requirements. Candidates seeking licensure in another state are advised to check with that state for requirements.

License in Exceptional Needs: Mild Interventions: The Courses

EDPS 26000 Introduction to Special Education (within the past 5 years) OR
EDPS 59100 Integrating Students with Special Needs

EDPS 59100 Historical Perspectives, Etiology, and Characteristics of Individuals with Mild Disabilities (Prerequisite: EDPS 26000 or EDPS 59100)

EDPS 56300 Identification, Evaluation, and Assessment of Individuals with Exceptionalities (Prerequisites: EDPS 26000 or EDPS 59100 and EDPS 59100)

EDPS 56500 Intervention Strategies and Research (Prerequisite: EDPS 26000 or EDPS 59100)

EDPS 59100 Applied Behavior Analysis for Teachers (Prerequisites: EDPS 26000 or EDPS 59100)

EDCI 59100 Literacy Problems: Evaluation and Remediation

EDCI 51100 Mathematics in the Elementary School

EDPS 66400 Seminar in Special Education: Collaboration (Prerequisites: EDPS 26000 or EDPS 59100 and EDPS 59100)

EDPS 56600 Supervised Teaching in Special Education (4 credit hours) OR
EDPS 59000 Internship in Special Education (Candidates in a special education teaching position on an emergency permit are eligible for the internship alternative, in which they are observed, mentored, and evaluated by a university supervisor while “on the job.” Written assignments are also required.)
(Prerequisites: Completion of coursework above)

SUMMARY: NINE COURSES (27-28 CREDIT HOURS)

Indiana requires cardiopulmonary resuscitation (CPR) certification for licensure.

Graduate courses above may also be counted toward the Master of Science in Special Education, a 33 credit hour program.

Indiana Licensure in Exceptional Needs: Intense Intervention

Back to Special Education Home

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As a result of a grant awarded by the U.S. Department of Education, Purdue University Calumet's School of Education is offering a tuition-free program for teachers to become licensed in Intense Intervention.

The two-year part-time program begins in Fall 2010. The program includes content on characteristics, instruction, and issues related to serving students who have significant cognitive, behavioral, and/or physical disabilities with a focus on autism and working with diverse families.

Program of Study*

• Individuals with Severe Disabilities: Historical Perspectives, Etiology, & Characteristics
• Advanced Technological Applications in Special Education
• Intervention Strategies & Research for Teaching Individuals with Severe Disabilities I
• Seminar in Special Education: Diversity, Families, and Disability
• Internship I: Intense Intervention
• Intervention Strategies & Research for Teaching Individuals with Severe Disabilities II
• Seminar in Special Education: Serving Students with Autism Spectrum Disorders
• Internship II: Intense Intervention (for candidates employed in Intense Intervention positions on emergency permits)
• Internship II: Intense Intervention (for candidates who need placement in sites for students with intense needs)

  *Prerequisite: Teachers must (a) hold a Mild Intervention License or (b) take four additional tuition-free courses (Integrating Students with Special Needs; Identification, Evaluation, and Assessment of Individuals with Exceptionalities; Applied Behavior Analysis for Teachers; and Seminar in Special Education: Collaboration) to be eligible for Intense Intervention license.

Send letter of interest and current resume to Dr. Rita Brusca-Vega, Project Director, at vegar@purduecal.edu. The letter of interest and resume must be attached as a single document to the email and labeled with the applicant's name. Applicants who meet initial requirements will be contacted for an interview.

The application process is competitive. Teachers selected for the program must:

1. hold a valid teaching license in general or special education;
2. have a 3.0 or B grade average;
3. currently serve students with intense intervention needs or plan to do so in the future;
4. and meet other requirements for admission to the graduate program.

The letter of interest should include reasons for seeking licensure in Intense Intervention, and indicate a commitment to pursuing graduate study.

The Purdue University Calumet Intense Intervention Licensure Program in the Department of Graduate Studies in Education is supported by the Office of Special Education Programs, U.S. Department of Education; the Child Development Center at Riley Children's Hospital in Indianapolis; the Purdue University Calumet School of Nursing; and the Purdue University Calumet Institute for Social and Policy Research.

