Special Education, MA Online

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Courses

The MAE - Special Education program has flexible scheduling. Students begin with EDUC 532 Foundations of Graduate Studies in Education and complete the program with EDUC 583 Capstone Research Project. All other courses may be taken at the complete convenience of the student. Most students take just one course every eight weeks, making the master's degree perfect for busy adults. View the link to all course offerings

MAE - Special Education Course Descriptions (.pdf 37k)

Schedule

Next start date May 14th, 2018

Schedule

Visit the Online Gaduate Catalog for an explanation of graduation requirements.

Special Education, MA Online Courses

Course will focus on the planning for instruction; learning environment; instructional delivery; foundations, collaboration, professional conduct/leadership, and reflection/professional growth for students with disabilities ages three to 21. This course will include the use of t ILS, IPTS, Greenville College Outcomes and Dispositions in conjunction with the LBSI Standards.
This course requires students to identify problems of practice in the field of Special Education. Students research and utilize current primary source studies (both qualitative and quantitative) reviewing the literature on identified problems of practice. The engaged student will be able to locate, comprehend, evaluate and synthesize these primary studies. Students will become ‘critical consumers’ of evidence-based practices, enabling them to stay current in the field of special education. Prerequisite: EDUC 532.
The competent special education teacher understands the impact that disabilities have on the cognitive, physical, emotional, social and communication development of an individual and provides opportunities that support the intellectual, social and personal development of all students (ages 3-21). Therefore, EDU 514 will focus on the characteristics of children and youth with one or more of the following documented disabilities as specified in the Individuals with Disabilities Education Act: learning disabilities, emotional disturbance, mental retardation, autism, traumatic brain injury, orthopedic, multiple disabilities or other health impairment.
This course is an overview of laws, litigation, and the historical perspective of special education. Students will understand the connection between compliance with the law and outcomes based education. Moderate to intensive support systems will be studies including research based interventions, co-teaching, assistive technology devices and various adaptive strategies for the classroom. Prerequisite: EDU 532.
Course will focus on children ages three to 21 and will develop the conceptual and procedural foundations for assessment. The course content will include: the assessment process, terminology, strategies, interpretation, alternative assessments, procedure, accommodations and modifications, recommendations, ethical/legal responsibilities, and communication assessment results.
This course iis designed to assist the graduate student in understanding the impact of pursuing a master's degree and to assist professional educators with the creation and management of the types of learning experiences needed by students in our rapidly changing world. Understanding how to design and implement effective learning experiences requires comprehending how profoundly teachers impact society. Learning to manage a vision for a learning, promote advocacy and nurturing of students of all ages, , collaborating with internal and external partners, and understanding the impact of technological, political, social, and economic factors is critical in today's environment. Overall, acting with integrity and fairness is at the core of developing skills needed by graduate students today.
This course investigates current issues, research, and theories of educating students and the impact of policies at the state and national levels that effect education today.
Focuses on gender, ethnicity, and cross cultural differences from an educational perspective. Examines how different social and psychological characteristics of classroom/school milieus influence individual achievement and personal development
This course requires students to demonstrate the knowledge and skills acquired through the MAE program by leading the design and implementation of an improvement effort in their school district or organization by preparing for the Reflective Study or Thesis. It requires students to demonstrate an intrinsic understanding of the theme of the School of Education at Greenville College: To prepare teachers to serve in a culturally diverse world. This thesis allows students to align best practices in action research and will assist the emerging leader to use research as a means to improve their organization. Specific methods for data collection and analysis are discussed. A focus on understanding quantitative and qualitative data will be a significant part of this course. A variety of action research tolls will be utilized to prepare for the Reflective Study or Thesis. Prerequisite: EDUC532, 566, and 574.
The culmination of the Capstone Project requires students to demonstrate the knowledge and skills acquired through the program by leading the design and implementation of an improvement effort in their school district or organization. It requires students to demonstrate an intrinsic understanding of the theme of the School of Education at Greenville College: To prepare teachers to serve in a culturally diverse world. Prerequisite: EDUC 580.

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Locations:

Online

Tuition and Fees:

$14,447

Completion Time:

18 Months

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