M.Ed. in Special Education (Non-Endorsement)
EDSP 510 / EDSP 511 (3)
Introduction to Special Education
These courses focus on familiarizing the candidate with special education in today's schools, including the purpose and history of special education, the process to identify and serve students in need of specially designed instruction, and recommended practices for special education, such as access to the general education curriculum and inclusive practices. These courses address the continuum of services ranging from early childhood special education to transitions to adulthood.
EDSP 526 / EDSP 527 (3)
Managing and Teaching across Learning Environments for Students with Disabilities
The purpose of these courses is to gain in-depth knowledge of managing learning environments for students across the full continuum of disabilities. These courses address practices related to multi-tier support in order to ensure students with disabilities make progress in the general education curriculum; e.g., Positive Behavioral Interventions and Supports (PBIS), Response to Intervention (RtI) and Universal Design for Learning (UDL). The candidate will apply these concepts as they relate to providing a Free Appropriate Public Education (FAPE).
EDSP 524 / EDSP 528 (3)
Special Education Teacher Leadership Practices
Within these courses, the candidate will learn how to develop an IEP, how to coordinate meetings and how to work collaboratively with families and other education personnel including paraeducators, related services professionals, general education teachers, school administrators and any others relative to the education of students within the full continuum of disabilities. These courses also address classroom administration, scheduling logistics and understanding resource allocation as it pertains to providing access across instructional settings.
EDSP 572 / EDSP 573 (3)
Student Assessment and Evaluation across the Continuum of Disabilities
The purpose of these courses is to provide the candidate with knowledge of evidence-based practices in the areas of assessment and evaluation in special education. The candidate will acquire skills in administering formal and informal assessments and in evaluating assessment outcomes for program decision-making for students across the full continuum of disabilities. The candidate will explore the use of Response to Intervention (RtI) as it relates to eligibility for Students with Specific Learning Disabilities and the use of adaptive behavior scales in program development for students with moderate to severe disabilities.
EDSP 525 / EDSP 529 (3)
Evidence-based Practices in Language Arts, Literacy and Mathematics for Students with Disabilities
The purpose of these courses is to examine foundational strategies and methodologies related to language arts (reading, writing, speaking, listening), literacy in the content areas, and mathematics. The candidate will develop skills in applying evidence-based instructional strategies relevant to the full continuum of students with disabilities in a variety of instructional settings. These courses address the application of Universal Design for Learning (UDL) during instruction to promote learning for students with disabilities, and for students with disabilities who are English language learners.
EDSP 522 / EDSP 523 (3)
Developing and Applying a Functional Skills Curriculum
These courses are designed to prepare candidates with the necessary skills to effectively develop and implement functional skills programming, as appropriate, for the full continuum of students with disabilities. The candidate will learn evidence-based instructional strategies, methods and supports such as task analysis of daily routines, the use of assistive technology and augmentative communication systems, as they are applied across varied instructional settings. The candidate will learn to develop a functional instructional program using data-based decision making.
EDSP 622 (3)
Legal Aspects of Special Education Practice and Advocacy
This course is an in-depth examination of the history of legal issues and case law pertaining to special education services and practices. This course examines current legislative requirements defined by IDEA, ADA, 504, and ESEA. The candidate will critically review federal and state special education Administrative Rules and examine practical aspects of the assurance of FAPE on behalf of students eligible for special education services.
EDSP 602 (3)
Contemporary Educational Thought in Special Education
This course will stimulate informed and intellectual discussions though critical review of research-based practices, discussion of controversial issues identified in professional literature and contemplate the most current issues, initiatives, and legal case law decisions shaping Special Education policy, leadership decision-making and accountability in the provision for equitable educational opportunities on behalf of students with disabilities. The candidate will have the opportunity to critically analyze contemporary issues in Special Education. On-going active investigative dialogues should result in: willingness on the part of the course participants to promote a positive democratic society, uphold ethical practices and foster inclusive citizenship through effective change in their own schools and classrooms on behalf of individuals with special needs, families of children with disabilities and the school professional who serves these children.
EDGR 601 (3)
This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.
The Master of Education culminates with one of three courses
EDGR 698 (3)
Action Research (CAPSTONE)
Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.
EDGR 699 (3)
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 thesis instructor, will explore relevant literature and present a thesis following the procedure established by the College of Education.
EDGR 696 (3)
Practitioner Inquiry (CAPSTONE)
Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study reserach methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportuntiiy to reflect on teaching practice and generate imprivements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers.
Prerequisite: Successful completion of EDGR 601 Educational Research
Any of the above options provide 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.