UNIVERSITY OF EDUCATION, WINNEBA
FACULTY OF EDUCATIONAL STUDIES
DEPARTMENT OF SPECIAL EDUCATION
MASTER’S DEGREE IN SPECIAL
EDUCATION
Rationale of the programme
The Department of Special Education, within the Faculty of Educational Studies mounted a master’s degree in Special Education for the following reasons:
● There was the need to upgrade the quality and level of teachers in special education to meet the challenges of the 1987 educational reforms, as for example, improving the quality of teaching and learning particularly at the basic school level. Obviously further training at the master’s level will go a long way to enhance this agenda and strengthen staff capacity.
● Owing to the limited number of scholarships available for training outside Ghana, the mas- ter’s programme in special education will be an opportunity for enhancing in-service and staff development opportunities for teachers in Ghana and within the sub region.
● The out-segment programme requires competent and well informed practitioners to sup- port teachers in the field. Products from the master’s programme may serve as mentors to teachers, who are preparing to be teachers on internship in Ghana and within the sub region.
Our masters products could also become consultant teachers who will have the capacity to strengthen the inspection and administration of special schools not only within Ghana but in the sub region as a whole.
In the long term the master’s programme will be a springboard for the development of a doctorial programme in the Department of Special Education, which will inevitably improve the quality and depth of research on provision for children with difficulties, and will be a huge source of staff recruitment, within the department and University of Education in the long
term
Aims and Objectives
The programme will focus mainly on areas of increased competence and in-depth knowledge in special education, as well as research and practice.
Specifically students will gain:
1) A deeper understanding of recent development in the field of special education and will also develop a research based, problem focused analysis of one or several cases of difficulties and concerns in the field of special education.
2) The programme will introduce students to a broader and deeper understanding of how to assess persons with disabilities.
3) Skills for analyzing children’s difficulties by providing experiences of assessment and contin- uing evaluation of special needs and environmental barriers as a framework for supporting the learning needs of these children.
4) An In-depth knowledge and concentration on the developmental stages, as for example, early education, adult education or education of special needs children of school going age, utilizing and focusing resources from several areas such as general education, health, voca- tional training and/ or social welfare to support these individuals.
It will fill the lacuna that exists regarding the relevant expertise within the special educatio Where are they in the country’s occupational structure?
Produce middle level manpower for the nation Entry requirements for admission of students Candidates wishing to apply MUST:
● Have a good first degree in Special Education and related disciplines such as Psychology, etc.
CLIENTELE
● Regular teachers with background in Science
● Special Education Teachers
● Teachers at the Assessment Centres
● Special Education Coordinators
● Community-Based Rehabilitation Project Officers with first degree in Rehabilitation and Disability Studies
● School Guidance and Counselling Coordinators
COURSE DESCRIPTIONS
EDI 502 COMPUTER APPLICATION IN EDUCATION
This course provides introduction to the different uses of computers in education. The topics include computer system concept, data organization and storage, data processing and word processing systems, report generalization and data management.
SPE 552 HOME SCHOOL PARTNERSHIP AND COUNSELING SERVICES
The course addresses reasons for home school partnership as vital in promoting the education- al progress for children with special needs. Parental and teacher responsibilities are outlined, while interagency collaboration, networking interdisciplinary and community involvement are discussed. Strategies for parental involvement and help are discussed. There is a review of the behaviour dynamics of persons with disabilities. Basic rationale for counseling with the special needs children emphasizing occupational, social and personal adequacy and an analysis of support systems available to them. Essentially, this course aims at presenting to students the techniques of working with parents, teachers and other stake holders involved in the educa- tion and welfare of persons with disabilities. There is a practical component to the course.
SPE 553 PRINCIPLES AND PRACTICES OF INCLUSIVE EDUCATION
This course focuses on elements of mainstreaming and the development of inclusive practices.
It aims to provide teachers with skills and knowledge that will enable them develop main- stream and inclusive practices within their classrooms, schools and subject areas. Students will be expected to extend and apply their theoretical knowledge to generate new understandings in this area and therefore new possibilities for development of practice. Students will also be expected to critically evaluate research evidence on inclusive education from national and international perspectives and derive learning for themselves and the context in which they work.
SPE 561 PRACTICUM IN SPECIAL EDUCATION
This course will involve supervised observation of classroom instruction and other activities in selected schools units or centre for persons with disability. It will also involve the writing of case studies and reports, developing strategies for individualizing instruction as well as practic- es in diagnostic teaching. There will be continual work on a specific field project for two days a week for one term. Students should note that all Practical work including those in Speech Pathology and Language Therapy and directed fieldwork with basic school children (primary and J.SS) and adults are all considered under practicum in special education.