Curriculum and Assessment

Standards-Based Curriculum

Candidates seeking the Intense Intervention license demonstrate mastery of the Indiana Department of Education standards for Teachers of Students with Exceptional Needs and Graduate Studies in Education Standards. Syllabi reflect these standards and include key assignments to be submitted through TaskStream, an online assessment system.

TaskStream is a program evaluation tool which supports accreditation documentation and encourages candidates to create an electronic portfolio. Whether you create a portfolio is optional; however, as a candidate for licensure, you will be required to use the system to submit specific artifacts (assignments) in your courses, as directed by your instructors. A TaskStream account costs $75, which is good for two years, with an option for renewal. To get an account, please make arrangements to see Virginia Rhodes (rhodesv@purduecal.edu or 989-2326) in the Graduate Studies in Education office (ANNX-122).

Candidates may also complete a Master of Science in Special Education, which requires additional courses.

Performance-Based Assessment

Course syllabi contain one or more assignments which are scored using a rubric that documents successful performance on the State standards toward licensure. These artifacts include papers, projects, computer-based teaching materials, videotaped instruction, student products, and evidence of reflective practice.

Unit Assessment System (Gates)

The National Council for Accreditation of Teacher Education and the Indiana Office of Educator Licensing and Development require that a unit assessment system provides for a data driven monitoring system for all candidates. Our unit assessment system includes three gates through which the candidates must successfully pass to enter, move forward in, and complete, the licensing program.

Admission, Retention, and Completion

Admission (Gate 1)

To be formally admitted to the program, candidates are expected to:

1. hold a mild intervention teaching license or a valid teaching license with an agreement to complete additional courses in supported inclusive education, assessment, applied behavior analysis, and collaboration;
2. be admitted to the School of Education's Department of Graduate Studies in Education (please see Entering Our Programs); and
3. submit an application for admission to the licensure program to Tom Mihail, Chair of Special Education (available at http://www.purduecal.edu/education/grad/spedforms/intenseapp.pdf).

Retention (Gate 2)

Once admitted, in order to continue in the program, the candidate must meet the following requirements, which are evaluated at the halfway point of each candidate's licensure program:

1. maintain a minimum 3.0 (B) grade point average; and
2. earn a minimum 2.0 (competent) average e-portfolio score (rubric scores are 3 = exemplary; 2 = competent; 1 = developing; 0=unacceptable).

Completion of Program / Approval for Licensure (Gate 3)

To be recommended to the State of Indiana for Intense Intervention Licensure, the candidate must meet the following requirements:

1. successfully complete all required coursework;
2. successfully complete supervised teaching or internship in special education;
3. achieve a minimum 3.0 (B) grade point average; and
4. achieve a minimum 2.0 (competent) average e-portfolio score, providing evidence of professional performance on criteria associated with

• Department of Graduate Studies in Education Standards and
• Indiana Department of Education standards for Teachers of Students with Exceptional Needs: Intense Intervention.

When program requirements are met, the candidate contacts Kim Wasniak, our Licensing Assistant (edlicensing@purduecal.edu or 219-989-2335), for support and assistance with the licensure application process.

Coursework meets Indiana licensure requirements. Candidates seeking licensure in another state are advised to check with that state for requirements.

Indiana requires cardiopulmonary resuscitation (CPR) certification for licensure.

Graduate courses above may also be counted toward the Master of Science in Special Education, a 33 credit hour program.

Master of Science in Education, Special Education

Master of Science in Special Education candidates complete an 11-course (33 credit hour) program, including:

• three foundation courses (multicultural education, advanced educational psychology, and educational research)
• six special education courses
• two related courses Course selection to meet the special education and related requirements is typically driven by candidates' licensure programs.

Graduate courses taken for the mild intervention and/or the intense intervention licenses also count toward the master's degree in special education. For those who are already licensed in special education and those who are not seeking licensure, the six required special education courses and the two related courses are electives. Candidates must be formally admitted to this degree-seeking graduate program. Please see Entering Our Programs.

