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 the 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 MSDE approved program for currently-certified teachers who wish to obtain additional certification in special education.

Degree Requirements

Professional Education Core Courses (12 credits)

EDUC 502Technology for Teaching, Learning & Leadership

3.0

EDUC 577Introduction to Educational Research

3.0

EDUC 581Research-Based Teaching, Learning & Assessment

3.0

EDUC 582Educational Philosophy in a Diverse Society

3.0

Total Credit Hours:12.0
Vanguard teachers enrolled in the program may take EDUC 599V1 in lieu of EDUC 502.

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 565Classroom Organization & Management in Special Education

3.0

EDUC 571Historical, Philosophical & Legal Foundations of Special Education

3.0

EDUC 583Principles 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 500Methods for Teaching Multilingual Learners

3.0

EDUC 530K-12 Blended Learning

3.0

EDUC 539National Board Certification Support

3.0

EDUC 553Foundations of Elementary STEM (Science-Technology-Engineering-Mathematics) Education

3.0

EDUC 573Assessment, Diagnosis & Prescription in Special Education

3.0

EDUC 574Curriculum & Methods in Inclusive Classrooms: English Language Arts & Social Studies

3.0

EDUC 576Curriculum & Methods in Inclusive Classrooms: Math and Science

3.0

Reading

EDUC 511Children's Literature

3.0

EDUC 517Materials for Teaching Reading: Instruction & Methods

3.0

EDUC 518Reading Instruction: Elementary

3.0

EDUC 520Reading Diagnosis

3.0

EDUC 521Contemporary Issues in the Teaching of Reading

3.0

EDUC 535Integrating the Elementary Curriculum through Language Arts

3.0

EDUC 599LETRS1LETRS Word Recognition: Units 1 & 2

3.0

EDUC 599LETRS2LETRS Word Recognition: Units 3 & 4

3.0

EDUC 599LETRS3LETRS Word Recognition: Units 5 and 6

3.0

EDUC 599LETRS4LETRS Word Recognition: Units 7 and 8

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:

  1. Maintain a 3.0 cumulative grade point average in the capstone course: EDUC 597 Action Research.
  2. Complete acceptable performance activities as part of the collaborative practice component in EDUC 597.

  3. Successful evaluation of a yearlong action research project.

  4. 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:
  1. Program Evaluation Survey at the completion of the action research course.

  2. Program Survey one year after program completion.