Special Education MED

Program Description

Educators who are licensed to teach special education not only increase their employment opportunities they increase their fulfillment by meeting the needs of all students in an inclusive classroom. From simple improvements to huge leaps, the impact a special education teacher has on a child can truly be life-changing. At ÁñÁ«ÊÓƵ, we offer an intensive one-year M.Ed. program that leads to licensure in early childhood special education. If you are a practicing early childhood teacher or teacher candidate, you are eligible to apply.

Admission and Course Information

Here we provide information on admission requirements, course requirements and course descriptions:

Program/Learning Goals

Upon completion of this program, students will have:

• developed knowledge of the unique learning needs of young children with special needs
• developed knowledge of instruction, assessment, and curriculum that support young children with special learning needs
• developed knowledge of the role of families in supporting young children
• integrated their knowledge into effective collaboration and teaching practice

Program Coordinator

Paul LaCava

Program Description

In school systems across the country, there has been an increased demand for teachers in the challenging and richly rewarding field of special education. The M.Ed. in elementary or secondary special education results in licensure as an elementary (grades 1-6) or secondary (grades 7-12) special education teacher. Program courses are led by faculty with significant expertise in the field and coursework is offered both synchronously and asynchronously to accommodate those who work full time. You will leave prepared for field work and clinical practice, inclusive settings and settings with multilingual learners.

Admission and Course Information

Here we provide information on admission requirements, course requirements and course descriptions:

Program/Learning Goals

Upon completion of this program, students will have:

• utilized multiple sources of information to develop a comprehensive understanding of students’ strengths and needs
• applied their understanding of standards-based instruction, assessment data and curriculum demands to ensure student academic success
• designed and adapted instruction to best address students’ learning goals, with particular emphasis on literacy, STEM and blended/personalized approaches
• identified students’ social/emotional learning strengths/needs in order to design supportive and inclusive classrooms
• applied culturally and linguistically responsive practices as part of processes that include Multi-tiered Systems of Support, special education evaluation, and IEP development
• collaborated with families, educational personnel and community agencies to advocate for elementary or secondary students and their families

Program Coordinator

Paul LaCava

Program Description

If you are already a certified special education teacher, ÁñÁ«ÊÓƵ’s M.Ed. in exceptional learning needs will allow you to add value to your organization and advance your teaching career. This program is led by faculty with significant expertise in the field and courses are aligned with the advanced Council for Exceptional Children’s standards. To apply, you must hold Rhode Island certification in special education or be eligible for Rhode Island certification if you hold a valid special education license from another state.

Admission and Course Information

Here we provide information on admission requirements, course requirements and course descriptions:

Program/Learning Goals

Program candidates will learn to:

• develop advanced knowledge of the characteristics, strengths and learning needs of individuals with special needs
• develop specialized knowledge in a chosen area of study
• integrate knowledge and skills into effective teaching practice
• design and implement academic, behavioral and social/emotional interventions
• complete an applied research project that synthesizes coursework content knowledge with identified learner(s) needs along with ethical decision making, professional literature, contextual data, and technology
• describe the role and purposes of collaborative relationships with family and community, and plan and apply techniques for involving the student and family in the learning process
• advocate for and with people with disabilities

Program Coordinator

Paul LaCava

Program Description

If you are certified to teach early childhood, elementary or secondary education or can demonstrate concurrent enrollment in one of these teacher preparation programs, you are eligible to enroll in the MED program with severe intellectual disabilities concentration. You will be taught the unique learning needs of this population by faculty with significant expertise in the field. Our faculty offer the most advanced, evidence-based practices and maintain strong relationships with practicing teachers in both public and private schools who support students with severe intellectual disabilities. Individuals who apply for the M.Ed. in Severe Intellectual Disabilities must hold a Rhode Island teacher certification in early childhood, elementary or secondary education or must demonstrate concurrent enrollment in one of these teacher preparation programs.

