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Master of Education
This degree program is for already licensed/certified teachers and may contribute to eligibility for Delaware certification depending on the Special Education category selected, as long as the candidate meets all other Delaware Department of Education licensure and certification requirements. This program has also been reviewed and approved for operation and licensure/certification in the state of New Jersey. 成人抖音破解版 has not made determinations for licensure in states outside of Delaware and New Jersey. For state-by-state contact information for inquiring about individual state licensure requirements, please visit
The 成人抖音破解版's Master of Education Special Education: Instruction provides candidates interested in acquiring research-based skills, knowledge and practices in teaching students with disabilities. Students will identify two of the three following concentrations: K-12 Teacher of Students with Disabilities and/or Autism & Severe Intellectual Disabilities and/or Early Childhood/Exceptional Children. Candidates gain knowledge in practices related to instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing; assessment strategies and practices to evaluate effective reading and writing instruction; awareness, understanding, respect, and a valuing of differences in our society; literate environments that foster reading and writing; and leadership and professional development opportunities.
Program Competencies
The program competencies adopted for the Master of Education in Special Education: Instruction: degree program are based on standards developed by the Council for Exceptional Children (CEC) Standards, the Model Standards for Teacher Licensing, Assessment, and Development from The Interstate New Teacher Assessment and Support Consortium (INTASC 2011), Council of Chief State School Officers.
Program Competency Standard 1. Learner Development and Individual Learning Differences
The special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.
Program Competency Standard 2. Learning Environments
The special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
Program Competency Standard 3. Curricular Content Knowledge
The special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
Program Competency Standard 4. Assessment
The special education professionals use multiple methods of assessment and data-sources in making educational decisions.
Program Competency Standard 5. Instructional Planning and Strategies
The special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
Program Competency Standard 6. Professional Learning and Practice
The special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
Program Competency Standard 7. Collaboration
The special education professionals collaborate with families, other educators, related service pro
Outcomes Assessment
Multiple assessments are used to determine candidate growth toward achievement of the knowledge and skills described in the Master of Education Special Education: Instruction degree program competencies and the college-wide graduation competencies. Performance-based assessments are used to evaluate projects, assignments, and research papers. Goals, learning outcomes and activities, external assignments, and assessment strategies are linked directly to program and graduation competencies as stated on each course syllabus. Other assessment strategies may include coaching/mentoring sessions and observations of candidate performance in authentic settings.
Program Design
This 30-credit program consists of 15 credit hours of coursework from two separate concentrations of Special Education areas focused on teaching and learning. An effort is made to provide candidates with choices of course formats (traditional, hybrid or online) although this cannot be guaranteed. There is a non-credit E-Folio course requirement.
Concentrations (30 credits-Select Two from the Following:)
E-Folio
Educating Preschoolers with Special Needs
Assessment of Young Children
Differentiation of Instruction for Young Children
Emergent Literacy for Young Children
Teaming/Collaboration with Families & Communities
Diagnosis/Assessment/IEP Development for Exceptionalities
Curriculum in Special Education
Applied Behavior Analysis
Diagnosis/Assessment of Reading Difficulties for Non-Reading/Literacy Majors
Legislation and Implementation of Policy and Procedure
Introduction to Autism & Severe Disabilities
Functional Communication for Individuals with Autism and Severe Intellectual Disabilities
Methods of Instruction in Academic Standards and Functional Skills
Competency-Based Practicum in Behaviorally-Based Teaching Techniques
If a candidate chooses both the TOSD and Autism certificates, an elective must be chosen to replace the duplicate MSE 7402.
Foundations of Special Education: Historical, Legal, and Theoretical Perspectives
Assistive Technology
Transition Planning & IEP Implementation for Students with Disabilities
This information applies to students who enter this degree program during the 2024-2025 Academic Year. If you entered this degree program before the Fall 2023 semester, please refer to the academic catalog for the year you began your degree program.
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