12-Hour Rule

Up to four appropriate graduate courses (12 credit hours) taken as a post-baccalaureate (temporary, non degree-seeking) candidate may be counted toward the degree. Any courses beyond 12 credit hours will not count toward the degree unless the candidate has been formally admitted as a master's degree-seeking candidate.

Five-Year Rule

No course older than five years at the time of graduation may be counted toward the degree.

Transfer Courses

Up to 15 hours of equivalent coursework taken for a letter grade at other accredited universities and colleges may be transferred into this program. Only courses with a grade of B or better are accepted.

Tips to Make Things Go Easily

Once you are admitted to a program, understanding administrative procedures will make your experience more enjoyable and positive.  The following tips will help you find your way through the bureaucracy and finish your program in a timely and successful manner.

1. All of our graduate programs are housed in the Department of Graduate Studies in Education (GSE) office.  We are located in the GYTE Annex, Room 122; our phone number is 219-989-2326.  The office personnel are Virginia Rhodes, secretary, and Dr. Robert Colon, Department Head.

2. During the admissions process, please check with Graduate Studies in Education Secretary Virginia Rhodes regularly to make certain that necessary paperwork is completed on time.  Your admission to a program will not occur until all of the required materials are received.  It is your responsibility to make certain that all necessary documents are requested and sent to our office.  You can save yourself time and trouble by being conscientious in the gathering of required documentation.

3. Once you are admitted, you must register for classes.  Your advisor, Dr. Mihail, can register you in his office during early/open/late registration.  Office hours are Tuesdays and Thursdays, 2:00-4:30 during early and late registration.  Extended office hours are available during open registration.
   Purdue Calumet allows registration online.  However, you cannot register for courses in GSE programs without permission from your advisor.  It is important, therefore, to find out when registration begins each semester, to see your advisor about appropriate coursework, and register in a timely fashion.  Failure to get your advisor's permission may result in your being dropped from a course for which you registered.  Because of state and federal requirements, it is necessary for us to sequence our programs and supervise enrollment carefully.  Please don't cause difficulties for yourself by omitting this important step.  Registration dates are posted on calendars located throughout the campus, including our GSE office.

4. Another necessary step towards completion of a graduate degree program is the plan of study (POS).  It is the official electronic "paperwork" for graduation.   With Dr. Mihail’s support and guidance, including step-by-step directions, you will submit the plan online to the Graduate School.   The “trigger” for completing the POS is when you register for your last course(s) to complete your program, during the semester before  the semester that you graduate.  It is your responsibility to request your advisor’s assistance with completing the POS.  Again, please heed this reminder so that you do not delay your graduation.

Curriculum and Assessment

Standards-Based Curriculum

Candidates seeking this degree demonstrate mastery of the Indiana Department of Education standards for Teachers of Students with Exceptional Needs and Department of Graduate Studies in Education standards. Syllabi reflect these standards and include key assignments to be submitted through TaskStream, an online assessment system.

TaskStream is a program evaluation tool which supports accreditation documentation and encourages candidates to create an electronic portfolio. Whether you create a portfolio is optional; however, as a candidate for licensure, you will be required to use the system to submit specific artifacts (assignments) in your courses, as directed by your instructors. A TaskStream account costs $70, which is good for two years, with an option for renewal. To get an account, please make arrangements to see Virginia Rhodes (rhodesv@purduecal.edu or 989-2326) in the Graduate Studies in Education office (ANNX-122).

Performance-Based Assessment

Course syllabi contain one or more assignments which are scored using a rubric that documents successful performance on the State and department standards. These artifacts include papers, projects, computer-based teaching materials, videotaped instruction, K-12 student products, and evidence of reflective practice.

Unit Assessment System (Gates)

The National Council for Accreditation of Teacher Education and the Indiana Office of Educator Licensing and Deployment require that a unit assessment system provides for a data driven monitoring system for all candidates. Our unit assessment system includes three gates through which the candidates must successfully pass to enter, move forward in, and complete, the licensing program.

