MASTER OF SCIENCE IN EDUCATION (MSE):  SPECIAL EDUCATION

The purpose of the graduate program leading to the Master of Science in Education degree is the advanced preparation and development of licensed P-12 school professionals. 

Admission into the Master of Science in Education Program requires

1. a bachelor’s degree from an accredited institution,
2. an initial or standard (or eligibility for) teacher’s license from any state, with a teaching field appropriate to the proposed major or emphasis area, and
3. an overall minimum undergraduate grade point average of 2.70, or a grade point average on the final two (2) years of 3.00 (on a 4.00 scale).

The MSE program is designed to

1. offer specialization in the teacher's major field;
2. strengthen competencies;
3. extend and reinforce knowledge, techniques, and skills in the areas of educational interest;
4. enrich the candidate's understanding of the professional aspects of teaching;
5. foster in the teacher a desire for continued professional development; and,
6. in some cases, qualify the candidate for additional licensure in Arkansas.

The Graduate Program in Special Education provides graduate courses and experiences leading to licensure for teaching 4th-12th grade students with disabilities and an MSE in Special Education. Just as special education instructors individualize programs for those with disabilities, so must graduate students’ programs be tailored, as much as possible, each person. The requirements for state licensure are now based on meeting specific competencies, not on course credit. Courses that provide instruction and practical experiences are offered to help the student meet the competencies required by the Arkansas Department of Higher Education for Special Education Instructional Specialist 4th-12th grade. In terms of the state licensure competency-based requirements, the program is flexible enough to adapt and adjust to each graduate student’s knowledge and skill level as they enter the program.

Our Vision
We strongly believe that every individual with a disability has the legal and moral right to be educated by reflective and compassionate professionals who value each individual’s uniqueness and adapt instruction to these individual strengths and needs. Every individual with a disability deserves educational opportunities to develop to his or her maximum potential, and to become included, valued, and productive members in their schools and communities. This requires individualized learning experiences and instructional efforts that span many contexts, from the home environment to a variety of school and community settings. Thus, all educators who instruct individuals with special needs, not just special education instructors, must become reflective and compassionate professionals who are knowledgeable, sound pedagogically and who are willing and eager to effectively and compassionately instruct individuals with special needs and be their advocates for a better future.

Our Master of Science Programs in Special Education not only prepares our graduate students to instruct individuals with disabilities, it also is an advanced program of study leading to a Masters of Science in Education degree. Therefore, we expect our graduate students to not only develop into reflective and compassionate professionals in terms of instructing individuals with special needs, but we also expect them to develop the knowledge, skills, and dispositions to inform the knowledge base and the profession. This requires that our students are offered instruction and experiences that prepare them to understand, use, and value advanced academic and scholarly processes of learning and inquiry across their graduate special education program.


Our Mission
To assist the development of reflective and compassionate professionals who are

• extremely knowledgeable;
• exceptionally skillful;
• ethical; and
• strong, tireless, and courageous advocates for individuals with disabilities and their families

Our Goals
Our major goals are grouped in general instructional and scholarly domains that were largely adopted from the Council for Exceptional Children (CEC) Guidelines for Teacher Education Programs. By the end of our program the graduate student in special education will understand and reflectively and compassionately use sound knowledge, skills, and dispositions encompassed in the following domains:

1. philosophical, historical, legal, and ethical foundations of special education;
2. characteristics of learners with diverse and special needs including human development and the effects of various disabilities and diversity on development and instruction;
3. the processes of accommodating to individual and group learning and behavioral differences in planning, instructing, managing, and assessing students with disabilities;
4. instructional content and practice, including sound models, theories, philosophies, and the methods that flow from them, that inform and comprise the knowledge base of best practices of special education;
5. sociocultural, economic, political, family, and school contexts and their influence on development, learning, and instruction;
6. communication, especially language;
7. planning, organizing, establishing, maintaining, and adjusting the academic and social curricula and the instructional and learning environment, including managing student behavior, small and whole group behavior, and social interaction skills;
8. assessment, diagnosis, and evaluation;
9. professional, legal, and ethical processes of learning and critical thinking, inquiry and scholarly activity, and personal development, reflection, and renewal;
10. effective, compassionate, and harmonious communication and collaboration with students, parents and families, educators and administrators, and other professional and community members;
11. technology used for communication, information, instruction, and the accommodation of special needs.
    

Admission Requirements
In addition to the admissions requirements to HSU’s Graduate School and the Master of Science in Education Programs, the Instructional Specialist: Special Education: (4-12) also requires the following specific admission requirements:

1. Evidence of the possession of a standard teacher’s license from the state of Arkansas
   
   OR
   
   Concurrent enrollment in an accredited program leading to standard initial license
   
2. Three letters of recommendations — one each from a peer, current or immediate past supervisor, and an Institution of Higher Education (IHE) academic professional.
   