SPE 562 SEMINAR
Students will be allowed to select topical and contemporary issues in special education, write on these issues and make presentations in class for other students to comments on and cri- tique. The course will seek to challenge the critical thinking and writing styles of students as
well as develop the ability of presenting arguments logically.
SPE 505 RESEARCH METHODS I
This course prepares students for their dissertation. It will enable them identify their research topic and questions, locate their theoretical framework for the research, select suitable meth- ods for their investigation as well as an awareness of how to present their findings. This course introduces students to the nature and meaning of educational research, problems, research questions, variables, assumptions and hypothesis formulation. Literature search and review, introduction to different types of research methodology, such as experimental, survey, histor- ical ethnographical, philosophical inquiry and case studies are examined. Students are also introduced to programme evaluation, sampling techniques for different types of researches as well as the different approaches to data analysis
SPE 561 PRACTICUM IN SPECIAL EDUCATION
This course will involve supervised observation of classroom instruction and other activities in selected schools units or centre for persons with disability. It will also involve the writing of case studies and reports, developing strategies for individualizing instruction as well as practic- es in diagnostic teaching. There will be continual work on a specific field project for two days a week for one term. Students should note that all Practical work including those in Speech Pathology and Language Therapy and directed fieldwork with basic school children (primary and J.SS) and adults are all considered under practicum in special education.
SPE504 ASSESSMENT, CURRICULUM, TEACHING AND SPECIAL EDUCATIONAL NEEDS (ACTSEN) 3 CRThe course exposes students to issues relating to access to education and the national curric- ulum. It emphasizes the implication of special needs or disabilities in relationship to learning.
The course encompasses concept of Special Needs, models of disabilities, diversity, learning styles, theories of learning: the national curriculum and assessment.
SPE 551 ASSESSMENTS IN SPECIAL EDUCATION
This course provide up to date information on the variety of approaches to identification as- sessment techniques of individual techniques of individual testing diagnosis and case studies techniques in special education including gifted and talented children and preschool children in regular schools education including gifted and talented children and preschool children in regular schools.
SPD 551 TEACHING AND LEARNING NEEDS OF DEAF PUPILS
This module addresses the following themes; deaf pupils’ learning styles; issues of curriculum differentiation, planning, monitoring and assessment to meet needs of deaf pupils; the devel- opment of spoken and written English skills of deaf pupils.
SPD 552 POLICIES AND PRACTICE OF DEAF EDUCATION
This module addresses the following themes: history of the deaf community and a particular focus on educational trends. Theoretical underpinning to oral, total communication and bilin- gual philosophies, educational approaches reflecting different philosophies, current education- al policies affecting practice
SPV552 PSYCHOLOGY OF BLINDNESS
This course will enable students to critically examine the impact of blindness on development
of congenital totally blind persons, congenital low vision person, acquired visual loss etc. It also aims at analyzing the interactive effects of combination of handicaps in specific visually hand- icapped learners. Again it will expose students to the relationship between etiology of visual loss and their effect on behaviour.
SPM551 EDUCATIONAL NEEDS OF CHILDREN WITH AUTISM
The course aims at providing knowledge and understanding the main features in autism. Stu- dent will be aware of the causes, characteristics and educational needs of these individuals.
Needs of pupils and their families will be examined as well as prevention, and management of the difficulties. Parental counseling and support are also examined in this course.
SPS552 STUTTERING
The course involves stuttering theories, cultural belief, evaluation and management. There will be a particular focus on the school age child. Students will be able to understand the concept of disfluencies among normal speakers and to demonstrate how stuttering differs from normal disfluences. The course will also afford students the opportunity to describe and demonstrate types of avoidance behaviours, screen school children for stuttering using a checklist as well as write sample reports.
SPD 553 ADVANCED SIGN LANGUAGE
The course is designed to equip students with fluency and skills in the understanding and use of receptive and expressive sign language for effective communication with individuals who are deaf. Emphasis will be placed on helping students develop excellent receptive as well as expressive skills required for effective communication process to occur among them and indi- viduals who are deaf. Topics to be discussed will include:
SPM554 IDENTIFICATION AND REMEDIATION OF READING PROBLEMS
This course examines theories of reading and reading problems. An analysis of issues and factors affecting reading comprehension is made. Specific strategies of identifying and assess- ing of reading problems are discussed together with the methods of remediation of reading problems
SPE 551 – ASSESSMENT IN SPECIAL EDUCATION
This course provide up to date information on the variety of approaches to identification as- sessment techniques of individual techniques of individual testing diagnosis and case studies techniques in special education including gifted and talented children and preschool children in regular schools education including gifted and talented children and preschool children in regular schools.
