We envision graduates of our program as masterful educators who have passion for what they do; are highly skilled in improving the performance of students with mild to moderate learning and behavior issues; are adept at collaborating and consulting with families and others in the service delivery process; and who function successfully across the continuum of educational settings.
We are dedicated to providing you with a high quality program that will make this vision a reality. The program is framed by the mission of Purdue University Calumet’s School of Education, the general standards of the Graduate Studies in Education Department, and the Council for Exceptional Children’s Code of Ethics and Standards for Professional Practice for Special Educators.
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.
“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
Each program in the School of Education has its own set of professional standards. In addition, the Graduate Studies in Education Department implements a set of general standards that all candidates are required to attain.
GSE 1: Instructional Uses of Technology
“The graduate understands the central
concepts related to educational technology, and can effectively
and appropriately implement this technology into classroom
preparation and instruction”
GSE 2: Individuals with Special Needs
“The graduate understands various
learning and physical disabilities, how these may be
manifested in learning situations, and how to adapt instruction
to ensure success for all individuals.”
GSE 3: Diversity
“The graduate understands the nature
of diversity in the human community, how cultural and
gender differences can affect learning, and how to create
a learning environment that protects the individuality
and dignity of all learners.”
GSE 4: Communication
“The graduate uses knowledge of
appropriate verbal, nonverbal, and written communication
in preparing instructional materials and can effectively
communicate with all stakeholders within the professional
GSE 5: Educational Research
“The graduate understands current
trends in educational research and can critically examine
this research in relationship to his/her profession.”
GSE 6: Community Collaboration
“The graduate understands the
dynamics of educational, geographic, and/or school communities;
can effectively participate within these communities; and
fosters an environment that respects all individuals.”
GSE 7: Content Knowledge
“The graduate understands that professional decisions
must be made based on a thorough knowledge foundation
that includes theories, skills, organizational structures and
cultures, societal needs, legal foundations, learning
theory, research techniques, and many others. This solid
knowledge base will result in a decision-making process
that is reasoned, accurate, and competent.”
The Council for Exceptional Children’s Code of Ethics and Standards for Professional Practice for Special Educators
The Special Education program courses and outcomes adhere to the latest version of the Council of Exceptional Children (CEC) Standards for Professional Practice for Special Educators, Initial Content Standards. View these standards and learn more about CEC and teacher preparation in What Every Special Educator Must Know: The International Standards for the Preparation and Certification of Special Education Teachers, 6th edition (pdf). See page 1 of document for the Code of Ethics and page 47 for the Initial Content Standards.
To learn more about special education and the latest issues in the field, visit the website of the Council for Exceptional Children at www.cec.sped.org.