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Excerpt from the VSU College of Education Report by the Georgia Professional Standards Commission (PSC), December 29, 1995, pp. 34-36.
DEPARTMENT OF SPECIAL EDUCATION
TEACHING FIELDS (P-12) Initial/Advanced
Behavior Disorders I-5; A-6
Learning Disabilities I-5; A-6
Mental Retardation I-4; A-5, 6
Gifted Education E
Preschool Handicapped E
SERVICE FIELD (P- 12)
Speech Language Pathology (SLP) Initial I-4; Advanced A-5
Category I: Design of Professional Education
Observations
The Department of Special Education is the largest in the College of Education with initial certification degree programs in the areas of speech language pathology, intellectual (term for mental retardation in Georgia), learning, and behavior disabilities. Advanced degree programs are offered in the areas of intellectual, learning, and behavior disabilities with add-on certification offered in gifted education, preschool handicapped, and interrelated special education. All of the programs have received approval from the scholarly societies which govern the area. While all of the programs appear to be doing an excellent job in preparing students for success in the chosen field of preparation, with the exception of the Speech Language Pathology and the Preschool Handicapped Programs (add-on), it does not appear that other departmental programs have undergone a recent comprehensive review process.
During the past two years, the conceptual framework for the College of Education has undergone extensive revision resulting in a statement of ten guiding principles based on the INTASC standards. While the time available since the adoption of these guiding principles may be a factor, a review of syllabi, conversations with students, faculty, and public school personnel reveal that the Department of Special Education has not fully integrated the unit's conceptual framework into either the initial, advanced, or add-on certification programs. Where program changes occur, the motivation appears to have come from sources other than the unit's conceptual framework. For example, the Speech Language Pathology Program is currently introducing a revised curriculum for the undergraduate and graduate (initial certification) programs. The changes, however, appear to have been driven by and more reflective of American Speech Hearing Association (ASHA) guidelines than the College of Education's guiding principles. There is also a current attempt to gain approval for a master's degree program in early intervention which would encompass the activities of the preschool handicapped course work. This also appears to be motivated by factors other than the Guiding Principles of the education unit.
The Department of Special Education at both the initial and advanced levels appears to have an immensely successful relationship with students and public school practitioners. This is confirmed by comments from current students, recent graduates, cooperating teachers, and school administrators. All of these groups express the opinion that they can talk with and request assistance from all members of the department's faculty and administration. The arrangements, however, to receive systematic assessment feedback for the purpose of program review and revision appears to be of a somewhat ad hoc nature. While the SLP and Preschool Handicapped Programs have advisory groups which meet on a relatively regular basis and other groups meet on a yearly basis, there does not appear to be a process in place by which program objectives and processes are examined in a timely and systematic manner which leads to programmatic revision.
Categories II and III: Quality of Candidates and Faculty in Professional Education
Observations
The Department of Special Education at both the initial and advanced levels has attracted an excellent group of student candidates and faculty. Students are subjected to a set of standards designed to ensure a cadre of candidates with the skills, knowledge, and attitudes to be successful in the selected major. In the SLP program for example, students must possess a minimum grade point average of 3.0 in order to be eligible for admission to the program. In spite of efforts by the University, College, and Department, however, the department's faculty is not diverse. For example, there is currently only one full-time and one part-time faculty member of color in the department. The diversity of candidates appears to lack variety from time to time regardless of departmental efforts. Additionally, while many students in both the initial and advanced programs tend to work with a diverse student population, (due to the nature of the population in cooperating schools) there does not appear to be a systematic plan in place to ensure this for all students.
Category IV: Governance and Accountability
Observations
The Department of Special Education appears to be an exceptionally well governed group with the Chair (as confirmed by both faculty and students) demonstrating the skill to build consensus on issues related to the decision-making process. The Department appears to have a high degree of esprit de corps among both faculty and students who appear satisfied with their abilities to meet both personal and professional needs within the confines of the Department.
