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CONTENTS

GENERAL INFORMATION
ACADEMIC UNITS
COURSES
PERSONNEL
REFERENCE

GENERAL INFORMATION

Message From the President 2
The University of Hawai'i 5
Calendar 6-7
Undergraduate Education 8-
22
UHM General Education Core and Graduation Requirements 23-
27
Graduate Education 28-
45
Student Life 46-
58
Tuition, Fees, and Financial Aid 59-
69
Degrees and Certificates 70-
71

ACADEMIC UNITS

Architecture 72-
76
Arts & Sciences, AMST-IT 77-
122
Arts & Sciences, JOUR-ZOOL 122-
175
Business Administration 176-
185
Education
186-
207
Engineering 208-
216
Hawaiian, Asian, and Pacific Studies 217-
225
Health Sciences and Social Welfare 226
Interdisciplinary Programs 227-
233
Law 234-
236
Medicine 237-
255
Nursing 256-
266
Ocean and Earth Science and Technology 267-
284
Outreach College 285-
288
Public Health 289-
292
ROTC Programs 293-
294
Social Work
295-
297
Travel Industry Management 298-
303
Tropical Agriculture and Human Resources 304-
324
Instructional Support, Research, and Service Units  478-
483

COURSES

Overview 325
A - E 326-
379
F - N 379-
427
O - Z 427-
477

PERSONNEL

Administration 484-
485
Endowed Chairs and Distinguished Professorships 486
Faculty 486-
510
Emeriti Faculty 511-
517
Instructional Support, Research, and Service Units Staff 518-
527

REFERENCE

Appendix 528-
532
Glossary 533-
535
Campus Map

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Last updated 6/28/99

 

 

College of Education
Special Education

Wist 120
1776 University Avenue
Honolulu, HI 96822
Tel: (808) 956-7956
Fax: (808) 956-4345

Faculty
*M. A. Prater, PhD (Chair)-mild/moderate disabilities, effective teaching strategies, students at-risk, multicultural special education
*Q. Avery, PhD-mild/moderate disabilities, administration, diversity studies, family/school relations
*R. S. Black, EdD-mental retardation, transition, students at-risk, research design
*P. J. Edelen-Smith, EdD-mild/moderate disabilities, language/cognitive strategies, transition, collaboration
*A. A. Jenkins, PhD-mild/moderate disabilities, content strategies, inclusive education, collaboration
*L. P. McCormick, PhD-early education, communication disorders, behavioral disorders, severe disabilities
*D. McDougall, PhD-general special education, mild/moderate disabilities, behavior disorders
W. D. Narkon, MEd-mild/moderate disabilities, learning disabilities, reading strategies
*M. J. Noonan, PhD-moderate and severe disabilities, early intervention
*C. M. Ornelles, PhD-mild/moderate disabilities, students at risk, integration of services, collaboration
*B. Salas, PhD-general special education, learning disabilities, transition, cultural/linguistic differences, learning strategies
S. Shimabukuro, MEd-mild/moderate disabilities, secondary special education, behavior disorders, reading strategies
*T. W. Sileo, EdD-mild/moderate disabilities, multicultural education, family involvement, educational collaboration
*G. J. Smith, EdD-interdisciplinary team development, transition/career vocational special education
*R. A. Stodden, PhD-mental retardation, career/vocational special needs, adolescent/adult services

*Graduate Faculty

Degrees and Certificates Offered: Basic teacher licensure in general education and special education, MEd in special education, PhD in exceptionalities, BEd dual teacher preparation in elementary/special education, BEd dual teacher preparation in secondary/special education, post-baccalaureate dual preparation in secondary and special education, post-baccalaureate preparation in special education.

The Academic Program

Special education (SPED) is a component of general education. Its basic purpose is to assist individuals who do not benefit from traditional educational programs. Special educators teach and help others teach persons who have special learning needs. They individualize and adapt instruction to help individuals with special needs become independent and contributing members of society.

Faculty in the Department of Special Education prepare students at the undergraduate and graduate levels to work in both school and non-school settings. Professional roles include teacher, resource manager, consultant, infant specialist and transition specialist. The program is field-based. 

Accreditations

The special education program is accredited by the State of Hawai'i under the State Approval of Teacher Education (SATE) process, applying standards established by the National Association of State Directors of Teacher Education and Certification (NASDTEC). The master of education degree program is accredited by the Council of Exceptional Children (CEC).

Advising

Advising of students in the undergraduate and post-baccalaureate programs is the responsibility of the Office of Student Academic Services, College of Education.

