General Special Education

U.S. News and World Report’s 2010 Best Career List identifies a significant need for special education teachers in private and public school settings. As the demand for special education teachers in elementary and secondary schools continues to grow, teachers must be prepared with the necessary resources to assist students with learning differences.

Helping students with learning differences achieve educational and personal goals is just one of your rewarding roles as a special education teacher. Prepare yourself for a successful career in special education with Plymouth State’s Master of Education in K-12 Education, General Special Education degree. The curriculum is based on competencies put forth by the Council for Exceptional Children and the NH Department of Education.

Throughout your coursework, faculty will address issues such as development and characteristics of learners, learning differences, instructional strategies, special education law, and language. Earn your master’s degree with a focus in special education, general special education certification, or both.

If you wish to pursue advanced areas of certification focusing on specific learning disabilities or emotional and behavioral disorders, you must be previously certified in general special education.

Master’s Core Component – 9 credits
3

ED 5000 Social Behavior in a Diverse Society

Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
3

ED 5010 Philosophy, Ethics, and Education

A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
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3

SE 5765 Working with Families and Children: Legal and Ethical Issues

Focuses on the ethics of special education laws, regulations and policies. Students will use case studies that pose ethical dilemmas in order to understand the complex issues underlying such issues as inclusion, labeling, IDEA, least restrictive environment (LSE) compliance, due process, parent involvement, awareness of ethical responsibilities, ethical decision making, confidentiality, record keeping, and informed consent. The spirit versus the letter and the morality of special education will also be explored. A special focus will be on transacting an ethic of care in school best practices that promote democratic decision making, advocacy, and the empowerment of parents.
3

ED 5030 Research Design

Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.

Learning Theory Core Component – 9 credits
3

ED 5270 Foundations of Teaching

An introduction to the teaching profession and the realities of teaching in today's schools. A series of seminars includes such topics as the history and structure of education, societal issues, the role of the teacher, instructional planning, legal rights and responsibilities of students and teachers, learning styles and effective teaching. A school observation/participation experience of a minimum of 30 hours is required.
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3

SE 5600 Language and Learning Disabilities

This introductory course will cover the following areas: definition of LD, reading problems, language deficits both oral and written, mathematics underachievement, social skills deficits, attention and behavioral problems, academic achievement, and comorbidity with other disabilities, prevalence, environmental factors, standardized, criterion referenced, informal reading, curriculum-based measurement, and testing. Educational approaches such as explicit instruction, content enhancement, and placement alternatives will be explored. Current issues and future trends in the field of LD will be discussed.
3

ED 5060 Theories of Learning and Cognitive Development

An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
3

SE 5400 Classroom Intervention and Special Education Strategies

Analysis of models and dynamics involved in planning, teaching, and evaluating environments for special needs students. An overview of special education, characteristics of individuals with disabilities, individualized educational plans, functional behavior assessment, practical teaching strategies, and the New Hampshire Special Education Process and Policies. An observation component of 15 hours will be required of all students not presently in a school or teaching situation.

Specialization Component Courses – 15 credits
3

SE 5300 Special Education Law

This three-credit course will give participants a greater understanding of both federal and New Hampshire special education law. Time will be spent on Section 504 of the Rehabilitation Act of 1973. This course is designed and intended for teachers and special education administrators. You do not need to be a law student to succeed in this class. There is a heavy emphasis in this course on theory to practice, "practical news you can use" the next day in your profession. Students will review the most current cases and trends in special education law, analyze cases, and learn how to research both statutory and case law.
3

SE 6040 Curriculum Development in Special Education

This course is designed to assist candidates in acquiring the skills, knowledge and competencies necessary for curriculum development as it relates to special education and the general education curricula. Each participant will have the opportunity to examine models of curriculum-based assessment designed to generate better educational programs for students with disabilities. Each student will demonstrate an understanding of the instructional process with emphasis on students with disabilities. Keys to this understanding will include management considerations, instructional practices and evaluative and collaborative activities.
3

SE 5770 Behavioral Disorders in School Aged Children

This course is designed to provide teachers with increased understanding of the needs of children who display maladaptive behaviors associated with conduct disorders in school settings. Students will investigate specific causes, diagnosis, assessment methods, interventions, etiology, co-morbidity, subtypes, pharmacotherapy, the role of the classroom teacher, and possible resources.
3

SE 5190 Educational Testing

This course will focus on administering, scoring, interpreting and reporting on achievement, special skill and diagnostic tests used in special education and school psychology. The emphasis will be on diagnosis and prescriptive writing. It is restricted to special education and school psychology students.
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3

RL 5710 Advanced Diagnostic Testing and the Improvement of Reading and Writing

Diagnostic and instructional issues presented include: reading and writing development; factors related to reading and writing disabilities; varied approaches to individual diagnosis and proven emergent reading, corrective, standardized tests and authentic assessments currently used in reading and special education programs. Seminars in conjunction with the practicum emphasize peer coaching and the application of current literacy research. May be repeated with the permission of the instructor.
3

SE 5760 Collaboration, Consultation, and Leadership in Special Education

This course is designed to assist participants in examining the nature of collaboration in organizations, the consultation process and essential leadership skills in special education. Students will learn about the nature of collaboration and examine examples of effective collaboration skills, as well as participate in guided practice of those skills. Emphasis will be given to concepts of intervention, management models and an analysis of the variety of special education needs.

Capstone Experience – 3-9 credits
3-6

SE 5800 Practicum in Special Education

A supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience through applying knowledge learned in previous course work to the on-the-job situation. Commitment includes a negotiated number of hours per week. Supervision is done by the institution or agency concerned and by Plymouth faculty.
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9

ED 5960 Internship in Teacher Education

Student teaching for students in the Master of Education Elementary or Secondary Education programs. Students must have all course work for the degree, including any required undergraduate prerequisites, completed before taking this course.