TEACHER LICENSURE IN VISUAL IMPAIRMENTS
WITH A MASTER OF EDUCATION OR MASTER OF SCIENCE DEGREE
The licensure program in Visual Impairments with a Master of Education (M.Ed.) or a Master of Science (M.S.) Degree provides broad preparation across many academic disciplines and concentrated professional training for teaching kindergarten through 12th grade. The program requires courses and practica experiences in 1) a teacher education graduate core, 2) a specialization strand in Visual Impairments, 3) qualifying exam to advance to candidacy, 4) advanced graduate courses, and 5) a final written comprehensive examination for the M.Ed. and a thesis for the M.S. Degree.
Additional coursework will be required in educational foundations for students who do not hold a current license in elementary or secondary education.
CORE AND SPECIALIZATION COURSES REQUIRED FOR BOTH M.ED. AND M.S. DEGREES
I. Teacher education core (1) 19 Semester Hours
II. Specialization in Visual Impairments 33 Semester Hours The student may be recommended for licensure to the Utah State Department of Education following completion of the Educational Foundations, Teacher Education Graduate Core and the Specialization in Visual Impairments.
III. Qualifying exam to advance to candidacy
ADVANCED GRADUATE WORK FOR THE MASTER OF EDUCATION DEGREE
IV. Advanced graduate core 9 Semester Hours
V. Allied hours outside of special education 6 Semester Hours
VI. Final written comprehensive examination
Total credit hours for M.Ed. with a license in Special Education and an endorsement in Visual Impairments 67 Semester Hours
ADVANCED GRADUATE WORK FOR THE MASTER OF SCIENCE DEGREE
IV. Advanced Graduate core 12 Semester Hours
V. Allied hours outside of special education 6 Semester Hours
VII. Thesis research 6 Semester Hours
Total credit hours for M.S. with a license in Special Education and and endorsement in Visual Impairments 76 Semester Hours
MASTER OF EDUCATION DEGREE WITH
LICENSURE IN SPECIAL EDUCATION AND ENDORSEMENT
IN VISUAL IMPAIRMENTS
I. TEACHER EDUCATION CORE (19 credit hours)
Special Education 5010 (3) - Human Exceptionality (F,S,U). Understanding people with learning, behavior, sensory, and physical differences. Emphasis on examining the effects of culture and societal values on the inclusion of people with disabilities in home, school, and community settings.
Special Education 6011 (3) - Teaching Students with Disabilities in General Education (F,S). Introduces special and general education candidates to teaching strategies for meeting the needs of students with disabilities in general education settings.
Special Education 6021 (3) - Principles of Learning and Assessment (F,S,U). Theoretical and applied foundations of learning and effective assessment for students with disabilities.
Special Education 6022 (3) - Principles of Instruction and Behavioral Support (S,U). Theoretical and applied foundations of instruction and behavioral support strategies for students with disabilities.
Special Education 6030 (3) - Functional Communication and Language Development (F,S,U).
Theoretical and applied foundations of communication and language development and intervention for students with disabilities. Procedures for the infusion of augmentative and alternative communication systems into home, school, and community settings are highlighted.
Special Education 6040 (3) - Legal and Policy Foundations of Special Education (S,U).Introduction to federal, state, and local government roles in special education. Emphasis is placed on the effects of regulatory and case law on service delivery and the development of public policy.
Special Education 6053 - (1) - Professional Skills Modules (F,S). Three independent modules introduce teacher candidates to APA writing style, conducting library electronic searches, and professional standards/practices in the field.
II. SPECIALIZATION IN VISUAL IMPAIRMENTS (33 HOURS)
SPED 6420 (2) - Social and Psychological Implications of Visual Impairments. (U) In this course attitudes and beliefs related to visual impairments and blindness are explored. The impact of vision loss on the psychosocial functioning of individuals and their families is included. In addition, self-concept, self-esteem, and strategies to enhance these areas in children with visual impairments are studied.
SPED 6430 (4) - Ocular Disorders & Examination Techniques/Low Vision. (F) Students will demonstrate the ability to identify the important parts of the visual system, to understand and interpret eye reports, as well as translate the information into an educational plan. Participants will also conduct and supervise vision-screening clinics. In addition, participants will demonstrate a basic understanding of the approaches and practices of low vision services. Low vision aids, optics, and environmental modifications are also a part of this course.
