Special Education, Special Education Interventionist Concentration, M.Ed.
Tom Black, program director
615-898-2321
Tom.Black@mtsu.edu
The Department of Elementary and Special Education offers the Master of Education degree with a major in Special Education and concentrations in Special Education Interventionist and Special Education Comprehensive. The Special Education Interventionist program could lead to an add-on endorsement or initial licensure in either K-8 or 6-12 Interventionist licensure.
Please see undergraduate catalog for information regarding undergraduate programs.
Admission Requirements
Applicants who currently hold a teaching license and are seeking advancement of knowledge and skills in Special Education may apply for admission to the M.Ed. in Special Education program. Applicants seeking initial licensure in either K-8 and/or 6-12 Interventionist must hold a bachelor's degree from a regionally accredited college or university and must meet all initial licensure clinical practice program requirements, including a semester of residency or meeting the requirements of a job-embedded candidate.
Students seeking admission to the Special Education program must have an undergraduate GPA of 2.75 or higher or a minimum of twelve hours in special education at the graduate level with a GPA of 3.00 or higher.
Applicants can choose from the following admission requirements:
Applicants must take the Miller Analogies Test (and obtain a minimum score of 385) or the Graduate Record Exam (obtaining scores on the Verbal and Quantitative measures which normally exceed 146 and 140 respectively with a total combined score that normally exceeds 286.
OR
Applicants must provide
- an electronic portfolio containing information according to the template that will be provided;
- a resume or curriculum vitae (CV) describing previous education, work, teaching, research experience, honors and awards (no more than four pages);
- a written personal statement (1-2 pages) explaining their interest in a career in special education and how the applicant will positively affect student achievement;
- three letters of recommendation. Those making recommendations must give their personal impressions of applicant's ability, aptitude in research or professional skills, character, and the quality of previous work and potential for future productive scholarship.
Special Notes:
- Faculty may request an interview with the applicant if needed.
- Applicants must contact the special education coordinator for the format of the electronic portfolio.
- Applicants will receive initial licensure clinical practice program requirements if enrolled in an initial licensure program.
Application Procedures
All application materials are to be submitted to the College of Graduate Studies.
Applicant must
- submit an application with the appropriate application fee (online at www.mtsu.edu/graduate/apply.php). Once this initial application has been accepted, the applicant will receive directions on how to enter the graduate portal to be able to submit other materials.
- submit official scores on the Graduate Record Examination (GRE) or Miller Analogies Test (MAT).
- submit official transcripts of all previous college work.
Degree Requirements
The Master of Education in Special Education with a Special Education Interventionist concentration requires completion of a total of 33-39 semester hours.
Candidates must successfully complete a written comprehensive examination to be taken in the last semester of coursework (may be taken no more than twice).
Curriculum: Special Education, Special Education Interventionist
The following illustrates the coursework requirements.
Required Core (9-15 hours)
SPED 6020 - Overview of Special Education
3credit hours
Theories and techniques of providing instruction to exceptional individuals. Designed for individuals without prior specialized experience and/or course work in special education. Not for degree credit.
SPED 6780 - School Law and Policy: Special Education Issues
3credit hours
An intensive study of the legislation and litigation involved with individuals with disabilities, specifically concentrating on those students between the ages of birth-21 years. Special education case law briefs and state and federal House and Senate bills researched and analyzed.
SPED 6350 - Residency: Directed Clinical Teaching
3 to 9credit hours
Supports and supplements supervised student teaching in a special education resource setting. Directed clinical teaching experience using socratic seminars, reflection, case studies, presentations, classroom observations, discussions, and discourse analysis. Discusses requirements of the edTPA. Candidates will receive support from seminar instructor, cooperating teacher, and supervisor during the student teaching and seminar experience. Candidates will be placed in a full day, 12-15 week supervised teaching experience in a public classroom. Pass/Fail.
SPED 6710 - Action Research in Special Education
3credit hours
Presents skills necessary to conduct classroom research for the purpose of improving learning opportunities for diverse learners.
