The Vision

Purdue University Calumet’s School of Education joins in the civil rights movement on behalf of people with special needs, an often misunderstood minority group.  By promoting positive self-concept, independence, and self-advocacy, coursework emphasizes education’s purpose of helping all students to achieve their potential.

Promoting understanding of learners with special needs as people first, courses advance the principle of normalization in the most appropriate, least restrictive environment.  Effective teaching, collaboration, advocacy, and family involvement are explored as the foundations of our efforts to improve the quality of life for all students, families, and service providers.

Considering the role of society in limiting the lives of people who are differently abled, the School of Education’s special education programs promote realistic, positive expectations and acceptance within the home, school, and community.  Partnerships among general and special educators, students, families, and community service providers are advanced as the key to minimize limitations imposed by misunderstanding.

Constructing knowledge, developing practice, and fostering relationships are the conceptual framework of our programs.

Advocacy efforts are driven by our firm belief in the message of Dr. Martin Luther King, Jr., that “our lives begin to end on the day we become silent about things that matter.”

Mission

The mission of Purdue University Calumet's School of Education, in collaboration with other professional educators and agencies, is to prepare and support education professionals and related specialists who:

• apply the appropriate knowledge, dispositions, and performances in developing diverse approaches to educational strategies that are constructive, consistent and reflective of sound practice;
•  are prepared to use current research, knowledge, and technology to empower the people they serve;
• are sensitive and responsive to the unique needs of themselves, of  others, and of the diverse society in which they practice;
• are advocates for and models of quality education and lifelong learning.

The School faculty is committed to providing the human and technological resources to enable students and themselves to develop as educational professionals in constructing knowledge, developing practice, and fostering relationships.

Conceptual Framework

"Constructing knowledge" refers to the process by which individuals make meaning of professional information and develop personal theories about teaching, learning and human development. Individuals construct knowledge through structured educational activities and life experiences.

"Developing practice" refers to both the process by which education professionals improve how they do their job as well as to the process of developing and growing as reflective professional practitioners.

"Fostering relationships" refers to the development of those dispositions necessary to create mutually beneficial connections among people and educational institutions and organizations.

Department of Graduate Studies in Education Standards

Indiana Standards for Teachers of Students with Exceptional Needs

Teachers of Students with Exceptional Needs: Mild Intervention

Autism Spectrum Disorder, Emotional Disability, Learning Disability, Mild Mental Disability, Moderate Mental Disability, Orthopedic Impairment, Traumatic Brain Injury, Other Health Impairment

Teachers of Students with Exceptional Needs: Intense Intervention

Autism Spectrum Disorder, Emotional Disability, Moderate Mental Disability, Multiple Disabilities, Orthopedic Impairment, Severe Mental Disability, Traumatic Brain Injury, Other Health Impairment

Standard 1: Foundations

Educators of students with exceptional needs understand the field of special education as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues.

Standard 2: Development and Characteristics of Learners

The educator of students with special needs is knowledgeable of human growth and development and uses this knowledge to provide meaningful learning opportunities.

Standard 3: Individual Learning Differences

The educator of students with exceptional needs has an in-depth understanding of the unique characteristics and specialized needs of students and the implications for academic, social, and emotional planning necessary to support continuous skill development and to maximize independence throughout life.

Standard 4: Instructional Strategies

The educator of students with exceptional needs possesses a repertoire of evidence-based instructional strategies and knowledge of technology, and selects, adapts, and uses these strategies and technologies to promote positive learning results.

Standard 5: Learning Environments and Social Interactions

The educator of students with special needs is cognizant of the importance of active learning environments and collaboratively designs settings that foster an enriching , nurturing, and safe climate where diversity and risk taking are valued.

Standard 6: Communication

The educator of students with exceptional needs understands typical and atypical language development and uses individualized strategies to enhance language development and teach communication skills.

Standard 7: Instructional Planning

The educator of students with exceptional needs understands that individualized planning is at the center of special education practice.

Standard 8: Assessment

The educator of students with exceptional needs in competent in selecting, administering, and interpreting a variety of formal and informal assessment tools and utilizes this information to design, implement, and evaluate instruction and to guide students in self-assessment.

Standard 9: Professional and Ethical Practice

The educator of students with exceptional needs understands reflective and ethical practices and the importance of ongoing professional development to promote student growth.

Standard 10: Collaboration

The educator of students with exceptional needs collaborates with families, colleagues, related service providers, and community members in culturally responsive ways to support students’ learning.