Master of Science in Curriculum and Instruction- Special Education
- Baccalaureate Degree
- Minimum of cumulative 3.0 GPA or 3.0 GPA in last 60 hours of undergraduate degree program
- Letter of intent completed in the testing center
- Passing Score on the TExES exam
- Official Scores on the GRE or MAT
- Consent form signed to allow graduate studies office to access TeXes or Praxis scores
Requirements must be submitted to the Graduate Studies Office by the designated deadline of first semester of enrollment.
Faculty Contact: Dr. Martha Harris, (903) 223-3086, email@example.com
Students should refer to their DegreeWorks degree audit in their Web for Students account for more information regarding their degree requirements.
|Interdisciplinary Core Courses|
|ED 520||Education Research Literature and Techniques||3|
|ED 547||Evaluating Learning||3|
|ED 551||Effective Strategies for Student Success||3|
|ED 573||Leadership and Mentoring in Education||3|
|ED 590||Curriculum Alignment for School Improvement||3|
|ED 530||Human Growth and Development for Educators||3|
|SPED 540||Introduction to Exceptionalities 1||3|
|SPED 520||Technology for Inclusion||3|
|SPED 541||Assessment and Instructional Planning||3|
|SPED 542||Methods for Exceptional Learners I 1||3|
|SPED 543||Methods for Exceptional Learners II||3|
|SPED 566||Behavior Management and Motivation||3|
|Minimum Hours for Degree||36|
Content in SPED 410 for SPED 540 or SPED 415 for SPED 542 may meet degree requirements if course completed in last 5 years with grade of B or above.
Graduate Courses in Special Education
ED 520. Education Research Literature and Techniques. 3 Hours.
This course addresses the process and tools to locate, read, understand, and critique education research. The fundamental techniques of planning, conducting, and reporting qualitative and quantitative research will also be considered. Prerequisite: Must be admitted into the Alternative Certification Program.
ED 530. Human Growth and Development for Educators. 3 Hours.
This course examines cognitive, physical, psychological, and social development of humans from conception through adolescence (0-20 years). Theoretical frameworks, critical issues, and current research pertaining to each life-stage are included. Educational implications of domain specific developmental factors are highlighted. Study of the overlay of creativity, resiliency, and focus of control are added psychological variables integrated for further understanding of developmental influences on student success and/or failure in learning and school. Prerequisite: Must be admitted into the Alternative Certification Program.
ED 547. Evaluating Learning. 3 Hours.
This course addresses formative and summative assessments of learning. Related statistical analysis concepts are also studied. Prerequisite: ED 520 and must be admitted into the Alternative Certification Program.
ED 551. Effective Strategies for Student Success. 3 Hours.
This course focuses on effective best-practice teaching and learning strategies aligned to the written and assessed curriculum. Emphasis is placed on the use of research-based instructional strategies in the classroom. Prerequisite: ED 520.
ED 573. Leadership and Mentoring in Education. 3 Hours.
This course focuses on building leadership through research-based strategies. The role of the professional as consultant, mentor, and coach is discussed. Prerequisite: ED 520.
ED 590. Curriculum Alignment for School Improvement. 3 Hours.
This course addresses theories and related practices of applied curriculum leadership including topological and deep alignment of the written, taught, and tested curriculum. Students will study research-based curriculum-related elements of high performing schools. Prerequisite: ED 520.
SPED 520. Technology for Inclusion. 3 Hours.
This course focuses on developing students’ understanding of learners with special needs and the use of assistive technologies (AT) to meet the needs of such learners in inclusive settings. Students will investigate inclusion, accessible design, and using technology to meet the objectives of Individualized Education Plans of students with disabilities.
SPED 540. Introduction to Exceptionalities. 3 Hours.
This course provides teachers with a foundational knowledge and basic understandings needed to work with students with exceptionalities. Students will investigate the learning and behavioral characteristics of students with exceptionalities and laws relative to this population. Prerequisite: Must be admitted into Alternative Certification Program.
SPED 541. Assessment and Instructional Planning. 3 Hours.
This course provides the student with experiences to develop competency in informal assessment procedures that address processing and learning. Students link the results of neurodevelopment assessment, curriculum-based assessment, and performance-based assessment to individualized instructional planning.
SPED 542. Methods for Exceptional Learners I. 3 Hours.
This course prepares teachers to meet the need of learners with moderate to severe disabilities, ages 3 to 21 years. The course content focuses on: methods of instruction for students with moderate to severe disabilities, research-based instructional interventions demonstrated to be effective with this specific population, and strategies to measure, document, and track student performance for the purpose of making evidence-based decisions and planning.
SPED 543. Methods for Exceptional Learners II. 3 Hours.
This course prepares teachers to meet the needs of learners with mild to moderate disabilities, ages 3 to 21 years. The course content focuses on: (1) methods of instruction for students with mild to moderate disabilities in inclusive settings; (2) research-based instructional interventions demonstrated to be effective with this specific population, and (3) strategies to measure, document, and track student performance for the purposes of making evidence-based decisions and planning.
SPED 566. Behavior Management and Motivation. 3 Hours.
This course examines motivational and behavior management theories and strategies. The use of functional behavioral assessment, as well as its application to intervention planning, is emphasized along with current research, issues, and trends.