Dr. Patricia Goslee
- Interim Teacher Director, Coordinator Special Education
- Hazel Hall, Room 2013
- Phone: (410) 651-6195
- Email: firstname.lastname@example.org
The Department of Education provides a Master of Education (M.Ed.) program in Special Education with emphasis on students with mild and moderate disabilities in grades 1-12. The Special Education Program is a Maryland state-approved program at both the undergraduate and graduate levels.
The graduate program is designed to develop and refine the students I skills as classroom teachers, resource teachers, teacher consultants, academic coaches, or as specialists in alternative educational settings. Students must elect to complete the M.Ed. degree with certification if not already certified in special education. They may opt for coursework leading to certification in 1-8, 6-12, or both.
The course of study varies with the experience and qualifications that individual students bring to the program.
*Students may not enroll in the program for certification only.
The overall goal of the Special Education Program is to prepare students to become effective special educators for mild and moderately disabled students in grades 1-12 and to meet the certification and professional standards of the Maryland State Department of Education and The Council for Exceptional Children. To accomplish this goal, there are two major objectives:
1. To help each student develop and refine the personal and interpersonal qualities and skills necessary to function intellectually, emotionally, and socially with others in the capacity of teacher or facilitator.
2. To help each student develop the competencies needed to be able to demonstrate the knowledge and skills required of special educators.
Program competencies and outcomes are consistent with those of the Council for Exceptional Children (CEC), the major professional organization representing special educators, the Interstate New Teachers Assessment and Support Consortium (INTASC) Standards and those of the Maryland State Department of Education. The following competencies have been developed to prepare teachers and prospective teachers to:
1. describe the cognitive, social, emotional, cultural, and physical characteristics of exceptional individuals and their effect on how students learn;
2. identify and reflect upon the historical, psychological, political, legal, and philosophical factors which influence current trends and practices in special education;
3. assess, diagnose, and evaluate academic and social behaviors and programs for the students with disabilities;
4. apply systematic instructional design and methodology to teaching basic skills such as reading, language, mathematics, and social skills;
5. adapt teaching practices to meet the instructional needs of students with diverse learning styles, learning needs, and diverse cultural backgrounds;
6. demonstrate and apply systematic behavior and classroom management procedures and effective social interaction skills;
7. integrate and apply technology into the educational program;
8. work effectively with other school personnel, parents, and those involved in human services programs;
9. follow mandated procedures for referring, assessing, identifying, and placing educationally disabled children, participating in developing appropriate individualized education plans, and observing all necessary procedural protections including notice, consent, and records access; and
10. critique and apply research in educational practice.
Admission to the Special Education Program is based on criteria specified in the requirements of admission to the UMES Graduate School. These standards were devised to ensure that students accepted into the Graduate School were qualified and had a reasonable chance of successfully completing a graduate degree. Admission criteria include:
A. Baccalaureate degree from an accredited institution;
B. 3.0 grade point average (GPA) or better on a 4.0 scale in undergraduate work;
C. Three letters of recommendation from individuals who can evaluate the applicant’s potential for graduate studies; and
D. Passing Scores (defined by the Maryland State Department of Education) on the PRAXIS I.
Applicants who possess an overall GPA of between 2.75 to 2.99 may be admitted and given provisional status provided they have passing scores on the PRAXIS I. These students must maintain a 3.50 average in the first nine approved credit hours, six of which must be in Special Education graduate level courses.
Provisional status students may be required to take undergraduate prerequisites in the areas of education and psychology to remediate content deficiencies before being admitted to regular status. Provisional status students may also be asked to come for a personal interview before being admitted to the program.
Application deadlines for admissions are as follows:
Fall Semester – May 1
Spring Semester – November 1
Summer Session – April l
RETENTION AND EXIT REQUIREMENTS
The course of study will vary with the experiences and qualifications that individual students bring to the program. A minimum of 30 semester hours will be required for the M.Ed. degree for students who already possess Special Education certification. All requirements for the Master’s degree must be completed within a five-year period. This time limit also applies to any transfer work from other institutions to be included in the student I s overall program.
Students working toward the M.Ed. degree plus certification will need to complete additional hours to satisfy the M.Ed. and certification requirements. All requirements must be completed within a five-year period. This time limit also applies to any transfer work from other institutions to be included in the student’s overall program. No more than 6 semester hours of graduate credit can be transferred from another institution.