Upon acceptance to special education graduate programs, students are assigned to a faculty adviser. Advisers review program requirements and progress, plan program course work, complete departmental preregistration forms for the next semester, and sign course registration materials. Program advisers may waive course work (based on courses taken previously) on an individual basis. Advisers have the responsibility of reviewing and individualizing students' programs to complement their needs. Advisers ensure that students have appropriate knowledge and applied skills to perform as competent special educators. Given this responsibility, advisers may require additional course work and/or practicum experience for certain students. Changes made in students' programs must be approved by their advisers.

Undergraduate Study

BEd

The College of Education offers a program option within the BEd in elementary and secondary education programs that culminates in basic teacher licensure in general elementary or secondary education and special education. The optional program consists of 30 credit hours in special education, including six hours of supervised field experience, and one semester student teaching (as required for the BEd programs) in an educational setting with students identified as having disabilities. 

Graduate Study

Post Baccalaureate Programs

The College of Education offers a dual preparation program option in secondary education at the post-baccalaureate level that culminates in eligibility for basic teacher licensure in secondary education and special education. In addition to the credit hours required in the Post-baccalaureate Certificate in Secondary Education (PBCSE) program (see program description under Teacher Education and Curriculum Studies), the optional program consists of 30 additional semester credit hours in special education, including 6 credit hours of supervised field experience and one semester teaching in an educational setting with students identified as having disabilities. The College of Education offers a Post-baccalaureate Certificate in Special Education for individuals who hold or are eligible for licensure in elementary or secondary education. The program consists of 30 semester credit hours in special education, including 12 credit hours of supervised field experience. Program sheets listing the specific course requirements for both post-baccalaureate programs are available in the College of Education's Office of Student Academic Services. 

Admission Requirements

Admission is through the Office of Student Academic Services. Classified status in the College of Education is necessary for registration in the Post-baccalaureate Programs. Program sheets listing the specific requirements are available in the Office of Student Services. Students must fulfill all program requirements in effect for the semester in which they are admitted into the college. 

Master's Degree

The MEd program in special education offers two program options: (1) special education teacher training with a specialization in mild/moderate disabilities (mental retardation, specific learning disabilities, emotional/behavior disorders) or severe/multiple disabilities, and (2) interdisciplinary studies for candidates wishing to work in non-classroom-based services for persons with disabilities. Both options are field based, consisting of at least 43 credit hours in a planned and approved program of study.

Admission Requirements

In addition to the application form and official transcripts required by the Graduate Division, materials must also be sent directly to the department. These include (a) scores on the Graduate Record Exam (GRE) General Test only, (b) three letters of recommendation attesting to academic and professional strengths, and (c) unofficial transcripts of all undergraduate and graduate course work. An interview by the department's selection committee may be required. 

Requirements

The MEd in special education consists of a minimum of 43 credits, including 12 credits of required professional courses, 12 credits of field experiences taken over three semesters, and 18 credits in the mild/moderate or severe program track. 

The MEd in interdisciplinary studies/special education consists of a minimum of 43 credits, including 12 credits of required professional courses, 12 credits of field experience taken over three semesters, and 18 credits in selected specialty areas. The specialty credits may be within special education or related areas (e.g., general education, psychology, social work, public health).

Both Plan A and Plan B are offered. Six credit hours of SPED 700 are required for Plan A, and additional work in statistical analysis and research design may be necessary. Plan B requires a master's paper/project or a written comprehensive examination.

Graduates of the teacher education option are eligible to be recommended for teacher licensure and receive the Hawai'i Professional Teacher Certification in Special Education. They are qualified to work with students who have mild/moderate or severe disabilities, in a direct teaching, self-contained, or resource setting, at preschool, elementary, or secondary levels, or to act as special education resource managers and as collaborative consultants to regular educators. Graduates of the interdisciplinary studies option do not receive classroom certification but may seek positions in related fields and services.

Doctoral Degree

The PhD program with a specialization in exceptionalities prepares professionals to work as leaders in the education and support of individuals who have unique needs, often due to disabilities. The field is broad, addressing life-span concerns and involving such services as advocacy, family support, community services, vocational training and support, and special education. Graduates of the program are expected to assume leadership roles addressing local, regional, national, and international issues related to research and higher education and/or program development and evaluation. The program varies in the number of credit hours required, depending upon the candidate's qualifications, and includes course work required by the college, the specialization area, and a cognate field. In addition students may be required to complete course work in an emphasis area. At least one field internship and the dissertation are also required.


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