Special Education, MS
Program Description
The primary objective of the MS Special Education 36 SCH degree is to provide students with an eclectic program in special education that interfaces theory and pedagogy from both the special education and English learner education fields. Students receive specialized training that is unique and specific to the needs of students receiving special education services, including those from culturally and linguistically diverse communities. Students learn instructional methodology to address the needs of students with high-incidence and low-incidence disabilities. Areas of instruction include domains such as: cognitive, communicative, behavioral, social and functional. Students also receive training in consultation, collaboration, and family system support areas. MS Special Education degree program is available in a hybrid format.
Student Learning Outcomes
Students will:
- Demonstrate knowledge of the field of special education, including: knowledge of individuals with disabilities, evaluation of individual learning needs, strategies for fostering learning and development, and professional roles and responsibilities.
- Plan and develop effective instructional interventions responsive to the unique needs of individual learners.
- Plan and implement a behavior intervention plan to provide behavioral supports aligned with individual needs.
For Additional Information
Website:
http://gradschool.tamucc.edu/degrees/education/special_ed.html
Campus Address:
Early Childhood Development Center, Room 233
361.825.3331
Phyllis.robertson@tamucc.edu
Mailing Address:
Department of Curriculum, Instruction, and Learning Sciences, Unit 5834
College of Education and Human Development
Texas A&M University-Corpus Christi
6300 Ocean Drive
Corpus Christi, Texas 78412-5834
Admission Requirements
Students are eligible to pursue graduate-level course work in Special Education if they meet COEHD graduate admission requirements as specified in the COEHD’s Graduate Policies and Regulations section of this catalog.
Program Requirements
| Code | Title | Hours |
|---|---|---|
| Foundation Courses | ||
| EDFN 5301 | Introduction to Research | 3 |
| ERST 5302 | Studies in Equality of Educational Opportunities | 3 |
| BIEM 5345 | Developmental Linguistics | 3 |
| or BIEM 5346 | Pedagogical Implications of Bilingual/ESL | |
| SPED 5385 | Emergent Bilinguals and Special Education | 3 |
| Core Courses | ||
| SPED 5315 | Individuals with Exceptionalities in Schools 1,* | 3 |
| SPED 5320 | Application of Learning Principles 2,^ | 3 |
| SPED 5380 | Behavioral Supports and Interventions for Students with Disabilities | 3 |
| SPED 5386 | Strategic Reading and Language Instruction for Students with High-Incidence Disabilities ^ | 3 |
| SPED 5387 | Strategic Math and Content Area Instruction for Students with High-Incidence Disabilities | 3 |
| SPED 5397 | Special Education Field Experience 4 | 3 |
| Electives 3 | ||
| Select 6-12 hours of elective education courses in consultation with the faculty advisor | 6-12 | |
| Total Hours | 36-42 | |
- 1
All students need to take SPED 5315 Individuals with Exceptionalities in Schools (3 sch); this requirement may be waived for currently certified teachers and those with a previously earned degree in special education if deemed appropriate after consultation with the faculty advisor.
- 2
All students need to take SPED 5320 Application of Learning Principles (3 sch); this requirement may be waived for students who took SPED 3335 Applied Learning Theory (3 sch) as an undergraduate if deemed appropriate after consultation with the faculty advisor.
- 3
The following are approved electives: SPED 5311 Advanced Assessment, SPED 5319, SPED 5321, CNEP 5371, and CNEP 5374. All other elective courses must be determined in consultation with the faculty advisor.
- 4
Students pursuing the MS in SPED with Education Diagnostician will enroll in SPED 5399 instead of SPED 5397.
- *
Online offering
- ^
Blended offering
Low-Incidence Disabilities Transcripted Certificate
The Low-Incidence Transcripted Certificate is an interdisciplinary program that prepares graduate students to collaboratively serve students with significant support needs through evidence-based practices. This 3-course certificate is offered to educators in the field of special education and other related disciplines, such as: counseling, psychology, general education, and education administration.
