Degrees and Requirements

Master of Education (with PreK-8 Special Education Certification)

PURPOSE: The Master's Degree in Education is designed for candidates who currently hold a teaching certificate.  Candidates will become certified in PreK-8 Special Education and continue on to earn a M.Ed.  The curriculum is designed to provide graduates with the advanced skills and knowledge needed to successfully teach children with special needs to work effectively with their families and community agencies.

47 credits are needed to complete the degree

OBJECTIVES:

  1. Master's degree candidates (MDC) will demonstrate the knowledge and skills to foster academic, social, and emotional growth to maximize the abilities of individual students with diverse needs.
  2. MDC will demonstrate competence in classroom management for diverse populations, with a focus on students in inclusive settings.
  3. MDC will integrate evidence-based practice (instructional strategies and assessment techniques) to meet the needs of students and families.
  4. MDC will employ skills in facilitating the transition process of students with special needs.
  5. MDC will collaborate with various community agencies to enhance educational opportunities for all stakeholders.
  6. MDC will engage in research to actively promote the advancement of the profession.

 

Summary of Requirements

Master of Special Education courses: 18 credits

  • EDSP5015
    CONTEMPORARY ISSUES IN SPECIAL EDUCATION & INTRO TO RESEARCH |

    EDSP5015
    CONTEMPORARY ISSUES IN SPECIAL EDUCATION & INTRO TO RESEARCH |

    Credits (Min/Max): 3/3

    The purpose of this graduate level course is to prepare Masters Degree candidates to be well-informed special educators by investigating current trends and issues in special education, and some of their historical roots. A core set of topics will be explored in depth that could build toward leadership in the field, including developments in curriculum and instruction, legal policies, new technology, ethical principles, and standards for practice. Additional content may be added in response to new issues or student-expressed interests. Students will prepare to become informed consumers of educational research by learning to evaluate the strength of the research articles describing trends and issues. Students will learn to analyze research and trends to identify effective practices for working with individuals with exceptionalities and their families. |

    PREREQUISITES:

  • EDSP5025
    COLLABORATING WITH FAMILIES & COMMUNITY AGENCIES |

    EDSP5025
    COLLABORATING WITH FAMILIES & COMMUNITY AGENCIES |

    Credits (Min/Max): 3/3

    The purpose of this graduate level course is to prepare Master's Degree Candidates to collaborate with all stakeholders to enhance educational opportunities for students with special needs. This course will focus on effective communication skills and culturally responsive practices that can be used to interact in a professional and ethical manner with families and community agencies. |

    PREREQUISITES:

  • EDSP5030
    READING INSTRUCTION FOR STUDENTSWITH HIGH INCIDENCE EXCEPTIONALITIES|

    EDSP5030
    READING INSTRUCTION FOR STUDENTSWITH HIGH INCIDENCE EXCEPTIONALITIES|

    Credits (Min/Max): 3/3

    The purpose of this graduate level course is to prepare Masters Degree candidates to understand how processing differences effect reading, and how to provide the explicit, systematic instruction needed by students with high-incidence exceptionalities. The course will provide research-based recommendations for both instruction in the five essential skill areas of reading and measures to assess and monitor students' progress. Participants will also learn how to evaluate instructional effectiveness and adapt instruction, differentiate instruction for diverse groups of students, and provide differentiated instruction through a Response to Intervention and Instruction (RTII) model. Practice opportunities will be provided for application of course concepts. The course will maintain a strong emphasis on helping participants to establish best practices for effective reading instruction for students with exceptionalities.|

    PREREQUISITES:

  • EDSP5035
    RESEARCH METHODS |

    EDSP5035
    RESEARCH METHODS |

    Credits (Min/Max): 3/3

    The purpose of this graduate level course is to prepare Masters Degree candidates to become critical consumers of educational research, and to conduct research projects. The course is highly interactive, designed to help participants apply many of the examined quantitative and qualitative practices by analyzing research reports and planning research projects. Emphasis will be placed on exposure to the breadth of research possible in the educational field.|

    PREREQUISITES:

