Curriculum: Master of Education in Special Education

December 15, 2022
30
January 09, 2023
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curriculum icon Curriculum at a Glance

With UC Online’s Master’s in Special Education (SPED), all of your coursework is completed online, providing the flexibility, accessibility, and control you need to complete your degree on your terms. With three (3) different focus areas to choose from, UC Online allows you to really personalize your educational experience to your interest and professional goals. A customized individual schedule will be available following admission.

Three Areas of Concentration:
  • Path for Licensure and Reading Endorsement
  • Supporting Students with Complex Needs
  • Transition to Work Endorsement and Special Education Leadership

Learn more about which courses are taken for each concentration by reviewing this Program Map and the below descriptions for all MEd in Special Education courses that may be taken.

Graduation Requirements:
  • Complete a minimum of 30 credit hours.
    • SPED Core Coursework: 12 credit hours
    • Concentration Coursework: 18 credit hours
  • Be in good academic standing; that is, not on academic or disciplinary probation or suspension.
  • Submit a formal application for the degree by the posted semester of graduation deadline.

Master's in Special Education Core Coursework

Course Title / Description Credit
SPED7054
Advanced Strategies in Special Education
Course: SPED7054
Credit: 3
This course is designed for masters students enrolled in the online special education masters program. This course covers (a) advanced instructional strategies and curricular planning for children and youth with exceptionalities and (b) advanced methods in providing instructional best practices to the heterogeneous groups of students found in general education contexts.
3
SPED7040
Transition to Work Endorsement: Legal and Ethical Foundations
Course: SPED7040
Credit: 3
Legal and ethical foundation knowledge for the Ohio transition to work specialist endorsement.
3
SPED7056
Foundations, Trends, and Issues in Special Education Leadership
Course: SPED7056
Credit: 3
Students establish a foundational understanding ofleadership practices within special education. Students gain understanding by studying how the field of special education leadership has evolved over time. Information presented in this course iscontextualized through various topics including: -special education history, - special education/general education federal law, regulations, and policy, - leadership foundations and theory, and - professional and ethical leadership practices. From this course, students gain a foundational understanding of special educational leadership practices, professional andethical leadership roles, and responsibilities within the field of special education. Students will demonstrate a knowledge base in historical perspectives in special education, leadership, andprofessional ethics, critical analysis and synthesis of information acquired through researchand data. Themes for this course are hinged aroundthe foundations and advocacy of leadership for thesocial and educational betterment for learners, families, and professionals.
3
SPED7092
Master's Project Guidance: Special Education I
Course: SPED7092
Credit: 3
The Master's Project is an online seminar course completed during a candidate's final year of the program. This seminar facilitates participants' development of skills related to critical self-reflection as individuals and as professional educators. The purpose of Project Guidance is to support candidates in generating a research validated (evidence-based) project that supports the academic, life-skill, occupational, and/or social/emotional development of students. The design of the master's project is to produce a well organized literature review reporting on the current status of literature-based knowledge about a topic. Candidates implement and collect data on the evidence-based practices in a classroom or a service-delivery context. The teacher candidates build the necessary skills to conduct an applied evidence-based master's project. The purpose of this seminar is to support candidates in completing a research validated (evidence based) project that supports the academic, life-skill, occupational, and/or social/emotional development of students. The master's project is a culminating work of the master's program.
3
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General Studies Coursework

