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Florida Gulf Coast University

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960 Special Education (B.A.)

Learning Outcomes

 
 

Academic Learning Compact

Consistent with its mission and guiding principles, Florida Gulf Coast University is committed to academic excellence and continuous quality improvement, as supported by a sound teaching-learning process. Within this process, students and instructors share responsibility for learning that is a movement from the simple to the complex, the concrete to the abstract, and the dependent to the independent. The Academic Learning Compact (ALC) initiative supports the teaching-learning process by clearly identifying expected core student learning outcomes in the areas of content/discipline knowledge and skills, communication skills, and critical thinking skills; aligning curricula with expectations; and using assessment to guide continuous improvement.
Content/Discipline Knowledge and Skills
Graduates will be able to:

1. Identify appropriate practices based on legal and ethical standards (e.g., due process, procedural safeguards, confidentiality, access to general education, least restrictive environment, transition planning, free appropriate public education).

· EEX 4050 – Individual Education Plan

2. Demonstrate knowledge of the required policies and processes for developing Individual Transition Plans.

· EEX 4474 – Individual Transition Plan

3. Identify methods for differentiating, accommodating, and modifying assessment, instruction, and materials in order to meet individual student needs (e.g., related to age, gender, cultural and linguistic background, preferred communication mode).

· EEX 4254 – Research-Based Intervention Portfolio

Content/discipline knowledge and skills are assessed at the college and departmental levels through the following:

1. Critical Task Assessments – Each course in the program has one or more assignments that provide opportunities to demonstrate growth and competency on multiple program outcomes.

2. Teacher Work Sample - During final internship, students design and implement a Teacher Work Sample which includes planning and delivering an instructional unit, analyzing data for impact on student learning, and reflecting on the outcome of the lesson.

3. Assessment of Educational Standards – Students self-evaluate their competency on each of the program outcomes during their final internship with input from cooperating teacher and university supervisor.

4. Portfolio – Students develop an electronic portfolio that contains authentic examples of their competency on the outcomes in an integrated fashion.

5. Certification exams – Students must pass the Florida Teacher Certification Exams (FTCE) prior to graduation – General Knowledge Test (GKT), Professional Education Text (PEd), Exceptional Student Education K-12 Subject Area Exam (SAE).

Communication Skills
Graduates will be able to:

1. Identify effective methods of communication, consultation, and collaboration with students, families, parents, guardians, administrators, general education teachers, paraprofessionals, and other professionals, including students, families, and team members from culturally and linguistically diverse backgrounds, as equal members of the educational team.

· EDF 3201- Analysis of Student & Family Learning Environment

2. Model clear, acceptable oral and written communication skills;

· EEX 4940 – Level II Final Evaluation

Communication skills are assessed at the college and departmental levels through the following:

1. Critical Task Assessments – Each course in the program has one or more assignments that provide opportunities to demonstrate growth and competency on multiple program outcomes.

2. Teacher Work Sample - During final internship, students design and implement a Teacher Work Sample which includes planning and delivering an instructional unit, analyzing data for impact on student learning, and reflecting on the outcome of the lesson.

3. Portfolio – Students develop an electronic portfolio that contains authentic examples of their competency on the outcomes in an integrated fashion.

Critical Thinking Skills
Graduates will be able to:

1. Analyze assessment information to identify a student's educational needs and instructional levels in order to select appropriate specialized instructional techniques, strategies, and materials.

· EEX 4050 – Individual Education Plan

2. Identify and interpret the essential elements of a functional behavior assessment and a behavior intervention plan.

· EEX 4474 – Functional Behavior Plan

Critical thinking skills are assessed at the college and departmental levels through the following:

1. Critical Task Assessments – Each course in the program has one or more assignments that provide opportunities to demonstrate growth and competency on multiple program outcomes.

2. Teacher Work Sample - During final internship, students design and implement a Teacher Work Sample which includes planning and delivering an instructional unit, analyzing data for impact on student learning, and reflecting on the outcome of the lesson.

3. Assessment of Educational Standards – Students self-evaluate their competency on each of the program outcomes during their final internship with input from cooperating teacher and university supervisor.

4. Portfolio – Students develop an electronic portfolio that contains authentic examples of their competency on the outcomes in an integrated fashion.