SPED 6441 (4) - Literary Braille Codes and Technology. (F) Reading and writing literary braille is the focus of this course. Included are the literary braille contractions, short-form words, punctuation, and rules of usage of basic Grade 2 braille, using the Perkins Braille Writer. Emphasis is upon accuracy, beginning formatting, and ability to apply the rules. Students will also learn to write literary braille, using a slate and stylus, as well as computerized braillewriters.
SPED 6443 (.5) - Field Studies in Visual Impairments I. (F). This field studies course is the first of two field studies that provides field experiences in preschool and school setting. Course work completion is linked to Literary Braille Codes 5441/6441 and must be taken concurrently.
SPED 6442 (3) - Nemeth Braille Codes and Technology. (S)Students will learn to transcribe print mathematical symbols into appropriate formats using the Nemeth Braille Code of mathematics. Students will also learn computation skills using the adapted Abacus for basic mathematical operation. In addition, students will explore braille music, foreign language braille, computer braille and Grade 3 braille. Literary braille will also be emphasized in more extended writing projects.
SPED 6450 (3) - Teaching Children with Dual Sensory Impairments (deafblind). (U) The purpose of this course is to provide students with a basic understanding of the needs of learners (ages 0-21) having sensory impairments with multiple disabilities. The role and characteristics of the transdisciplinary team, learning environments, resources, assessment procedures and instructional strategies are included. Inclusion procedures, transitional issues, and methods to encourage parental involvement are identified.
SPED 6460 (2) - Introduction to Orientation and Mobility. (U) Students are introduced to orientation and mobility and learn basic assessment techniques. Students learn to use the results of these assessments along with specific teaching techniques in pre-cane orientation and mobility skills in teaching children with visual impairments. Students also become familiar with basic indoor (non-cane) mobility techniques, learn to identify and teach orientation cures in the environments, and develop lesson plans to teach concepts necessary for future cane travel.Special Education 6470 (4)-Instructional Management for Children with Visual Impairments (0-21)
(S) This course emphasizes best practices in the instructional management of children with visual impairments, in early intervention settings, preschool programs, early elementary grades, as well as the older student in upper elementary through high school grades. The course teaches strategies for the development of basic concepts, socialization skills, emergent literacy, effective braille reading and writing, daily living skills, career understanding, and recreational and leisure skills. Understanding of agency and community resources family collaboration, modification and adaption of materials and environments, and adapted technology will also be presented.
SPED 6444 (.5) - Field Studies in Visual Impairments II. (S) This field studies course is the second of two field studies that provides field experiences in home, preschool and school settings. Course work completion is linked to Instructional Methods 5470/6470 and must be taken concurrently.
Special Education 6500 (10) - Student Teaching Students with Visual Impairments 5-21). (F,S,U) Students with Visual Impairments Students are assigned a practicum setting with students who have visual impairments for 15 weeks under the direct supervision of a cooperating teacher for a total of 450 clock hours. Emphasis is on the teacher as a team member, problem solver and consultant. Students will identify, analyze, and interpret mobility, communication, learning, and behavior problems; maintain evaluation systems; and implement and manage educational programming for students with visual impairments.
III. SUPERVISORY COMMITTEE AND QUALIFYING EXAMINATION
Students must select a supervisory committee within two semesters after being admitted to the program. The Qualifying Exam should be taken after completing the Teacher Education Core Courses.IV. ADVANCED GRADUATE CORE (9 HOURS)
Special Education 6610 (3) - Introduction to Research Methods. Overview of the fundamentals of research methods and design in education and social science. The course involves the presentation of basic information about the purpose of research, the scientific method, experimental-qualitative and non experimental-qualitative methods, and implementation of investigations.Students must select TWO of the following courses.Special Education 6620 (3) - Parent/Professional Collaboration.
Special Education 6960 (3) - Special Education Technology
Special Education 6710 (3) - Culture and School Success
Special Education 7040 (3) - Effective Schools for Students with Disabilities and Their Families.
Other selected special education graduate courses outside the licensure and endorsement requirements in Visual Impairments may be allowed with approval of the students graduate supervisory committee.
V. ALLIED HOURS (6 HOURS)
Students must take a minimum of 6 hours outside of the Department of Special Education with PRIOR approval by the student's supervisory committee. These courses should be selected to focus on an area of interest relevant to the student's professional and academic development.