Course Title / Description Credit
SPED7052
Universal Design for Learning
Course: SPED7052
Credit: 3
This course provides an overview of how the principles of Universal Design for Learning can be used to design online and blended learning experiences that meet the needs of diverse learners including those who are accelerated and those who are struggling for a variety of reasons. Special attention will be given to integrating technologies that support student engagement, authentic learning, and general accessibility supports.
3
LSLS7026
Literacy Learning and Instruction PreK-12
Course: LSLS7026
Credit: 3
This course surveys current literacy curricula, methods, and materials for grades K-12 and is designed to bring teachers and administrators up-to-date in the field of literacy instruction. Amajor goal of this course is to identify the instructional contexts and practices most likely to support literacy development among all school-age students.
3
LSLS7028
Literacy Assessment, Instruction, and Practicum I
Course: LSLS7028
Credit: 3
This is the first course that examines a wide range of assessment and instructional methods to support the literacy development of PreK-12 learners experiencing difficulty with reading. This course focuses on the administration and interpretation of assessment tools, instruction within the context of individual differences and development, and methods of communicating results.Tutoring is required.
3
LSLS7029
Literacy Assessment, Instruction, Practicum II
Course: LSLS7029
Credit: 3
The second of two courses that examine a wide range of assessment and instructional methods to support the literacy development of PreK-12 learners experiencing difficulty with reading. This course focuses on the administration and interpretation of assessment tools, instruction within the context of individual differences and development, and methods of communicating results.The course also incorporate the study of and implementation of a wide range of assessments and builds on and extend the methods to support literacy development. Tutoring is required.
3
SPED7007
Promoting Positive Behaviors
Course: SPED7007
Credit: 3
The primary purpose of this course is to help teacher candidates acquire the understanding and skills related to increasing, decreasing, maintaining, and generalizing behaviors. Teacher candidates enrolled in this course will gain an understanding of applied behavior analysis, and how to create a positive and safe learning environment in schools by carefully assessing socially significant students' needs and the context in which (both desired and problem) behavior occur. Teachers can prevent or decrease problem behavior by: (1) applying effective primary prevention and early intervention strategies in the classroom, and (2) identifying students, with and without disabilities, who need additional behavioral support. Teachers can apply an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active participation, academic engagement, and independence.
3
SPED7008
Curriculum Planning & Instructional Strategies: Mild to Moderate
Course: SPED7008
Credit: 3
This course provides foundational understanding of curriculum development and instructional planning for individuals with mild to moderate disabilities. Course content covers service delivery, service delivery roles of the special educators, Individual Education Plan (IEP) development, instructional planning and transition preparation and programming. Teacher candidates will develop knowledge and skills in supporting various learning environments, providing for transition, and IEP development.
3
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Supporting Students with Complex Needs Coursework

Course Title / Description Credit
SPED7052
Universal Design for Learning
Course: SPED7052
Credit: 3
This course provides an overview of how the principles of Universal Design for Learning can be used to design online and blended learning experiences that meet the needs of diverse learners including those who are accelerated and those who are struggling for a variety of reasons. Special attention will be given to integrating technologies that support student engagement, authentic learning, and general accessibility supports.
3
CSD7037
Augmentative and Alternative Communication
Course: CSD7037
Credit: 3
This course includes an overview of augmentative communication systems - candidates, symbol & vocabulary systems, devices, and funding. Additionally,strategies for assessment and intervention will be addressed.
3
SPED6004
Autism Spectrum Disorders
Course: SPED6004
Credit: 3
This course examines the psychological models and behavioral characteristics of autism spectrum disorders (ASD). Participants examine and develop an in-depth understanding of the underpinnings of autism, how autism manifests in an individual's life, and the influence of autism on daily functioning at home, school, and in the community.Course content includes the characteristics of autism spectrum disorders (triad), the historical context, the brain-behavior connection, and the three major psychological models (i.e., Theory of Mind, Executive Function, and Central Coherence). The purpose of the course is for participants to understand the cognitive underpinnings of ASD and how these influence everyday life.
3
SPED7055
Autism Spectrum Disorders: Theory to Practice
Course: SPED7055
Credit: 3
Education professionals gain insights in the theories of Autism Spectrum Disorders (ASD). Based on theoretical understanding, professionals learn evidence based practices for students with ASD and implement these practices in their educational settings with support from instructors.
3
SPED7007
Promoting Positive Behaviors
Course: SPED7007
Credit: 3
The primary purpose of this course is to help teacher candidates acquire the understanding and skills related to increasing, decreasing, maintaining, and generalizing behaviors. Teacher candidates enrolled in this course will gain an understanding of applied behavior analysis, and how to create a positive and safe learning environment in schools by carefully assessing socially significant students' needs and the context in which (both desired and problem) behavior occur. Teachers can prevent or decrease problem behavior by: (1) applying effective primary prevention and early intervention strategies in the classroom, and (2) identifying students, with and without disabilities, who need additional behavioral support. Teachers can apply an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active participation, academic engagement, and independence.
3
SPSY8010
Applied Behavior Analysis I
Course: SPSY8010
Credit: 3
This course, the first in a sequence of courses inapplied behavior analysis, provides an in-depth introduction to the philosophy, concepts, and principles of behavior analysis in general, and toapplied behavior analysis in particular. The conceptual foundations developed in this course will be the basis for understanding academic and behavior problems in applied settings and in the development and implementation of: behavioral assessments, functional behavioral hypotheses, intervention procedures directly related to problem function, and data-based decisions about intervention effectiveness.
3
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Transition to Work + Special Education Leadership Coursework

