The Special Education MAT program is a 33-credit hour program available for individuals who hold an existing, approved degree in any field. This program leads to certification in grades p-12 and gives the student a Masters degree at the same time.
This degree is housed in the College of Education, Department of Learning and Teaching for Special Education. Upon completion of this program, the candidate will meet the requirements to teach in grades p-12 in Georgia while also completing the requirements for a master's degree.
Method of Delivery
In the Special Education MAT, depending on a student's previous undergraduate coursework completed, the student may be required to take up to 5 additional courses to meet a concentration requirement in reading, math, science, social studies, or language arts. These courses may or may not be online.
The University of West Georgia is accredited by the Southern Association of
Colleges and Schools Commission on Colleges (SACCSCOC).
This program accredited by NCATE.
Credit & Transfer
Total semester hours required to earn a degree: 33
Maximum Hours Transferable into program: 6
Tuition & Fees
Our online courses are as affordable as you will find among accredited schools. Students will pay for 33 hours of tuition plus a $150 internship supervision fee and current University fees.
The program requires 33 hours of coursework if the student has all the necessary prerequisites for admission. It involves both classroom and clinical experiences. Many of the courses are delivered online. Others are offered at times that accommodate working professionals. The Special Education MAT is housed in the Department of Learning and Teaching.
Always consult with an advisor before selecting courses.
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 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.
Supervised practicum in an approved setting in which students identified as having specific 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 towards/at the end of the student's 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.
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 assists in preparing educators to enter educational settings ready to operate within the new paradigm of collaboration rather than that of an isolated professional. There is a strong focus on respecting the roles various persons play, whether it be 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 around inclusive settings.
This describes the general information about faculty for this program.
Official transcripts from a regionally or nationally accredited institution are required and should be sent directly to the UWG Admissions Office.
Program-specific Admittance Guidelines
Students must hold a bachelor's degree in any accepted area for Special Education MAT from a regionally accredited institution to be admitted to the program.
A 2.7 GPA is required for admission.
Passing GACE Program Admission Test scores (formerly called GACE Basic Skills) or ACT/SAT/GRE exemption scores
Passing GACE content scores are not required for special education admission.
To guarantee that your application will be reviewed for admission for the semester you are applying, the online application, application fee, and official transcripts for all colleges or universities attended must be submitted by the deadline posted.
Candidates understand how exceptionalities can interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities (CEC Standard 1 - Learner Development and Individual Learning Differences).
Candidates create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develp emotional well-being, positive social interactions, and self determination (CEC Standard 2 - Learning Environments).
Candidates use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities (CEC Standard 3 - Curricular Content Knowledge).
Candidates use multiple methods of assessment and data-source in making educational decisions (CEC Standard 4 - Assessment).
Candidates select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities (CEC Standard 5 - Instructional Planning and Strategies).
Candidates use foundational knowledge of the field and their professional Ethical Principles and Practice Standardds to inform special education practice, to engage in lifelong learning, and to advance the profession (CEC Standard 6 - Professional Learning and Ethical Practice).
Candidates 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 elarning experiences (CEC Standard 7 - Collaboration).
Candiates demonstrate knowledge and skills related to effective instruction of learners with disabilities.
Candidates demonstrate appropriate professional dispositions.