Masters of Arts in Special Education

The Master of Arts in Special Education Program is designed to prepare certified teachers to teach students with special needs in a variety of settings. This program provides opportunities for students to understand the nature and causes of disabilities, become familiar with agencies and resources for persons with disabilities, and learn best practices and materials for teaching students with disabilities. This knowledge base, combined with a variety of shared experiences, provides opportunities for teachers to develop their expertise and become confident in their ability to work with students with special needs and become leaders in meeting the challenges of diverse classrooms.

For individuals who already hold New Jersey Teacher of the Handicapped or Teacher of Students with Disabilities certification, a 33-credit sequence is available to provide opportunities for them to further develop their knowledge base and become experts in the field of special education.

For individuals who are currently prepared to teach in general education settings, a 39-credit course sequence is designed to strengthen their preparation to meet the needs of all children, particularly those with disabilities. Students who currently hold a regular New Jersey instructional certificate in another field and successfully complete the program will be eligible for a New Jersey Teacher of Students with Disabilities Endorsement.

Course Requirements

Students entering with an undergraduate degree in education and teacher certification will be required to take the following courses in each area listed. Special education courses in Group II (Core Courses) must be completed in order based on the prerequisites. Based upon a review of previous coursework by their advisor, students entering with an undergraduate degree in special education and certification, as a teacher of students with disabilities or teacher of the handicapped may be able to waive up to 9 credits.

Group I-Introductory Courses (6 semester hours)

SPED-512 Psychology of Exceptionality
SPED-514 Positive Behavior Support

Group II-Core Courses  (21 semester hours) 

SPED-523

Inclusive Educational Practice (Prerequisites: SPED-512 and SPED-514)

SPED-525

Transition to Adult Life (Prerequisites: SPED-512 and SPED-514)

SPED-531

Assessment for Instruction in Special Education (Prerequisites: SPED-512 and SPED-514)

SPED-535

Instructional Practices for Children with Severe Disabilities (Prerequisites: SPED-512 and SPED-514, SPED-523, SPED-525, SPED-531)

SPED-539Capstone Course: Instructional Practices for Children with Mild Disabilities (Prerequisites: SPED-512 and SPED-514, SPED-523, SPED-525, SPED-531, SPED-535)
SPED-540

Seminar in Collaboration, Consultation, and the Inclusive Classroom (Prerequisite: SPED-539)

SPED-542

READ-502

Literacy and Students with Special Needs (Prerequisite: SPED-531, SPED-539)
or
Curriculum, Instruction, and Supervision of the Reading/Language Arts Process

Group III-Educational Research and Foundations  (6 semester hours) 

EDUC-500

Introduction to Research

EDSO-510

Sociological and Cultural Foundations of Education

Group IV-Electives  (3 semester hours)

EDPS-508

Psychology of Cognitive Processes of Learning

CURR-531

Curriculum Development and Design
CNPY-514Psychopathology
ECED-507Emergent Literacy P-3
ECED-522Observation and Assessment in Early Childhood Education
SPED-501

Assistive and Augmentative Technology

SPED-580

Supervised Internship in Early Childhood Eucation (Prerequisites: SPED-512 and SPED-514, SPED-523, SPED-525, SPED-531, SPED-535, SPED-539)

Group V-Capstone Course (3 semester hours)

SPED-590

Professional Seminar in Special Education (Prerequisites: completion of all program courses


Disclaimer:  The course information provided above is from the 2013-2014 Academic Catalog and is updated annually as new editions are released.  Prior editions of the catalog are also available online.  The catalog under which the student enters serves as the official record of admission, academic, and graduation requirements.  It is the student’s individual responsibility to be aware of the current graduation requirements for his or her particular degree program.  While the University makes reasonable efforts to keep website material current and correct, this information is subject to the University's academic policy committees, relevant accreditation organizations, and (in some instances) state and federal laws and regulations.