Master of Arts in Teaching with a Concentration in Special Education
Credit Hours: 30
Learn More about the MAT: Special Education Program
The Special Education MAT program is a 30-credit hour program available for individuals who hold an existing, approved degree in any field. This program leads to certification in Georgia in grades p-12 and gives the student a Masters degree at the same time. Students must be able to complete the year-long internship required for program completion within the state of Georgia.
The General Curriculum track prepares M.A.T. teacher candidates to teach students with mild disabilities who receive instruction using the general education curriculum and who participate in general statewide assessments. Specific categories of mild disabilities include learning disabilities, emotional and behavioral disorders, other health impairments, and mild intellectual disability. Teacher candidates are also prepared to teach students in special education preschool settings (ages 3-5 years).
The Adapted Curriculum track prepares M.A.T. teacher candidates to teach students who have moderate or severe disabilities who may participate in an alternative assessment. Specific categories of moderate to severe disabilities may include autism, moderate or severe intellectual disabilities, or multiple disabilities. Teacher candidates are also prepared to teach students in special education preschool settings (ages 3-5 years).
For more information, please see the Academic Catalog. A program sheet, which provides a required coursework sequence, is available for download in the Courses tab below.
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.
Career Opportunities
Link to Additional Career Information:
https://www.buzzfile.com/Major/Education
External Resource
Program Location
Online
Method of Delivery
Fully Online Only
Accreditation
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Credit and transfer
Total semester hours required: 30
A transfer credit evaluation will be completed by the UWG Transfer Team (transfer@westga.edu). Course application to a program is subject to review by the department.
Graduate students may be able to reduce their cost through prior learning, previous degrees earned at UWG, or transfer credits. We have created a tool to help students estimate their tuition costs.
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.
This program is offered entirely online. Though a student may choose to sign-up for a face-to-face elective or core course, one can earn this degree completely online.
Save money
UWG is often ranked as one of the most affordable accredited university of its kind, regardless of the method of delivery chosen. In addition, online courses and programs can mean a huge cost-savings in many non-evident ways: No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Regardless of state residency, out-of-state non-resident students are not charged non-resident tuition for online course credit hours.
Details
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-Face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, they will pay both all mandatory campus fees and the higher eTuition rate.
- For the cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
Coursework
The program requires 30 hours of coursework if the student has all the necessary prerequisites for admission. It involves both classroom and clinical experiences. All classroom coursework is online. The Special Education MAT is housed in the Department of Literacy and Special Education.
Always consult with an advisor before selecting courses.
Downloads
General
This course provides an in-depth exploration of foundational reading skills, focusing on evidence-based methods and assessment strategies vital for effective literacy instruction in PK-2 classrooms. Drawing from an integrated perspective of the science and art of teaching reading, the course emphasizes phonemic awareness, phonics, decoding, fluency, vocabulary, and comprehension. A field experience component is included for observing and applying evidence-based reading instructional techniques.
This course equips candidates with knowledge and skills to effectively instruct and assess reading abilities in elementary students in grades 3-5. Particular emphasis is placed on advancing reading comprehension, as well as speaking and listening skills. Candidates will engage in nuanced analysis of various assessment tools, develop tailored instructional strategies based on these assessments, and understand how to translate these data into actionable teaching plans. This course builds on the foundational principles acquired in READ 6262: Reading Instruction and Assessment I (PK-2). A field experience component is included for real-world observation and application of course concepts.
This foundational overview course is designed for students entering the Special Education MAT program. This zero-credit, pass/fail seminar introduces students to the program's standards, procedures, and expectations while providing them with essential tools for graduate-level academic success. Through guided orientation and practical tasks, students will gain insight into key areas such as ethical considerations, field experience requirements and protocols, high-leverage practices, and foundational legal and instructional frameworks in special education. This course must be taken during the first semester of the program. Completing this eight-week seminar course is required for registration in the subsequent semester.
The course covers all aspects of the Individuals with Disabilities Education Act (IDEA) and examines the characteristics and nature of all exceptionalities with a targeted emphasis on students with severe disabilities requiring increased levels of support, modified curriculum instruction, and alternate achievement standards assessment. Additionally, the course equips students with an understanding of the history, philosophy, and psychology of teaching students with exceptionalities, including instructional best practices and the basic principles of teaching reading to students with disabilities.The course meets the state requirement for a course in the Identification and Education of Exceptional Children by the Georgia Professional Standards Commission and satisfies Georgia House Bill 671. Students must earn a grade of "B" or better in SPED 6701, or department approved alternative to fulfill the special education requirement of Georgia House Bill No. 671 and be recommended for educator certification in Georgia. The grade requirement of "B" or better is effective 07/01/2019.
A comprehensive final examination is administered during the fall, spring, or summer semester immediately preceding graduation to all candidates seeking a Master of Arts in Teaching: Special Education degree. This course should be taken during the last semester in the program.
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 and ITPs. Also includes attention to relevant codes of ethics for teachers.
The course covers all aspects of the Individuals with Disabilities Education Act (IDEA) and examines the characteristics and nature of all exceptionalities with a targeted emphasis on students with mild disabilities receiving instruction in the general education setting, working toward the state-adopted curriculum content standards, and participating in the general achievement standards assessment. Additionally, the course equips students with an understanding of the history, philosophy, and psychology of teaching students with exceptionalities, including instructional best practices and the basic principles of teaching reading to students with disabilities in compliance with the Georgia Professional Standards Commission's new Foundations of Reading, Literacy, and Language rule (505-3-.03).The course meets the state requirement for a course in the Identification and Education of Exceptional Children by the Georgia Professional Standards Commission and satisfies Georgia House Bill 671. Students must earn a grade of "B" or better in SPED 6715 or department approved alternative to fulfill the special education requirement of Georgia House Bill No. 671 and be recommended for educator certification in Georgia. The grade requirement of "B" or better is effective 07/01/2019.
