Special Education, M.Ed. (Traditional Program)
This program prepares candidates for a variety of roles working with children and adolescents with exceptional needs. It is designed for students with baccalaureate degrees and Professional Educator Licenses endorsed in areas or levels other than special education. Graduates, with the completion of other state requirements, may be eligible for a subsequent teaching endorsement in special education. Visit Licensure and Endorsements at NLU for more details.
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 Professional Educator License endorsed for an area or level other than special education
Program Details:
- Requires 38-41 SH for completion
- 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
- Requires practicum
Required Courses
MED Core - 8 SH
| EPS 541 | Cognition and Instruction | 2 |
| ESR 505 | Educational Inquiry and Assessment | 3 |
| FND 511 | Social and Cultural Politics of Education: Personal and Contextual Perspectives | 3 |
Note: EPS 541 must be taken for 2 semester hours.
Special Education Program Requirements - 30-33 SH
| SPE 500 | Introduction to and Methods of Teaching Students with Disabilities | 3 |
| 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 | Literacy Across the Curriculum for Students with Disabilities | 3 |
| SPE 509 | Methods of Instruction in Foundational Literacy for Diverse Learners | 3 |
| SPE 523 | Teaching Students with Math Disabilities | 3 |
| SPE 526 | Expressive Language Difficulties: Impact on Academic Learning | 2 |
| SPE 527 | Differentiated and Individualized Curriculum and Instruction | 3 |
| SPE 572 | Practicum 1: Roles, Responsibilities, and Practices of the Special Educator | 2 OR 3 |
| SPE 592C | Practicum/Teaching Children and Adolescents with Special Needs | 2 TO 6 |
Notes: SPE 500 may be waived per advisor. SPE 572 must be taken for 2 semester hours. SPE 592C must be taken for 3 semester hours.