Disability and Equity in Education
Doctoral Program
NATIONAL COLLEGE OF EDUCATION
The need to find solutions to the problems of social justice and equity for people labeled disabled is the thread that runs through this program. Social equity and justice require action and social action requires leaders who are critically reflective, future-oriented thinkers willing to take risks and accept responsibilities for enacting these visions. The doctoral program in Disability and Equity in Education is designed to accommodate a wide range of student interests including those interested in continuing their work as special or general educators or administrators, those interested in careers in teacher education or other aspects of academia, and those interested in community or organizational leadership. The program explores and critiques the historical, philosophical, political, economic, and social influences on the education of people labeled “disabled.” At the heart of the program is the importance of actively working toward social justice and equity in education. Throughout the program students are encouraged to engage in inquiries and practices that reflect this value. A minor concentration can be designed to meet individual student interests and career goals.
PROGRAM REQUIREMENTS
Each doctoral student is required to take doctoral core courses and research and dissertation courses. These required courses and their semester hour commitments are listed below. This common core represents areas of knowledge that the graduate faculty considers essential for all doctoral candidates in education. In addition to the core and research requirements, students will complete two types of course requirements specific to the program: the Disability and Equity in Education core, and a minor area of concentration.
DOCTORAL CORE REQUIREMENTS SEMESTER HOURS (SH)
Doctoral Core 6
Research, Dissertation 21
Disability and Equity in Education Core 21
Electives 9
Total Degree Requirements 57
DOCTORAL CORE
CCD610a Doctoral Core Seminar I (3)
CCD610b Doctoral Core Seminar II (3)
RESEARCH, DISSERTATION (Prerequisite: ESR502 or equivalent)
ESR610 Paradigms of Research: Multiple Ways of Knowing (2)
ESR612 Empirical/Analytic Research I (3)
ESR614 Interpretive and Critical Research I (3)
ESR616 Empirical/Analytic Research II (3)
OR
ESR618 Interpretive and Critical Research II (3)
ESR604 Dissertation Proposal Seminar (2) (Prerequisites ESR610, ESR612, ESR614)
CCD699 Dissertation (8)
DISABILITY AND EQUITY IN EDUCATION CORE
DEE601 Traditions, Assumptions, and Paradigms
DEE602 Disability Policy Analysis
DEE603 Activism, Education, and Disability
DEE604 Politics of Assessment
DEE605 History of Disability in Education
DEE693 Disability Studies Seminar
DEE690 Seminar: Special Topics in Disability and Equity
ELECTIVES
Each student chooses at least one minor from areas which may include the following: Reading and Language, Curriculum and Social Inquiry, Educational Psychology, Technology in Education, Administration and Supervision, and Curriculum and Instruction.
CULMINATING INQUIRY PAPER
The Disability and Equity in Education doctoral program refers to the comprehensive examination (sometimes called qualifying examination) as the Culminating Inquiry Paper. It is initiated after the completion of the doctoral core, research,program core, and minor concentration classes (with the exception of the last research course and the dissertation proposal seminar). The Culminating Inquiry Paper is to be completed successfully by the student prior to formal work on the dissertation and advancement to candidacy for the EdD degree.
Culminating Inquiry Paper Information (PDF Format) | Culminating Inquiry Paper Rubric (PDF Format)
Valerie Owen - Program Director
847-947-5049
vowen@nl.edu
National-Louis University is accredited by the North Central Association of Colleges and Schools, 30 N. LaSalle St. Chicago, IL 60602, 1-800-621-7440. National College of
Education at National-Louis University is accredited by the National Council for Accreditation of Teacher Education (NCATE).