To receive a low-incidence disabilities transcripted certificate, the student must complete 9 semester hours of coursework consisting of the following 3 courses.
| Code | Title | Hours |
|---|---|---|
| SPED 5319 | Introduction to Low-Incidence Disabilities ^ | 3 |
| SPED 5320 | Application of Learning Principles ^ | 3 |
| SPED 5321 | Supporting Access for Students with Low-Incidence Disabilities ^ | 3 |
| Total Hours | 9 | |
- ^
Blended offering
Educational Diagnostician Certificate
The Educational Diagnostician certification program can be taken concurrently with the MS Special Education degree program or alone by a certified teacher who has a graduate degree. This coursework prepares students to assess, diagnose, and support instructional planning for students referred to special education.
To be eligible for the Educational Diagnostician program, the student must be a certified teacher. To be certified as an Educational Diagnostician, the student must have a master’s degree, successfully complete 22-28 semester hours for Educational Diagnostician Certification, and pass the required TExES exam.
| Code | Title | Hours |
|---|---|---|
| Curriculum and Instruction | ||
| SPED 5315 | Individuals with Exceptionalities in Schools 2,* | 3 |
| SPED 5385 | Emergent Bilinguals and Special Education | 3 |
| SPED 5386 | Strategic Reading and Language Instruction for Students with High-Incidence Disabilities ^ | 3 |
| or SPED 5387 | Strategic Math and Content Area Instruction for Students with High-Incidence Disabilities | |
| Related Area | ||
| CNEP 5371 | Psychometrics | 3 |
| CNEP 5374 | Individual intelligence Testing | 3 |
| Specialization Area | ||
| SPED 5320 | Application of Learning Principles 3,^ | 3 |
| SPED 5380 | Behavioral Supports and Interventions for Students with Disabilities | 3 |
| SPED 5311 | Advanced Assessment | 3 |
| SPED 5399 | Individualized Programs for Students with Exceptionalities: Practicum 1 | 3 |
| SPED 5399 | Individualized Programs for Students with Exceptionalities: Practicum 1 | 1 |
| Total Hours | 22-28 | |
- 1
SPED 5399 will be taken as a 1 hour course in SSII and a 3 hour course in Fall.
- 2
All students need to take SPED 5315 Individuals with Exceptionalities in Schools (3 sch)SPED 5315 Individuals with Exceptionalities in Schools (3 sch); this requirement may be waived for currently certified teachers and those with a previously earned degree in special education if deemed appropriate after consultation with the faculty advisor.
- 3
All students need to take SPED 5320 Application of Learning Principles (3 sch)SPED 5320 Application of Learning Principles (3 sch)SPED 5320 Application of Learning Principles (3 sch); this requirement may be waived for students who took SPED 3335 Applied Learning Theory (3 sch) as an undergraduate if deemed appropriate after consultation with the faculty advisor.
- *
Online offering
- ^
Blended offering
Comprehensive Examination
In addition to successful completion of all courses required for graduation, all students are required to pass a comprehensive written examination taken during their final semester of enrollment.
Courses
This course focuses on current research and best practice in the assessment of exceptional learners, interpretation of formal and informal assessment data gathered through a variety of methods including Multi-tiered Systems of Support (MTSS), and assessment of students from culturally and linguistically diverse communities. Instructor’s permission is required.
This course focuses on current research and best practice in the assessment of exceptional learners, interpretation of formal and informal assessment data gathered through a variety of methods, assessment of students from diverse backgrounds, and the application of MTSS intervention data. Instructor’s permission required.
This course provides basic information and skills for working with students with exceptionalities in a variety of settings. It also includes current trends, issues, and research pertaining to persons with exceptionalities.
This course introduces students to the field of low-incidence disabilities. Students will explore foundational concepts including: definition and etiology, family and professional partnerships, special education law, and standards based IEPs.
