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Masters Degrees (Special Education)

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With small class sizes, your professors get to know you—an advantage when it’s time to ask for a letter of reference. You’ll also gain more from class discussions in a small-classroom setting. Read more
With small class sizes, your professors get to know you—an advantage when it’s time to ask for a letter of reference. You’ll also gain more from class discussions in a small-classroom setting.

If your goal is to make the most out of your degree in special education, the MEd in Special Education and Special Education certificate is perfect for you. In addition to learning how to create curricula to meet individual needs of students with disabilities, IUP enables you to pursue your Special Education certificate at the same time. This leads to Commonwealth of Pennsylvania certification in Special Education-all while you earn your MEd in Exceptional Persons.

In addition to offering this track in a flexible, hybrid format, both in-class and online, IUP also offers two other tracks: the MEd in Special Education, or the Special Education Certification Only track.

AS A STUDENT YOU WILL

-Learn from a mix of classes and teaching field experiences designated by Pennsylvania Department of Education requirements.
-Choose between a thesis and non-thesis option.
-Select your electives working in conjunction with your advisor.
-Complete a comprehensive examination as your terminal experience in the course.

If you currently hold teaching certification and are seeking additional certification in special education, you will develop a program of study based upon your past coursework. You will be required to demonstrate competency in teaching methods, child development, and any other area of deficiency noted by the graduate program faculty.

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The aim of the Master of Special Education is to provide a coherent program of study and professional experience to prepare students for the advanced professional duties of a qualified special educator working in either inclusive or specialised settings. Read more

Overview

The aim of the Master of Special Education is to provide a coherent program of study and professional experience to prepare students for the advanced professional duties of a qualified special educator working in either inclusive or specialised settings. The program focuses on evidence-based practice and the practical application of skills and knowledge to teaching practice. Students will become critical consumers of special education research and apply research principles to a small-scale project. The program incorporates flexible modes of delivery and is particularly suited to part-time study for practising professionals. Professional experience is an integral part of the program.

A prior teaching qualification is not required unless you want to work as a special education teacher in schools.

See the website http://courses.mq.edu.au/international/postgraduate/master/master-of-special-education

Key benefits

- All materials inlcluding seminars, will be available online, allowing greater flexibility
- You will complete two practicum placements in special education settings and SPED828, the capstone unit, involves working with students with special education needs in the student's current workplace or a practicum setting.
- As there is a shortage of qualified special educators across Australia graduates are in demand
- You will be taught by academics leading research in special education

Suitable for

Suitable if you are a teacher, special education teacher or in another career that involves working with people with disabilities.

Recognition of prior learning

As this course is a professional qualification RPL is rarely given. In certain circumstances students may apply for RPL for specific units at postgraduate level.

Work experience requirements

Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy and its associated Procedures and Guidelines. For recognition of prior informal and non-formal learning, please refer to the Departmental RPL Plan, which describes the evidential requirements and approval processes for recognising prior learning for entry or credit in this program.

English language requirements

IELTS of 7.5 overall (with minimum 7.0 in Reading, 7.0 in Writing, 8.0 in Listening, 8.0 in Speaking) or equivalent

All applicants for undergraduate or postgraduate coursework studies at Macquarie University are required to provide evidence of proficiency in English.
For more information see English Language Requirements. http://mq.edu.au/study/international/how_to_apply/english_language_requirements/

You may satisfy the English language requirements if you have completed:
- senior secondary studies equivalent to the NSW HSC
- one year of Australian or comparable tertiary study in a country of qualification

Careers

- Accreditation
The Master of Special Education is a recognised teaching qualification in special education, though an initial teaching qualification is required to teach in schools. Postgraduate training may be recognised towards professional development requirements with the NSW Institute of Teachers.

- Career Opportunities
Graduates of this program may be employed as special education teachers or in related professional areas such as disability services, post-school employment support, respite care, early intervention etc.
There is a shortage of qualified special educators across Australia.
Note that if you wish to be employed as a teacher in a school, you will need to have a recognised teaching qualification in addition to this course.

- Employers
Schools or other organisations providing services for individuals with disabilities and/or learning or behaviour difficulties.

See the website http://courses.mq.edu.au/international/postgraduate/master/master-of-special-education

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Whether you want to become an administrator or special education educator, the IUP Special Education master's program will suit your needs. Read more
Whether you want to become an administrator or special education educator, the IUP Special Education master's program will suit your needs. The program will provide you with the knowledge and understanding of working in special education services from implementing curricula to meet individual needs of students with disabilities to assessing those individual student strengths.

In addition to offering this track in a flexible hybrid format, both in-class and online, IUP also offers two other tracks: the MEd in Special Education with a Special Education certificate, or the Special Education Certification Only track.

AS A STUDENT YOU WILL

-Prepare to work in advanced studies in the field of special education.
-Take core classes in vocational preparation, assessment, research, advanced instruction, professional collaboration, and family perspectives.
-Select your electives working in conjunction with your advisor.
-Choose between a thesis and non-thesis option.
-Take full advantage of your practicum and internship.

