Online masters in special education teaching capella university

MS Master of Science in Education Special Education Teaching specialization

Overview

Capella University's online Master's in Special Education Training program prepares you to have an impact on children with learning disabilities. This program is part of Capella's Professional Education Unit, which has been accredited by the National Council for Accreditation of Teacher Education (NCATE).

The curriculum, developed around national special education standards, is designed to help you effectively teach children who have a variety of learning disabilities and come from diverse populations. You will study the latest strategies, practices, and techniques for teaching children with learning disabilities and participate in field experiences that will allow you to apply your skills in real-life situations.

To learn more about this degree program, request more information and we will match you with an enrollment counselor who specializes in your area of study.

Degree Outcomes

With your Master's in Special Education Teaching from Capella, you'll understand the role and structure of special education within the educational system and learn to ethically and professionally apply policy and procedures. Additionally, you'll have the ability to plan, implement, and evaluate curriculum and instructional strategies to enhance and promote learning and collaborate effectively with all stakeholders to support individuals with exceptional needs. Discover specifically what you'll learn — and how you can apply it.

View full learning and career outcomes report for this program at CapellaResults.com .

Career Outcomes

Common jobs with an online Master's in Special Education Teaching include special education teacher, special education consultant, adjunct or part-time faculty, and teacher mentor or supervisor. Potential workplaces include: P–12 public school, alternative school, land-based or online college or university, hospital or clinic, nonprofit organization, and residential facility or private tutoring company.

Earn Credit for What You Already Know

Your previous learning, work experience, and industry certifications may help you earn your degree in less time. To learn more, contact an enrollment counselor or visit our competency-based Prior Learning Assessment.

Inclusion 8212 what is inclusion

Federal Law Requires Students with Disabilities Learn with Typical Peers

Inclusion is the educational practice of educating children with disabilities in classrooms with children without disabilities.

Prior to the PL 94-142, the Education of All Handicapped Children Act, promised all children a public education for the first time. Prior to the law, enacted in 1975, only large districts provided any programming for special education children, and often the SPED kids were relegated to a room down near the boiler room, out of the way and out of sight.

The Education of All Handicapped Children Act established two important legal concepts based upon the Equal Protection Clause of the 14th Amendment, FAPE. or Free and Appropriate Public Education, and LRE or Least Restrictive Environment. FAPE insured that the district was providing a free education that was appropriate for the child’s need. Public insured that it was provided in a public school. LRE insured that the least restrictive placement was always sought. The first “default position” was meant to be in the child’s neighborhood school in a classroom with typically developing “general education” students.

There has been a broad range of practices from state to state and district to district. Because of lawsuits and due process actions, there is increasing pressure on states to put special education students in general education classrooms for part or all of their day. Among the most noteworthy is Gaskins Vs. the Pennsylvania Department of Education, which forced the department to insure that districts place as many children with disabilities in general education classrooms for all or part of the day. That means more inclusive classrooms.

Two Models

There are generally two models for inclusion: push in or full inclusion.

“Push In” has the special education teacher enter the classroom to provide instruction and support to children. The push in teacher will bring materials into the classroom. The teacher may work with the child on math during the math period, or perhaps reading during the literacy block. The push in teacher also often provides instructional support to the general education teacher, perhaps helping with differentiation of instruction.

“Full Inclusion” places a special education teacher as a full partner in a classroom with a general education teacher. The general education teacher is the teacher of record, and is responsible for the child, even though the child may have an IEP. There are strategies to help children with IEPs succeed, but there are also many challenges. No doubt not all teachers are well suited to partner in full inclusion, but skills for collaboration can be learned.

Differentiation is an incredibly important tool to help children with disabilities succeed in an inclusive classroom. Differentiation involves providing a range of activities and using a variety of strategies for children with different abilities, from learning disabled to gifted, to successfully learn in the same classroom.