3. Current Resume
   
4. Written essay which is to address the following:
   • Philosophy of Special Education
   • Autobiographical information on why you are choosing to enter into the special education field
     
     
5. Initial formal interview with a minimum of two graduate faculty members, one of which must be from the graduate special education program.
   

Based on the results of this assessment process, an individualized licensure plan is formulated. This plan represents the necessary coursework for the candidate to develop the required competencies to be licensed as a Special Education Instructional Specialist (4-12).

In terms of the Master of Science in Education (M.S.E.) program, however, Henderson is bound by course credit. The Graduate Program in Special Education requires 33 hours of specific graduate course work. All graduate students must take at least 33 hours of course work to receive the M.S.E. Those students who have taken similar courses previously and who meet state requirements for the course will have alternative courses substituted in their plan for meeting the 33-hour course work requirements for the MSE degree.

Required Coursework for an MSE in Instructional Specialist:
Special Education (4-12):

1. A successful demonstration of performances based on an exit portfolio assessment. A portfolio is required of all candidates for the M.S.E. in Special Education. Upon entrance to the program, each candidate is provided with portfolio construction guidelines and rubrics for assessing performance.
   
2. A successful presentation of the portfolio to an Exit Evaluation Committee. The Committee is composed of the candidate's faculty advisor, serving as the Chair of the Committee, another special education faculty member, and a special education supervisor or a special education teacher.

EARLY CHILDHOOD SPECIAL EDUCATION

The Graduate Program in Early Childhood Special Education provides graduate courses and experiences leading to licensure for teaching students with disabilities from birth through 4th grade and an MSE in Special Education. Just as special education instructors individualize programs for those with disabilities, so must graduate students’ programs be tailored, as much as possible, to each person. The requirements for state licensure are now based on meeting specific competencies, not on course credit. Courses that provide instruction and practical experiences are offered to help the student meet the competencies required by the Arkansas Department of Higher Education for Early Childhood Special Education Instructional Specialist (Birth — 4th grade). In terms of the state licensure competency-based requirements, the program is flexible enough to adapt and adjust to each graduate student’s knowledge and skill level as they enter the program.

Our Vision
We strongly believe that every individual with a disability has the legal and moral right to be educated by reflective and compassionate professionals who value each individual’s uniqueness and adapt instruction to these individual strengths and needs. Every individual with a disability deserves educational opportunities to develop to his or her maximum potential, and to become included, valued, and productive members in their schools and communities. This requires individualized learning experiences and instructional efforts that span many contexts, from the home environment to a variety of school and community settings. Thus, all educators who instruct individuals with special needs, not just special education instructors, must become reflective and compassionate professionals who are knowledgeable, sound pedagogically and who are willing and eager to effectively and compassionately instruct individuals with special needs and be their advocates for a better future.

Our Graduate Program in Early Childhood Special Education not only prepares our graduate students to instruct individuals with disabilities from birth — 4th grade, it also is an advanced program of study leading to a Masters of Science in Education degree. Therefore, we expect our graduate students to not only develop into reflective and compassionate professionals in terms of instructing individuals with special needs, but we also expect them to develop the knowledge, skills, and dispositions to inform the knowledge base and the profession. This requires that our students are offered instruction and experiences that prepare them to understand, use, and value advanced academic and scholarly processes of learning and inquiry across their graduate special education program.

Our Mission
To assist the development of reflective and compassionate professionals who are

• extremely knowledgeable;
• exceptionally skillful;
• ethical; and
• strong, tireless, and courageous advocates for individuals with disabilities and their families

Our Goals
Our major goals are grouped in general instructional and scholarly domains that were largely adopted from the Council for Exceptional Children (CEC) Guidelines for Teacher Education Programs. By the end of our program the graduate student in special education will understand and reflectively and compassionately use sound knowledge, skills, and dispositions encompassed in the following domains:

1. philosophical, historical, legal, and ethical foundations of special education;
2. characteristics of learners with diverse and special needs including human development and the effects of various disabilities and diversity on development and instruction;
3. the processes of accommodating to individual and group learning and behavioral differences in planning, instructing, managing, and assessing students with disabilities;
4. instructional content and practice, including sound models, theories, philosophies, and the methods that flow from them, that inform and comprise the knowledge base of best practices of special education;
5. sociocultural, economic, political, family, and school contexts and their influence on development, learning, and instruction;
6. communication, especially language;
7. planning, organizing, establishing, maintaining, and adjusting the academic and social curricula and the instructional and learning environment, including managing student behavior, small and whole group behavior, and social interaction skills;
8. assessment, diagnosis, and evaluation;
9. professional, legal, and ethical processes of learning and critical thinking, inquiry and scholarly activity, and personal development, reflection, and renewal;
10. effective, compassionate, and harmonious communication and collaboration with students, parents and families, educators and administrators, and other professional and community members;
11. technology used for communication, information, instruction, and the accommodation of special needs.

