Master of Education in Special Education
The Master of Education in Special Education degree allow students to choose a focus in special education in the areas of early intervention, preschool special needs, high incidence conditions (e.g. learning disability, mental retardation, emotional disturbance), severe disabilities (e.g. physical, cognitive and social-emotional), transition, and behavior disorders. The ME in Special Education has an online option and a licensure option.
The ME in Special Education is a 30 semester hour program. Students take courses in special education along with education courses selected with a faculty adviser based on the student's interest. The program culminates with a master's research seminar, research-based project, or thesis depending on the student's interest. Coursework is completed through a combination of on-campus, online, and field-based courses.
For those who do not need to earn a teaching license, the ME in Special Education may be completed completely online.
For those who hold a bachelor's degree in a major other than education and wish to earn an Ohio teaching license, this program includes coursework that will lead toward an initial teacher license as an intervention specialist for grades PreK to 12 in mild/moderate or moderate/intensive in Ohio and, at the same time, meet the requirements for a Masters Degree in Education. Coursework is completed through a combination of on-campus, online, and field-based courses. Additional semester hours of coursework are required for licensure.
Admission to the ME in Special Education
In addition to admission requirements of the College of Graduate Studies, admission to the master's program requires the following:
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A baccalaureate degree from an accredited four-year institution
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A well-written statement of purpose describing your background and goals as well as the importance of this degree in achieving those goals
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Three letters of recommendation regarding your potential for doing master's level work from professionals such as an undergraduate major advisor, current employer, school principal or others who are knowledgeable about your ability to engage in graduate work in this degree program
Additionally, for prospective students interested in the Licensure and Master's Program (LAMP):
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An overall grade point average (GPA) of at least 2.7 on a 4.0 scale in all undergraduate work is preferred
The master's program has selective admissions and may admit a limited number of students. Thus, meeting all formal criteria does not guarantee admission.
What to Submit with Your Application
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Official transcripts from all institutions of higher education
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Statement of purpose
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Three letters of recommendation
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Goals and background worksheet
Requirements for the ME in Special Education
For the Master of Education degree, students must complete the following program requirements:
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A minimum of 30 semester hours of approved graduate course work
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An area of specialization in special education with courses pre-approved by the faculty advisor
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A supporting area with courses pre-approved by the faculty advisor
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A thesis, project, or master's seminar
For the Ohio licensure, students must complete:
- Additional semester hours to fulfill the credential requirements as well as the degree requirements
In addition, no more than six semester hours of credit from any combination of workshops (5950), problems or special topics courses (5980 or 6980), and independent studies (5990 or 6990) may be included in the degree program.
All coursework and requirements of the master's degree must be taken within a six-year period immediately preceding the date the degree is awarded.
PLAN OF STUDY
A plan of study identifying the courses for the master's degree is required after 12 credit hours, generally at the end of the first semester of full-time study. The master's plan of study must include the following within the 30-semester hour minimum:
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18 credits of specialization in special education
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9 credits of a supporting area
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3 credits of thesis, project, or master's seminar
Licensure or endorsement requires additional semester hours to fulfill the credential requirements as well as degree requirements. Students should consult their advisor for detailed information.
OTHER REQUIREMENTS
PRIOR TO BEGINNING CLASSROOM EXPERIENCES
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Criminal background check
PRIOR TO APPLYING FOR OHIO TEACHING LICENSE
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Acceptable scores on the Ohio Assessment for Educators (OAE) Pedagogy Assessment for the licensure area
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Acceptable scores on the Ohio Assessment for Educators (OAE) Foundations of Reading Assessment for the licensure area
Guide for Developing a Plan of Study
Below is a guide for developing a Plan of Study for the Master of Education in Special Education. Students should work with their faculty advisor to identify specific courses to fulfill program requirements and to meet licensure/endorsement requirements and career goals.
Additional hours may be required to fulfill licensure or endorsement requirements.
| Code | Title | Hours |
|---|---|---|
| Specialization in Special Education | 18 | |
| For students seeking licensure (on-campus) | ||
| Select the following: | ||
| Issues In Special Education | ||
| Advanced Instructional Methods For Teaching Students With Moderate Educational Needs | ||
| Research And Practice In Teaching Phonics, Reading And Writing To Students With Special Needs | ||
| Career And Vocational Education For Students With Disabilities | ||
| Family And Professional Relations In Special Education | ||
| Advanced Behavior Management | ||
Or other special education courses as approved by advisor | ||
| For students not seeking initial licensure (online) | ||
| Select from the following Preschool Special Needs Endorsement (PSNE) or Transition to Work Endorsement (TTW) tracks: | ||
| Supporting Youths And Adults With Disabilities Living And Working In The Community (TTW) | ||
| Augmentative and Alternative Communication (PSNE) | ||
| Career And Vocational Education For Students With Disabilities (TTW) | ||
| Family And Professional Relations In Special Education (PSNE) | ||
| Team Models And Community Networking In Early Intervention (PSNE) | ||
| Management Of The Learning Environment In Early Childhood Special Education (PSNE) | ||
| Curriculum Models And Intervention Strategies In Early Childhood Special Education (PSNE) | ||
| Issues And Research In Transitin And Post-Secondary Outcomes For Student With Disabilities (TTW) | ||
| Internship/Externship In Special Education (PSNE or TTW) | ||
Other special education courses as approved by advisor | ||
| Supporting Area | 9 | |
| Select one of the following: | ||
| Child Behavior And Development (recommended for license) | ||
| Understanding and Consuming Research (recommended for students not completing initial license) | ||
| Other research and measurement, educational psychology, theory and social foundations, or curriculum & instruction courses as approved by advisor | ||
| Master's Thesis, Project, or Master's Seminar | ||
| Select one of the following: | 3 | |
| Master's Research Project In Special Education | ||
| Seminars In Special Education | ||
| Master Research Thesis In Special Education | ||
| Total Hours | 30 | |
PSNE: Preschool Special Needs Endorsement
TTW: Transition to Work Endorsement
2. 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.
3. Special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
4. Special education professionals use multiple methods of assessment and data-sources in making educational decisions.
5. Special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities leading to a high quality of life.
6. Special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession.
7. Special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.