    EDSP5015

  • EDSP6020
    ADVANCED INSTRUCTIONAL STRATEGIES & ASSISTIVE TECHNOLOGY|

    EDSP6020
    ADVANCED INSTRUCTIONAL STRATEGIES & ASSISTIVE TECHNOLOGY|

    Credits (Min/Max): 3/3

    The purpose of this graduate level course is to prepare Master's Degree Candidates to provide evidenced-based instructional techniques to students with disabilities in inclusion settings. An emphasis is placed on results of research and proven methods of instruction including: modifications and adaptations of materials, co-teaching models, learning strategies, lesson planning, assessment, and transitioning. The purpose and use of assistive technology will also be highlighted.|

    PREREQUISITES:

  • EDSP6025
    RESEARCH BASED ASSESSMENT METHODS & SEMINAR |

    EDSP6025
    RESEARCH BASED ASSESSMENT METHODS & SEMINAR |

    Credits (Min/Max): 3/3

    The purpose of this graduate level course is to prepare Master's Degree Candidates to use valid and reliable assessment practices to improve their instruction and to minimize bias. This course will focus on designing and implementing assessments to evaluate the effectiveness of practices and programs for individuals with exceptionalities. In addition, this is the capstone course for the Master's Degree in Special Education program, so Master's Degree Candidates will present their original research projects as a culminating activity.|

    PREREQUISITES:

    EDSP5035

PreK-8 Special Education courses: 29 credits

  • EDSP2015
    INTRO TO HIGH INCIDENCE DISABILITIES, ACCOMODATIONS, & ADAPTATIONS|

    EDSP2015
    INTRO TO HIGH INCIDENCE DISABILITIES, ACCOMODATIONS, & ADAPTATIONS|

    Credits (Min/Max): 3/3

    This course provides students an opportunity to explore foundations of special education in the United States including: characteristics of each disability category, legislation, over-representation of diverse students, academic and functional needs of students with disabilities, individual learning differences, least restrictive environment, implications for a Standards Aligned System, collaboration and transition. Students will develop an understanding of Accommodations and Adaptations for inclusive environments.|

    PREREQUISITES:

  • EDSP2025
    LEARNING ENVIRONMENTS, CLASSROOM& BEHAVIOR MANAGEMENT, ACCOMMODATIONS & ADAPTATIONS|

    EDSP2025
    LEARNING ENVIRONMENTS, CLASSROOM& BEHAVIOR MANAGEMENT, ACCOMMODATIONS & ADAPTATIONS|

    Credits (Min/Max): 3/3

    This course will introduce students to behavior and misbehaviors of students in the school setting, types of misbehavior roles, establish a classroom management plan that will reflect their consideration of students with disabilities, problem solving, conflict resolution, assessing appropriate and problematic behaviors while establishing opportunities for students with diverse backgrounds to interact and share in cooperative learning groups, problem solving to achieve common goals. "Application Models" will be the framework used to demonstrate the approaches used by pioneers as well as 21st century researchers and educators.|

    PREREQUISITES:

    EDSP2015

  • EDSP3015
    INTRO TO LOW INCIDENCE DISABILITIES, METHODS & PRACTICUM|

    EDSP3015
    INTRO TO LOW INCIDENCE DISABILITIES, METHODS & PRACTICUM|

    Credits (Min/Max): 3/3

    This course is designed to prepare students with the skills necessary to effectively teach individuals with severe disabilities, identify the relationships of organizations to school systems, laws and policies that are related to the implementation of specialized health care in the educational setting, and demonstrate the knowledge and understanding of individuals so as to develop effective instructional plans that will contribute to effective programs.|

    PREREQUISITES:

  • EDSP3025
    EFFECTIVE INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH DISABILITIES|

    EDSP3025
    EFFECTIVE INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH DISABILITIES|

    Credits (Min/Max): 3/3

    The Instructional Strategies Course identifies and implements instructional strategies for all individuals with disabilities by evidenced-based methods, specialized resources, multiple instructional approaches, appropriate adaptations and technology, integrating student initiated learning opportunities and experiences into ongoing instruction. Teach learning strategies and modify the pace of instruction within and across curricula, demonstrate efficient differentiated instruction, efficient planning, coordination, and delivery for effective instruction required for inclusive settings. |