No more than 12 hours of coursework at the 400 level can be applied toward the M.Ed. requirements. Undergraduate method courses and the internship (i.e., EDSP 416, EDSP 401, 402, EDSP 403, EDSP 426, EDSP 400, EDSP 442, EDSP 450) may not be applied to the M.Ed. degree. However, these courses will be part of a student I s overall program if they are essential to meet certification requirements.
To remain in good standing in the M.Ed. Special Education Program and to earn certification (if the student does not already have Special Education certification), each student must meet and maintain the following performance criteria:
A. Earn an overall grade point average of 3.0 or higher; and
B. Earn no more than one “C” in all courses.
In addition, an internship will be required for students earning initial certification in Special Education. A portfolio is developed as part of the graduate program. Students seeking certification need to score at or higher than the minimum cut-off score as determined by the State of Maryland on the PRAXIS IT Series before entering their internship. Students in the M.Ed. Program in Special Education are also required to take a comprehensive examination and complete a seminar paper (SPED 678) within the last 6 credits of their program.
SPECIAL EDUCATION COURSES
(Note: All courses are (3) credit hours unless otherwise specified.)
CORE COURSES: (All students in the program are required to take these courses.)
SPED 600 Characteristics of Exceptional Individuals
EDUC 610 Learning and Instructional Design
EDUC 690 Introduction to Behavioral Research
SPED 615 Psychoeducational Assessment
EDUC 625 Applied Behavior Analysis
EDSP 428 Communication Skills in Special Education
EDSP 430 Technology in Special Education
SPED 678 Master’s Research Seminar
SPED 603 Characteristics and Programming for Students with Learning Disabilities
SPED 605 Characteristics and Programming for Students with Intellectual Disabilities
SPED 607 Characteristics and Programming for Students with Behavioral Disorders
SPED 608 Characteristics and Programming for the Gifted
SPED 630 Current Legal and Advocacy Issues in Special Education
SPED 638 Current Trends in Special Education
SPED 640 Internship in Special Education (in special areas)
SPED 650 Transition Programs for Students with Disabilities
EDSP 401 Processes and Acquisition of Reading and Language for Students with Disabilities
EDSP 431 Prevocational/Vocational and Transitional Programs for Students with Disabilities
EDSP 404 Diagnosis, Assessment, and Remediation of Reading Problems for Students with Disabilities
EDUC 612 Advanced Educational Psychology
EDUC 620 Advanced Human Growth and Development
In addition to elective courses within the major, students are encouraged to select electives in related areas such as Guidance and Counseling and Rehabilitation Services. Advisors must approve electives before they are taken.
SPED 600 Characteristics of Exceptional Individuals: Overview of the major types of exceptional abilities and their impact on the teaching/learning process. Includes the legal mandates that relate to the field of special education. (Prerequisite: Graduate Standing)
SPED 603 Characteristics and Programming for Students w/Learning Disabilities:Overview of learning disabilities. Diagnosis, assessment, etiology, academic, social and behavioral characteristics will be presented as well as history, theories, current issues, instructional strategies, and delivery systems. (Prerequisite: SPED 600, Graduate Standing)
SPED 605 Characteristics and Programming for Students w/Intellectual Disabilities: Overview of Intellectual Disabilities. Diagnosis, assessment, etiology, academic, social and behavioral characteristics will be presented as well as history, theories, current issues, instructional strategies, and delivery systems. (Prerequisite: SPED 600, Graduate Standing)
SPED 607 Characteristics and Programming for Students w/Behavioral Disorders: Overview of behavior disorders. Diagnosis, assessment, etiology, academic, social and behavioral characteristics will be presented as well as history, theories, current issues, instructional strategies, and delivery systems. (Prerequisite: SPED 600, Graduate Standing)
SPED 608 Characteristics and Programming for the Gifted: Overview of gifted and talented individuals. Diagnosis, assessment, etiology, academic, social and behavioral characteristics will be presented as well as history, theories, current issues, instructional strategies, and delivery systems.(Prerequisite: SPED 600, Graduate Standing)
SPED 615 Psychoeducational Assessment: Selection, administration, and interpretation of comprehensive psychoeducational batteries designed to assess intellectual, behavioral, achievement, and academic abilities. Design, construction, and implementation of informal procedures will also be presented. (Prerequisite: SPED 600, Graduate Standing)
SPED 630 Current Legal and Advocacy Issues in Special Education: In-depth study of legal issues derived from federal and state mandates in special education. Review of administrative and judicial decisions, analysis of due process proceedings, and study of current legal trends in the field. (Prerequisite: SPED 600, Graduate Standing)
SPED 638 Current Trends in Special Education: In-depth analysis of selected topics in the field of education as they relate to exceptional learners. (Prerequisite: SPED 600, Graduate Standing)
