MS in Education, Special Education Teaching
School of Public Service and Education
The master’s Special Education Teaching specialization is intended
for teachers who want to help students with disabilities achieve
success in P–12 environments. The curriculum, developed around
national special education standards, is designed to help teachers
effectively instruct and advocate for the increasingly diverse
populations of children with disabilities. Learners study current and
emerging instruction practices, strategies, and techniques for
teaching children with disabilities, and gain experience that is
applicable and relevant to their current work. The Special Education
Teaching specialization incorporates the Council for Exceptional
Children (CEC) advanced preparation standards to assure that
individuals with exceptionalities have well-prepared, career-oriented
special educators. These specialization requirements are not designed
or intended to meet professional licensure requirements for the
education profession.
Core courses:
ED5010 |
Foundations of Master’s Studies in Education
This course provides learners with opportunities to acquire and use graduate-level skills, including the ability to critically examine and apply relevant educational theory to professional practice. Learners develop expertise in scholarly writing as well as explore the importance of multicultural perspectives and diversity in professional contexts. Finally, learners articulate and examine their professional purpose and its alignment with their specialization and career aspirations. Must be taken during the first quarter by learners who have been admitted to the MEd in Teaching and Learning, MS in Education, MS in Education Innovation and Technology, and MS in Higher Education degree programs and the Adult Education and Higher Education Leadership and Administration graduate certificate programs. Cannot be fulfilled by transfer or credit for prior learning. | 4 quarter credits |
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ED5006 |
Survey of Research Methodology
This course is an overview of graduate research methodology. Learners
examine fundamental research methodologies and their respective
quantitative and qualitative approaches to rigorous scholarly
inquiry. | 4 quarter credits |
ED5500 |
Standards-Based Curriculum, Instruction, and Assessment
In this course, learners examine national and state learning
standards related to their content area or grade level.
Learners utilize research-based curriculum to craft assessments that
are aligned to standards, and implement instruction that is meaningful
to students and supports their academic achievement.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
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-or- | ||
EDT5130 |
Understanding Competency-Based Curriculum and Instruction
Learners in this course gain an understanding of the differences
between standards, outcomes, and competencies and how they can be
integrated into the curriculum. Learners build on this understanding,
mapping competencies to outcomes and aligning standards to
competencies and outcomes. Learners integrate competency- based
curriculum and lesson planning with best-practice teaching approaches
and develop competency-based classroom management techniques.
This course requires access to an educational setting, students
or learners, and/or classroom practitioners.
| 4 quarter credits |
ED5503 |
Classroom Management Strategies
Learners in this course apply strategies for managing diverse and
challenging student behaviors and develop the skills needed to create
classroom environments that maximize the opportunity for each student
to learn. This course emphasizes the roles, rights, and
responsibilities of all stakeholders under The Individuals with
Disabilities Education Act (IDEA), The Americans with Disabilities Act
(ADA), and Section 504 legislation.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
---|---|---|
ED5504 |
Strategies for Eliminating the Achievement Gap
Learners in this course examine the origins and complexities of
student achievement gaps within the contexts of gender, race, culture,
ethnicity, socioeconomic status, and language difference. Learners
also explore current student achievement research and best practices
and identify instructional strategies most likely to eliminate
achievement disparities.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
In addition, choose one from the following courses:
ED5501 |
Assessment and Improvement of Instruction
In this course, learners examine instruction and learning improvement
strategies and collaborate with students’ families, the community, and
other professionals for the purpose of improving instruction. Learners
also evaluate instruction to determine how well it promotes
professional teaching standards and dispositions.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
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EDT5142 |
Adaptive Instruction and Assessment
In this course, learners analyze theories of constructivism and
cognitive flexibility and implement adaptive learning approaches to
meet the needs of diverse learners. Further, learners apply the
Universal Design framework to instructional design and evaluate
adaptive learning dashboards that provide continuous assessment of
mastery-based learning. Learners also analyze facilitator-driven and
assessment-driven systems and evaluate the effectiveness of
mastery-based learning in student needs, including those of students
with disabilities, English-language learners, and students who are
gifted or talented. The course includes an emphasis on the purpose and
impact of computer-aided instruction and assessment on student
achievement in competency-based education (CBE).
This course requires access to an educational setting, students
or learners, and/or classroom practitioners.
| 4 quarter credits |
Specialization courses:
ED5700 |
Foundations of Special Education
This course provides an overview of the historical, conceptual, and
cultural foundations of special education. Learners examine current
issues relevant to the education of students with disabilities and
analyze the social construction of disability. In addition, learners
analyze how culture and context influence their work with their
students. Learners develop an ethical decision-making framework needed
to advocate for students with disabilities and their families. | 4 quarter credits |
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ED5706 |
Assessment and Planning for Students with Disabilities
Learners in this course study referral, assessment, placement, and
planning procedures for students with disabilities. Learners evaluate
the use of formal and informal assessments, design individual
education plans, and examine appropriate methods for reducing bias in
assessment. Learners also apply methods and strategies used within the
Response to Intervention framework with P–12 students.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
ED5707 |
Instruction for Students with Disabilities
In this course, learners study ways to develop differentiated
academic lesson plans (e.g., reading, writing, calculation, or
mathematical reasoning). Learners examine how research-based
instruction can support students with disabilities. Learners also
develop methods of managing the social, emotional, and behavioral
needs of students with disabilities.
This course requires access to a P–12 classroom and/or
educational stakeholders in a P–12 school or district.
| 4 quarter credits |
ED5712 |
Communication, Consultation, and Collaboration for Special Education
Learners investigate communication and interaction among children, families, teachers, and the community to support the learning and well-being of students with diverse learning needs. Learners assess methods of consulting and collaborating with teachers, agencies, support personnel, and other professionals to provide effective special educational services. Learners identify culturally responsive collaboration and communication practices that improve programs, services, and outcomes for diverse learners. | 4 quarter credits |
ED5714 |
Programming and Leadership for Diverse Groups Capstone
The capstone course is taken after completing all required and
elective coursework. Learners apply their knowledge of policies,
practices, programs, and services for diverse learners. Learners
complete a leadership project in which they evaluate a program for
diverse learners in their school system and demonstrate proficiency of
specialization and program outcomes by developing an ePortfolio.
For MS Special Education Teaching learners only. This course
requires access to a P–12 classroom and/or educational
stakeholders in a P–12 school or district. Must be taken during
the learner’s final quarter. Cannot be fulfilled by transfer or
credit for prior learning.
| 6 quarter credits |
Total
At least 46 quarter credits
Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.
This specialization is not designed to lead to license, endorsement, other professional credential, or salary advancement. Contact your school district for a determination on qualifications for salary advancement.
Multiple specializations available
(must be within the same degree program)