Special Education M.S.: Specialization for Teachers Seeking Cross Endorsement
Program Rationale:
The Master of Science in Special Education: Specialization for Teachers Seeking Cross Endorsement is designed to prepare general education teachers to possess the knowledge, skills, and professional dispositions to develop effective teaching and learning environments for individuals with disabilities. Designed for students who have initial, provisional, or professional certification in elementary education or a 7-12 secondary subject certificate in biology, business, chemistry, earth science, English, history/social studies, mathematics, or physics, this Specialization leads to a master's degree and provides coursework that leads to a cross endorsement in Special Education. Students in this Specialization must have a current Connecticut teaching certification. The curriculum for this program is aligned with standards of the Council for Exceptional Children (CEC) and meets certification requirements of the Connecticut State Department of Education.
Program Learning Outcomes:
Students in this program will be expected to:
- demonstrate knowledge of foundational issues in special education and their impact on the field;
- demonstrate knowledge of the development and characteristics of learners, individual learning differences, and appropriate instructional strategies;
- promote effective learning environments and social interactions for individuals with disabilities;
- demonstrate knowledge of typical and atypical language development, cultural implications of language development, and alternative approaches to communication;
- further their knowledge of instructional planning, assessment, and collaboration to address the learning differences of individuals with a wider variety of academic problems;
- implement action research processes to contribute to improved special education services to individuals with disabilities; and
- promote professional and ethical practices in the field of special education.
Requirements
Core
| SPED 532 | Contemporary Issues in Special Education | 1 TO 3 |
| SPED 511 | Behavioral/Emotional Disorders | 2 |
| SPED 512 | Learning Disabilities | 2 |
| SPED 513 | Developmental Disabilities | 2 |
| 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 |
| Total Credit Hours: | 18 |
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) | 2 |
| Total Credit Hours: | 8 |
Student Teaching or Practicum
| SPED 520 | Student Teaching Seminar | 1 |
| SPED 521 | Student Teaching in Special Education - Elementary | 3 |
| SPED 522 | Student Teaching in Special Education - Secondary | 3 |
| or | |
| SPED 523 | Practicum in Special Education - Elementary | 3 |
| SPED 524 | Practicum in Special Education - Secondary | 3 |
| Total Credit Hours: | 6-7 |
SPED 520, SPED 521, and SPED 522: all three taken concurrently
Research and Capstone Requirements
| SPED 598 | Research in Special Education | 3 |
| SPED 596 | Designing Action Research in Special Education (Plan E) | 3 |
| SPED 597 | Implementing and Documenting Action Research in Special Education | 3 |
| Total Credit Hours: | 9 |
SPED 596 and SPED 597: Plan E
Total Credit Hours: 41-42