Online Master of Education Degree with an Inclusive Classroom (Special Education) Concentration Video
The M.Ed. in Curriculum & Instruction:The Inclusive Classroom (SPED) is designed for the General Education Teacher and will provide the knowledge and skills needed to work effectively with students with disabilities mainstreamed or fully included in general education classrooms. This is a non-licensure concentration and does not result in Special Education licensure. Particular emphasis is placed on instructional strategies used to differentiate instruction, to serve students with disabilities in inclusive general education classrooms and to implement the Response to Intervention model at the classroom or school level.
Program Objectives for the Master of Education in Curriculum and Instruction: The Inclusive Classroom (SPED)
In addition to meeting the objectives for all Concordia’s M.Ed. programs, successful candidates in the M.Ed. in Curriculum & Instruction will demonstrate:
- Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress.
- The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results.
- Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students.
The Inclusive Classroom (SPED) Courses
In addition to the four core courses required for a degree in Curriculum and Instruction, students enrolled in the Inclusive Classroom (Special Education) program must also take the following foundation courses:
The general education classroom teacher's role in identifying and teaching a growing population of students with other special needs in the general education classroom is the major focus of Foundation Concepts for Inclusive Teaching.
This course on the inclusive classroom (special education) presents the fundamental concepts related to teaching students with disabilities and students with other special needs in transformative general education classrooms. Information on the history of special education and the federal policies related to serving students with disabilities in public schools is reviewed in the initial phase of the course. Included in this review is an analysis of the general education teacher's role in the various phases of serving students with disabilities in the general education classroom including the implementation of an Individualized Education Program (IEP) or a 504 plan.
The second phase of the course will examine:
- the characteristics and needs of students with persistent academic disabilities and students with significant cognitive disabilities recognized under the provisions of the Elementary and Secondary Education Act (the No Child Left Behind Act of 2001 reauthorization)
- the categories of disabilities (high incidence and low incidence disabilities) as they relate to teaching students with disabilities in general education classrooms defined within the Individuals with Disabilities Improvement Act of 2004 (IDEA)
A similar analysis of the characteristics and needs of students with other special needs that are served in general education classrooms will also be conducted.
Accommodations, modifications and adaptations that support the success of students with disabilities and students with other special needs in transformative general education classrooms will conclude this course of study.
The Master of Education culminates with two courses: either EDGR 698-Action Research (3), or EDGR 699-Thesis (3). Either option provides candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.
Action Research is the capstone project for the Master of Education program. During this five-week course, candidates will complete final edits of the Literature Review, obtain appropriate permissions, implement Action Research, collect and analyze data from the Action Research implementation, and complete the Action Research Documentation Form.
The Thesis offers the graduate student the opportunity to investigate, in depth, a topic in the field of education. The student, working with his or her educational research instructor, will explore relevant literature and present a Thesis following the procedure established by the College of Education.
Earning Your Master of Education in Curriculum and Instruction: The Inclusive Classroom (SPED) Online
Using cutting-edge curriculum and easy-to-use online learning tools, Concordia University’s experienced faculty will provide you with the best in theory and practice to prepare you as an instructional leader. Concordia’s five-week classes can be accessed via the Internet at the times and locations most convenient for you. Assignment submission is convenient, submission deadlines are achievable, and all requirements for a course fall within the dates stipulated for the courses.
Ready to Enroll? Speak with an enrollment specialist: 1 (877) 251-4405 OR start your application here.
How did the specific program help you achieve your goals?I found, with my study [on "tiering"], that working with students on their level and setting obtainable goals helped the students to be very successful and greatly reduced discipline problems.
How did the specific program help you achieve your goals?
… obtaining my master's degree has allowed me to achieve [my goals of finding better ways and methods to serve my students].