SPED 640 Internship in Special Education (3-6 credits): Supervised internship in a setting appropriate to the student’s background and level of certification. This course may be taken twice.(Prerequisite: SPED 600, Graduate Standing)
SPED 650 Transition Programs for Students w/Disabilities: Study of pre-vocational and vocational training and career education for students with disabilities. (Prerequisite: SPED 600; EDSP 416; Graduate Standing)
SPED 678 Master’s Research Seminar: Provides individualized instruction, direction, and guidance in the research process. A student generated, independent, comprehensive research paper (eg. seminar paper) and a professional portfolio are required course products. (Prerequisite: SPED 600, EDUC 690, 24 hours of graduate work)
EDUC 610 Learning and Instructional Design: Advanced skill development in the area of individualized programming, including adaptation and modification of curriculum, instructional design, program development, and evaluation. Learning theory and its application in the classroom are emphasized. (Prerequisite: Graduate Standing)
EDUC 612 Advanced Educational Psychology: Emphasizes educational implications of research on child development, cognitive science, learning and classroom instruction.(Prerequisite: Graduate Standing)
EDUC 620 Advanced Human Growth and Development: Advanced study of human growth and developing using a life-span approach. Current research and theories in the areas of cognitive processes, learning abilities, social and psychological processes will be examined. (Prerequisite: Graduate Standing)
EDUC 625 Applied Behavior Analysis: Develops competencies associated with effective individual, group, and classroom management. Systematic analysis of behaviors and the application of behavioral theory in special education. (Prerequisite: SPED 600, Graduate Standing)
EDUC 690 Introduction to Behavioral Research: Methods and techniques of behavioral research; experience in reading, analyzing, and interpreting behavioral research, as well as writing and critiquing abstracts and developing research proposals. (Prerequisite: Graduate Standing)
*EDSP 401 Processes and Acquisition of Reading and Language for Students with Disabilities: This course will introduce students to the processes of language development and the relationship and role of language acquisition in reading development for students with disabilities at the elementary and secondary levels. It will analyze the relationship between oral language development, reading acquisition, and written language. In addition, the interactive nature of the reading process, including the impact of phonemic awareness, will be addressed. This course is designed for students majoring in special education and will include a clinical field experience. This course is taken concurrently with EDSP 414 and EDSP 416. (Prerequisite: Admission to Teacher Candidacy as a Special Education major)
*EDSP 402 Instruction in Reading and Language for Students with Disabilities: This course introduces the instruction of reading skills to students with and without disabilities at the elementary and secondary levels. Content includes the development of word attack and comprehension skills, and the teaching of expository reading in the content areas. Emphasis is placed on the selection, organization and evaluation of instructional content, strategies, and activities. (Prerequisites: Teacher Candidacy Status, successful work as a teacher candidate, with concurrent enrollment in EDSP 403, EDSP 422, EDSP 426, EDSP 430.)
*EDSP 403 Materials for Teaching Reading and Language for Students with Disabilities: This course introduces various materials which can be used to provide a variety of reading and language experiences to students with disabilities. Both teacher-made and commercial materials will be discussed. (Prerequisites: Teacher Candidacy Status, successful work as a teacher candidate, with concurrent enrollment in EDSP 402, EDSP 422, EDSP 426, EDSP 430.)
*EDSP 404 Assessment, Diagnosis, and Remediation of Reading Problems For Students with Disabilities: This course presents an in-depth analysis of assessment, diagnosis, and remediation of reading problems for students with disabilities at the elementary and secondary levels. A thorough understanding of the diagnostic process is explored as well as remediation techniques for comprehension, vocabulary development and word attack skills. Attention is given to effectively reporting these results to parents and other professionals. (Prerequisites: Teacher Candidacy Status, successful work as a teacher candidate, and a ‘c’ or better in EDSP 401, EDSP 402 and EDSP 403. Graduate Students should have taken and passed SPED 615 with a “B” or better.)
EDSP 428 Communication Skills in Special Education: Focuses on the nature of oral and written communication theories, models, and definitions; the role of the individual and groups in the communication process; and content and settings for communication. Emphasis will be on developing effective communication skills in the educational setting with a special focus on working with parents and other educators. (Prerequisite: SPED 600)
EDSP 430 Technology in Special Education: Addresses the use of the computer, calculator, and other adaptive devices used in special education for both instructional and functional purposes.(Prerequisite: SPED 600)