Master of Arts in Teaching (MAT) – Special Education

What do special educators need to know and be able to do to support students with exceptionalities and address their unique learning needs? In this course, education professionals examine historical, legal, and philosophical foundations that inform teaching and learning for students with exceptionalities. Education professionals explore issues related to identification, eligibility criteria, and delivery of services for students across multiple disability areas. Through course assignments and discussions with colleagues, education professionals develop the knowledge and skills necessary to build collaborative relationships with families and other stakeholders to help provide appropriate services to students.

An important role of all educators is helping students develop the literacy skills they need to succeed in school and in life. In this course, education professionals build foundational knowledge in literacy principles, practices, and strategies so that they can effectively engage and enhance students’ reading, writing, listening, and speaking. Education professionals learn about early literacy development including phonological awareness, concepts of print, and phonics. They explore strategies to help developing readers, including ways to promote vocabulary, comprehension, fluency, writing, and content-area literacy. Education professionals identify research-based principles that support the literacy and learning of all students, including English language learners. Through field experience assignments, education professionals develop and implement literacy instruction and assessments with students in K–12 classrooms. Topics include organizing the literacy classroom, differentiating literacy instruction, and involving families to support the literacy development of all students.

All learners possess unique characteristics, interests, and abilities. One of the most important responsibilities of special educators is to consider the individual strengths and needs of students with exceptionalities and to collaborate with families and other stakeholders to individualize their education appropriately. In this course, education professionals learn about the Individualized Education Program (IEP) process, including referral, eligibility, and the importance of using research-based interventions. They explore stakeholder responsibilities, consider assessments and other forms of data that inform program planning, and develop an IEP for a case study student. Education professionals consider the benefits of assistive technology and the role of transition planning in developing individualized education for learners with exceptionalities.

Special educators must understand each category of exceptionality as well as the abilities and needs of individual learners. In this course, education professionals examine the characteristics and instructional implications of specific learning disabilities, emotional and behavioral disabilities, autism spectrum disorders, intellectual disabilities, other health impairments, and giftedness. They explore accommodations and modifications for students with exceptionalities and consider how to foster effective and positive relationships with all stakeholders to support student success. In their field experience, education professionals apply course content by completing a child study project, in which they conduct an intensive case study of a single student with exceptionalities in a K–12 classroom.

Learners with exceptionalities often experience difficulties in literacy, which, in turn, negatively affect their learning and achievement. What can educators do to prepare these students for academic success? The focus of this course is on designing, implementing, monitoring and adjusting, and assessing literacy development to promote achievement across the curriculum. Education professionals use literacy assessments and interventions with students in K–12 classrooms to foster language development and to promote phonemic awareness, phonics, vocabulary development, fluency, and comprehension. Candidates explore the impact of reading and writing disabilities on learning, and consider literacy practices and strategies for developing students' academic language and supporting their diverse learning needs. In addition, candidates examine assessment data and other evidence to inform literacy instruction and incorporate assistive and other technology-based interventions.

Helping students to develop the necessary skills for positive behavior is critical to creating an educational environment where all students can learn. In this course, education professionals develop data-informed practical behavior management strategies from three different perspectives—individual behavior management, classroom management, and school-wide behavior support. Education professionals apply behavior management strategies to create and implement an individualized behavior management plan in a K–12 classroom with a target student.

How can special educators help students with exceptionalities reach their full potential? In this course, education professionals develop lesson-planning skills and apply research-based instructional strategies to promote the academic and social development of students with exceptionalities. Education professionals complete a lesson-planning project by collaborating with school personnel to design, adapt, and implement lessons in diverse K–12 classrooms.

Demonstration teaching is the culminating experience in the teacher preparation program and is an opportunity to apply knowledge and skills and to demonstrate required competencies. During demonstration teaching, education professionals will participate in orientation activities then gradually assume complete teaching responsibility of the special education classroom for 4 consecutive weeks over a 12-week placement, gaining real-world experience and the opportunity to translate theory into practice. Candidates demonstrate the various roles of the special educator. Education professionals work closely with, and are evaluated by, their university supervisor, classroom cooperating teacher, and Walden instructor. During demonstration teaching, all special education professionals are assessed on the Teacher Performance Assessment (edTPA) and the Demonstration Teaching Evaluation. This course runs concurrently with EDUC 6649 - Seminar for Professional Educators.

Taken concurrently with EDUC 6648 - Demonstration Teaching, this seminar allows education professionals to consolidate their knowledge and fine-tune their skills as they reflect on and share experiences from the districts, schools, and classrooms in which they are completing their demonstration teaching assignments. Candidates complete requirements for their ePortfolio and develop strategies for success as professional educators. The seminar promotes reflection, problem-solving among colleagues, group and individual reflection, and collaborative feedback to support professional practice. Seminar topics focus on promoting success as candidates transition from the program of study (POS) into the special education profession.

This course provides a structured approach to the practice of action research. Education professionals learn how to address relevant problems, become involved in collaborative inquiry, and use data and research to inform their practice. Education professionals engage in reflective practices as they plan data-informed actions to improve student learning, contribute to positive change in school environments, and enhance their professional growth.