VI. FINAL COMPREHENSIVE EXAMINATION
MASTERS OF SCIENCE DEGREE WITH
LICENSURE IN SPECIAL EDUCATION AND ENDORSEMENT IN VISUAL IMPAIRMENTS
I. TEACHER EDUCATION CORE (19 credit hours)
Special Education 5010 (3) - Human Exceptionality (F,S,U). Understanding people with learning, behavior, sensory, and physical differences. Emphasis on examining the effects of culture and societal values on the inclusion of people with disabilities in home, school, and community settings.
Special Education 6011 (3) - Teaching Students with Disabilities in General Education (F,S). Introduces special and general education candidates to teaching strategies for meeting the needs of students with disabilities in general education settings.
Special Education 6021 (3) - Principles of Learning and Assessment (F,S,U). Theoretical and applied foundations of learning and effective assessment for students with disabilities. Special Education 6022 (3) - Principles of Instruction and Behavioral Support (S,U). Theoretical and applied foundations of instruction and behavioral support strategies for students with disabilities.Special Education 6030 (3) - Functional Communication and Language Development (F,S,U).Theoretical and applied foundations of communication and language development and intervention for students with disabilities. Procedures for the infusion of augmentative and alternative communication systems into home, school, and community settings are highlighted.
Special Education 6040 (3) - Legal and Policy Foundations of Special Education (S,U).Introduction to federal, state, and local government roles in special education. Emphasis is placed on the effects of regulatory and case law on service delivery and the development of public policy. Special Education 6053 - (1) - Professional Skills Modules (F,S). Three independent modules introduce teacher candidates to APA writing style, conducting library electronic searches, and professional standards/practices in the field.
II. SPECIALIZATION IN VISUAL IMPAIRMENTS (32 HOURS)
SPED 6420 (2) - Social and Psychological Implications of Visual Impairments. (U) In this course attitudes and beliefs related to visual impairments and blindness are explored. The impact of vision loss on the psychosocial functioning of individuals and their families is included. In addition, self-concept, self-esteem, and strategies to enhance these areas in children with visual impairments are studied.SPED 6430 (4) - Ocular Disorders & Examination Techniques/Low Vision. (F) Students will demonstrate the ability to identify the important parts of the visual system, to understand and interpret eye reports, as well as translate the information into an educational plan. Participants will also conduct and supervise vision-screening clinics. In addition, participants will demonstrate a basic understanding of the approaches and practices of low vision services. Low vision aids, optics, and environmental modifications are also a part of this course.
SPED 6441 (4) - Literary Braille Codes and Technology. (F) Reading and writing literary braille is the focus of this course. Included are the literary braille contractions, short-form words, punctuation, and rules of usage of basic Grade 2 braille, using the Perkins Braille Writer. Emphasis is upon accuracy, beginning formatting, and ability to apply the rules. Students will also learn to write literary braille, using a slate and stylus, as well as computerized braillewriters.
SPED 6443 (.5) - Field Studies in Visual Impairments I. (F) This field studies course is the first of two field studies that provides field experiences in preschool and school setting. Course work completion is linked to Literary Braille Codes 5441/6441 and must be taken concurrently.
SPED 6442 (3) - Nemeth Braille Codes and Technology. (S)Students will learn to transcribe print mathematical symbols into appropriate formats using the Nemeth Braille Code of mathematics. Students will also learn computation skills using the adapted Abacus for basic mathematical operation. In addition, students will explore braille music, foreign language braille, computer braille and Grade 3 braille. Literary braille will also be emphasized in more extended writing projects.
SPED 6450 (3) - Teaching Children with Dual Sensory Impairments (deafblind). (U) The purpose of this course is to provide students with a basic understanding of the needs of learners (ages 0-21) having sensory impairments with multiple disabilities. The role and characteristics of the transdisciplinary team, learning environments, resources, assessment procedures and instructional strategies are included. Inclusion procedures, transitional issues, and methods to encourage parental involvement are identified.