Plan of Study

Official electronic graduation “paperwork,” the Plan of Study, is prepared by the candidate and approved by the academic advisor, the Head of Graduate Studies in Education, and the Graduate School.  This summative documentation of coursework is submitted when the candidate registers for the last course.  The Plan of Study must be received by the Graduate School during the semester before the semester of graduation. Please follow the instructions to access the online Plan of Study by clicking on this link to view the Adobe PDF document.

Admission, Retention, and Completion

Admission (Gate 1)

Although a new cohort of mild intervention licensure candidates is admitted each fall and a new cohort of intense intervention licensure candidates is admitted each spring , those who are also seeking a master's in special education may begin working on their degrees during any semester. There are three foundation courses (multicultural education, advanced educational psychology, and educational research) required for the degree that are not part of the licensure programs.

Mild intervention licensure candidates may also take the required literacy and math courses during any semester. Intense intervention licensure candidates who are required to take additional coursework because they do not have a mild intervention license may take those four courses during any semester. Also, EDPS 59100 (Integrating Students with Special Needs) may be taken during any semester.

Those who are seeking the master's degree, but are not pursuing licensure, may enter the program during any semester.

Candidates for the Master of Science in Special Education are admitted based on a 3.0 minimum grade point average, three recommendation forms, teaching or related human service experience, a written statement addressing their reasons for pursuing graduate studies (which serves to reflect dispositions and as a writing sample), and an interview.

Retention (Gate 2)

Once admitted, in order to continue in the program, the candidate must meet the following requirements, which are evaluated at the halfway point of each candidate's program (completion of five specific courses):

1. maintain a minimum 3.0 (B) grade point average; and
2. earn a minimum 2.0 (competent) average e-portfolio score (rubric scores are 3 = exemplary; 2 = competent; 1 = developing; 0=unacceptable).

Completion of Program / Approval for Licensure (Gate 3)

To be recommended to the State of Indiana for Intense Intervention K-12 Licensure, the candidate must meet the following requirements:

1. successfully complete all required coursework;
2. achieve a minimum 3.0 (B) grade point average; and
3. achieve a minimum 2.0 (competent) average e-portfolio score, providing evidence of professional performance on criteria associated with
   • Department of Graduate Studies in Education Standards and
   • Indiana Department of Education standards for Teachers of Students with Exceptional Needs: Intense Intervention.
4. The official paperwork for graduation, the Plan of Study, provides summative documentation of the candidate's coursework. It must be filed with the main campus in West Lafayette during the semester before the semester in which the candidate graduates.

Master of Science in Special Education: The Courses

Foundations (9 hours)

Humanistic Education (3 hours)

EDCI 58500 Multicultural Education

Behavioral Education (3 hours)

EDPS 53000 Advanced Educational Psychology

Research in Education (3 hours)
Select one of the following courses:

EDPS 53100 Introduction to Measurement and Evaluation
EDPS 53300 Introduction to Educational Research I: Methodology

Special Education Core (18 hours)*
Select six of the following courses:

EDPS 56300 Identification, Evaluation, and Assessment of Individuals with Exceptionalities
EDPS 56500 Intervention Strategies and Research
EDPS 56600 Supervised Teaching in Special Education: Mild Intervention
EDPS 56600 Supervised Teaching in Special Education: Intense Intervention
EDPS 56800 Special Education Issues
EDPS 59000  Internship I:  Intense Intervention
EDPS 59000  Introduction to Response to Intervention
EDPS 59000  Seminar in Special Education:  Serving Students with Autism Spectrum Disorders
EDPS 59000  Seminar in Special Education:  Diversity, Families, and Disability
EDPS 59000 Internship in Special Education: Mild Intervention
EDPS 59000 InternshipII: Intense Intervention
EDPS 59000 Individuals with Severe Disabilities: Historical Perspectives, Etiology and Characteristics
EDPS 59000 Intervention Strategies and Research for Teaching Individuals with Severe Disabilities I
EDPS 59000 Intervention Strategies and Research for Teaching Individuals with Severe Disabilities II
EDPS 59100 Integrating Students with Special Needs
EDPS 59100 Historical Perspectives, Etiology, and Characteristics of Individuals with Mild Disabilities
EDPS 59100 Applied Behavior Analysis for Teachers
EDPS 59100 Advanced Technological Applications in Special Education
EDPS 66400 Seminar in Special Education: Law and Individuals with Disabilities
EDPS 66400 Seminar in Special Education: Collaboration

* With the exception of EDPS 59100 (Integrating Students with Special Needs), courses listed above may have prerequisites; please consult your advisor.