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The Special Education program at UBC concerns the education of students with exceptionalities, such as students with visual impairments, developmental disabilities, emotional or behavioural disorders, learning disabilities, gifts and talents, and those who are deaf or hard of hearing. Read more

Program Overview

The Special Education program at UBC concerns the education of students with exceptionalities, such as students with visual impairments, developmental disabilities, emotional or behavioural disorders, learning disabilities, gifts and talents, and those who are deaf or hard of hearing. Faculty are committed to promoting practices that facilitate inclusion, empowerment, and self-determination of individuals with disabilities and other special needs in home, school, and community settings.

UBC does not offer an undergraduate degree in special education.

The undergraduate courses in special education are open to students enrolled in the regular B.Ed. program or in one of the following post-B.Ed. special education programs: (1) Master of Education (M.Ed), (2) Master of Arts (M.A.), and (3) Diploma in Special Education. Most undergraduate courses are also available to Unclassified students.

Quick Facts

- Degree: Master of Arts (research-based), Master of Education (course-based)
- Specialization: Special Education
- Subject: Education
- Mode of delivery: On campus
- Faculty: Faculty of Education

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The Management of Special Education in Developing Countries is a full-time programme is for teachers, administrators and non-governmental organisation (NGO) staff who are working in special education in developing countries and who wish to develop their management or leadership expertise. Read more
The Management of Special Education in Developing Countries is a full-time programme is for teachers, administrators and non-governmental organisation (NGO) staff who are working in special education in developing countries and who wish to develop their management or leadership expertise. Although most students are not from the EU, this course is also suitable for UK/EU students. The programme combines modules in Special Education with modules in International Studies in Education, using theory and practice from both in order to enable participants to improve management practice in the national context in which they work. A research dissertation also enables participants to put together management and special education in a uniquely relevant way for them.

This International Studies in Education programme has been taught at the School of Education for 50 years, and the School has one of the largest SEN departments in the UK. In consultation with tutors, you will choose modules totalling 100 credits from those available in the International Studies in Education and Special Education programmes, with a minimum of two modules from either field. You will also need to take the Practioner Inquiry in Education (PIE) module. A research dissertation will enable you to put together management and special education in a way which is uniquely relevant way for you.

About the School of Education

The School of Education has a long-standing reputation as a centre of excellence for teaching and research in a wide range of areas of educational practice and policy. It is an international leader in education with a history of top rated research. In the 2016 QS World Rankings, it was ranked 28th in the World and joint 7th in Europe/UK.
The School employs over 100 academic staff who teach more than 2,500 students. It is home to a number of departments and research centres with a history of top rated research and is an international leader in education.
School of Education ranking:
- Ranked 6th in the Guardian University League Tables 2017
- Ranked 10th in the 2017 Complete University Guide
- In Top 3 for HEI provision in the Good Teacher Training Guide
- Ranked 28th in the World in the 2016 QS World Rankings
- Ranked 9th overall for Research in the 2014 REF (with more than 82% of research rated as ‘internationally excellent’ (3*) or ‘world leading’ (4*).
- Rated 'outstanding' in latest Ofsted inspection (2013) for its Teacher Training programmes
- Ranked third for Education in The Times Good University Guide 2017

Funding and Scholarships

There are many ways to finance your postgraduate study at the University of Birmingham. To see what funding and scholarships are available, please visit: http://www.birmingham.ac.uk/postgraduate/funding

Open Days

Explore postgraduate study at Birmingham at our on-campus open days.
Register to attend at: http://www.birmingham.ac.uk/postgraduate/visit

Virtual Open Days

If you can’t make it to one of our on-campus open days, our virtual open days run regularly throughout the year. For more information, please visit: http://www.pg.bham.ac.uk

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West Chester University's Special Education Department offers a fully online program leading to the Master of Education in Special Education. Read more
West Chester University's Special Education Department offers a fully online program leading to the Master of Education in Special Education. The program is open to anyone with a Bachelor's degree from an accredited 4 year degree granting institution with a final GPA of 3.0 or higher.

Overview

The prime mission of the master of education program in Special Education is to prepare teachers advanced-level teachers who can synthesize and apply self-awareness and general knowledge of:
-Foundations of the study of disability,
-The learner with disabilities,
-Appropriate content for the learner with disabilities, and
-Effective classroom pedagogy.

We believe this synthesis encourages reflection on the art of teaching and results in a professional who is able to make sound, ethical educational decisions regarding curriculum and instructional strategies for students with disabilities. In addition, high standards of scholarship and the application of research, as well as professionalism, collaboration, and knowledge of current trends in the field, are essential for all teachers of special education.