SPED 6460 (2) - Introduction to Orientation and Mobility. (U) Students are introduced to orientation and mobility and learn basic assessment techniques. Students learn to use the results of these assessments along with specific teaching techniques in pre-cane orientation and mobility skills in teaching children with visual impairments. Students also become familiar with basic indoor (non-cane
Special Education 6470 (4)-Instructional Management for Children with Visual Impairments (0-21)
(S) This course emphasizes best practices in the instructional management of children with visual impairments, in early intervention settings, preschool programs, early elementary grades, as well as the older student in upper elementary through high school grades. The course teaches strategies for the development of basic concepts, socialization skills, emergent literacy, effective braille reading and writing, daily living skills, career understanding, and recreational and leisure skills. Understanding of agency and community resources family collaboration, modification and adaption of materials and environments, and adapted technology will also be presented.
SPED 6444 (.5) - Field Studies in Visual Impairments II. (S) This field studies course is the second of two field studies that provides field experiences in home, preschool and school settings. Course work completion is linked to Instructional Methods 5470/6470 and must be taken concurrently.
Special Education 6500 (10) - Student Teaching Students with Visual Impairments 5-21). (F,S,U) Students with Visual Impairments Students are assigned a practicum setting with students who have visual impairments for 15 weeks under the direct supervision of a cooperating teacher for a total of 450 clock hours. Emphasis is on the teacher as a team member, problem solver and consultant. Students will identify, analyze, and interpret mobility, communication, learning, and behavior problems; maintain evaluation systems; and implement and manage educational programming for students with visual impairments. III. SUPERVISORY COMMITTEE AND QUALIFYING EXAMINATION Students must select a supervisory committee within two semesters after being admitted to the program. The Qualifying Exam should be taken after completing the Teacher Education Core Courses.
VII. ADVANCED GRADUATE CORE (12 HOURS)
Special Education 6610 (3) - Introduction to Research Methods. Overview of the fundamentals of research methods and design in education social science. The course involves the presentation of basic information about the purposes of research, the scientific method, experimental-qualitative and nonexperimental-qualitative methods, and implementation of investigations.
Special Education 7010 (3) - Group Design and Research Analysis. Principles of small and large group research design, selection of appropriate data analysis procedures, interpretation of results, and guidelines governing ethical inquiry. Students must select ONE of the following research courses:
Special Education 7020 (3) - Single Subject Research DesignA qualitative research course (3) (e.g., Educational Psychology 7420)
Educational Psychology 7460 (3) - Program Evaluation
Educational Psychology 6010 (3) - Introduction to Statistics and Research Design
Educational Administration 6050 (3) - Program Evaluation
Students must select ONE of the following courses:
Special Education 7040 (3) - Effective Schools for Students with Disabilities and their Families
Special Education 6620 (3) - Parent/Professional Collaboration
VIII. ALLIED HOURS (6 HOURS) Students must take a minimum of 6 hours outside of the Department of Special Education with PRIOR approval by the student's supervisory committee. These courses should be selected to focus on an area of interest relevant to the student's professional and academic development. IV. THESIS (6 HOURS)
Additional Study Requirements for M.Ed. and M.S. Degree Programs
Supervisory CommitteeStudents must establish a three member supervisory committee, which will advise them in completing all study requirements. At least two members of the committee must be on the faculty in the Department of Special Education. In addition, the student must select a faculty member from the Department of Special Education with a tenure-track rank of Assistant Professor, Associate Professor, or Professor to serve as chair of their supervisory committee. If desired, candidates may elect to appoint a member from another department or college at the University of Utah. Generally, a faculty member from outside of the Department of Special Education should have knowledge and expertise in the student's allied area of study. All committee members must hold a Masters or Doctoral degree.
Continuous EnrollmentCandidates must be continuously enrolled in a minimum of 3 credit hours during Fall and Spring semesters until completion of the degree program. Enrollment during Summer semester is not required.
Professional Portfolio
Candidates in the Visual Impairment program will maintain a professional portfolio tied to the completion of competencies for the Utah Special Education License in Visual Impairments, and other documents or products specified by the specialization area.
Background Check for Initial LicensureBy legislative mandate, applicants for a teaching license/endorsement in Utah are required to have had a background check including fingerprinting. For further information, contact the Special Education Office, MBH 221.
Teacher licensure by the state of Utah may be denied because of a previous criminal conviction. You may wish to contact the Associate Dean for Professional Education in the College of Education before proceeding with your program in teacher education if you have questions about your status. The Utah Professional Practices Advisory Committee, Utah State Office of Education, 250 East 500 South, Salt Lake City, UT 84111 reviews all such cases.
Revised 6/2/03
1. Additional course work will be required in educational foundations for students who do not hold a current license in elementary or secondary education.