Special Education Concentration
Practitioners focus on special needs of Special Education populations. This component contains a common core of coursework which addresses language/literacy competence with diverse populations; intervention strategies for Special Education learners; and developing leadership skills in teaming, collaboration and consultation with parents, school and community social agencies.
CORE CURRICULUM (12 hrs)
A minimum of 36 semester hours is required to graduate in this concentration.
EDCC 501 Creating Cultures of Change (3)
Explores practical implications of constructivist theory in classrooms. Emphasizes concepts such as reflective practice, student-centered learning, and processes for change.
EDCC 521 Peacebuilding & Conflict Resolution (3)
Explores peacebuilding and conflict resolution within educational contexts. Focuses on peaceable climates and conflict transformation approaches and integrates peace curricula for individual classroom settings and within specific schools.
EDCC 531 Social & Ethical Issues in Ed. (3)
Examines educational and ethical values through discussion of case studies and current issues in education. Analyzes how public policy in education is shaped via the community’s social and ethical concerns.
EDCC 551 Action Research in Educational Settings (3)
Examines quantitative and qualitative research studies which have impacted education. Presents action research theory and design so that students may apply action research to their individual programs. Prerequisite: admission to candidacy.
EDPC 611 Action Research Project (3)
Incorporates a written report and delivery of a student-designed action research project in special education. Under faculty mentor supervision, Action Research Projects may take a variety of formats: curriculum restructuring projects, staff development projects, research for public policy change, research for publication, etc. Prerequisite: EDCC 551.
SPECIALTY AREA (12 hrs)
EDDS 611 Curriculum & Instructional Support for Special Education Students (3)
Addresses research and best practice in curriculum development, instructional planning and behavior management to support students with high incidence disabilities: cognitive (MR), learning (LD), and emotional needs (ED). Emphasizes culturally sensitive integration of students into family life, schools and community programs and services.
EDCI 511 Teaming and Collaboration (3)
Focuses on collaborative strategies for teaming among educators, parents and community agencies. Examines models of consensus building, team leadership, team planning, collaborative strategies and school-community partnerships within the context of inclusive classrooms and transition programs for at-risk learners.
EDDA 511 Teaching Diverse Learners (3)
Focuses on the application of integrated strategies, differentiated instruction, curriculum compacting and adaptations for diverse populations, i.e. students served under alternative education, special education services, ESL and gifted/talented programs.
EDDS 511 Foundations & Procedural Issues in Special Education (3)
Focuses on recent changes within special education policy and law that directly impact the classroom teacher. Presents ways to use internet services to keep current with procedural issues.
ELECTIVES (9 hrs)
Students may choose from any MA in Education courses listed in the catalog. Students may transfer graduate level electives from other regionally accredited universities with the approval of the program director.
Students are responsible to see that all graduation requirements are met. Course requirements may change as the program evolves. Students are required to complete the sequence of course work under the catalog in which they entered. Should program courses change and the student desires to replace an old requirement with a new, he/she must petition the Curriculum and Instruction Committee for the change to occur. The majority of credits toward the degree must be earned through instruction offered by EMU.
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