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 (pre-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.
Program Learning Outcomes (PLOs):
PLO1. Learner Development and Individual Learning Differences: Beginning 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.
PLO2. Learning Environments: Beginning 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.
PLO3. Curricular Content Knowledge: Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities
PLO4. Assessment: Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.
PLO5. Instructional Planning and Strategies: Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.
PLO6. Professional Learning and Ethical Practice: Beginning 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.
PLO7. Collaboration: Beginning 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.
In addition to National College of Education Graduate Admissions Requirements, applicants must:
- Have a bachelor’s degree from a regionally accredited institution 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 Student Teaching/ Practicum
- 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 | Literacy Instruction for Diverse Learners | 3 |
| SPE 572 | Practicum I | 2 OR 3 |
Note: SPE 572 must be taken for 3 semester hours.
Residency Year 1 - 20 SH
| SPE 501 | Educational and Diagnostic Assessment of Exceptional Children and Adolescents | 3 |
| SPE 502 | Language Development and Challenges in Children and Adolescents | 2 |
| SPE 506 | Frameworks, Perspectives, and Collaboration in Special Education | 3 |
| SPE 507 | Methods of Social/Emotional Support | 3 |
| SPE 508 | Literacy Across the Curriculum for Students with Disabilities | 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 587 must be taken for 3 semester hours during Residency Year 1.
Residency Year 2 - 19 SH
| EPS 511 | Human Learning and Development in Instructional Contexts | 2 |
| EPS 513 | Frameworks for Data Driven Instruction | 1 TO 3 |
| ESR 514 | Research in Action: Becoming Practitioner Researchers | 3 |
| FND 510 | Social Justice Perspectives on the History and Philosophy of American Education | 2 |
| SPE 523 | Teaching Students with Math Disabilities | 3 |
| SPE 587 | Seminar/Teaching Children and Adolescents with Special Needs | .5 TO 6 |
| TIE 535 | Instructional Design Foundations for Digital Age Learning Environments | 1 TO 3 |
Note: EPS 513 must be taken for 3 semester hours. FND 510 must be taken for 2 semester hours. SPE 587 must be taken for 3 semester hours during Residency Year 2. TIE 535 must be taken for 3 semester hours.
For more information about this program, visit http://www.nl.edu/academics/educationmastersteacherprep/specialeducation/