Monday, March 14, 2011

Scheme of Study for M.S leading to Ph.D in Special Education

10:05 AM  Aisha Amjad  No comments

Department of Special Education

University of Karachi


 

Agenda Item No. 2: Scheme of Study for M.S Leading to Ph. D in Special Education


 

  1. Faculty Courses


 

811.                                03 Credit Hours

821.                                03 Credit Hours

831.                                03 Credit Hours

  1. Courses Offered by Department

    812. Policy and Trends in Special Education            03 Credit Hours

    822. Advanced Research Skills in Sp03 Credit Hours    

    832.
    Contemporary Issues in Special Education            03 Credit Hours

C. 842 Dissertation                        12 Credit Hours


 

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                                    30 Credit Hours

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Paper 1: POLICY AND TRENDS IN SPECIAL EDUCATION

Credit Hours: 03

COURSE OUTLINE

Unit 1: INTRODUCTION

  1. The Crisis In Special Education
  2. Understanding Educational Change
  3. Economic Issues in Special Education
  4. Reform Issues in Special Education
  5. Restructuring Issues
  6. Politics and the Future of Special Education

UNIT 2: ADMINISTERING SPECIAL EDUCATION

  1. Exclusion, Mainstreaming and Inclusion
  2. Public Education in the Knowledge Age
  3. The Knowledge Worker
  4. Expectation of Schools in the Knowledge Age
  5. Responsibilities of Schools in Special Education
  6. Responsibilities and Competencies

UNIT 3: ORGANIZATIONAL ARRANGEMENTS

     1. The Elements of Organization

Culture

Policy

Procedures

Goals

Objectives

Organizational Structure

2. Organizational Designs

Large School

Medium Sized

Rural Area's School

UNIT 4: SCHOOL AND COMMUNITY RELATIONS

Communicating with the External Community

General Communication Strategy

Citizen Advisory Committee

NGOs of the School Area

Volunteers and Paraprofessionals

Communicating with Parents

Understanding Parents

Improving Parent-Teacher Conferences

Dealing with Advocacy Groups

Communicating through the Media

Defining the News

Working with Reporters

Communicating with the Internal Community

Written Communications

Internal Advisory Committee

Procedures for Conducting Meetings

Unit 5: SOCIAL POLICY

1. Social policy and administration

2. Welfare

3. International aspects of social policy

4. The provision of welfare

5. The structure of social services

6. Poverty

7. Other segments of society

8. The social services

Recommended Books:

Podemski, R. S. et al., (1995). Comprehensive Administration of Special Education (2nd Ed.). Englewood Cliffs, New Jersey: Merrill, an Imprint of Prentice Hall.

Rayner, S. and Ribbins, P. (1999). Headteachers and Leadership in Special Education. London: Cassell.

Fullan, Michael G. (1991) The New Meaning of Educational Change. New York:

Teachers College Press

Skrtic, Thomas M. (1995) Disability and Democrary: Reconstructing [Special]

Education for Postmodernity. New York: Teachers College Press.


 

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Paper II: ADVANVED RESEARCH SKILLS IN SPECIAL EDUCATION

Credit Hours: 03

COURSE OUTLINE:

SECTION – A

QUALITATIVE RESEARCH

  1. Prestudy Tasks, Overview Research Design, Qualitative Traditions
  2. Participant Observation, Ethnography,
  3. Focus Groups
  4. Documents
  5. Review Biography,
  6. Phenomenology,
  7. Grounded Theory,
  8. Ethnography,
  9. Case Study
  10. Focus Groups
  11. Action Research
  12. Hermeneutics
  13. Critical Theory
  14. Policy Studies
  15. Peer Review of Methodology Plans [AECT]
  16. Evaluating Mixed Method Research
  17. Data Analysis
  18. Sharing Results / Writing the Narrative


 

SECTION – B

SINGLE SUBJECT RESEARCH IN SPECIAL EDUCATION

  1. Parameters of Research
  2. Special Education Science or Art?
  3. Behavior and Social Validity
  4. Direct Observational Recording and Reliability of Measurement
  5. Graphic Displays and Visual Analysis of Graphic Data
  6. Withdrawal and Reversal Designs
  7. Multiple Baseline Designs
  8. Variations of the Multiple Baseline Design
  9. Multiple Probe and Changing Criterion Designs
  10. Comparative Intervention Designs (Multitreatment, ATD, AATD)


 

SECTION – B

CRITICAL AND EVALUATIVE READING

  • Nature of critical reading
  • Variation in critical reading techniques
  • Analysis and evaluation of written material
  • Arguments
  • Types
    • Inductive
    • Deductive
  • Parts
    • Premises
    • Reasons
    • Conclusions
  • Evaluation
    • Truth
    • Validity
    • Preparing a written evaluation
    • Synthesis of ideas in related written materials
      • Process
        • Comparison/contrast
        • Integration
        • Final conclusion
      • Formats
        • Mapping
        • Outlining
        • Summarizing
        • Charting
      • Preparing a written report


 


 

REFERENCES

Angrosino, M. V. (1998). On the bus with Vonnie Lee: Explorations in life history and metaphor. In J. H. Creswell, Qualitative inquiry and research design: Choosing among five traditions (pp. 257-269). Thousand Oaks, CA: Sage.


 

Beck, C.T. (1993). Teetering on the edge: A substantive theory of postpartum depression. Nursing Research 42(3), 42-48.

Berg, B.L. (2004). Qualitative research methods for the social sciences (5th ed.). Boston: Pearson.

Bogden, R.R. & Biklen, S.K. (2003). Qualitative research in education: An introduction to theories and methods (4th ed.). Boston: Allyn & Bacon.