    PREREQUISITES:

    EDSP2015

  • EDSP3035
    PREK-8 SPECIAL EDUCATION MENTORING |

    EDSP3035
    PREK-8 SPECIAL EDUCATION MENTORING |

    Credits (Min/Max): 2/2

    The focus of this field experience course is to prepare the perspective student teacher with an authentic encounter of teaching special education prior to their actual placement. The student will participate in a special education classroom for eight (8) - five (5) hour sessions, create a weekly journal, develop meaningful lessons plans, prepare an observational case study, create a summative portfolio, and be responsible for the various forms. The major emphasis of the class will concentrate on providing the student with a realistic experiential comprehension of special education in the school age setting.|

    PREREQUISITES:

    EDSP2015

  • EDSP3040
    EVALUATION & AUTHENTIC ASSESSMENT WITHIN A STANDARDS ALIGNED SYSTEM|

    EDSP3040
    EVALUATION & AUTHENTIC ASSESSMENT WITHIN A STANDARDS ALIGNED SYSTEM|

    Credits (Min/Max): 3/3

    This required course for all education majors will explore the instructional purposes for a variety of assessment strategies, such as: authentic, screening, diagnostic, formative, benchmark, and summative assessments. Future teachers will learn how to interpret assessment data, such as standardized test scores and norms, and will practice how to communicate assessment results to educational stakeholders, while considering legal and ethical issues related to assessment data, such as maintaining confidentiality. Future teachers will also create sample assessments that target academic standards and assessment anchors within subject areas, in order to measure mastery of the curriculum in more than one way.|

    PREREQUISITES:

    EDUC1010

  • EDSP4015
    DEVELOPMENT OF THE IEP & INCLUSION IN LEAST RESTRICTIVE ENVIRONMENT|

    EDSP4015
    DEVELOPMENT OF THE IEP & INCLUSION IN LEAST RESTRICTIVE ENVIRONMENT|

    Credits (Min/Max): 3/3

    The focus of this culminating course is to prepare the student teacher with a realistic overview of teaching special education in Pennsylvania. The student will create an IEP, become familiar with Inclusion and collaboration, write reflections based on current issues/trends in special education, participate in discussions, create useful artifacts, discuss significant court cases, and understand Transition. The student will also comprehend the special education continuum of services available to the identified student.|

    PREREQUISITES:

    EDSP2015

  • EDSP4065
    SPECIAL ED STUDENT TEACHING & SEMINAR |

    EDSP4065
    SPECIAL ED STUDENT TEACHING & SEMINAR |

    Credits (Min/Max): 6/6

    The Special Education Student Teaching Course is designed to allow teacher candidates an opportunity to apply skills learned in professional practice, human development, learning environments, instructional strategies, instructional planning, diversity, adaptations and accommodations, collaboration, behavior management, assessment and transition in a PreK-8th grade special education placement. Under the supervision of a school district cooperating teacher(s) and a La Roche College supervisor, the teacher candidate will design, implement and evaluate lessons that appropriately address the IEP goals and meet the PA Academic Standards and Assessment Anchors. Student teachers will demonstrate skills that include, but are not be limited to: differentiated instruction, universal design, collaborative teaching, transition planning and research based data driven instruction to meet the needs of all students. |

    PREREQUISITES:

    EDSP4015

  • MLED2000
    ENGLISH LANGUAGE LEARNERS IN THEMULTICULTURAL CLASSROOM |

    MLED2000
    ENGLISH LANGUAGE LEARNERS IN THEMULTICULTURAL CLASSROOM |

    Credits (Min/Max): 3/3

    This course introduces the most important principles and practices for teachers of children with home languages other than English. Students examine the implications of cultural and linguistic variation for English Language learners. We focus on how educators work in the classroom, the school, and the community to support these learners' language development and academic learning.|

    PREREQUISITES: