Mar 28, 2024  
2016-2017 Graduate Catalog 
    
2016-2017 Graduate Catalog [NOTE!!!! THIS IS AN ARCHIVED CATALOG. FOR THE CURRENT CATALOG, GO TO CATALOG.NIU.EDU]

Special and Early Education


Return to {$returnto_text} Return to: College of Education

Chair: Greg Conderman

Graduate Faculty

Jeffrey Chan, associate professor, Ph.D., University of Texas at Austin
Greg Conderman, professor, Ed.D., University of Northern Colorado
Stephanie DeSpain, assistant professor, Ed.D., Illinois State University
Laura Hedin, associate professor, Ph.D., University of Illinois
Jesse Johnson, associate professor, Ed.D., Northern Illinois University
Sarah Johnston-Rodriguez, associate professor, Ph.D., University of Wisconsin, Madison
Myoungwhon Jung, associate professor, Ph.D., Indiana University
Gaylen G. Kapperman, professor emeritus, Ed.D., University of Northern Colorado
Stacy Kelly, associate professor, Ed.D., Northern Illinois University
Lisa Liberty, assistant professor, Ph.D., University of Washington
Robin Miller Young, assistant professor, Ed.D. Northern Illinois University
William Penrod, associate professor, Ed.D., University of Louisville
Erika Pinter, associate professor, Ph.D., University of Washington
Toni Van Laarhoven, Presidential Teaching Professor, Ed.D., Northern Illinois University

The Department of Special and Early Education offers the M.S.Ed. degree in early childhood education and special education. State of Illinois approved programs leading to educator licensure are offered in early childhood education and special education. Viewing teaching both as an art and science, learning as a reciprocal process, and service as a responsibility, the faculty provides curriculum and instruction grounded in theory, research, and best practice.

Master of Science in Education
Early childhood education
Special education

Admission

The Department of Special and Early Education seeks to select the best-qualified applicants for admission to its programs. When the number of applicants to any program exceeds its capacity, even qualified applicants may be denied admission and encouraged to reapply at a later date.

Specific admission  requirements for the early childhood and special education programs are described in each respective section.

Decisions about admission to programs in the department are ordinarily made at least once each term. Applicants to the programs are not required to take the GRE or MAT to be assured of consideration. Completed applications containing all required data (application forms, official transcripts, and letters of recommendation) must be received by the Graduate School no later than July 15 for admission for the fall term, Decemnber 10 for admission for the spring term, and June 1 for admission for the summer session.

Any applicant who is denied admission to a program may submit to the department chair a written request for reconsideration by the admissions committee that includes information not previously submitted. Final decisions of admissions committees may be appealed to the department’s Academic Appeals Committee. Appeals to this committee must be in writing and must explain the basis for the appeal.

Advisement

A candidate is assigned an adviser when admitted to a department degree or licensure program and develops a program of study in consultation with the adviser. Candidates are responsible for contacting their advisers to develop a program of study and for responding to the periodic posted notices of deadlines for professional semester applications and schedules for advance registration advisement. Courses with the designator TLRN may be counted toward the major in any of the department’s degree programs with adviser approval.

Each candidate also is assigned a faculty mentor who provides guidance throughout the program.

Retention

Candidates must remain in good academic standing in the Graduate School, maintain high ethical standards, and demonstrate evidence of functional competency in fulfilling the professional roles required by the discipline. Specific retention requirements for the early childhood and special education programs are described in each respective section.

Doctoral candidates must pass a candidacy examination which requires an ability to deal with more than individual course content. Satisfactory completion of comprehensive examinations requires analysis, synthesis, and integration of the content within a discipline. Doctoral candidates must also develop, complete, and defend an acceptable dissertation following the guidelines of the Graduate School and the program in which they are enrolled.

Internships

The Department of Special and Early Education offers internships in early childhood education and special education. For further information and internship possibilities, see course descriptions and consult with an adviser.

Student-at-Large, Study-Abroad, and Transfer Credit

Student-at-large, study-abroad, and transfer hours in combination may not exceed 15 semester hours for students pursuing the M.S.Ed. degree in early childhood education or special education. The limit on student-at-large hours may be waived in special circumstances with the approval of the department chair.

Deficiency Study/Field Work

In cases in which a student’s background in the chosen specialty is limited, the individual may be required to fulfill deficiency requirements. Generally, deficiency course work is required of an individual seeking a doctorate whose master’s course work was in another specialty area or field. Supervised field work is sometimes required in a given program of study, especially when, in the adviser’s judgment, it is necessary to prepare the student in a chosen specialty.

Doctoral Cognate in Special Education

Individuals interested in doctoral level studies in special education may elect a cognate in special education while pursuing the doctorate in educational psychology or curriculum and instruction. (See Department of Leadership, Educational Psychology and Foundations.)

Special Education Certificates of Graduate Study

The special education certificates of graduate study are designed for educators currently holding Learning Behavior Specialist I certification who are seeking additional competencies. Completion of a certificate of graduate study in one of the following areas prepares one to apply for Illinois Learning Behavior Specialist II certification as an assistive technology specialist, a behavior intervention specialist, a curriculum adaptation specialist, or a multiple disabilities specialist.

Return to {$returnto_text} Return to: College of Education