The research emphasis with certification, which includes a thesis, is commonly required for international students, or those who want to pursue a doctoral degree and certification. Students who have been accepted into the MAT program, or those without current certification, can petition to be concurrently accepted into the MAT/MS program. The State of Michigan requires students to possess a valid State of Michigan Elementary or Secondary Education Teaching Certification prior to the submission of an application for a Special Education/Learning Disabilities Endorsement. Completion of the portfolio requirements and a “pass” grade on the MTTC Subject Area (Learning Disabilities) Exam is required. All students seeking this degree will be expected to meet the requirements in effect as set forth by the State of Michigan at the time of graduation.
Special Education - Student Learning Outcomes
SLO 1: 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.
SLO 2: Learning Environments
Beginning special education professionals create safe, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional wellbeing, positive social interactions, and self-determination.
SLO 3: Curricular Content Knowledge
Beginning special education professionals use their knowledge of the general and specialized curricula to personalize learning for individuals with exceptionalities.
SLO 4: Assessment
Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
SLO 5: Instructional Planning and Strategies
Beginning special education professionals select, adapt, and use a repertoire of instructional strategies to advance learning of individuals with exceptionalities in general and specialized curricula.
SLO 6: Professional Learning and Ethical Practice
Beginning special education professionals use foundational knowledge of the field and the profession’s ethical principles and practice standards to inform their special education practice, to engage in lifelong learning, and to advance the profession.
SLO 7: 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 assure that the needs of individuals with exceptionalities are addressed across a range of learning experiences.