Curriculum: Master of Arts in Teaching—Special Education

Curriculum: Master of Arts in Teaching—Special Education
04.24.2024
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05.06.2024
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curriculum icon Curriculum at a Glance

With UC Online’s Master of Arts in Teaching (MAT)—Special Education, all of your coursework is completed online, providing the flexibility, accessibility, and control you need to complete your degree on your terms.  A customized individual schedule will be available following admission.

Graduation Requirements:
  • Complete a minimum of 33 credit hours.
    • Core Coursework: 18 credit hours
    • Concentration Coursework: 15 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
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
LSLS7006
Phonics Theory & Practice: Middle Childhood and Special Education
Course: LSLS7006
Credit: 3
This course focuses on foundational reading skills including letter-sound correspondences, common spelling patterns that help students decode and spell words in the English language, the application of the principles of phonemic awareness and phonics to evidence-based instructional practices including practices addressing dyslexia for the middle grades and special educational programs. Students will learn how to use these foundational skills to support students in word identification, fluency, vocabulary, and spelling.
3
SPED7004
Reading and Writing in the Content Areas
Course: SPED7004
Credit: 3
In this course students will demonstrate understanding of reading as the process of constructing meaning through the interaction of the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation, as well as how various factors such as content, purpose, tasks, and setting influence the reading process. The course will provide an explanation of the differences among learners and how these differences influence reading, and are related to collaboration with parents, support personnel, and others who support student reading and writing development. The course provides knowledge about direct instruction and how to use reading strategies with narrative and expository texts. The course will explore strategies for self-monitoring of comprehension. The course will provide opportunities for students to monitor their own word identification through the use of syntax, semantic, and graphophonemic relations, as well as context, to identify and define unfamiliar words, and how to employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition.
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
LSLS7012
Foundations of Reading and Writing for Intervention Specialists
Course: LSLS7012
Credit: 3
This course is designed to assist teacher candidates in the development of the knowledge, skills, and dispositions necessary to become successful literacy instructors for (K-12) students with disabilities. Through course readings, activities, and required course assignments, teacher candidates will gain practical experiences that will prepare them to facilitate student learning.
3
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
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Mild to Moderate Track

Course Title / Description Credit
SPED7006
Assessment & Intervention
Course: SPED7006
Credit: 3
This course will focus on special topics associated with assessment and evaluation of learners who have special needs. Specifically, this course provides a foundational understanding of assessment in education and special education. Course content will cover legal and ethical issues, statistical and measurement considerations, and both formal and informal assessment processes across all abilities and disabilities. Students will gain understanding in the selection, administration, scoring, and interpretation of formal and informal assessments for the purpose of identifying and addressing exceptional learning needs.
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 evidence-based literacy instruction. A major goal of this course is to identify the instructional contexts and practices most likely to support literacy development, particularly vocabulary development and comprehension among all school-age students.
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
SPED7015
Student Teaching Students with Mild to Moderate Educational Needs
Course: SPED7015
Credit: 1-3
A full time, supervised, mentored, clinical experience with students who have mild or moderate educational needs.
1-3
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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Moderate to Intense Track

Course Title / Description Credit
SPED7012
Language and Foundations of Literacy
Course: SPED7012
Credit: 3
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.
3
SPED7009
Assessment and Curriculum Planning: Moderate to Intense
Course: SPED7009
Credit: 3
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.
3
SPED7010
Instructional Strategies: Moderate to Intense
Course: SPED7010
Credit: 3
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.
3
SPED7017
Student Teaching Students with Moderate to Intense Educational Needs
Course: SPED7017
Credit: 3
A full time, supervised, mentored, clinical experience with students who have moderate or intense educational needs.
3
SPED7018
Seminar: Teaching Students with Moderate to Intense Educational Needs
Course: SPED7018
Credit: 1
Seminar to provide a professional learning community to support students teachers during their clinical experience working with individuals who have moderate to intense educational needs.
1
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