Special Education, M.A.T. (Alternative Teacher Licensure)
This route to the M.A.T. and teacher licensure is for candidates accepted into one of NLU’s partner programs. Candidates in these programs teach in high-needs schools while earning their degrees and licenses with endorsements in Special Education LBS I (K to age 21). A specialized mentoring program will be in place to support and guide the teacher candidates throughout the two years of the program.
For more information on state licensure and certification information please visit NLU’s Public Disclosures page.
Program Learning Outcomes (PLOs):
PLO 1. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
PLO 2. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
PLO 3. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
PLO 4. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
PLO 5. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
PLO 6. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
PLO 7. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
PLO 8. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
PLO 9. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
PLO 10. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
In addition to National College of Education Graduate Admissions Requirements, applicants must:
- Have a bachelor’s degree from a school with institutional accreditation with a major in the content area of reading, English/language arts, mathematics or one of the sciences
- Offer documentation of congruence of the candidate's baccalaureate education and employment experience with the teaching are for which the candidate seeks preparation and licensure
- Sit for a formal interview with NCE program faculty at least two weeks prior to the start of the first term
- Three academic or professional letters of recommendation (recommenders must be listed on the application)
Program Details:
- Requires 48 SH for completion
- Requires a passing score on the LBS1 and Special Education Content Area Test before SPE 587 Seminar
- Please note, any candidate who wishes to teach in a preK special education setting must have completed SPE 510, SPE 532, SPE 533 and SPE 534
Required Courses
Jumpstart - 9 SH
| SPE 500 | Introduction to and Methods of Teaching Students with Disabilities | 3 |
| SPE 509 | Methods of Instruction in Foundational Literacy for Diverse Learners | 3 |
| SPE 572 | Practicum 1: Roles, Responsibilities, and Practices of the Special Educator | 2 OR 3 |
Note: SPE 572 must be taken for 3 semester hours.
Residency Year 1 - 20 SH
| SPE 501 | Educational and Diagnostic Assessment in Special Education | 3 |
| SPE 502 | Language Development, Differences, and Challenges in Children and Adolescents | 2 OR 3 |
| SPE 506 | Frameworks, Perspectives, and Collaboration in Special Education | 3 |
| SPE 507 | Methods of Social/Emotional Support | 3 |
| SPE 508 | Methods of Instruction: Literacy Across the Curriculum for Diverse Learners | 3 |
| SPE 587 | Seminar/Teaching Children and Adolescents with Special Needs | .5 TO 6 |
| SPE 527 | Differentiated and Individualized Curriculum and Instruction | 3 |
Note: SPE 502 must be taken for 2 SH. SPE 587 must be taken for 3 semester hours during Residency Year 1.
Residency Year 2 - 19 SH
| EDU 510 | Social Justice Perspectives on the History and Philosophy of American Education | 2 |
| EDU 513 | Frameworks for Data Driven Instruction | 1 TO 3 |
| EDU 514 | Research in Action: Becoming Practitioner Researchers | 3 |
| LSE 511 | Human Learning and Development in Instructional Contexts | 2 |
| SPE 523 | Methods and Content in Mathematics for Students with Disabilities | 3 |
| SPE 587 | Seminar/Teaching Children and Adolescents with Special Needs | .5 TO 6 |
| LSE 542 | Digital Tools for Teaching, Learning and Assessment | 3 |
Note: EDU 513 must be taken for 3 semester hours. SPE 587 must be taken for 3 semester hours during Residency Year 2.