A child receiving special education services may participate fully in the same program as the general education children with supports from the special education teacher, or may participate in a limited way, as they are able. In some rare occasions, a child may work exclusively on goals in their IEP in a general education classroom alongside typically developing peers. For inclusion to truly succeed, special educators and general educators need to work closely together and compromise. It definitely requires that teachers have training and support to overcome the challenges they must meet together.

More Inclusion Resources

Ed ministry announces english teacher vacancies in china latest news jamaicaobserver com

Ed Ministry announces English Teacher vacancies in China

KINGSTON, Jamaica — The Ministry of Education is inviting applications from suitably qualified English teachers to fill 59 teaching positions in schools in Shanghai, China following discussions held between authorities in Shanghai and Education Minister Ronald Thwaites during a visit to the country last year.

Applicants for the teaching positions must have minimum qualification that includes a degree in English and a Trained Teachers Certification or a Bachelor in Education specializing in English, the Education Ministry said. Qualification must also include training in early childhood, primary or secondary education levels. Applicants must also possess three to five years of experience in teaching English.

According to the ministry applicants are required to be culturally aware and “passionate about sharing the Jamaican culture with others, be able to function and adapt to the Chinese culture, as well as possess excellent presentation, oral and written communication skills”.

Candidates for the jobs must also possess excellent analytical and problem solving skills, have good interpersonal and people-management skills, as well as be willing to learn Mandarin, the Ministry said.

For additional information prospects may the website: www.teachersjobmatch.gov.jm. The Ministry invites interested individuals to submit their applications with resumes via this website no later than Monday, March 31, 2014.

Paid internships in maryland internships com

Find Paid Internships in Maryland

Are you looking for a Paid internship in Maryland? Paid internships are the best way to bridge the gap between going to school and landing great job. Internships can help provide valuable work experience by learning the ropes from more experienced professionals. At the end of your internship, you’ll have relevant experience to help you decide if starting your career in the field of your internship is the right choice for you. It also helps that 7 out of 10 internships result in a full time job offer, which means interning in Maryland can also serve as the foundation to landing a full time job in that city after graduation.

Paid summer internships in Maryland are pretty common, but don’t expect to be in charge at the end of your internship! Usually, you’ll have to work from the bottom up, but interns are much more likely to get a job offer from the employer they’re interning with. If you decide to intern at a smaller company, you’ll sacrifice the name prestige for other benefits, such as having an opportunity to see your projects go from start to finish. Simply gaining Paid experience is essential in order to provide value and creativity to the team.

Employment opportunites for students

Employment Opportunities for Students

There are several opportunities for students at the Department of Public Works. As needs arise, one or more of the following positions may open. Please visit Jobs Available periodically for updated information.

Student Worker ($9.92 per hour) – Performs clerical, typing and other routine duties to obtain practical work experience while enrolled as a student in school.

Requirements. Current enrollment in an accredited college, community college, business college, or as a senior in high school. It is desirable for student employees to work a minimum of 20 hours per week. Depending on division placement and service needs, some positions may be allowed to work a minimum of 12 hours per week.

Student Professional Worker ($11.99 per hour) – Performs sub-professional duties in a specific field or service area while enrolled as a student in an accredited college.

Requirements. Current enrollment in a four-year college with junior or senior standing. It is desirable for student employees to work a minimum of 20 hours per week. Depending on division placement and service needs, some positions may be allowed to work a minimum of 12 hours per week.

Civil Engineering Student ($16.84 per hour) – Performs sub-professional civil engineering duties under the supervision of professional civil engineers in order to obtain practical work experience in the field of civil engineering while enrolled as a student in an accredited college.

Requirements. Current enrollment in an accredited college, with at least junior standing, in an engineering program approved by the Accreditation Board for Engineering and Technology, or in an engineering program leading to a degree in Civil Engineering in an accredited college in the State of California.

It is desirable for student employees to work a minimum of 20 hours per week. Depending on division placement and service needs, some positions may be allowed to work a minimum of 12 hours per week.

Health promotion specialist nhs careers

Health promotion specialist

Health promotion is a term that has been applied to a wide range of approaches to improving health of people, communities and populations. But whatever the particular focus of health promotion work, health promotion needs to be grounded in firm principles and philosophy.

