Credit Hours: 33
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.
For more information, please see the Academic Catalog.
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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 (SACSCOC).
This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).
Credit and transfer
Total semester hours required: 33
A transfer credit evaluation will be completed by the UWG Transfer Team (firstname.lastname@example.org). Course application to a program is subject to review by the department.
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.
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.
- 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 courses are charged at the general tuition rate plus an eTuition rate BUT with fewer fees and no extra charges to non-Residents.
- 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 Bursar's Office website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid for more information.
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.
SPED-6709 - Regulations and Requirements in Special Education
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.
SPED-6715 - Educational Characteristics of Learners: Mild Disabilities
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.
SPED-6761 - Classroom Behavior Management
Theoretical formulation and practical applications of behavioral techniques, especially as they apply to management and control of behavior in the school.
SPED-6766 - Basic Curriculum and Methods: General Curriculum
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.
SPED-6767 - ADVANCED CURRICULUM AND METHODS: GENERAL CURRICULUM
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.
SPED-6792 - Practicum I: Special Education
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.
SPED-6793 - Practicum II: Special Education
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.
SPED-7721 - Assessment in Special Education
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).
SPED-7722 - COLLABORATION IN SPECIAL EDUCATION
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.
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
- 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
- SAT- Critical Reading + Math = 1000 or higher
- ACT- English + Math = 43 or higher
- GRE- Verbal + Quantitative = 297 or higher (or 1030 or higher in the old scoring system)
- Passing GACE Content scores are not required for special education admission
- Submit proof of GACE Ethics for Educators (test # 350)
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
Dr. Katy Green
Coordinator for Special Education MAT
- 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.