Concentration Courses (18 hours)
SPED 5380 - Co-teaching in Inclusive Classrooms
3credit hours
Collaborative and co-teaching models and how to implement them in the inclusive classroom. Emphasizes RTI, collaborative teaching, differentiated instruction, explicit teaching, the affective domain, and accommodations and modifications. Aspects of the CSEFEL model integrated throughout the course. Students develop an understanding of differing educational theories and expand upon them to create their own educational philosophies.
SPED 6100 - Differentiation and Literacy: Teaching Corrective Reading and Writing
3credit hours
Prerequisite: Admission to Teacher Education program. Identifies and implements evidence-based reading interventions and strategies. Incorporates writing deficits; how to identify students with reading disabilities, administer curriculum-based assessments, determine skill level, determine appropriate interventions, assess intervention outcomes, and adjust interventions when needed.
SPED 6310 - Issues in Assessment of High Incidence Disabilities
3credit hours
Prerequisite: SPED 6300. A variety of tests and assessment tools within the various theoretical frameworks they represent. Considers the development of diagnostic batteries based on such tests. Particular attention given to the significance of the theoretical perspectives in selecting and interpreting data collected.
SPED 6330 - Theory and Instructional Practice for Students with High Incidence Disabilities
3credit hours
Prerequisite: Admission to Teacher Education program. A variety of instructional approaches within the various theoretical frameworks from which each evolved. Considers the development and evaluation of IEPs through an integration of learner characteristics, instructional approaches, and educational needs.
SPED 6600 - Advanced Math Strategies for High Incidence Disabilities
3credit hours
Prerequisite: Admission to Teacher Education program. How to identify and implement evidence-based math interventions and strategies in both skill-based and inclusive settings. How to identify math disabilities, conduct curriculum-based math assessments, determine appropriate math interventions, assess the intervention outcomes, and adjust the interventions needed.
SPED 6650 - Data, Analytics, and Adaptive Learning
3credit hours
Prerequisite: Admission to Teacher Education program. Evidence-based interventions and strategies and how to incorporate them into inclusive and skill-based settings. Evaluate research to identify evidence-based practice, implement that practice in daily teaching strategies, and keep current on emerging research studies that evaluate evidence-based strategies for teaching individuals with disabilities. The importance of analyzing outcomes of specific strategies or interventions and adjusting certain aspects in order to best individualize the learning of each student.
Restricted/Specialized Electives (6 hours)
SPED 5300 - Advanced Applied Behavioral Interventions and Supports
3credit hours
Prerequisites: Admission to Teacher Education program; SPED 4240. The study of modifying student behavior using techniques of applied behavior analysis in a variety of educational settings. Candidates will research and discuss multiple techniques that improve behaviors in various environments. Positive reinforcement, evidence-based progress-monitoring tools, and assessment methods emphasized.
- Digital Tools and Methods in Flexible Learning Environments 3 credit hours
NOTE:
*SPED 6710 only required of candidates seeking non-licensure.
Curriculum: Special Education, Special Education Interventionist (6-12 Interventionist Licensure)
The following illustrates the coursework requirements.
Required Core (9-15 hours)
SPED 6020 - Overview of Special Education
3credit hours
Theories and techniques of providing instruction to exceptional individuals. Designed for individuals without prior specialized experience and/or course work in special education. Not for degree credit.
SPED 6780 - School Law and Policy: Special Education Issues
3credit hours
An intensive study of the legislation and litigation involved with individuals with disabilities, specifically concentrating on those students between the ages of birth-21 years. Special education case law briefs and state and federal House and Senate bills researched and analyzed.
SPED 6350 - Residency: Directed Clinical Teaching
3 to 9credit hours
Supports and supplements supervised student teaching in a special education resource setting. Directed clinical teaching experience using socratic seminars, reflection, case studies, presentations, classroom observations, discussions, and discourse analysis. Discusses requirements of the edTPA. Candidates will receive support from seminar instructor, cooperating teacher, and supervisor during the student teaching and seminar experience. Candidates will be placed in a full day, 12-15 week supervised teaching experience in a public classroom. Pass/Fail.
