Curriculum: Master of Arts in Teaching (MAT)—Special Education

This course addresses the fundamental principles and concepts of the structure of the English language, with a focus on phonological awareness and phonics. Course members will learn how the ability to recognize and manipulate spoken language serves as a precursor to reading and writing, and how phonics and word recognition skills are fundamental in learning how to read and write. Course members will practice applying the principles of phonological awareness and phonics to explicit, systematic, evidence-based instructional practices that benefit a wide array of students.

This course is a comprehensive exploration of the developmental and instructional implications related to fluent reading, vocabulary acquisition, comprehension and writing instruction. Along with these core aspects of reading, major skill domains that contribute to the development of written expression are explored. Principles of explicit and systematic instruction of these core aspects of reading and writing are studied and practiced.

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.

This course provides a scientific foundation in the cognitive, socio-cultural, linguistic, and motivational influences on literacy and language development. The course presents the key scientifically based reading research foundations needed to understand how reading develops, and effective methods and strategies used to teach literacy skills to young children through young adults. Topics include understanding reading research, cognitive psychology’s contributions to understanding the reading process, language development, the sequence of learning to read, the essential components of reading instruction, and an introduction to the most effective approaches to teaching reading across the grade bands.

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, such as Generative AI, multimedia, and other digital tools, that support student engagement, authentic learning, and general accessibility supports.

A full time, supervised, mentored, clinical experience with students who have mild, moderate, or intensive educational needs. This experience is designed for students who are seeking initial licensure as an intervention specialist.

Seminar to provide a professional learning community to support students teachers during their clinical experience working with individuals who have mild, moderate, or intensive needs.

This course will address the use of formal and informal assessment procedures used to design and evaluate robust reading instruction and intervention for children in preschool through high school. The foci of the course include the knowledge and skills needed to choose and give appropriate reading assessments for a variety of purposes, data-based decision making to guide instructional planning and intervention design, and understanding struggling readers including those with reading disabilities. Instruction will be delivered within a context of an ecological, collaborative problem-solving model. Students will be instructed on how to apply both formal and informal assessments to a problem-solving model aimed at the design of robust reading instruction. An emphasis will be placed on creating Multi-Tiered System of Supports (MTSS) to support all students.

This course addresses assessment and planning for students with significant disabilities. Topics include formal and informal assessment, curriculum planning, individualized instruction. Participants will be expected to observe and plan instruction from those observations.

Instructional Strategies (MI) provides students with an overview of the instructional strategies necessary for students with moderate to intense disabilities. Teacher candidates understand how students differ in their approaches and responses to learning and create instructional opportunities that are adapted to diverse learners.

This course is designed to assist intervention specialist candidates develop the knowledge, skills, and dispositions necessary to address the communication and literacy needs of students with complex learning needs. Through course readings, activities, and required course assignments, intervention specialist candidates will gain practical experiences that will prepare them to facilitate student learning.

A full time, supervised, mentored, clinical experience with students who have mild, moderate, or intensive educational needs. This experience is designed for students who are seeking initial licensure as an intervention specialist.

Seminar to provide a professional learning community to support students teachers during their clinical experience working with individuals who have mild, moderate, or intensive needs.