Related (6 hours)
Select two of the following courses:

EDCI 51100 Mathematics in the Elementary School
EDCI 59100 Literacy Problems: Evaluation and Remediation
EDCI 56000 Educational Technology for Teaching and Learning
EDCI 59100 Human Issues in Technology
EDPS --- (course[s] from the above list)
PSY 53200 Psychological Disorders of Childhood

SUMMARY: ELEVEN COURSES (33 CREDIT HOURS)

Prerequisites

• Mild Intervention K-12 Licensure: Valid teaching license or admitted to a Transition to Teach program
• Intense Intervention K-12 Licensure: (1) Mild Intervention K-12 License or (2) valid teaching license and agreement to take four four additional courses (supported inclusive education, assessment, applied behavior analysis, and collaboration)
• Master of Science in Special Education: Bachelor's degree

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Course	Prerequisites
EDCI 51100 Teaching Math in the Elementary School	None
EDCI 59100 Literacy Problems: Evaluation and Remediation	None
EDCI 56000 Educational Technology Teaching and Learning	None (moderate comfort level with computer use helpful but not required)
EDCI 59100 Human Issues in Instructional Technology	None (moderate comfort level with computer use helpful but not required)
EDCI 56300 Identification, Evaluation, and Assessment of Individuals with Exceptionalities	EDPS 26000 (Introduction to Special Education) or EDPS 59100 (Integrating Students with Special Needs; EDPS 59100 (Historical Perspectives, Etiology, and Characteristics of Individuals with Mild Disabilities)
EDPS 56500 Intervention Strategies and Research	EDPS 26000 or EDPS 59100
EDPS 56600 Supervised Teaching in Special Education	All courses required for licensure
EDPS 56800 Special Education Issues	EDPS 26000 or EDPS 59100 and EDPS 59100
EDPS 59000 Internship in Special Education	All course required for licensure
EDPS 59000 Individuals with Severe Disabilities: Historical Perspectives, Etiology, and Characteristics; EDPS 59000 Intervention Strategies and Research for Teaching Individuals with Severe Disabilities I; EDPS 59000 Intervention Strategies and Research for Teaching Individuals with Severe Disabilities II; EDPS 59100 Advanced Technological Applications in Special Education; EDPS 56600 or EDPS 59000	Admission to intense intervention program; these courses are taken in the order listed to the left, with each serving as a prerequisite to the course that follows
EDPS 59100 Integrating Students with Special Needs	None
EDPS 59100 Historical Perspectives, Etiology, and Characteristics of Individuals with Mild Disabilities	EDPS 26000 or EDPS 59100
EDPS 59100 Applied Behavior Analysis	EDPS 26000 or EDPS 59100
EDPS 66400 Seminar in Special Education: Law and Individuals with Disabilities	None (this course is primarily offered for candidates in the educational administration program)
EDPS 66400 Seminar in Special Education: Collaboration	EDPS 26000 or EDPS 59100 and EDPS 59100
PSY 53200 Psychological Disorders of Childhood	None

Purdue University Calumet's Department of Graduate Studies in Education is offering a 15 credit hour program  which leads to a certificate of completion in response to intervention (RTI).  This program is for general educators, special educators, school psychologists, diagnosticians, and others to become RTI specialists.  Coursework may also be counted toward a master's degree for candidates admitted to the Master of Science in Special Education program (please click the Tab above to see more) .

Evening courses are available in the fall and spring.  Daytime courses are available in summer.  The certificate can be earned in one calendar year.

COURSEWORK

EDPS 59000 Introduction to Response to Intervention(1 credit hour)
Offered on five Saturday mornings for three hours each, the modules include an introduction to K-12 RTI models in the context of gifted education, students who are twice exceptional, English as a new language, mild and severe disabilities,  functional behavior assessments, and behavior supports.  This course addresses  tier 1 interventions and program development.

