Special Education M.Ed. - Teacher as Leader in Autism Spectrum Disorder Concentration

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

Program Director: Katherine Holman
Phone: 410-704-3613
Email: kholman@towson.edu

The Teacher as Leader in Autism Spectrum Disorder concentration of the Special Education master's degree is an applied professional program designed to meet the increasing and specific needs related to educating students with an autism spectrum disorder (ASD). The degree program is designed for professionals who currently hold certification in special education or a related field (psychology, speech-language pathology, occupational therapy, physical therapy, social work) and are seeking specialized knowledge and opportunities to apply this knowledge to better meet the educational needs of students with ASD. The degree program emphasizes the following themes related to ASD: specific knowledge about core areas of impairment, application of research-based instructional and classroom management strategies, effective collaboration and consultation, action research, and leadership.  Each course includes an “application project” to allow the student hands-on experience with implementation and reflection of teaching and leadership practices as related to ASD.

Admission Requirements

  • A baccalaureate degree from an 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
  • Letter of Recommendation
  • Admission essay

Note: Successful completion of this program will yield a master’s degree, but no additional certification from MSDE. Certification in special education or a related field is highly recommended, but not required.

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 Courses
SPED 604ACTION RESEARCH IN SPECIAL EDUCATION3
SPED 605WORKING WITH FAMILIES OF STUDENTS WITH DISABILITIES3
SPED 620EDUCATING STUDENTS WITH AUTISM SPECTRUM DISORDERS3
SPED 621FORMAL AND INFORMAL ASSESSMENT TECHNIQUES FOR STUDENTS WITH ASD3
SPED 622SOCIAL THINKING AND CONNECTEDNESS FOR STUDENTS ON THE AUTISM SPECTRUM3
SPED 623BEHAVIOR MANAGEMENT FOR STUDENTS WITH ASD3
SPED 624EVIDENCE-BASED STRATEGIES AND INTERVENTIONS FOR STUDENTS WITH ASD3
SPED 644UNIVERSAL DESIGN FOR LEARNING AND DIFFERENTIATED INSTRUCTION3
Curriculum/Methods Courses
SPED 625CURRICULUM AND METHODS OF INSTRUCTION FOR STUDENTS WITH ASD I3
SPED 626CURRICULUM AND METHODS OF INSTRUCTION FOR STUDENTS WITH ASD II3
SPED 627CO-TEACHING AND INCLUSION OF STUDENTS WITH ASD II3
SPED 628INTEGRATING INSTRUCTIONAL AND ASSISTIVE TECHNOLOGIES TO SUPPORT STUDENTS WITH ASD3
Total Units36

CEC ADVANCED PREPARATION STANDARD 1 ASSESSMENT

  • 1.0 Special education specialists use valid and reliable assessment practices to minimize bias.
  • 1.1 Special education specialists minimize bias in assessment.
  • 1.2 Special education specialists design and implement assessments to evaluate the effectiveness of practices and programs.

CEC ADVANCED PREPARATION STANDARD 2 CURRICULAR CONTENT KNOWLEDGE

  • 2.0 Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.
  • 2.1 Special education specialists align educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities.
  • 2.2 Special educators continuously broaden and deepen professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content.
  • 2.3 Special education specialists use understanding of diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for individuals with exceptionalities.

CEC ADVANCED PREPARATION STANDARD 3 PROGRAMS, SERVICES, AND OUTCOMES

  • 3.0 Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities.
  • 3.1 Special education specialists design and implement evaluation activities to improve programs, supports, and services for individuals with exceptionalities.
  • 3.2 Special education specialists use understanding of cultural, social, and economic diversity and individual learner differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities.
  • 3.3 Special education specialists apply knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities.
  • 3.4 Special education specialists use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities.
  • 3.5 Special education specialists evaluate progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities.

CEC ADVANCED PREPARATION STANDARD 4 RESEARCH & INQUIRY

  • 4.0 Special education specialists conduct, evaluate, and use inquiry to guide professional practice.
  • 4.1 Special education specialists evaluate research and inquiry to identify effective practices.
  • 4.2 Special education specialists use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families
  • 4.3 Special education specialists foster an environment that is supportive of continuous instructional improvement and engage in the design and implementation of research and inquiry.

CEC ADVANCED PREPARATION STANDARD 5 LEADERSHIP AND POLICY

  • 5.0 Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices and create positive and productive work environments.
  • 5.1 Special education specialists model respect for and ethical practice for all individuals and encourage challenging expectations for individuals with exceptionalities.
  • 5.2 Special education specialists support and use linguistically and culturally responsive practices.
  • 5.3 Special education specialists create and maintain collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families.
  • 5.4 Special education specialists advocate for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities.
  • 5.5 Special education specialists advocate for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individuals with exceptionalities.

CEC ADVANCED PREPARATION STANDARD 6 PROFESSIONAL AND ETHICAL PRACTICE

  • 6.0 Special education specialists use foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.
  • 6.1 A comprehensive understanding of the history of special education, legal policies, ethical standards, and emerging issues informs special education specialist leadership.
  • 6.2 Special education specialists model high professional expectations and ethical practice, and create supportive environments that safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families.
  • 6.3 Special education specialists model and promote respect for all individuals and facilitate ethical professional practice.
  • 6.4 Special education specialists actively participate in professional development and learning communities to increase professional knowledge and expertise.
  • 6.5 Special education specialists plan, present, and evaluate professional development focusing on effective and ethical practice at all organizational levels.
  • 6.6 Special education specialists actively facilitate and participate in the preparation and induction of prospective special educators.
  • 6.7 Special education specialists actively promote the advancement of the profession.

CEC ADVANCED PREPARATION STANDARD 7 COLLABORATION

  • 7.0 Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families.
  • 7.1 Special education specialists use culturally responsive practices to enhance collaboration.
  • 7.2 Special education specialists use collaborative skills to improve programs, services, and outcomes for individuals with exceptionalities.
  • 7.3 Special education specialists collaborate to promote understanding, resolve conflicts, and build consensus for improving program, services, and outcomes for individuals with exceptionalities.