The Department of Learning and Teaching in the College of Education at the University of West Georgia (COE-UWG) offers the Master of Education program in Special Education (MEd-SPED). Candidates who successfully complete this program and other requirements of the state certification agency (PSC) may be eligible for Georgia Level 5 certification. Teachers with certification in this area are infield to teach students in grades P-12 with disabilities who receive instruction using the general education curriculum and participate in the general statewide assessment, as well as students in special education preschool (ages 3-5 years).
The Department of Learning and Teaching in the College of Education at the University of West Georgia (COE-UWG) offers the Master of Education program in Special Education (MEd-SPED). The program in Special Education prepares candidates to expand their professional knowledge, skills, and dispositions for enhancing effective practice through the exploration of new knowledge and the comprehension of research constructs. Candidates who successfully complete this program and other requirements of the state certification agency (PSC) may be eligible for Georgia Level 5 certification. Teachers with certification in this area are infield to teach students in grades P-12 with disabilities who receive instruction using the general education curriculum and participate in the general statewide assessment, as well as students in special education preschool (ages 3-5 years). The Master of Education program in Special Education is a minimum of 36 graduate credit hours plus an exit exam/Electronic Portfolio. Candidates may start spring and summer, but need to work closely with their advisor for most effective scheduling of classes. Most of the SPED MEd classes are offered twice per year. Advance application for the practicum experience is required.
Method of Delivery
85+% online. Some classes may require at least one face-to-face meeting on campus or via distance.
Credit & Transfer
Total semester hours required to earn a degree: 36+
Maximum Hours Transferable into program: 6
Tuition & Fees
Online courses and programs can mean a huge cost-savings in many ways. No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Out-of-state students are not charged non-resident tuition rates.
The completion of an accredited online degree also increases your earning potential.
The bottom line - value.
Our online courses are as affordable as you will find among accredited schools.
For the most up-to-date and accurate cost information, see the Bursar's Office website at http://www.westga.edu/bursar/. (Fully online courses appear as NET charges on the bottom of the Bursar's spreadsheets.)
Graduates: A variety of financial assistance options for Graduate students, including scholarships and fellowships. See http://www.westga.edu/finaid/
Veterans: Many options are available to help qualified veterans and in some cases their families. See Veterans Affairs
The Master of Education program in Special Education is a minimum of 36 graduate credit hours plus an exit exam/Electronic Portfolio.
An examination of laws and official policies influencing practice in special education, particularly those applicable to service providers. Includes coverage of federal and Georgia rules, as well as recommendations, policies, and practices related to IEPs. Also includes attention to relevant codes of ethics for teachers.
This course focuses on characteristics of students with mild disabilities who are included in the general education curriculum, as well as preschoolers with disabilities (disabilities covered by certification in Special Education-General Curriculum). It emphasizes knowledge of state and federal disability definitions; key characteristics, including developmental aspects and basic needs across the lifespan; and the impact of diversity on individuals, families, and communities. Support systems and resources to assist students with disabilities are reviewed.
This course introduces M.Ed. program requirements, as well as professional and ethical issues encountered in the field. It also encourages students to become critical consumers of research by examining educational journals and by using the Internet to gather information. Professional writing skills and requirements of APA format also are covered.
This course focuses on the development of typical and exceptional children in the areas of linguistic, perceptual motor, cognitive, social, personality, emotional and psychological development. There is a strong focus on the ecological development of children and adolescents in the context of family, culture, disability, ethnicity and society. School/home collaboration strategies will be examined.
This course focuses on matching learner characteristics and needs to appropriate research-based learning strategies and enabling teachers to use research-based content enhancement routines to facilitate learning, particularly for students with mild disabilities who are included in the general curriculum. Emphasis will be placed on planning, teaching, and assessing strategy usage as well as planning, implementing, and assessing content enhancement routines.
This course assists in preparing educators to enter educational settings ready to operate within the new paradigm of differentiation of instruction and collaboration within school. There is a strong focus on respecting the roles various persons play, whether it is professional, family member or student, and how these roles support each other in the process of designing effective programs for students, particularly those with disabilities. Much of the discussion will center on inclusive settings.
Practicum experience in an approved setting in which students identified as having disabilities such as specific learning disabilities, emotional behavioral disorders, mild intellectual disabilities are being served. Includes outside readings/assignments as well as field-based activities. Application for field experience required in advance. Should be taken during the last 6 credit hours in the program.
Supervised practicum in an approved setting in which students identified as having disabilities appropriate to certification in Special Education-General Curriculum are being served. Course includes seminars and outside readings/assignments as well as in-program activities. Course is designed to be taken toward/at the end of the student’s program. SPED 6767 should be completed or taken concurrently with this course.
An examination of instructional and assistive technology designed to enhance service delivery to students with disabilities, with an emphasis on students participating in general education content. Use of technology for support of service delivery (e.g. data management and IEP software) also will be addressed.
Historical and current influences on and effects of cultural and ethnic diversity in the special education classroom will be examined. Activities will focus on strategies that can be employed in P-12 settings to increase achievement of students with and without disabilities.
A comprehensive study of diagnosis and assessment, emphasizing test and measurements, formal and informal assessment, test administration, and use of diagnostic results in educational intervention for students identified as having emotional/behavioral disorders (EBD), specific learning disabilities (SLD), and mild intellectual disability (MID).
This course will focus on advanced concepts related to differentiation of instruction for use by experienced special educators, primarily within inclusive settings. Needs of students with disabilities who are academic learners (those covered by Special Education-General Curriculum certification) will be emphasized. Collaboration within school settings and with community members will be included, as will attention to specialized curricula and instructional methods.
Enrollment requires SPED 6706 and SPED 6715 and SPED 6766; or permission of instructor. This course is designed to give teachers knowledge in providing instruction using a research-based instructional methodology called Direct Instruction to ensure that a diverse student population at risk of or having deficits in, reading and mathematics can reach high achievement in these areas. Teachers also became knowledgeable in evaluating and modifying commercially developed programs to ensure the guidelines of validated research based practices have been met.
This course is the study of the development of intervention strategies for students with challenging behaviors. These intervention strategies will be based on positive behavioral supports, functional behavior assessment and functional analysis procedures.
This describes the general information about faculty for this program.