EDCI59100 Literacy Problems: Evaluation and Remediation(3 credit hours)
Basic K-12 literacy development to include assessment and tier 2 interventions for small groups.

EDCI 51100 Teaching Mathematics in the Elementary School (3 credit hours)
Basic math development to further address tier 2 assessment, interventions, and extensions for small groups.

EDPS 56500 Intervention Strategies and Research (3 credit hours)
Tier 3 one-on-one interventions for students with disabilities and students at risk.

EDPS 66400 Seminar in Special Education: Collaboration (3 credit hours)
Fosters consultative and collaborative skills. Promotes joint projects between general and special educators and other school community members.

EDPS 59000 Action Research Project (2 credit hours)
Working closely with the instructor, candidates will plan and implement a research-based RTI project that is classroom- or school-based.

For information, please contact:
Suzanne Beike, Ph.D.
smbeike@purduecal.edu or 219-989-3143

How to Apply to Licensure Programs in Special Education

In addition to applying to graduate school as a degree-seeking candidate or post-baccalaureate student, those seeking licensure in mild intervention or intense intervention must also apply for admission to a licensure program. This involves a relatively brief form and two pieces of documentation.

To apply for admission to the Mild Intervention licensure program:

1. 1. Please download and complete the application at http://www.purduecal.edu/education/grad/spedforms/mildapp.pdf
2. 2. Attach transcripts and a copy of your teaching license.

To apply for admission to the Intense Intervention licensure program:

1. 1. Please download and complete the application at http://www.purduecal.edu/education/grad/spedforms/intenseapp.pdf
2. 2. Attach transcripts and a copy of your teaching license.

The application goes to Tom Mihail, Chair of Special Education. It may be faxed (219-989-3215), mailed (2200 169th Street, Hammond IN 46323-2094) or hand delivered (ANNX-112 or ANNX-122).

Department of Graduate Studies in Education Standards

GSE 1: Instructional Uses of Technology “The graduate understands the central concepts related to educational technology, and can effectively and appropriately implement this technology into classroom preparation and instruction”

GSE 2: Individuals with Special Needs “The graduate understands various learning and physical disabilities, how these may be manifested in learning situations, and how to adapt instruction to ensure success for all individuals.”

GSE 3: Diversity “The graduate understands the nature of diversity in the human community, how cultural and gender differences can affect learning, and how to create a learning environment that protects the individuality and dignity of all learners.”

GSE 4: Communication “The graduate uses knowledge of appropriate verbal, nonverbal, and written communication in preparing instructional materials and can effectively communicate with all stakeholders within the professional community.”

GSE 5: Educational Research “The graduate understands current trends in educational research and can critically examine this research in relationship to his/her profession.”

GSE 6: Community Collaboration “The graduate understands the dynamics of educational, geographic, and/or school communities; can effectively participate within these communities; and fosters an environment that respects all individuals.”

GSE 7: Content Knowledge "The graduate understands that professional decisions must be made based on a thorough knowledge foundation that includes theories, skills, organizational structures  and cultures, societal  needs, legal foundations, learning theory, research techniques, and many others. This solid knowledge base will result in a decision-making process that is reasoned, accurate, and competent."

 

Indiana Standards for Teachers of Students with Exceptional Needs

Teachers of Students with Exceptional Needs: Mild Intervention

Autism Spectrum Disorder, Emotional Disability, Learning Disability, Mild Mental Disability, Moderate Mental Disability, Orthopedic Impairment, Traumatic Brain Injury, Other Health Impairment

Teachers of Students with Exceptional Needs: Intense Intervention

Autism Spectrum Disorder, Emotional Disability, Moderate Mental Disability, Multiple Disabilities, Orthopedic Impairment, Severe Mental Disability, Traumatic Brain Injury, Other Health Impairment

Standard 1: Foundations

Educators of students with exceptional needs understand the field of special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues.

