Program Highlights & Benefits
Hybrid format combines personal experience with convenience of online learning
2 year completion time, including breaks
Cohort model helps facilitate supportive and collaborative learning
Workload designed for full time professional educators
Goals and Focus of the Program
The Master of Arts in Advanced Teaching in Special Education focuses on in-depth knowledge and skill development for meeting needs of learners with special needs in multiple K-12 settings, and is aligned to Connecticut Cross-Endorsement Regulations.
The Master of Arts in Advanced Teaching in Special Education program follows a cohort instructional model with a hybrid delivery structure. Eight-week courses include a combination of online (synchronous and asynchronous learning activities), hybrid (at least 50% online class sessions) and in person courses, determined by course content. This program includes face-to-face sessions that take place from 4:45 PM – 8:45 PM on the same night of the week at a central location, and online sessions that may require meeting virtually during this scheduled class time. The duration of the program is approximately two years.
The Master of Arts in Advanced Teaching in Special Education program must have a Bachelor’s degree from a regionally-accredited institution with a minimum GPA of 2.5, a valid Connecticut Teaching License, one year of full time, contracted teaching experience, and access to a classroom and students throughout the duration of the program to fulfill field study requirements.
Degree Requirements and Career Outcome
The degree requirements for this program are successful completion of the program’s respective courses (listed below) and completion of a capstone project as a university requirement, which is embedded within the coursework. Upon completion of this program, candidates will have earned a Master of Arts in Advanced Teaching in Special Education. The program is aligned with Connecticut Cross-Endorsement Regulations for students who hold current CT teaching certification. Individuals seeking to become Special Education teachers must receive a passing score on the Praxis 2 for Special Education (Core Knowledge and Mild to Moderate Applications) and Foundations of Reading.
Plan of Study
|SPEC 539||Universal Design for Learning: Proactive Inclusion for All Students|
|Summer Practicum I**||4|
|SPEC 535||Special Education Law|
|SPEC 518||Designing Learning Experiences for Students with Low-Incidence Disabilities|
|SPEC 554||Researched-Based Math Interventions||3|
|SPEC 526||Educational Assessment||3|
|SPEC 542||Science of Early Reading Development||3|
|SPEC 537||Summer Practicum II**||4|
|SPEC 540||Reading Comprehension and Vocabulary Intervention||3|
Assistive Technology for Access to the Curriculum Special Education
|SPEC 530||Research in Special Education*||3|
|Total Credit Hours:||38|
*Master’s Capstone Project Included
**Dates listed are tentative until practicum placements are finalized. Applications for practicums are due by February 1st each year.
*** Check with Financial Aid regarding funding for summer practicums.
The courses for this program may be offered in a different order. This list should not be considered the finalized course sequence.