Health promotion staff work at a number of levels from face to face contact with individuals, groups and communities to more strategic work such as policy development. The work is much more than simply advising or persuading individuals to make lifestyle changes and includes:

Organisational Development – developing organisations to be more health promoting e.g. in schools, workplaces and hospitals

Community Development – developing communities to be more health promoting e.g. neighbourhoods, cultural communities and communities of interest

Strategy Development – developing a strategic approach to improving health and ensuring that local, regional and national policies that can affect public health do so in a health promoting way

Personal Development – developing the personal, emotional, and social skills and abilities of lay and professional people in order for them to maximise their own health and build a health promoting capacity for those around them

Partnership Development – developing partnerships with key people, communities and organisations who can affect or influence public health, and to enable these partnerships to be better able to promote health

Health Information – developing ways of providing appropriate and accurate information about people’s health, what social and behavioural factors can affect their health, and what can be done to improve health

Project Management – managing specific health promoting projects in order to ensure they are ethical, effective and efficiently delivered

Health promotion specialists work in a range of locations like communities, health centres, local authority buildings, hospitals, offices, and sports and fitness centres.

You are likely to work a normal working week from Monday to Friday but for some posts there may be out of hours working.

Entry requirements

To enter and train as a health education/promotion specialist or officer you will usually need a first degree or equivalent in the field of biological, social or behavioural sciences or a relevant masters degree. You may also enter with a professional qualification and experience (in such fields as nursing, health visiting, teaching, environmental health, social work or medicine).

To gain a health promotion post, it is therefore often the case that employers are looking for someone with some experience in the type of work involved. For new people into the profession, it is advisable to undertake some form of voluntary work as one way of gaining this sort of experience. Talk to a health promotion worker in your local area.

Within a year or so of starting a job as a health promotion practitioner, you would be encouraged to undertake a postgraduate qualification in health promotion.

Some posts are of a more ‘hands-on’ nature and involve working with the public in topics like smoking cessation, healthy eating and exercise or sexual health. These posts may or may not require a postgraduate qualification in health promotion.

More senior practitioner posts are those which take responsibility for projects or other staff, or work at a more strategic level. These posts would very likely require you to have the postgraduate diploma or MSc in health promotion or health development.

There are also opportunities to work in other related roles such as health trainer. nutritionist and dietitian .

Skills

Health promotion specialists must be able to:

  • develop expert knowledge of health and its determinants
  • analyse complex issues regarding how health is created and how health behaviours are brought about
  • think strategically and work for strategic change, which often calls for a level of influence and leadership beyond the authority and status of many health promotion posts
  • champion ways of working based on evidence of effectiveness and also clear ethical principles
  • committed to working with rigour and in ways which involve people and encourage participation. Rather than becoming the expert on which others come to depend, the health promotion specialist is committed to building capacity and skills in others to do health promotion themselves
  • have excellent communication and negotiation skills
  • be caring and empathetic
  • be understanding, supportive and non-judgmental
  • have the ability to focus on the needs and issues of individual people, their communities and cultures
  • be able to reflect on their actions and motivations and think outside of orthodox, safe ways of working

Training

Postgraduate courses are available at a number of higher education institutions (HEIs). Contact your nearest HEI or for details of courses, or contact the Health Learning and Skills Advice Line 08000 150 850.

Pay for health promotion specialists

Salaries depend on the employing organisation (primary care organisation, hospital etc) and the level of strategic leadership at which you are working. For information on pay in the NHS, please click here

Further information

For further general information about health promotion, please contact the following organisations:

Royal Society for Public Health

Current events in education

“The primary lesson I always try to teach my students is you choose who you are.

You can throw up your hands and blame everyone in the world and say, I can’t earn an A, I can’t do this, I have to do that.

You don’t have to do anything. You don’t have to come to school. You choose to be here. Now you can choose to learn, or you can choose to vegetate.”