While the Department of Special Education could utilize additional human and fiscal resources, there appear to be adequate resources in place to meet the basic needs of the initial certification program needs. This is especially true in the area of instructional technology. Students, in both the initial and advanced programs, report however, that traditional technological materials and computer software is not always available in the Instructional Media Center (IMC) to support course requirements. Additionally, resources to address the needs of the advanced programs appear to be needed in order to offer courses in a timely manner for students to complete graduate degrees. Due to fact that most of the initial certification programs are offered at the graduate level, there appears to be a need for additional resources to offer courses on a more frequent basis at the educational specialist level.
PROGRAM A REA SUMMARY
No weaknesses cited.
No weaknesses cited.
Category I.A.2
Category I.A.3
Category I.H.1
Categories II.B.1 and III.B.1
Category IV.A.8
Category IV.A.8
Response to an August 10, 1998 request for beginning an annual report cycle from Georgia PSC
PSC ANNUAL EDUCATION PREPARATION REPORT
Valdosta State University
Department of Special Education and Communication Disorders
Fall, 1998
Section One: Program Review Sheet Update
See attached review sheet for program changes.
Section Two: Progress on Most Recent PSC Review Citations
Category I.A.2
The Guiding Principles for the College of Education have been integrated into each course syllabus for all degree and certification programs in the Department of Special Education and Communication Disorders. This task was completed as part of the transition to semesters. Additionally, course objectives have been related back to the guiding principles addressed in each course. Syllabi have been reviewed by a College of Education Committee to ensure the relatedness.
Category I.A.3
In the redesign of programs in Special Education and Communication Disorders for the semester conversion, all program and course objectives have been reviewed by students, faculty from other colleges via the Academic Committee, colleagues from other departments via the College of Education Executive Committee, public school practitioners via departmental advisory committees, and public presentations of the new programs. Currently the departmental committees are in the process of working with the Office of Institutional Research to redesign survey questionnaires submitted to students as well as from public school practitioners to allow them ongoing examination of program objectives, processes and procedures.
Category I.H.1
Within the past two years, the Department of Special Education and Communication Disorders has instituted a new departmental committee, Program Curriculum and Diversity. One of the tasks of this committee is to develop and cultivate field experiences which will allow students to work with diverse populations. Part of this task is also shared with the External Placement and Site Development Committee of the department. Finally, new program advising sheets will list each field experience in which a student engages with a brief description of that experience so that the advisor may, in fact, systematically evaluate the experiences that the student has had.
Categories II.B.1 and III.B.1
The department has recently developed a written plan for the recruitment of students and faculty from diverse populations. This plan has been developed in conjunction with other departments in the College of Education and approved by the College's Executive Committee.
Category IV.A.8
In the process of converting from quarters to semesters, the department was evaluated in terms of human and physical resources to allow for the offering of all the courses needed for those degree options in a timely manner. Annually, the relationship of faculty teaching loads to program needs is evaluated through completion of data forms to determine in what activities faculty members are engaged. A new facility is under construction to house the Department of Special Education and Communication Disorders and with all of the program requirements needed.
Category IV.A.8
When converting from the quarter system to the semester system, the degree options in special education changed to a degree in severe disabilities and a degree in mild disabilities. Those students choosing the degree option in the mild disabilities area will complete course work needed for interrelated certification in special education. This decision was made based on meetings with area teachers and administrators of special education.
The Semester Conversion process allowed most of the progress listed in the previous section to occur. Additionally, within the department, new committees were developed to address some of the citations, for example the Program Curriculum and Diversity Committee and the Documentation Committee. Four new faculty members have been hired in the area of special education to allow the implementation of new degree options. Finally, a new building is nearing completion to house the department faculty and students. This building was designed with strong faculty and student input to ensure that the resources meet the needs of the program.
The primary concern, and therefore priority for the next three years, will be implementing programs within the department which have been completely redesigned. Not only have major changes been implemented in the special education programs (e.g., moving to a 5 year degree, offering interrelated degree options, etc.), but the Education Specialist degree is now designed with a track for speech/language pathology. These degree programs will need continual adjustments based on student and faculty feedback.
