Learning Outcomes
The graduate program is designed to prepare educators to meet the needs of students with disabilities in multiple settings. After completing the Special Education Master’s Degree Program, students will:
1. Demonstrate an appropriate depth and breadth of understanding about the field of special education.
2. Demonstrate critical thinking and ability to evaluate, understand, and communicate ideas and research.
3. Demonstrate an understanding of and ability to synthesize and apply research to problems of practice through skillful inquiry.
4. Demonstrate a high level of competence in understanding and responding to disability status, cultural expression, linguistic diversity, ethnicity, race, and sexual orientation.
The following specific learning outcomes are based on the High-leverage practices in special education (HLP) (2017). Students will demonstrate skills in the following practices:
1. Collaboration
Collaborate with professionals and families to increase student success. Organize and facilitate effective meetings with professionals and families. Collaborate with families to support student learning and secure needed services.
2. Assessment
Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs. Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs. Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.
3. Social/Emotional/Behavioral
Establish a consistent, organized, and respectful learning environment. Provide positive and constructive feedback to guide students’ learning and behavior. Teach social behaviors. Conduct functional behavioral assessments to develop individual student behavior support plans.
4. Instruction
Identify and prioritize long- and short-term learning goals. Systematically design instruction toward a specific learning goal. Adapt curriculum tasks and materials for specific learning goals. Teach cognitive and metacognitive strategies to support learning and independence. Provide scaffolding, explicit instruction, flexible grouping, and strategies to promote active student engagement. Provide intensive instruction, use assistive and instructional technologies, and teach students to generalize skills.
Course Sequence:
Graduate students enrolled in the accelerated program will take 4 courses the first summer of the program (ED510, 520, 530, and 600). In the fall they will take two courses (ED540 & ED560) while beginning their year-long internship. It is recommended that graduate students, not enrolled in the accelerated program take ED510 and ED520 as foundational courses before other courses. Thereafter, students may take 1-2 courses per semester. The internship will be individually arranged with students. Graduate courses are offered in the following semesters and are currently offered only once during an academic year:
Summer Session I
- ED510 Ethical & Legal Influence on Educational Practices of Students with Diverse Abilities
- ED520 Differentiated Curriculum and Targeted Instruction
Summer Session II
- ED530 Positive Behavior Supports
- ED600 Research Foundations and Design
Fall
- ED540 Consultation and Collaboration with Families, Schools, and Communities
- ED560 Assessment for Instructional Design and Decision Making
- ED630 Internship
Spring
- ED610 Research Capstone
- ED630 Internship
