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 work with students with disabilities in general or 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.
Degree Requirements
Professional Education Core Courses (12 credits)
| EDUC 502 | Technology for Teaching, Learning & Leadership | 3.0 |
| EDUC 577 | Introduction to Educational Research | 3.0 |
| EDUC 581 | Research-Based Teaching, Learning & Assessment | 3.0 |
| EDUC 582 | Educational Philosophy in a Diverse Society | 3.0 |
| Total Credit Hours: | 12.0 |
Foundation Courses (9 credits):
In addition to the four 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 |
| Total Credit Hours: | 9.0 |
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 (12 credits):
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 530 | K-12 Blended Learning | 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 |
Capstone Course (3 credits):
Candidates enrolled in the M.S. in Curriculum and Instruction degree program in capstone course must successfully meet the following requirements:
-
Maintain a 3.0 cumulative grade point average in the capstone course:
EDUC 597 Action Research.
-
Complete acceptable performance activities as part of the collaborative practice component in EDUC 597.
-
Successful evaluation of a yearlong action research project.
-
Complete the Exit Survey, a self-assessment measure on the Institutional Outcomes.
The
EDUC 597 Capstone project is year-long. Students enroll for all 3 credits in the Fall semester and then continue as "In Progress" (IP) for the Spring semester. Withdrawals from this course must be submitted by the course withdrawal deadline during the Fall semester as outlined in the Academic Calendar. Late course withdrawals may be considered through appeal to the Graduate Council as outlined in the
Exceptions to Academic Policies section.
Program Follow Up
Program completers in the Curriculum and Instruction program will complete the following activities:
-
Program Evaluation Survey at the completion of the action research course.
-
Program Survey one year after program completion.