Curriculum and Instruction: Special Education Concentration
This program is designed primarily for special education, early childhood, elementary or secondary education classroom teachers. It seeks to prepare them to deal with students with disabilities in general or in special education classrooms. Emphasis is placed on providing a balance of theoretical background and methodology appropriate for the needs of exceptional children and youth. This program does not lead to initial teaching certification.
The special education program reflects state of Maryland education certification areas: generic (mild and moderate disabilities), noncategorical education for students with disabilities at a designated age-grade level. Students without any teacher certification who are seeking initial certification in Special Education (Grades 1-8) are referred to Initial Teaching Certification. Hood does not offer an approved program for currently-certified teachers who wish to obtain additional certification in special education.
Phase I: Professional Education Core Courses (12 credits)
See Phase I: Professional Education Core Courses under Curriculum and Instruction, M.S. for a complete list.
Phase II (21 credits):
Foundation Courses (three):
In addition to the five professional education core courses for the M.S. degree, all candidates in the Special Education Concentration must complete three courses in special education content coursework for 9 credits:
| EDUC 565 | Classroom Organization & Management in Special Education | 3.0 |
| EDUC 571 | Historical,Philosophical & Legal Foundations of Special Education | 3.0 |
| EDUC 583 | Principles of Curriculum Development & Appraisal | 3.0 |
EDUC 571: Waived if student has taken special education survey or mainstreaming course at the undergraduate or graduate level within five years and obtained a grade of “B.” An elective may then be selected by the student.
Content Electives (four):
In addition to the professional education core and foundation courses, the candidate must select four elective courses. One must be taken in reading. Substitutions are permitted with approval by the program director. (12 credits)
| EDUC 500 | Methods for Teaching English Language Learners | 3.0 |
| EDUC 539 | National Board Certification Support | 3.0 |
| EDUC 553 | Foundations of Elementary STEM (Science-Technology-Engineering-Mathematics) Education | 3.0 |
| EDUC 573 | Assessment,Diagnosis & Prescription in Special Education | 3.0 |
| EDUC 574 | Curriculum & Methods in Inclusive Classrooms: English Language Arts & Social Studies | 3.0 |
| EDUC 576 | Curriculum & Methods in Inclusive Classrooms: Math and Science | 3.0 |
Reading
| EDUC 511 | Children's Literature | 3.0 |
| EDUC 517 | Materials for Teaching Reading: Instruction & Methods | 3.0 |
| EDUC 518 | Reading Instruction:Elementary | 3.0 |
| EDUC 520 | Reading Diagnosis | 3.0 |
| EDUC 521 | Contemporary Issues in the Teaching of Reading | 3.0 |
| EDUC 535 | Integrating the Elementary Curriculum through Language Arts | 3.0 |
Other
| EDUC 500 | Methods for Teaching English Language Learners | 3.0 |
Phase III (3 credits):
Candidates enrolled in the M.S. in Curriculum and Instruction degree program in Phase III must successfully meet the following requirements:
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Maintain a 3.0 cumulative grade point average in the capstone course:
EDUC 597 Action Research.
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Complete acceptable performance activities as part of the collaborative practice component in EDUC 597.
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Successful evaluation of a yearlong action research project.
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Complete the Exit Survey, a self-assessment measure on the Institutional Outcomes.
Program Follow Up
Program completers in the Curriculum and Instruction program will complete the following activities:
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Program Evaluation Survey at the completion of the action research course.
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Program Survey one year after program completion.