Course Title / Description Credit
SPED6004
Autism Spectrum Disorders
Course: SPED6004
Credit: 3
This course examines the psychological models and behavioral characteristics of autism spectrum disorders (ASD). Participants examine and develop an in-depth understanding of the underpinnings of autism, how autism manifests in an individual's life, and the influence of autism on daily functioning at home, school, and in the community.Course content includes the characteristics of autism spectrum disorders (triad), the historical context, the brain-behavior connection, and the three major psychological models (i.e., Theory of Mind, Executive Function, and Central Coherence). The purpose of the course is for participants to understand the cognitive underpinnings of ASD and how these influence everyday life.
3
SPED7041
Transition to Work Endorsement: Assessment and Planning Learning Environments and Supports
Course: SPED7041
Credit: 3
This course provides information on appropriate assessment and the application of this assessment to planning, implementing, and evaluating learningenvironments and supports in the transition to work.
3
SPED7042
Transition to Work Endorsement: Collaboration and Teaming
Course: SPED7042
Credit: 3
This course explores the role of the transition towork specialist in collaboration and serving effectively as a member of a team on behalf of students with disabilities.
3
SPED7043
Transition to Work Endorsement: Clinical Experience
Course: SPED7043
Credit: 3
This clinical experience engages students in the role of transition to work specialist, putting content knowledge into practice.
3
EDLD7035
Educational Leadership Theory
Course: EDLD7035
Credit: 3
This course is designed to introduce the student to the theories and practices of educational leadership and organizational behaviors in school systems. Through a series of individual and collaborative activities, participants will begin to understand and appreciate the challenges faced by modern school leaders.
3
SPED7001
Overview of Special Education Law
Course: SPED7001
Credit: 3
This course provides students a foundational understanding of the modern practices within special education. Students gain understanding by studying how the field has evolved throughout time. Information presented in this course is contextualized through various means including: understanding of human need, law/policy, and current research. From this course, students gain an initial understanding of the legal and ethical roles and responsibilities of a professional within the field of special education.
3
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Optional Second Licensure Coursework

Course Title / Description Credit
SPED7015
Student Teaching Students with Mild to Moderate Educational Needs
Course: SPED7015
Credit: 1
A full time, supervised, mentored, clinical experience with students who have mild or moderate educational needs.
1
SPED7016
Seminar: Teaching Students with Mild to Moderate Educational Needs
Course: SPED7016
Credit: 1-3
Seminar to provide a professional learning community to support student teachers during their clinical experience.
1-3
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Optional Reading Endorsement Coursework

Course Title / Description Credit
LSLS7031
Principles of Organizing a Literacy Curriculum
Course: LSLS7031
Credit: 3
This course addresses a wide range of issues and approaches related to planning, implementing, and supervising literacy programs in K-12 settings. Itis designed to provide students with the knowledge, skills, and resources needed to take a leadership role in designing effective instruction, developing and evaluating curriculum materials, creating a literate environment, and facilitating teacher professional development to meet the literacy needs of students across the grades.
3
LSLS7054
Literacy as a Linguistic and Cultural Tool
Course: LSLS7054
Credit: 3
This course examines the social, cultural, and community aspects of literacies, the linguistic and cultural aspects of learning English as a additional language, and the ways in which schoolsmight recognize, maintain, develop, and build uponthe "ways with words" that contemporary students acquire and learn in out-of-school contexts. The course is based on a sociocultural view of literacy, encompassing multidisciplinary approaches and focuses on key sociocultural arguments, influential studies, and their classroom implications.
3
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