Special Education M.Ed. - Special Education Concentration

Degree: Master of Education
https://www.towson.edu/coe/departments/specialed/grad/special-education/

Program Director: Michelle Pasko
Phone: 410-704-3835
Email: mpasko@towson.edu

The degree program is for professionally certified teachers seeking a graduate degree in the area of special education. The Special Education MEd program provides the skill development and knowledge base established by the Council for Exceptional Children to prepare students to meet the requirements for the Maryland State Department of Education’s Special Education endorsement at the infant/primary (birth-grade 3), elementary/middle (grades 1-8) or secondary/adult (grades 6-12) levels. The degree program emphasizes the following themes: collaboration and consultation, translation of effective, research-based instructional and management strategies into practice, and cross-categorical, rather than disability-specific, approaches. A majority of the graduate students in the Special Education program are full-time working professionals, taking classes in the afternoon or evenings.

Admission Requirements

  • A baccalaureate degree from a regionally accredited college or university**
  • An overall minimum GPA of 3.00 for full admission to the program and a 2.75 GPA for conditional admission, based on the last 60 units of total undergraduate and post-baccalaureate study
  • Current professional teaching certificate

NOTE: A valid professional teaching certificate is a prerequisite for admission to the M.Ed. program. Prior to enrolling in any course work, applicants who do not hold a current teaching certificate should contact the MAT program office at 410-704-5388 to obtain information about earning a professional teaching certificate. A special education track is available in the MAT program.

International students must have passing TOEFL scores and have completed the Praxis Core.

Non-immigrant International Students

Program Enrollment: F-1 and J-1 students are required to be enrolled full-time. The majority of their classes must be in-person and on campus. See the list of programs that satisfy these requirements, and contact the International Student and Scholars Office with questions.

Admission Procedures: See additional information regarding Graduate Admission policies and International Graduate Application online.

**See Exceptions to Policy in Graduate Admissions.

Degree Requirements

Initial Course
SPED 637INCLUSION FOR THE CLASSROOM TEACHER3
Program Courses
SPED 525FORMAL TESTS AND MEASUREMENTS FOR STUDENTS WITH DISABILITIES (PREK-12)3
SPED 527CURRICULUM/METHODS OF SOCIAL EMOTIONAL AND MOTOR DEVELOPMENT FOR STUDENTS WITH DISABILITIES PREK-12 (EC/EL)3
or SPED 601 SPECIAL EDUCATION: CURRICULUM & METHODS OF INSTRUCTION FOR SECONDARY TRANSITION
SPED 604ACTION RESEARCH IN SPECIAL EDUCATION3
SPED 605WORKING WITH FAMILIES OF STUDENTS WITH DISABILITIES3
SPED 607CURRICULUM/METHODS OF CLASSROOM MANAGEMENT FOR STUDENTS WITH DISABILITIES3
SPED 631CLASSROOM STRATEGIES AND INTERVENTIONS FOR DIVERSE STUDENT POPULATIONS3
SPED 632ASSESSMENT ISSUES FOR CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS3
SPED 641EDUCATION OF STUDENTS WITH DISABILITIES (SWD): METHODS OF INSTRUCTION3
SPED 646USING TECHNOLOGY TO DIFFERENTIATE INSTRUCTION3
Electives6
At least two courses must be selected from the following, or by obtaining approval from the Program Director:
ECED 607LEARNER DIVERSITY, CULTURAL RESPONSIVENESS, AND INCLUSION IN EARLY CHILDHOOD EDUCATION3
ECED 609GROWTH AND DEVELOPMENT OF YOUNG CHILDREN3
ILPD 740EVIDENCE-BASED DECISION MAKING FOR CURRICULUM AND INSTRUCTION3
ILPD 742TRANSFORMATIONAL LEADERSHIP AND PROFESSIONAL DEVELOPMENT3
ILPD 743LEARNING COMMUNITIES AND ORGANIZATIONAL CHANGE3
ISTC 541FOUNDATIONS IN LEARNING TECHNOLOGY AND DESIGN3
ISTC 731THEORY AND PRACTICE FOR INTEGRATING DIGITAL RESOURCES INTO LEARNING AND TEACHING3
REED 609READING ASSESSMENT3
REED 621LITERACY FOR DIVERSE LEARNERS3
REED 714ADOLESCENT LITERACY3

Maryland State Department of Education teacher recertification requirements are the student’s responsibility and are not a requirement of this program.

  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 with exceptionalities.
  2. Learning Environments - Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination.
  3. Curricular Content Knowledge - Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.
  4. Assessment - Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions.
  5. Instructional Planning and Strategies - Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies6 to advance learning of individuals with exceptionalities.
  6. Professional Learning and Ethical Practice - Beginning special education professionals use foundational knowledge of the field and the their professional Ethical Principles and Practice Standards to inform special education practice,  to engage in lifelong learning, and to advance the profession.
  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 address the needs of individuals with exceptionalities across a range of learning experiences.