Masters Program Details

The Department of Collaborative Support and Intervention 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) will 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). This program includes the opportunity for candidates to earn their first clear, renewable, professional teaching certificate (initial certification option).

Program Description

The Department of Collaborative Support and Intervention 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) will 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). This program includes the opportunity for candidates to earn their first clear, renewable, professional teaching certificate (initial certification option). The Master of Education program in Special Education is a minimum of 36 graduate credit hours plus an exit exam/Electronic Portfolio. The 12 classes in the MEd program include an educational research class, 9 other required classes, and 2 electives. Electives are selected in conjunction with the student's assigned advisor. A practicum is not required for candidates who enter with clear, renewable, professional certification in an area of special education. Candidates who enter without clear, renewable, professional certification in an area of special education may need up to 21 additional graduate credit hours (or the equivalent) in prerequisites and corequisites (based on evaluation of transcripts). Prerequisites are taken prior to the 12 classes that are part of the MEd program, while corequisites may be interspersed with those classes. Two full terms of practica are required for candidate in the initial certification option, those obtaining their first clear, renewable, professional teaching certificate through completion of this program and the required certification tests. Candidates who have clear, renewable, professional certification in some area other than special education typically would have fewer classes to take beyond the 12 MEd classes, but may need to take some prerequisites and/or corequisites and would have to complete one term of practicum. There are some options for satisfying some of the prerequisites and corequisites aside from UWG graduate classes. An analysis of each candidate's transcript is performed to determine any requirements related to certification in addition to the 12 MEd classes. Candidates may start any term, but need to work closely with their advisors for most effective scheduling of classes. Most of the 12 MEd classes are offered twice per year. Advance application for the practica is required.

Method of Delivery

85+% online. Most classes require at least one face-to-face meeting on campus, especially prerequisites or corequisites required for candidates obtaining initial certification.

Accreditation

SACS

Credit & Transfer

Total semester hours required to earn a degree: 36+
Maximum Hours Transferable into program: 6

Tuition & Fees

Save money.

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.

Earn more.

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.)

Financial Help

Graduates:
A variety of financial assistance options for Graduate students, including scholarships and fellowships. See  http://www.westga.edu/financialAid/index_2772.php

Veterans:
Many options are available to help qualified veterans and in some cases their families. See
http://www.westga.edu/financialAid/index_2941.php

Coursework

The Master of Education program in Special Education is a minimum of 36 graduate credit hours plus an exit exam/Electronic Portfolio. The 12 classes in the MEd program include an educational research class, 9 other required classes, and 2 electives. Electives are selected in conjunction with the student's assigned advisor. Candidates who enter without clear, renewable, professional certification in an area of Special Education may need up to 21 additional graduate credit hours (or the equivalent) in prerequisites and corequisites (based on evaluation of transcripts). Prerequisites are taken prior to the 12 classes that are part of the MEd program, while corequisites may be interspersed with those classes. Two full terms of practica are required for candidate in the initial certification option, those obtaining their first clear, renewable, professional teaching certiifcate through completion of this program and the required certification tests.

Candidates may start any term, but need to work closely with their advisors for most effective scheduling of classes. Most of the 12 MEd classes are offered twice per year. Advance application for the practica is required. The list of classes below includes only the required courses and some possible electives for the 12 MEd classes.

Research in Education - EDRS-6301
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: The study of the general principles of qualitative and quantitative research designs with an emphasis on students becoming consumers of educational research.

Educational Characteristics of Learners: Mild Disabilities - SPED-6715
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: This course focuses on the educational characteristics of students with mild disabilities who are included in the general education curriculum. It emphasizes knowledge of state and federal disability definitions; theoretical approaches for understanding disability characteristics; and the impact of diversity on individuals, families and communities. Support systems and resources to assist students with disabilities as well as appropriate technologies for functioning in the general curriculum are reviewed.

Professional Seminar - SPED-6721
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: This course introduces M.Ed. General Curriculum and M.Ed. Adapted Curriculum program requirements and exit qualifications, as well as professional and ethical issues encountered in the the field. It also encourages students to be come critical consumers of research by examining educational journals and by using the internet to gather information.

Ecological Development of Exceptional Learners - SPED-6723
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: 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.

Classroom Behavior Management - SPED-6761
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: Theoretical formulation and practical applications of behavioral techniques, especially as they apply to management and control of behavior in the school.

Instructional Strategies for Mild Disabilities - SPED-6766
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: This course focuses on the study and application of instructional strategies, methods, and curriculum for students with mild disabilities whose primary focus of instruction is in the general education curriculum.