SPED 6710 - Action Research in Special Education
3credit hours
Presents skills necessary to conduct classroom research for the purpose of improving learning opportunities for diverse learners.
Concentration Courses (18 hours)
SPED 5380 - Co-teaching in Inclusive Classrooms
3credit hours
Collaborative and co-teaching models and how to implement them in the inclusive classroom. Emphasizes RTI, collaborative teaching, differentiated instruction, explicit teaching, the affective domain, and accommodations and modifications. Aspects of the CSEFEL model integrated throughout the course. Students develop an understanding of differing educational theories and expand upon them to create their own educational philosophies.
SPED 6100 - Differentiation and Literacy: Teaching Corrective Reading and Writing
3credit hours
Prerequisite: Admission to Teacher Education program. Identifies and implements evidence-based reading interventions and strategies. Incorporates writing deficits; how to identify students with reading disabilities, administer curriculum-based assessments, determine skill level, determine appropriate interventions, assess intervention outcomes, and adjust interventions when needed.
SPED 6310 - Issues in Assessment of High Incidence Disabilities
3credit hours
Prerequisite: SPED 6300. A variety of tests and assessment tools within the various theoretical frameworks they represent. Considers the development of diagnostic batteries based on such tests. Particular attention given to the significance of the theoretical perspectives in selecting and interpreting data collected.
SPED 6330 - Theory and Instructional Practice for Students with High Incidence Disabilities
3credit hours
Prerequisite: Admission to Teacher Education program. A variety of instructional approaches within the various theoretical frameworks from which each evolved. Considers the development and evaluation of IEPs through an integration of learner characteristics, instructional approaches, and educational needs.
SPED 6600 - Advanced Math Strategies for High Incidence Disabilities
3credit hours
Prerequisite: Admission to Teacher Education program. How to identify and implement evidence-based math interventions and strategies in both skill-based and inclusive settings. How to identify math disabilities, conduct curriculum-based math assessments, determine appropriate math interventions, assess the intervention outcomes, and adjust the interventions needed.
SPED 6650 - Data, Analytics, and Adaptive Learning
3credit hours
Prerequisite: Admission to Teacher Education program. Evidence-based interventions and strategies and how to incorporate them into inclusive and skill-based settings. Evaluate research to identify evidence-based practice, implement that practice in daily teaching strategies, and keep current on emerging research studies that evaluate evidence-based strategies for teaching individuals with disabilities. The importance of analyzing outcomes of specific strategies or interventions and adjusting certain aspects in order to best individualize the learning of each student.
Restricted/Specialized Electives (6 hours)
Choose the following if seeking licensure; otherwise, courses should be selected with consent of advisor.
SPED 5240 - Methods and Techniques of Behavior Management
3credit hours
Overview of various approaches to behavior management. Application of various approaches in different special education settings. Basis of evaluation of various behavior change techniques.
SPED 5370 - Transition Education and Services for Exceptional Learners
3credit hours
Prerequisite: Admission to Special Education: Modified program or permission of department. Addresses the knowledge and skills needed to develop and implement effective transition planning from school to adult life. Offers preparation for successful transition from elementary grades, career preparation education, and eventual transition to adult life. Explores a variety of tools, supports, and classroom strategies for creating successful transitions in preparation for adult life.
NOTE:
*SPED 6710 only required of candidates seeking non-licensure.
Master's in Special Education-Non-Licensed
Applicants must have a teaching license in special education for admission to the program in Special Education with a concentration in Special Education Interventionist and one of the academic Interventionist pathways. Candidates without the appropriate license may be admitted to the graduate program as an initial licensure, degree-seeking student. Once licensure requirements are met, candidate may reapply for admission to the program in special education. Candidates not licensed in special education must apply for a waiver to the license requirement by signing a waiver form stating they wish to receive a master's degree in special education without a license to teach.
Program Notes
Any course requiring admission to Teacher Education may require observations, case studies, micro clinical teaching in K-8 or 6-12 special education classroom settings.
Candidate must file a notice to register for the capstone (e-portfolio) project (Comprehensive Exam) within the first two months in the last semester of coursework.
