The Department of Special Education prepares students to serve as decision makers in instructional settings for exceptional learners. The Special Education faculty believe that a teacher preparation program should integrate the roles and responsibilities of learners, parents, general education teachers, special education teachers, related service professionals, and community members. A combination of learning opportunities that include a coordinated knowledge base, diverse school-based and community-based practicums, and internship experiences are designed to facilitate the development of a creative, critical and reflective professional acumen.
The overarching goal of teacher education programs offered by the Department of Special Education is the development, validation, and use of techniques for maximizing student achievement, with and without exceptionalities.
The sequence of advanced study followed by the postgraduate student in special education is contingent on the skills and background brought to the program and noted on the student's career plans.
Special Education faculty are involved in a number of demonstration and research projects designed to develop and evaluate innovative procedures for training professionals, paraprofessionals, and parents who work with various types of exceptional children. These projects are also concerned with the development and evaluation of instructional programs and techniques for exceptional individuals. Students have access to an array of practicum and research opportunities.
The concerns of the department go beyond teacher preparation. It is also involved in preparing researchers, academic scholars, and school-based leaders. Faculty and students pursue the viability of interventions designed to improve the functioning and learning of individual students with the wider benefit of assisting families and communities. Graduate students pursue careers in higher education as well as employment as early intervention administrators, agency heads, and other leaders.
Faculty
Department Head
- Nicole Cain Swoszowski
Program Coordinators
- Lucy Barnard-Brak, Autism and Doctoral Programs
- Amy Williamson, Collaborative
- Ragan McLeod, Early Childhood Special Education
- Jennifer L. Jolly, Gifted
- N. Kagendo Mutua, Severe Disabilities
Professors
- Lucy Barnard-Brak
- Gregory J. Benner
- Carol A. Donovan
- Kristine Jolivette
- Jennifer L. Jolly
- Sara McDaniel
- Robert A. McWilliam
- N. Kagendo Mutua
- Nicole Cain Swoszowski
Associate Professor
- Ragan McLeod
Assistant Professors
- Marissa Filderman
- Kristen Lamb
- Courtney O'Grady
Clinical Assistant Professors
- Elizabeth Michael
- Catherine Price
- Kimberly Tomeny
- Amy Williamson
Clinical Research Assistant Professors
- Olivia Hester
- Erica Lee
- Kimberly Odom
- Lauren Rollins
- Sara Sanders
Clinical Instructors
- Lisa Burgess
- Sharron Maughn
Courses
Introduction to programs and problems of children and youth who deviate from the norm in physical, mental, emotional, and social characteristics.
Comprehensive study of diagnosis and assessment, emphasizing concepts of tests and measurements, formal and informal assessment, test administration, and use of diagnostic results in educational intervention.