MASTER OF SPECIAL EDUCATION (HIGH-INCIDENCE)
The Master of Education with a major in Special Education High-Incidence Disabilities at Southwestern College is designed for those who wish to earn an endorsement in teaching special education as part of their graduate degree. A minimum of 36 credit hours are required for the graduate degree. An endorsement in high-incidence disabilities may be earned in 33 credit hours. A minimum of nine credit hours is required for a provisional endorsement.
Anyone interested in the program who resides in a state other than Kansas must check with that state’s department of education to determine specific licensure requirements for teaching within that state and the acceptability of out-of-state licensure.
Why Choose Special Education at SC?
Recently ranked as one of the Best Colleges for Online Learning, Southwestern College offers quality online degrees to adult learners. With courses taught by expert faculty and access to a variety of student resources, SC learners are provided with the tools and flexibility needed to succeed in their education while preparing for professional advancement.
- Hands-on learning experience through classroom practicums
- Nonprofit, regionally accredited
- Receive the same diploma as traditional students from our physical campus
- Complete graduate application forms
- Provide current resume
- Submit two professional letters of recommendation (at least one from a current or former employer)
- Turn in one-page personal essay
- Submit official transcript from a bachelor’s degree-granting institution.
- Be a current, licensed teacher and provide a copy of your teaching license
Core Major Requirements
EDUC514: Introduction to Special Education: Individual Educational Plan Development
Course will provide training in the procedures for developing high quality individual education plans for students with disabilities, based on state curriculum standards and meeting all of the requirements of state and federal special education laws and regulations. This course can be taken in conjunction with EDUC524.
EDUC522: Instructional Strategies: Behavior Difficulties
The purpose of this course is to study the theories, content, methods, and materials for delivery of instruction to students with behavior disorders, to utilize evaluation procedures to deliver individualized instruction to students, to modify curriculum materials, and to develop instructional materials for use with students with behavioral disorders.
EDUC523: Instructional Strategies: Learning Difficulties
The purpose of this course is to study the theories, content, methods, and materials for delivery of instruction to students with academic problems, to utilize evaluation procedures to deliver individualized instruction to students, to modify curriculum materials, and to develop instructional materials for use with students with academic difficulties.
EDUC524: Introduction to Special Education
Designed to provide an overview of the fields of behavior disorders, learning disabilities, and mental retardation for present and future teachers, school psychologists, administrators, counselors, and other professionals preparing to work with students with mild disabilities. Emphasis on causes, identification, classification, characteristics, and recent trends and issues.
EDUC528: Collaboration with Parents and Professionals
This course focuses on the techniques of collaboration with general education teachers, parents, other professionals, and paraeducators in providing appropriate educational services to exceptional children of all ages. The course will explore instructional approaches that allow all students to be educated in an inclusive setting.
EDUC526: Classroom Management
A study of behavior of children and youth with emphasis on the diagnosis and modification of problematic behaviors.
EDUC529: Legal Issues in Special Education
The focus of this course is on the legal and professional issues in special education. It will include an in‐depth study of special education laws and their impact on programs for exceptional children and youth.
EDUC534: Transitions in Education
The focus of this course is on the theoretical constructs and practical considerations in programming for students with disabilities from the preschool through the secondary and post-secondary level.
EDUC535: Assessment Strategies
Focus on the use of observation techniques and the administration and interpretation of test instruments including screening tests, formal and informal tests, norm and criterion‐referenced skills, academic achievement, adaptive behavior and processes will be included. Tests will be evaluated for their usefulness in diagnosis, placement, and intervention in special education and remedial programs.
EDUC615: Reading Assessment and Intervention
The course develops an overview of the varied pathways of reading development and prepares learners to analyze reading achievement as well as administer and interpret diagnostic measures of reading. Through case studies, learners will use progress‐monitoring data processes to analyze specific instructional strategies and interventions.
For Endorsement in Elementary Special Education (K-6)
EDUC558: Initial Practicum in High-Incidence Special Education, K-6
This is a field‐based course relating theory to application. Students will be placed in settings where they will obtain experiences working with students with mild disabilities.
EDUC658: Advanced Practicum in High-Incidence Special Education, K-6
This is a field-based course relating theory to application. Candidates will teach in settings where they will obtain experiences working with students with mild disabilities in grades K-6.
For Endorsement in Secondary Special Education (6-12)
EDUC559: Initial Practicum in High-Incidence Special Education, 6-12
This is a field-based course relating theory to application. Candidates will teach in settings where the will obtain experiences working with students with mild disabilities in grades 6-12.
EDUC659: Advanced Practicum in High-Incidence Special Education, 6-12
This is a field-based courses relating theory to application. Candidates will teach in settings where they will obtain experiences working with students with mild disabilities in grades 6-12.
EDUC512: Action Research
This course will introduce students to action research, a form of self‐reflective systematic inquiry by practitioners on their own practice. The primary objective of the course is to prepare students to do action research in schools. There are three other goals: (1) the development of professional community; (2) the illumination of power relationships; and (3) students’ recognition of their own expertise.
- Complete the specific program requirements for the master’s program
- Have an overall grade point average of 3.0, with no grade below a C (2.0)
- Complete a minimum of 36 credit hours
All degree requirements are subject to change. Please see Southwestern College Catalog for the most current degree requirements.