Special Education M.S.: Specialization for Initial Certification or Teachers Seeking Cross Endorsement
Program Rationale:
The Master of Science in Special Education: Specialization for Initial Certification or Teachers Seeking Cross Endorsement serves two audiences: applicants who, after receiving an undergraduate degree that did not lead to teacher certification, want to pursue coursework leading to teacher certification in special education, as well as teachers who hold a current Connecticut Teaching certificate in elementary, secondary, or K-12 education. This master's-level Specialization provides coursework that leads to initial certification or a cross endorsement in Special Education. Nationally accredited by the Council for Exceptional Children (CEC), this program also meets certification requirements of the Connecticut State Department of Education.
Program Learning Outcomes:
- Possess strong knowledge of content, content pedagogy, and learner development (typical and atypical).
- Create an inclusive and culturally responsive learning environment.
- Use data, content knowledge, and evidence-based pedagogical content knowledge to critically examine practice for the purpose of improving student learning.
- Design and deliver instrumental and assessment strategies that facilitate significant learning for struggling learners and those with disabilities.
- Design, deliver, and assess literacy/language strategies to deepen literacy and content learning.
- Act collaboratively, ethically, and responsibly to ensure student growth and advance the profession.
Admission Requirements:
Since applicants seeking Cross Endorsement already hold a current Connecticut Teacher Certification in Elementary, Secondary, or K-12 Education, admissions typically occurs in a single stage upon application to the Graduate School. Such application must include a copy of a current Connecticut Teaching Certificate as well as official transcripts from every institution that the applicant has attended, other than CCSU. Applications are accepted year round and processed according to Graduate School Timelines. Please note that applicants holding a teaching certificate in secondary or K-12 may require additional prerequisites.
For applicants seeking Initial Certification, admissions typically occurs in two stages. in the first stage, applicants apply to the Graduate School and upon Conditional Admission are assigned an Academic Advisor. In Conditional Admission status, applicants develop a Planned Program in consultation with their Academic Advisor, complete three prerequisite courses, and compile the portfolio of materials required to apply to the Professional Program. Applications for Conditional Admissions are accepted year round and are processed according to Graduate School Timelines. Applicants for the Professional Program are considered twice per year: September 10th and February 10th.
Applicants for Conditional Admission must: hold a bachelor's degree from a regionally accredited institution of higher education; have a minimum undergraduate GPA of 2.70 on a 4.00 scale; and maintain a GPA of at least 3.00 in all graduate course work.
Materials Required for Professional Program Application:
The following materials are submitted via TaskStream (see SEPS website):
- SPED 501, SPED 502, and RDG 508 with grades of B or better
- SAT, ACT, Praxis Core test scores, or an Official Waiver based on GRE scores
- Documentation of experience with children in schools. See Statement of Experience with Children in Schools Form
- Two references from those who can best assess your potential as a teacher. See Recommendation Form
- Resume highlighting education and work experiences
- Evidence of current Connecticut Criminal Background Check (see SEPS website)
- Copy of approved Planned Program of Study
- Evidence of ability to write at a graduate school level as demonstrated by Departmental Essay Assessment
- Departmental interview
Requirements
Prerequisites for students seeking initial certification
| SPED 501 | Education of the Exceptional Learner | 3 |
| SPED 502 | Principles of Learning for Special Education | 3 |
| RDG 508 | Reading Instruction K-12 | 3 |
Core
| SPED 503 | Evidence-Based Practices for Diverse Learners | 3 |
| SPED 514 | Cognitive Behavior Management and Social Skill Strategies | 3 |
| SPED 515 | Assessment in Special Education | 3 |
| SPED 516 | Instructional Programming for Students with Exceptionalities | 3 |
| SPED 532 | Contemporary Issues in Special Education | 1 TO 3 |
| (Students are required to take SPED 532 for 3 credits) | |
| Total Credit Hours: | 15 |
Methods
| SPED 517 | Special Education Methods in Teaching Reading (K-12) | 3 |
| SPED 518 | Special Education Methods in Teaching Writing (K-12) | 3 |
| SPED 519 | Special Education Methods in Content Area Instruction (K-12) | 3 |
| Total Credit Hours: | 9 |
Student Teaching or Practicum
| SPED 521 | Student Teaching in Special Education - Elementary | 3 |
| SPED 522 | Student Teaching in Special Education - Secondary | 3 |
| or | |
| SPED 520 | Student Teaching Seminar | 1 |
| SPED 523 | Practicum in Special Education - Elementary | 2 |
| SPED 524 | Practicum in Special Education - Secondary | 2 |
| SPED 525 | Elementary Internship in Special Education | 3 |
| SPED 526 | Secondary Internship in Special Education | 3 |
| Total Credit Hours: | 5-7 |
SPED 520 to be taken concurrently with SPED 523, SPED 524, SPED 525, and SPED 526.
Research and Capstone Requirements
| SPED 596 | Capstone Intervention Project I | 3 |
| SPED 597 | Capstone Intervention Project II | 3 |
| SPED 598 | Research in Special Education | 3 |
| Total Credit Hours: | 9 |
SPED 596 and SPED 597: Plan E
Total Credit Hours: 38-40