Currently, the minority representation in the degree programs in the department is slightly more favorable than for the university. However, it is the desire of the program to increase that representation even more. For example, the department currently has secured more external funding for student support through personnel training grants than any other. This process will continue and will focus on leadership preparation and recruitment and support of students from under-represented groups. Currently (Fall 1998) faculty members in the department are preparing three grants for this purpose to submit to the U S Department of Education.
Regarding resources/accountability, it is anticipated that the department will move to a new facility in Summer 1999. Funding for the construction of the facility was provided by the Georgia legislature. Currently, technology applications for the building are state-of-the-art. Our greatest challenge in this area will be to provide training for faculty members to become independent in the application of the technology to teacher training. Additionally, we are finding that training is needed to allow faculty members to maintain instructional expertise in technology integration into instruction.
Finally, maintaining documentation, along with the policies and procedures, for program accreditation will be a priority. The program in speech/language pathology was reviewed in Spring 1998; the program met all accreditation standards of the American Speech-Language-Hearing Association and should not be subject to another review for eight years. The folio for special education program accreditation with the Council for Exceptional Children will be due in February 1999. Two faculty members went to Reston, VA in August 1998 for training with the new standards for non-categorical programs. It is anticipated that the folio submitted by Valdosta State University will be the first Web-based folio submitted for review.
Quarterly meetings will be scheduled with students to have formal opportunities for feedback regarding curricular effectiveness. This will be in addition to those data sources already in place through the university. This information will be used to make continual adjustments necessary in the new programs.
Faculty members in the department have been funded and are preparing three new grants for recruitment and support of students from under-represented groups.
Faculty members have had continual input over the past three years regarding the design of the new facility for the program. Additionally, faculty members have participated in faculty development activities to increase technology application skills. The monitoring hardware that will be used in the facility is in place in faculty members existing office spaces and training with that technology will begin soon.
A departmental committee has been formed to specifically gather accreditation documentation. This committee is, I believe, responsible for the very successful accreditation visit by ASHA. And, as mentioned earlier, two faculty members have been trained on the new standards for non-categorical programs for the accreditation folio due to the Council for Exceptional Children in February 1999. All special education faculty members have met to discuss responsibilities for submission of this folio; these members will meet weekly until the documentation is submitted.
Currently, inhibiting factors are not identified; program and unit priorities appear to be on track.
Section Four: Major Unit Initiatives or Innovations
Program initiatives and innovations which relate to the long-range plan for the department programs are identified in the previous section. Innovations and initiatives in addition to those include, but are not limited to attempts to secure a new facility for the College of Education's Center for Developmental Education. Currently this child care facility is located in a rental property which inhibits many training and funding opportunities. Many of our students conduct practica and other practice teaching activities in this program, however, more students, as well as community families, could benefit from expanded services.
It is also anticipated that new programs will be added for certification and/or endorsement in the areas for Educational Interpreter, Hearing Impaired, and Orthopedically Impaired. Members of the Georgia State Department of Education requested that we submit programs in these areas as part of their State Improvement Grant to the US Department of Education. This was done in Summer 1998; they are awaiting decision on funding.
Finally, it is anticipated that several graduate programs will be presented as outreach projects, particularly the Educational Specialist Program. Offering this program should be of tremendous value to practicing teachers and speech/language pathologists in the region. Currently, special education directors are surveying their teachers to verify the need and interest.
| Submitted by: | Chief Compiler: | Date: |
| Valdosta State University 1500 N. Patterson St. Valdosta, GA 31698-0102 |
Susan R. Worth sworth@valdosta.edu Phone: 912-333-5932 Fax: 912-333-7167 |
February 1, 1999 |
Section I Checklist | Form A: Faculty | Section II Checklist | Section III Checklist
Appendix:
Course Syllabi | Faculty Vitae | Practicum Handbook | Student Teaching
Handbook | Guidelines for Mentors
Program/Advising Forms | Undergraduate
Catalog | Graduate Catalog | Student
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