This course prepares teachers, administrators, counselors and diagnosticians to use a variety of applied learning principles to increase student learning and minimize disruptive behavior.
This course focuses on areas of universal design, assistive technology, and resources that support the learning and independence of diverse learners both in school and community settings. Class sessions will be held both on campus and in community settings.
This course is an introduction to assistive technology for individuals with disabilities.
This course will focus on the use of assistive technology to support and facilitate inclusion of students with disabilities in the classroom.
Prerequisite: ETEC 5301.
This course will provide systematic procedures for the assessment of individual student's assistive technology needs. Legal issues of assistive technology and its impact on public education will be addressed.
Prerequisite: ETEC 5301.
This course examines the significant role of motor activity in the lives of people with disabilities. Major programmatic approaches to adapted physical activity are presented.
This course is an advanced study of the adaptations, approaches, and supports necessary to meet the educational needs of students who have communication, intellectual, motor, sensory, and/or medical impairments.
This course will focus on characteristics and classifications of children and adolescents with behavior disorders. Intervention orientations and associated education/treatment approaches for children and adolescents will be explored.
This course is designed to prepare special educators to address the sociocultural and ethnolinguistic needs of English learners. Particular emphasis is placed on: understanding the influence of language and culture in the design of instruction to prevent academic difficulty; the identification of students who need additional instructional supports; appropriate referral, screening, and assessment of students suspected of having disabilities; and the design of individualized education plans for students who qualify for special education services.
This course focuses on reading and language strategies for teaching students with high-incidence disabilities, including those who are Emergent Bilinguals. It is designed to give students an overview of strategic reading and writing instruction.
This course focuses on content-area strategies for teaching students with high-incidence disabilities, including those who are Emergent Bilinguals. It is designed to give students an overview of strategic mathematics and content area instruction.
CURRENT ISSUES IN SPECIAL EDUCATION Addresses issues currently facing the special education area. The course will focus on the following topics: (1) law and litigation, (2) inclusion, (3) assessment and individualized educational plan (IEP) procedures, (4) classification and labeling, (5) collaboration and consultation, (6) transition, (7) vocational education, (8) parent involvement, and (9) other relevant cultural pluralistic issues.
Topics in Special Education vary with professional identification of participants.
A field-based experience in which the student will demonstrate competencies to design and/or implement IEP's for students with disabilities, including those who are English learners. Grade assigned will be "credit" (CR) or "no credit" (NC).
This field-based practicum is based on Texas Educational Diagnostician standards. Students gain extensive field experience in the administration and interpretation of assessment instruments and the development of individualized education programs. Instructor’s permission required.
May be repeated when topics vary.
This course introduces students to the field of low-incidence disabilities. Students will explore foundational concepts including: definitions and etiology, family and professional partnerships, special education law, and standards based Individualized Education Program (IEPs).
This course prepares student(s) to use a variety of evidence-based approaches to increase student learning and minimize disruptive behavior.
This course focuses on areas of universal design, assistive technology, and resources that support the learning and independence of diverse learners both in school and community settings. Class sessions will be held both on campus and in community settings.
This course will focus on characteristics and classifications of children and adolescents with behavior disorders. Intervention orientations and associated education/treatment approaches for children and adolescents will be explained.
The philosophical and legal foundations of bilingual special education and bilingual education in the United States will be examined. Bilingual special education and bilingual education will be defined and the rationale for these programs will also be explained. Moreover, language minority education program models will be described and aspects associated with bilingualism will be discussed. Special emphasis will be placed on a perusal of school-community dynamics relevant to language minority special education.
This course focuses on reading and language strategies for teaching exceptional children, including those who are English learners. It is designed to give students an overview of strategic reading and writing instruction.
This course focuses on content-area strategies for teaching exceptional children, including those who are English learners. It is designed to give students an overview of strategic mathematics and content area instruction.
This course addresses contemporary issues in special education. It may be repeated when topics vary.