Requirements for graduation
University requirement Pass/Fail
Department requirement 6 credits
Areas of concentration 12 credits
Electives 6 credits
Dissertation 6 credits
Total 30 Credits
SUBJECT AND CREDITS REQUIREMENTS FIRST SEMESTER
Course code Course title Credit hours
SPE 552 Home School Partnership and Counselling 3 SPE 553 Principles and Practices of Inclusive Education 3
SPE 504 Curriculum Development and Assessment 3
SPE 505 Research Methods I 3
ELECTIVE COURSES (ANY ONE)
SPE 551 Assessment in Special Education 3
SPD551 Teaching and Learning Needs of the Deaf Pupil 3
SPM551 Educational needs of the Autistic Child 3
SECOND SEMESTER
SPE 561 Practicum in Special Education 3
SPE 562 Seminar 3
SPE 507 Research Methods II 3
EDI 502 Computer Applications ELECTIVE COURSES (ANY ONE)
LNG526 Teaching Reading to the Child with Special Needs 3 SPV552 Psychology of Blindness with Visual Impairment 3
SPS552 Stuttering 3
SPV553 Vocational Rehabilitation for Persons with Visual Impairment 3
SPD553 Advanced Sign Language 3
SPM554 Identification and remediation of reading problems 3
SEMESTER 3 & 4
CODE TITLE CREDIT
EDI509 Proposal / Dissertation 6
Electives
Students are encouraged to take 6 credits from their elective/specific areas to make up the remaining credits. The courses on offer are as follows:
CODE TITLE CREDIT
SPE551 Assessment in Special Education 3
SPD551 Teaching and learning needs of deaf pupils 3
SPD552 Policy and Practice of deaf Education 3
SPM551 Educational Needs of the autistic child 3
SPM555 Identification and remediation of reading problems 3 SPV552 Psychology of Blindness with visual impairment 3
SPS552 Stuttering 3
SPV553 Vocational rehabilitation for persons with visual impairment 3
SPD553 Advanced sign language 3
LNG526 Teaching Reading to the child with Special Needs 3
REGULATIONS GOVERNING ASSESSMENT OF STUDENTS
The Department uses the 40:60 ratio for assessing students. The 40% for formative assess- ment includes the submission of two assignments, a quiz and classroom observations. These activities are more involving and give both students and lecturers opportunities to engage and extend understanding and therefore learning than one-shot examination.
M Phil DEGREE PROGRAMME IN SPECIAL EDUCATION (OPTION) FIRST SEMESTER
Course code Course title Credit hours
SPE 552 Home School Partnership and Counselling 3 SPE 553 Principles and Practices of Inclusive Education 3
SPE 504 Curriculum Development and Assessment 3
SPE 505 Research Methods I 3
ELECTIVE COURSES (ANY ONE)
SPE 551 Assessment in Special Education 3
SPD551 Teaching and Learning Needs of the Deaf Pupil 3
SPM551 Educational needs of the Autistic Child 3
SECOND SEMESTER
SPE 561 Practicum in Special Education 3
SPE 562 Seminar 3
SPE 507 Research Methods II 3
EDI 502 Computer Applications ELECTIVE COURSES (ANY ONE)
LNG526 Teaching Reading to the Child with Special Needs 3 SPV552 Psychology of Blindness with Visual Impairment 3
SPS552 Stuttering 3
SPV553 Vocational Rehabilitation for Persons with Visual Impairment 3
SPD553 Advanced Sign Language 3
SPM554 Identification and remediation of reading problems 3 SEMESTER 3 & 4
CODE TITLE CREDIT
EDI509 Proposal / Dissertation 6
Electives
Students are encouraged to take 6 credits from their elective/specific areas to make up the remaining credits. The courses on offer are as follows:
CODE TITLE CREDIT
SPE551 Assessment in Special Education 3
SPD551 Teaching and learning needs of deaf pupils 3
SPD552 Policy and Practice of deaf Education 3
SPM551 Educational Needs of the autistic child 3
SPM555 Identification and remediation of reading problems 3 SPV552 Psychology of Blindness with visual impairment 3
SPS552 Stuttering 3
SPV553 Vocational rehabilitation for persons with visual impairment 3
SPD553 Advanced sign language 3
LNG526 Teaching Reading to the child with Special Needs 3