Admission and Course Information

These links provide information on admission requirements, course requirements and course descriptions:

Program/Learning Goals

Upon completion of this program, students will have:

• developed knowledge of the unique learning needs of students with severe intellectual disabilities (SID) and complex learning needs
• developed knowledge of standards-based instruction, assessment, and curriculum that support students with SID  in academic and functional areas of learning
• integrated knowledge into effective teaching practice
• the ability to provide culturally and linguistically responsive practices in special education evaluation and IEP development
• collaborated with families, educational personnel and community agencies
• advocated for best practices for students and their families as each student transitions from preschool on to adult life

Program Coordinator

Paul LaCava

Program Description

This program has been accredited both nationally and by RIDE. It has been recognized as one of the few well-established programs in the nation that focuses on preparing special education teachers to work with multilingual learners (MLLs). This program is designed for practicing PreK-12 special education teachers and teacher candidates in ÁñÁ«ÊÓƵ’s Elementary Education BS to Special Education MED program to work with MLLs. The program offers an MLL endorsement, ESL certification and MED in Special Education. Program participants will explore the unique needs of MLLs from diverse background and apply sound theory-, research-, and evidence-based practices in teaching MLLs.

Admission and Course Information

Here we provide information on admission requirements, course requirements and course descriptions:

Program/Learning Goals

Upon completion of this program, students will have developed:

• knowledge of English language structures, language acquisitions, and the socio-cultural contexts in which English is learned as an additional language
• ability to design and implement standards-based ESL, literacy and content instruction
• ability to provide culturally and linguistically responsive practices in MTSS, special education evaluation (e.g., reducing overrepresentation of culturally and linguistically diverse students in special education) and IEP development
• ability to apply knowledge of school, district, and governmental policies and legislation to advocate for culturally and linguistically diverse students
• professional dispositions to interact with culturally and linguistically diverse students, families, community members, and their colleagues

MLL Endorsement Pathways

• Pathway for ÁñÁ«ÊÓƵ’s Special Education BS Program students: SPED 451 (3 credits) and SPED 453 (4 credits)
• Pathway for ÁñÁ«ÊÓƵ’s Special Education MED Program students: (SPED Cert. Early Childhood SPED, SID, Exceptional Needs): SPED 551 (3 credits) and SPED 553 (3 credits)
• Pathway for in-service special education teachers: Register for SPED 551 (3 credits) and SPED 553 (3 credits) as a non-degree student

ESL Certification Pathway 

In-service special education teachers and ÁñÁ«ÊÓƵ’s Elementary Education BS to Special Education MED teacher candidates can complete a Rhode Island ESL certificate and Special Education MED in four semesters. 

ESL Certification Course Requirements:

• SPED 451: Teaching Culturally and Linguistically Diverse Students with Exceptionality

Or

• SPED 551: Introduction to Urban Multicultural Special Education (3 credits)
• SPED 552: Dual Language Development and Intervention (3 credits)
• SPED 453: Content-Based ESL Instruction for Exceptional Students (4 credits)

Or

• SPED 553: Content-Based ESL Instruction for Exceptional Students (3 credits)
• SPED 554: Applied Linguistics for Exceptional MLLs (3 credits)
• SPED 555: Literacy for MLLs with Special Needs (4 credits)
• SPED 557: Assessing MLLs with Special Needs (3 credits)
• SPED 654: Internship in Urban Multicultural Special Education (3 credits)

Additional Requirements to Complete the MED in Special Education:

• SPED 648: Interpreting and Developing Research in Special Education (3 credits)
• SPED 534: Involvement of Families in Special Education (3 credits)
• SPED 655: Capstone Study in Urban Multicultural Special Education (2 credits)

Program Coordinator

Paul LaCava

• Early Childhood Special Education Concentration requires eligibility for Rhode Island certification in early childhood education
• Elementary or Secondary Special Education Concentration requires Rhode Island certification in elementary or secondary education or concurrent enrollment
• Exceptional Learning Needs Concentration (strands: autism, specialized study in special education) requires Rhode Island certification in special education
• Severe Intellectual Disabilities Concentration requires Rhode Island certification in early childhood, elementary or secondary education or concurrent enrollment in these programs
• Urban Multicultural Special Education Concentration requires Rhode Island certification in special education or concurrent enrollment in a special education certification program