Drisko, J.W. (1997). Strengthening qualitative studies and reports: Standards to promote academic integrity. Journal of Social Work Education 33(1), 186-197.

Ely, M. (1991). Doing qualitative research: Circles within circles. London: The Falmer Press.

Fielding, N. & Lee, R. (1998). Computer analysis and qualitative research. Thousand Oaks, CA: Sage.

Fisher, C. T. (1984). A phenomenological study of being criminally victimized: Contributions and constraints of qualitative research. Journal of Social Issues 40(1), 161-178.

Lincoln, Y. & Guba, E. (1985). Naturalistic inquiry. London: SAGE Publications.

LeCompte, M.D., & Schensul, J.J. (1999). Analyzing and interpreting ethnographic data. Walnut Creek, CA: Alta Mira Press.

Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.

Miller, J. (1997). Researching violence against street prostitutes: Issues of epistemology, methodology, and ethics. In M.D. Schwartz (Ed.), Researching sexual violence against women: Methodological and personal perspectives (pp. 144-156). Thousand Oaks, CA: Sage.

Poland, B. D. (1995). Transcription quality as an aspect of rigor in qualitative research. Qualitative Inquiry, 1(3), 290-310.

Seale, C.F. (2002). Computer assisted analysis of qualitative interview data, In J.F. Gubrium & J.A. Holstein, (Eds.), Handbook of interview research (pp. 651-670). Thousand Oaks, CA: Sage.

Taylor, S.J. & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resource (3rd ed.). N.Y.: John Wiley & Sons.

Urquiza, A. J., Wyatt, G. E., & Goodlin-Jones, B. L. (1997). Clinical interviewing with trauma victims: Managing interviewer risk. Journal of Interpersonal Violence, 12,

759–772.

Ware, N. C., Turenberg, T., Dickey, B., & McHorney, C.A. (1999). An ethnographic study of the meaning of continuity of care in mental health services. Psychiatric Services 50(3), 395-400.

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Paper III: CONTEMPORARY ISSUES IN SPECIAL EDUCATION

Credit Hours: 03

Course Outline

  • Competing Perspectives and Continuing Challenges
  • Historical and Current Perspectives
  • Educational Reform
  • Assessment and Accountability Issues
  • Eligibility; Placement; Meaningful Outcomes
  • Service Delivery Issues
    • Inclusive Education
    • Least Restrictive Environment
    • Related Services
    • Advocacy
  • Supportive Learning Environments
    • Partial Participation
    • Classroom Management
    • Shaping Adaptive Behaviors
    • Cultural Diversity
  • At-Risk Populations and Programs/High-Need Schools
  • Socioeconomic Disadvantage/Rural Education/Funding Issues
  • Collaboration, Consultation and Co-Teaching
  • Transition from High School to Work or College
  • Postsecondary Issues
  • Quality of Life; Self-Determination
  • Ethical Issues
  • Research-Based Instruction/Practice
  • Teacher Education
  • Paraprofessional Training
  • Technology-Related Issues

Selected Readings:

There is no specific text required for this course. Selected topics and readings will be assigned throughout the semester. Additional topics of interest may be developed by the instructor and students.

Additional Optional Resources:

Gallagher, J. J. (2006). Driving change in special education. Baltimore: Brookes.

Mostert, M. P., Kavale, K. A., & Kauffman, J. M. (2007). Challenging the refusal of reasoning in special education. Denver, CO: Love Publishing Company.

EARLY INTERVENTION (Optional Paper)

Unit 1:        Perspective, Policies and Practices

  1. History of concern for Early Intervention
    1. Changing Perspectives
    2. Changing Policies
  2. Service Delivery Models
    1. For Infants & Toddlers
    2. For 3-5 Year Olds
    3. For 5-Year Old
  3. Current Practices
    1. Family Centered Intervention
    2. Naturalistic / Functional Curriculum
    3. Integration
    4. General Case Instruction
    5. Naturalistic Teaching Approaches
    6. Transdisciplinary Team Approach
    7. Transition Planning

Unit     2:    Program Development

  1. The Individualized Family Support Program (IFSP)
    1. Assessment Procedures
    2. The IFSP Process
  2. Individualized Educational Plan Development
    1. Preschool Assessment Concerns
    2. Assessment Procedures
    3. The IEP Development

Unit     3:    Naturalistic Curriculum Model

  1. Traditional Curriculum Models
  2. A Naturalistic Model
    1. Content of Instruction
    2. Context of Instruction
    3. Instructional Methods
    4. Evaluation Methods
  3. Implementing a Naturalistic Curriculum

Unit     4:    Instructional Principles

  1. Providing Assistance
    1. Prompts
    2. Graduated Guidance
    3. Cues
    4. Errorless Procedures
    5. Fading
  2. Providing Encouragement
    1. Positive Reinforcement
    2. Shaping and Selective Reinforcement
    3. Environmental Arrangements
    4. Guidelines for Providing Effective Encouragement
  3. Promoting Generalization
    1. Formulating General Case Objectives
    2. General Case Instruction
    3. Generalization Procedures

Unit     5:    Specialized Instructional Techniques

  1. Communication Skills
  2. Social Skills
  3. Physical Development Skills
  4. Adaptive Development Skills
  5. Intervention in National Environment
  6. Group Instruction

Unit:    6:    Program Organization, Management and Transition

  1. Programmatic Variables
  2. Program Management
  3. Transition in Early Childhood
  4. Planning Transition
  5. Barriers to Transition Planning


 

Textbook:

Noonan, M.J., & McCormick, L. (1993). Early Intervention in National in Natural Environment. California: Brooks.

    
 


 

    
 


 


 


 

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