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MSU Teacher Education Unit (TEU)

M. Ed. with concentration in Special Education requires 33 hours minimum
Credits are Semester Hours

SPED

9.5.7 A. Advanced Study in Specialty Area Education

(1) The programís advanced content area specialization study is designed to reflect the standards of the National Board for Professional Teaching Standards and professional specialty association recommendations for advanced study.

The concentration in Special Education is designed for those wishing to develop and refine their knowledge base and skills in the area of special education. The concentration is not intended to lead to licensure or certification. The NBPTS propositions are reflected throughout coursework in the concentration. Detailed information about the relationship between courses in the special education concentration and the NBPTS standards is available in the evidence room in the course folders. Relevant performance assessments are also identified in the course folders.

(2) The programís advanced content area specialization study provides for breadth in the field or for detailed study of one or more specialized aspects of the field, and for access to new research and developments. The program uses a variety of performance assessments of candidatesí understanding and ability to apply that knowledge.

The special education concentration allows for breadth and depth through the coursework offered. Specifically, the concentration offers coursework in working with students with learning disabilities, development disabilities, early childhood special needs and severe disabilities. For a complete listing of courses available, please see the program design grid for the special education concentration.

9.5.7 B. Advanced Study in Professional Education

(1) The program requires advanced study of students as learners and of the learning environment. The program uses a variety of performance assessments of candidatesí understanding and ability to apply that knowledge.

This standard is actually addressed in the educational core in ED 535 Models of Teaching and Learning. In ED 535 ≠ Models of Teaching and Learning, candidates study a variety of learning theories and effective teaching strategies selected from the research literature. There is also a focus on the broad range and diversity of models of teaching and learning, e.g., Information Processing theory, Psychosocial development theory, Cognitive development theory, Moral Development theory, Motivational theory, Progressivism, Constructivism, Realism, Idealism, and Existentialism. In addition, SPED 530 Physical and Medical Needs of Persons with Severe Disabilities, SPED 531 Theoretical Aspects of Exceptional Children, SPED 542 Methods for Students with Moderate Mental Handicaps, SPED 561 Behavior Problems of Exceptional Children and SPED 572 Methods of Teaching the Learning Disabled all address the study of students as learners and of the learning environment.

Sample Performance Assessments:
SPED 530: Course exams; Case study/observation project
SPED 531: Presentation/Paper; Project/Kaleidoscope; Final examination
SPED 542: Methods and Materials of Teaching the Developmentally Disabled
SPED 561: Course quizzes and exams
SPED 572: Reflective journal
ED 535: Journal articles; personal statement/paper regarding learning; discussion postings

(2) The program requires advanced study of curriculum theory, design, and delivery. The program uses varied performance assessments of candidatesí understanding and abilities to apply that knowledge.

In the special education concentration, curriculum theory, design and delivery are considered in multiple courses. SPED 505 Interactive Teaming emphasizes the importance of collaborative approaches to curriculum in special education. In addition, SPED 530 Physical and Medical Needs of Persons with Severe Disabilities, SPED 531 Theoretical Aspects of Exceptional Children, SPED 542 Methods for Students with Moderate Mental Handicaps, SPED 561 Behavior Problems of Exceptional Children and SPED 572 Methods of Teaching the Learning Disabled all address curriculum theory, design and delivery for students with special needs.

Sample Performance Assessments:
SPED 530: Course exams; Case study/observation project
SPED 531: Presentation/Paper; Project/Kaleidoscope; Final examination
SPED 542: Methods and Materials of Teaching the Developmentally Disabled
SPED 561: Course quizzes and exams
SPED 572: Reflective journal

(3) The program requires advanced study of multiple means of assessing and evaluating diverse studentsí learning. The program uses varied performance assessments of candidatesí understanding and abilities to apply that knowledge.

Instruction and assessment are integrally related. Thus, the courses in the special education course that discuss methods, teaching strategies and curriculum also include a focus on assessment approaches. SPED 530 Physical and Medical Needs of Persons with Severe Disabilities, SPED 531 Theoretical Aspects of Exceptional Children, SPED 542 Methods for Students with Moderate Mental Handicaps, SPED 561 Behavior Problems of Exceptional Children and SPED 572 Methods of Teaching the Learning Disabled all include foci on strategies, methods, curriculum and assessment.

Sample Performance Assessments:
SPED 530: Course exams; Case study/observation project
SPED 531: Presentation/Paper; Project/Kaleidoscope; Final examination
SPED 542: Methods and Materials of Teaching the Developmentally Disabled
SPED 561: Course quizzes and exams
SPED 572: Reflective journal