Keynote speaker LouAnne Johnson emphasized this message as she addressed PSEA Department of Pupil Services (DPS) members who attended this year’s DPS Conference in State College.

During the presentation, Johnson entertained the audience with stories from her days of teaching underprivileged tough teenagers in East Palo Alto, CA. Johnson attributes her success as a teacher to the “unteachable” students who taught her how to teach them.

Johnson, an educator, writer, and former U.S. Marine, is best known for her memoir about teaching at-risk teens, “My Posse Don’t Do Homework.” The book was adapted for the 1995 hit movie “Dangerous Minds” starring Michelle Pfeiffer.

Johnson’s style was to encourage students, rather than condemn them, persuade rather than threaten, and earn respect, rather than demand it. Her constant support and unorthodox teaching strategies instituted a phenomenal success rate in her students with a first place ranking in higher grade point averages, increased self-esteem, academic achievement, and class retention.

“If you believe that you are going to fail, all of the testing in the world won’t change that. Your perception of yourself and how you see yourself is so important. When students believe success is possible they will try,” Johnson said. “How do you make them care about education? You convince them that you care about them, and then they care about themselves.”

Johnson started the school year by giving all of her students an A, so they could focus on keeping the grade, rather than to start with nothing.

“I think that came across in the movie, that there is hope – that you’re not a victim,” Johnson told the audience. “I gave them amnesty. A clean slate when they came to my room. They could choose the kind of person they wanted to be.”

Johnson expressed her frustration over policymakers focusing too much attention on standardized testing.

“Politicians need to start making policies that are in the best interest of the child and not in the best interest of corporations. We need to focus on the heart, and then we would do better. I think we should pass a bill called “No Politicians Left Behind” and make them take a test, and if they don’t pass they get remedial training.”

Johnson is also the author of several other books dealing with education, including, “Teaching Outside the Box: How to Grab Your Students By Their Brains,” “The Queen of Education: Rules for Making Education Work,” and “Kick-Start Your Class: Academic Icebreakers to Engage Students.”

Pictured: LouAnne Johnson speaking to DPS members at the 2013 PSEA Department of Pupil Services Conference in State College.

About us military child education coalition

About Us

Our Focus

The work of the Military Child Education Coalition (MCEC) is focused on ensuring quality educational opportunities for all military children affected by mobility, family separation, and transition. A 501(c)(3) non-profit, world-wide organization, the MCEC performs research, develops resources, conducts professional institutes and conferences, and develops and publishes resources for all constituencies.

Why Our Efforts Are Essential

Military children generally move six to nine times during their K-12 school years. Many make multiple moves during high school years alone, some even during their senior year.

In addition to giving up friends and routines, students must deal with other frustrations as they move across state lines or even from school to school, such as:

  • academic standards and courses,
  • access to programs,
  • promotion and graduation requirements,
  • programs for children with special needs,
  • and transfer and acceptance of records.

Separation from a deployed parent (or parents) raises an additional issue. The role of the MCEC is to help families, schools, and communities be better prepared to support military-connected children throughout their academic careers.

Reaching Our Goals

To do this, the MCEC will:

  • Develop information to support the transitioning military student.
  • Develop and maintain an alliance of school districts for the purposes of communication and networking.
  • Determine the support military installations could potentially provide local districts.
  • Examine technologies (teleconferencing, Internet, etc.) and develop procedures to support information sharing between military impacted school districts.
  • Examine sources of funding to support the alliance.
  • Develop an action plan to implement the above objectives.

26 great conferences for teachers to grow professionally educational technology and mobile learning

26 Great Conferences for Teachers to Grow Professionally

Attending conferences both virtually and physically is part and parcel of our professional growth plans. They are a great way for teachers to get to meet other educators and exchange their expertise and learn from each other.

Personally speaking, each conference I attend I come out of it with a bunch of new ideas to try out or to investigate further. I also always get to extend my professional learning network via adding to it more like-minded teachers and educators. However, the question that is often posed is how and where to find such education conferences. The answer is in the list below.

This is a non-comprehensive list that outlines some of the most popular conferences teachers, educators, librarians, and administrative folks need to know about. I am sharing it with you below and I hope you ll be able to select some to attend for this new school year. Enjoy

1- ASCD Annual Conference and Exhibit Show :

ASCD boasts 140,000 members in 134 countries; the annual conference showcases ideas and best-practice strategies driving student achievement, with plenty of edtech opportunities.

The world-class keynotes and fantastic networking opportunities of the ISTE attracts 18,000 attendees and industry representatives each year.

Iowa education portal information iowa department of education

Iowa Education Portal Information

Access the Iowa Education Portal here.

The Iowa Education Portal continues its rollout for educators in Iowa and will provide one common location for Department of Education applications, serving as a ‘one stop shop’ and providing one common login and security shared by many applications.

Note: Some EdInfo applications located at https://www.edinfo.state.ia.us/securelogin.asp were migrated to the Iowa Education Portal on December 31, 2012.

We will attempt to migrate your account settings to the new system, provided we can positively identify your account via email address and name. For more information on how to make this connection, view the Iowa Education Portal document .

Frequently Asked Questions

Are all browsers supported?

No. The Iowa Education Portal is optimized for Firefox and Internet Explorer. Google Chrome and Safari (for many iPad users) are NOT currently supported browsers for the Iowa Education Portal.

Who needs a login?

Logins are necessary for current and new users of Iowa Department of Education applications, starting with applications found on the EdInfo secure website. Additional applications like EdInsight, Student Reporting in Iowa (SRI), formerly known as EASIER and others will be added.

Currently, E-transcript and SRI are active in the portal.  EdInfo applications are transitioning to the Iowa Education Portal.  EdInsight is also in the process of integration to the Iowa Education Portal.

Why do I need a login?

You may need a login if:

  1. You currently access EdInfo (or plan on doing so) after December 31, 2012 at which point access to the existing EdInfo application will be migrated to the portal.
  2. You don’t already have a State Enterprise A&A  (Authentication and Authorization) login. Most commonly these logins bear a domain name of ‘@iowaid’. State employees with ‘@iowa.gov’ addresses may login with this address and network password.  You may confirm your address existence by verifying with the A&A login page here: https://portal.ed.iowa.gov and selecting ‘Forgot my ID’ or ‘Forgot my Password’ under the A&A Account ID tab.

Additional DE applications will be migrated to the portal throughout calendar year 2013.

We will attempt to migrate your account settings to the new system, provided we can positively identify your account via email address and name.  For more information on how to make this connection, view this document, Iowa Education Portal

Where do I get a login/Where do I access the portal?

If you know you do not currently have an A&A Account ID, go to https://portal.ed.iowa.gov   and select ‘Create an Account’.

For a brief tutorial on this process, click here .

How do I know if I have one already?

Both ‘Forgot ID’ and ‘Forgot Password’ options are available at https://portal.ed.iowa.gov under the A&A Account ID tab.  If you believe there is a possibility you have a login ID, please confirm beforehand before signing up for a new login.  We will make our best attempt to migrate your account settings (from the old EdInfo, to the new portal-based system) provided we can identify your unique login.

Is there any guidance you have for users?

Yes – A&A Account ID’s are specific to an individual and should not be ‘shared’ or ‘group’ logins.  In accordance with State security requirements, access to applications and the permissions granted herein are bound to an individual, not a collection of users.

A&A logins should be associated with your work email address only.

The closer your login name can resemble your actual name will aid in the identification process.

What can I access?

The Iowa Education Portal currently provides access to E-transcript, SRI and EdInfo for the initial rollout December 2012.  Access to these applications will be approved and verified by State Level Security Officers.

Who do I contact if I have a question?

Direct A&A related questions to:

800-532-1174 or 515-281-5703

Direct Iowa Education Portal questions to:

There will be a delay in your ability to access your applications, as your access was not pre-loaded into the Iowa Education Portal.