Master of Arts in Special Education

This course provides an introduction to the education of students in the school setting with exceptional needs, specifically those with mild to moderate disabilities, who qualify for services under one or more of the eligibility criteria covered by special education federal laws. Special education key terms and common strategies that influence learning and behavior as well as ethical and legal privacy rights of families of children with disabilities are introduced. Additionally, variations, characteristics, and patterns of individual differences in learning and academic progress are investigated.

Law and Ethics in Special Education explores the fundamental civil and legal principles and pivotal legislation that contribute to the eligibility, learning environment placement, instruction, service delivery, and privacy issues of those who have a qualifying disability under federal laws. Learners will identify critical issues that may lead to ethical, professional, and legal conflicts of student and family rights and between interdisciplinary team participants, as well as proactive strategies for resolution. The course analyzes personal biases and considers diverse cultural experiences and individualized patterns of learning and development in relation to professional ethics and practice standards. Prerequisite: ESE 601.

Assessment and Evaluation of Students with Mild to Moderate Disabilities provides a comprehensive examination of the assessment and evaluation cycle employed within the special education process. During this course, learners will distinguish the special educator’s role within the multidisciplinary assessment process including how the evaluative data drives the planning and development of an individualized program. Additionally, the mandatory safeguards that assure ethical evaluation and assessment practices do not discriminate on the basis of human difference, identity, or social group difference (including but not limited to race, ethnicity, creed, color, sex, gender, gender identity, sexual identity, socio-economic status, language, culture, national origin, religion/spirituality, age, or (dis)ability).

This course focuses on collaboration strategies for special education professionals who work with other key stakeholders in supporting student success, including students with exceptionalities and their families, educators, leaders, service providers, and other professionals. A focus on educator collaborative skill sets, including communication, problem-solving, sharing ideas, planning, active listening, teamwork, and strategies for dealing effectively with conflict, provides support for academic and functional skills, as well as social emotional well-being across educational environments and instructional settings. Prerequisite: ESE 601.

This course explores the methods of evidence-based instructional planning, lesson design, and instructional strategies and supports for students with exceptionalities. Learners will create an instructional design and lesson plan portfolio that incorporates individualized goals and objectives across skill domains and progress assessment, as well as aligned quality differentiated instruction techniques, assistive technologies, collaborative planning, and scaffolded supports for learning activities assisting students in various inclusive learning environments. Prerequisite: ESE 601.

This course explores the foundational principles of behavior theory while providing practical, applied strategies tailored to contemporary inclusive educational settings, empowering educators to effectively meet the diverse needs of students with exceptionalities. Students will develop skills to design and implement personalized positive behavior support plans, emphasizing behavior functions, modifications, and comprehensive data collection methods. Additionally, the course examines the impact of diverse cultural and environmental factors on student behavior, fostering culturally responsive practices to create a supportive and inclusive learning environment. Prerequisite: ESE 601.

In this course, learners will gain practical knowledge about the purposeful integration of technologies to enhance instruction and support diverse learners using the three principles of the Universal Design for Learning (UDL). Learners will evaluate each UDL principle to inform the use of technology in improving learner motivation, stimulating critical thinking, ensuring flexibility and promoting authentic learning experiences to support diverse learners. Prerequisite: EDU 673 or ESE 601 or ECI 601.

In this course, learners will explore multiple aspects of differentiated curriculum design and instruction and create meaningful programming and supports that align with curriculum, relevant standards, and individualized goals. The course will equip learners with the skills to collaboratively create and implement evidence-based instructional strategies, fostering a data-driven approach derived from individualized assessment results. The overarching goal is to empower educators to align evidence-based practice strategies that not only meet student-centered goals but also build and generalize skills across instructional content areas, promoting an inclusive and effective learning environment and individualized educational programming. Prerequisite: ESE 601.

Capstone 1: Educational Research guides students through the process of becoming an effective and collaborative change agent by applying action research principles and effective leadership practices to current educational challenges and issues. Students will analyze the impact of the stages of action research through evaluation of relevant literature, research plan development, data collection and analysis, action plan development, reflection, and communication of results. Prerequisite: ECI 685, EDU 620, or ECE 673.

The Capstone 2: Culminating Project is a course in which students will demonstrate their attainment of the program outcomes through a spiraled process of skill demonstration including reflection, application, synthesis, and evaluation. This comprehensive course is designed to integrate and apply the knowledge, skills, and dispositions acquired throughout their programs, providing students with an opportunity to demonstrate their mastery of educational theory, research, and practice. The course emphasizes the development of advanced competencies in areas such as curriculum design, assessment and evaluation, instructional leadership, and educational research. Through this capstone experience, students will emerge as confident, reflective, and skilled education professionals prepared to make a positive impact in diverse educational settings. Prerequisite: EDU 694 or ECE 660