Nov 21, 2024  
2021-2022 Academic Bulletin 
    
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2021-2022 Academic Bulletin [ARCHIVED CATALOG]

Special Education MS
Learning Disabilities K-12 Endorsement

For Michigan teachers, completion of required coursework leads to a Michigan State Teaching Endorsement in Special Education in the area of Learning Disabilities and a Master of Science in Special Education.

MAT Candidates

Candidates who have been accepted into the MAT program, or those without current certification, can petition to be concurrently accepted into the MS program. Completion of the portfolio requirements and a “pass” grade on the MTTC Subject Area (Learning Disabilities) Exam are required. All candidates seeking certification will be expected to meet the requirements in effect as set forth by the State of Michigan at the time of graduation.

Note for Michigan Teachers

The State of Michigan requires candidates 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. Successful completion of the portfolio requirements, comprehensive exams, and a “pass” grade on the MTTC Subject Area (Learning Disabilities) Exam are required. All candidates 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.

Thesis Option

This degree allows for a thesis option. It can be done with or without Michigan certification. A thesis is commonly required for international candidates, out of state students or those who want to pursue a doctoral degree. Completion of required coursework leads to a Master of Science in Special Education with an emphasis on research within the special education field. Successful completion of the portfolio requirements, comprehensive exam and a “pass” grade on the thesis are required. All candidates seeking this degree will be expected to meet the requirements at the time of graduation.

Program Delivery

This program is offered on campus and as a synchronous, interactive online program. Most courses are offered in the synchronous dual format (see School of Distance Education  definitions). Online students are encouraged to come to campus for graduation.

Total Credits - 36

Thesis Option

Admission Requirements

*Not required for thesis option without certification.

Student Learning Outcomes

Special Education - Council for Exceptional Children

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, engage in lifelong learning, and 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.