Differentiated Instruction for Exceptional Learners - SPED-6767
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: 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 II: Special Education - SPED-6793
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: Supervised practicum in an appropriate setting in which students identified as having disabilities appropriate to the specific program (in Special Education-General Education-Adapted Curriculum) are being served. Includes meetings and outside readings/assignments as well as in-program activities. Course is designed to be taken toward the end of the student's program.

Technology in Special Education - SPED-7702
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: 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.

Urban and Multicultural Issues in Special Education - SPED-7705
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: 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.

Assessment in Special Education - SPED-7721
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: 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 mental retardation (MMR).

Learning Strategies and Content Enhancement - SPED-7765
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: Enrollment requires SPED 6706 and SPED 6715 and SPED 6766; or permission of instructor. 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 high incidence 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.

Direct Instruction Methodology for Reading and Mathematics - SPED-7766
Complete: 8 - 15 Weeks | Credit hours: 3.0

Description: 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.

Guidelines for Admittance

  • All graduate applicants must complete the online Grad Application. A one-time application fee of $40 is required.
  • Applicants should also review the Graduate Studies Website for individual program specific requirements and tasks that must be completed prior to admission. See Graduate Studies Application Process.
  • International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
  • 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

  • Bachelors degree from an accredited institution
  • minimum GPA of 2.7 in undergraduate degree program
  • passing scores on the GACE Basic Skills Tests or exemption of these tests based on possession of a masters degree from an accredited institution or PRAXIS I/SAT/ACT/GRE scores (candidates who do not already have a clear, renewable, professional Georgia teaching certificate)

Application Deadlines

General admissions deadlines are typically:

  • Fall - June 1
  • Spring - Nov 15
  • Summer - May 15

* Application, app fee, and document deadline; Dates may vary for Readmit, Transfer, and Transient students.

See The Scoop for more specific deadlines: http://www.westga.edu/registrar/766.php

Specific graduate deadlines are listed here: http://www.westga.edu/gradstudies/important-dates.php

Admission Process Checklist

The Graduate Studies Application Process checklist is available here: http://www.westga.edu/~gradsch/apply.php

One exception: If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. Contact the Immunization Clerk with your request.

Contact

Office of Admissions 678-839-5600 678-839-4747 (fax) admiss@westga.edu

Admissions – Mandeville Hall
University of West Georgia
1601 Maple Street
Carrollton, GA 30118-416

The Dept of Collaborative Support and Intervention Website includes other relevant information.

 

Contact

Dr. Meg Cooper (Pre-enrollment advisor) mcooper@westga.edu  678-839-6158

Dates

Dates for Admissions (Undergraduate Only), Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc:

Specific Graduate Admissions Deadlines: 

Learning Objectives

  • LO1-Candidates demonstrate knowledge and skills related to the Foundations of special education (CEC Common Core and Individualized General Education Curricula specialization). (Artifact also addresses NBPTS Core Proposition 4 and NBPTS-EN standard II.)
  • LO2-Candidates demonstrate knowledge and skills related to Development and Characteristics of Learners (CEC Common Core and Individualized General Education Curricula specialization). (Artifacts also address NBPTS-EN standard I.)
  • LO3-Candidates demonstrate knowledge and skills related to Individual Learning Differences of children with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Artifact also addresses NBPTS Core Proposition 1 and NBPTS-EN standards IV, VIII, and XIII.)
  • LO4-Candidates demonstrate knowledge and skills related to Instructional Strategies for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Artifact also addresses NBPTS Core Proposition 2 and NBPTS-EN standards V and XI.)
  • LO5-Candidates demonstrate knowledge and skills related to providing appropriate Learning Environments and Social Interactions for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Artifact also addresses NBPTS Core Proposition 3 and NBPTS-EN standards VIII and X.)
  • LO6-Candidates demonstrate knowledge and skills related to understanding and enhancing Language skills of learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization).
  • LO7-Candidates demonstrate knowledge and skills related to Instructional Planning for learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Artifact also addresses NBPTS Core Proposition 5 and NBPTS-EN standards VI and VII.)
  • LO8-Candidates demonstrate knowledge and skills related to Assessment of learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Artifact also addresses NBPTS-EN standard IX.)
  • LO9-Candidates demonstrate knowledge and skills related to Professional and Ethical Practice of special educators (CEC Common Core and Individualized General Education Curricula specialization). (Artifact also addresses NBPTS-EN standard XIV.)
  • LO10-Candidates demonstrate knowledge and skills related to Collaboration designed to enhance understanding of and services to learners with disabilities (CEC Common Core and Individualized General Education Curricula specialization). (Artifact also addresses NBPTS-EN standards III and XII.)
  • LO11-Candidates demonstrate their knowledge and skills related to effective instruction of learners with disabilities.
  • LO12-Candidates demonstrate appropriate professional dispositions.