Standard 2: Development and Characteristics of Learners

The educator of students with special needs is knowledgeable of human growth and development and uses this knowledge to provide meaningful learning opportunities.

Standard 3: Individual Learning Differences

The educator of students with exceptional needs has an in-depth understanding of the unique characteristics and specialized needs of students and the implications for academic, social, and emotional planning necessary to support continuous skill development and to maximize independence throughout life.

Standard 4: Instructional Strategies

The educator of students with exceptional needs possesses a repertoire of evidence-based instructional strategies and knowledge of technology, and selects, adapts, and uses these strategies and technologies to promote positive learning results.

Standard 5: Learning Environments and Social Interactions

The educator of students with special needs is cognizant of the importance of active learning environments and collaboratively designs settings that foster an enriching , nurturing, and safe climate where diversity and risk taking are valued.

Standard 6: Communication

The educator of students with exceptional needs understands typical and atypical language development and uses individualized strategies to enhance language development and teach communication skills.

Standard 7: Instructional Planning

The educator of students with exceptional needs understands that individualized planning is at the center of special education practice.

Standard 8: Assessment

The educator of students with exceptional needs in competent in selecting, administering, and interpreting a variety of formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.

Standard 9: Professional and Ethical Practice

The educator of students with exceptional needs understands reflective and ethical practices and the importance of ongoing professional development to promote student growth.

Standard 10: Collaboration

The educator of students with exceptional needs collaborates with families, colleagues, related service providers, and community members in culturally responsive ways to support students' learning.

Director of Exceptional Needs License

The approved licensure program for Director of Exceptional Needs consists of a maximum of 40 semester hours of prescribed graduate credit. Applicants must also meet the following requirements:

1. Complete a master's degree with a minimum graduate grade point average of 3.25 from an accredited institution;
2. Hold either a standard or proficient practitioner teaching or school services license in the field of exceptional needs, language and speech pathology, or school psychology;
3. Complete a minimum of two years of experience in special education settings;
4. Meet the state cut-off score on the School Leaders Licensure Assessment (SLLA) exam; and
5. Submit artifacts that meet Department of Graduate Studies in Education and SLLA standards through the online assessment system, TaskStream.

COURSES

Foundations (12 credits)

EDCI 58500 Multicultural Education
EDPS 53000 Advanced Educational Psychology
EDPS 53300 Introduction to Educational Research I: Methods
EDPS 66400 Seminar in Special Education: Law
EDFA 60800 Business Management in Education

Administration (28 credits, taken in sequence)

EDFA 51200 Foundations of Educational Administration
EDFA 60900 Legal Aspects of American Education
EDFA 61000 Supervision of Instruction and Instructional Personnel
EDFA 51600 School and Community Relations
EDFA 59100 Legal Aspects II
EDCI 59100 School Curriculum
EDFA 59100 School Administration
EDFA 69500 Internship in Special Education
EDFA 69500 Internship in Administration

Note: This program is designed for candidates who already have a master's degree and special education experience/background. The intent is to couple the Exceptional Needs Director's License with the Building Level Administrator's License whenever possible. However, a master's degree can be worked into the program for those who do not have one. Also, additional special education coursework may be included, for those who need it.

For further information and advising, please contact Dr. Pam Frampton, Chair of Educational Administration (frampton@purduecal.edu or 219.989.2773).

Forms - Special Education

Required forms for program progression may be found by clicking the links to the left.

Note that some files are in the PDF format; to view them, you must have Adobe Acrobat Reader installed on your computer.

Click here to download Acrobat Reader.

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Online Application to the Graduate School

Official Transcript Request Form

Letter of Recommendation Form

Process for Evaluation of Candidate Dispositions

Student Complaint Policy

Licensure Program
Application to the Program - Mild Interventions
Application to the Program - Intense Interventions

Practicum (EDPS 56600) or Internship (EDPS 59000):  Submit a printed application to the Chair of Special Education 60 days prior to the beginning of the semester.

• Mild Intervention Internship Application (Word DOC)
• Mild Intervention Practicum Application (Word DOC)
• Intense Intervention Internship Application (Word DOC)
• Intense Intervention Practicum Application (Word DOC)