Admission Requirements
In addition to the admissions requirements to HSU’s Graduate School and the Master of Science in Education Programs, the Graduate Program in Early Childhood Special Education (P-4) also requires the following specific admission requirements:

1. Evidence of the possession of a standard teacher’s license from the state of Arkansas
   
   OR
   
   concurrent enrollment in an accredited program leading to standard initial license
   
2. Three letters of recommendations — one each from a peer, current or immediate past supervisor, and an Institution of Higher Education (IHE) academic professional.
   
3. Current Resume
   
4. Written essay which is to address the following:
   • Philosophy of Special Education
   • Autobiographical information on why you are choosing to enter into the special education field
     
5. Initial formal interview with a minimum of two graduate faculty members, one of which must be from the graduate special education program.
   
   

Based on the results of this assessment process, an individualized licensure plan is formulated. This plan represents the necessary coursework for the candidate to develop the required competencies to be licensed as an Instructional Specialist P-4.

In terms of the Master of Science in Education (M.S.E.) program, however, Henderson is bound by course credit. The Graduate Program in Special Education requires 33 hours of specific graduate course work. All graduate students must take at least 33 hours of course work to receive the M.S.E. Those students who have taken similar courses previously and who meet state requirements for the course will have alternative courses substituted in their plan for meeting the 33-hour course work requirements for the MSE degree.

Basic Graduate Plan (MSE) Early Childhood Special Education

1. A successful demonstration of performances based on an exit portfolio assessment. A portfolio is required of all candidates for the M.S.E. in Early Childhood Special Education. Upon entrance to the program, each candidate is provided with portfolio construction guidelines and rubrics for assessing performance.
   
2. A successful presentation of the portfolio to an Exit Evaluation Committee. The Committee is composed of the candidate's faculty advisor, serving as the Chair of the Committee, another special education faculty member, and a special education supervisor or a special education teacher.
   

Educational Examiner Program of Study

P-12
The program of study for licensure in Educational Examiner is designed to prepare individuals, licensed by the Arkansas Department of Education (ADE) to administer intellectual, academic, and /or behavioral rating scales, and some language measures in local public schools for special education purposes. Educational Examiners may not administer tests that measure personality or psychiatric traits.

Goals of the Program
To prepare students to carry out the role of educational examiner in the following areas:

1. Assessment of the educational and behavioral needs of students who might be eligible for special education services;
2. Active participation in special education committee meetings; and
3. Provide assistance with modification, programming and transition recommendations for the Individualized Education Program (IEP).

Goals of the Program
To prepare students to carry out the role of educational examiner in the following areas:

1. Assessment of the educational and behavioral needs of students who might be eligible for special education services;
2. Active participation in special education committee meetings; and
3. Provide assistance with modification, programming and transition recommendations for the Individualized Education Program (IEP).
   

Admission Requirements

1. Full admission to the Graduate School;
   
2. Teaching license from Arkansas or another state;
   
3. Possession of a Masters degree or completion of one concurrently;
   
4. 3 years of successful teaching experience or related experience. Those candidates with less than 3 years teaching experience may be required to complete one or more additional method courses.
   
5. Admission interview with two (2) faculty members teaching in the educational examiner or the special education program.
   The following items are required for specific admission into the educational examiner program of study:
   1. Two letters of recommendation — one each from a current or past supervisor and an institution of higher education academic professional.
   2. Current resume
   3. Written essay which addresses
      1. Your philosophy of assessment and special education assessment
      2. Autobiographical information with a discussion of why you are choosing to enter the educational examiner program of study
         
         
      The above must be submitted two weeks prior to the formal interview
      
      
6. An individualized program of study will be developed in collaboration with the candidate and the faculty members after review of teaching experiences, degrees and course work, and other trainings.

Exit Requirements

1. Satisfactory completion of program of study including prerequisites;
2. Exit portfolio assessment conducted by two faculty members teaching in the educational examiner program or the special education program;
3. Successful completion of Praxis II Special Education: Knowledge Based Core Principles
   
   And
   
   Special Education: Preschool/ Early Childhood (P-4)
   
   Or
   
   Special Education: Application of Core Principles across Categories of Disability (4-12)

Program of Study