A comprehensive study of diagnosis and assessment in special education, emphasizing tests and measurements, formal and informal assessments, test administration, and use of diagnostic results in educational intervention. The course includes a focus on the assessment of students identified as having severe disabilities who are working on a modified curriculum and assessed on alternate achievement standards.
An examination of behavioral strategies, particularly those used to teach students with severe disabilities in school programs. Topics to be addressed include related ethical issues, applied behavior analysis, functional behavioral assessment, behavior intervention plans, data collection and analysis, and positive behavioral interventions and support.
Theoretical formulation and practical applications of behavioral techniques, especially as they apply to management and control of behavior in the school.
This course focuses on matching learner characteristics and needs to appropriate research-based learning strategies, including the science of reading, 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 embeds a required semester-long supervised practicum where students will apply the methods in an adapted classroom setting.
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, including the application of the science of reading.
This class focuses on instruction of pupils with significant cognitive disabilities, particularly students who benefit most from alternative functional curricula and are assessed on alternate achievement standards. This course embeds a semester-long supervised practicum where students will apply the methods in an adapted classroom setting. Topics to be addressed include planning and implementing instruction, accessing general curricula, specialized curricula in relevant areas, alternate assessment strategies, and the science of reading. Methods I focuses on preschool and elementary age students, but the curriculum strategies and best practices can be generalized to other grade-levels and are applicable across the lifespan.
A study of transition services and curriculum and instruction at the secondary level for students with disabilities. This course emphasizes the educator s role in preparation for and implementation of the transition of the students with disabilities from secondary school to adult living. Relevant academics, including an application of the science of reading, community-based instruction, work experiences, vocational assessment, preparation, life skills, and interagency collaboration are addressed.
Supervised practicum in an approved setting in which students identified as having disabilities appropriate to type of special education certification. 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.
Supervised practicum in an approved setting in which students identified as having disabilities appropriate to area of certification in Special Education 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 or SPED 6777 should be completed or taken concurrently with this course.
A comprehensive study of appropriate assessments for special education eligibility determination of students with mild learning, emotional and/or behavioral disabilities. The course emphasizes test and measurements, formal and informal assessment, test administration, and use of diagnostic results in educational intervention.
This course is designed to prepare educators to navigate the intricate intersection of collaboration and educational technology in diverse educational settings. Through the modeling of technology integration techniques and instructional design principles, students will develop effective collaboration strategies to create cooperative and inclusive learning spaces. This course equips future educators with the knowledge and skills necessary to excel in an evolving educational landscape where collaboration and technology play integral roles in pedagogical success. This course meets the state s ISTE educator standards requirement.
Jennifer Campbell, Ph.D.
Co-Director of OFE & Clinical Assistant Professor
Talia Campese, Ph.D.
Clinical Assistant Professor & Assistant Department Chair of SPED
Morris Council, III Ph.D.
Associate Professor
Shelli Frazier Trotman Scott, Ph.D.
Professor, Interim Department Chair, & Interim Assistant Dean for CHS Doctoral Programs
Jacob Frier, M.Ed., BCBA, LBA
Clinical Assistant Professor
Katy Green, Ph.D.
Professor, Department Chair, & Assistant Dean of Funded Research and Grants
Kenneth Holman, Ph.D.
Clinical Assistant Professor
Brandy M. Locchetta, Ph.D., BCBA-D
Assistant Professor, ABA Program Coordinator, & Assistant Department Chair of SPED
Samantha Mrstik, Ph.D.
Assistant Professor
James Schwab, Ph.D.
Associate Professor & Curriculum Instruction and Assessment Lead
Naomi Storey, M.S., BCBA, LBA
Clinical Assistant Professor
Veronica Williams
Clinical Assistant Professor
Trina Fortner Wood, Ed.D.
Clinical Assistant Professor & Assistant Department Chair of SPEDGuidelines for Admittance
- All graduate applicants must complete the online Graduate Application. A current application fee of $55 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 all regionally or nationally accredited institution are required and should be sent directly to the UWG Admissions Office.
Program Specific Admittance Guidelines
- A 3.0 undergraduate GPA is required for admission.
- *Applicants with a 2.7 or higher undergraduate GPA may be considered with additional supporting documentation.
- Submit proof of GACE Ethics for Teachers-Test 351
- Students must be able to complete the year-long internship within the state of Georgia.
Application Deadlines
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.
Graduate Program Deadlines
Admission Process Checklist
The Graduate Studies Application Process checklist is available here
Contact
Graduate Admissions
Phone: 678-839-1394
Fax: 678-839-1395
Email: graduate@westga.edu
Program Questions
Special Education Department
spedmat@westga.edu
Specific dates for Admissions (Undergraduate Only), Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP.
Specific Graduate Admissions Deadlines are available via the Graduate School
Standard 1: Engaging in Professional Learning and Practice within Ethical Guidelines
Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities.
Standard 2: Understanding and Addressing Each Individual’s Developmental and Learning Needs
Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs.
Standard 3: Demonstrating Subject Matter Content and Specialized Curricular Knowledge
Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities.
Standard 4: Using Assessment to Understand the Learner and the Learning Environment for Data-Based Decision Making
Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing
adjustments to instruction using technology as appropriate.
Standard 5: Supporting Learning Using Effective Instruction
Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning.
Standard 6: Supporting Social, Emotional, and Behavioral Growth
Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development.
Standard 7: Collaborating with Team Members
Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.