Highlights

-West Chester University's long standing quality and expertise in the field of special education
-Interdisciplinary program includes Special Education, Secondary and Professional Education, and Communicative Disorders
-National Accreditation
-Courses may be applied to PA teaching certification
-Cohort model designed to increase student-to-student collaboration and provide social support for online learners
-Action research enables students to apply what they have learned to a current research problem in the field

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A letter of intent written by the applicant, discussing why you wish to develop your knowledge and skills in the field of special education, in addition to the personal attributes you possess that will help you meet the challenges of the graduate program. Read more
• A letter of intent written by the applicant, discussing why you wish to develop your knowledge and skills in the field of special education, in addition to the personal attributes you possess that will help you meet the challenges of the graduate program.
• Submission of three letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.
• Submission of a teaching certificate, indicating preparation in general education curriculum at the level of the program for which application is being made.
• Certain coursework may be required as a component to individual admission, as determined at the time of application.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Master of Science in Education in Special Education is recognized by the Council for Exceptional Children and accredited by NCATE. All programs are registered with the New York State Education Department and lead to initial certification in one of the following three areas: Early Childhood (Birth-Grade 2), Childhood (Grade 1-6), or Adolescent (Grade 7-12). Please note that students may also receive certification at both the Early Childhood and Childhood levels. Program start date: Fall.

Required Program Courses
Minimum of 36 credit hours

SPED 601, Characteristics of Learners with Mild/Moderate Disabilities
SPED 607, Educational Research: Critical Issues in Special Education
SPED 609, Field Experience I
SPED 612, Technology in Special Education
SPED 637, Diagnosis and Assessment of Educational Disabilities
SPED 638, Teaching Reading for Students with Special Needs
SPED 640, Behavior Management for the Special Educator
SPED 649, Field Experience II
SPED 650, Collaborative Consultation with Professionals and Parents
SPED 669, Practicum
SPED 670, Culminating Experience

Program Specific Course Requirements: 6 credit hours

Early Childhood (Birth – Grade 2):
SPED 648, Strategies for Early Childhood Special Education
Elective Course selected with advisor approval

Childhood (Grades 1–6):
SPED 646, Strategies for Teaching Elementary Students with Disabilities
Elective Course selected with advisor approval

Adolescent (Grades 7–12):
SPED 646, Strategies for Teaching Elementary Students with Learning / Behavioral Disabilities
SPED 647, Strategies for Teaching Secondary Students with Disabilities

The GRE Exam (or equivalent) is required for all teacher preparation program candidates who are seeking certification (for applicants seeking admission for Fall 2015 forward). All other graduate programs, including non-certification options, do not require this exam. More information on the GRE exam can be found by visiting http://www.gre.org. SUNY Potsdam’s code for sending score reports is 2545.

Uniqueness of Program

Students enrolled in this selective program complete their course- work with the same peer cohort, affording them a unique opportunity to build relationships and collaborate with fellow students throughout the program. Small class sizes and a dedicated faculty fosters positive relationships. Students also have the opportunity to gain direct hands-on field experiences with students with disabilities under the mentorship of the classroom teacher and college supervisor. Part-time study is available.

Testimonials

“The thing I valued the most about the program was how the faculty treated us all like individuals. They knew us on a per- sonal level and worked to assist us all in gaining the knowledge and skills we need to work with the population of students we intended to teach. I felt that my opinions were respected. My personal experiences were valued and welcomed by the faculty to help our diverse group truly understand that we all had very different backgrounds and could learn so much from each other.”

“My favorite thing about the program was the small classes and the personal attention that I got in regards to my academics. Whenever I needed help, there was always someone there willing to help. I also really enjoyed how much technology is stressed in the program.”

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The College of Community and Public Affairs (CCPA) offers several advanced certification programs that culminate in a Master of Science in Education (MSEd) degree in Special Education. Read more

The College of Community and Public Affairs (CCPA) offers several advanced certification programs that culminate in a Master of Science in Education (MSEd) degree in Special Education. Four program options are available, corresponding with the age/grade level of the applicant's initial certificate:

-Early Childhood Special Education - Birth to Grade 2 (requires initial certification in early childhood education)

-Early Childhood and Childhood Special Education - Birth to Grade 6 (requires initial certification in early childhood and childhood education)

-Childhood Special Education - Grades 1 to 6 (requires initial certification in childhood education)

-Adolescence Special Education - Grades 7 to 12 (requires initial certification in a subject area)

This program is designed to prepare teachers to operationalize “least restrictive environment” philosophies for children and youth with disabilities. Core themes include collaboration with families and other professionals and pedagogy that respects and responds to individual differences. For teachers with initial certification, this program provides knowledge and skills to fulfill various special education teacher roles in today's schools. Sufficient flexibility exists for individuals from undergraduate programs in special education to either deepen their skills in the field or link their special education foundation with the larger context of general education. Similarly, graduates of early childhood, childhood or adolescence education programs may extend their knowledge and skills with students needing special education.

Professional Development

In addition to graduate courses suited to the degree you choose to pursue, fieldwork and student teaching are important components to the program. The program boasts strong content speciality as well as diverse student and faculty background. Faculty advisors and office staff are eager to assist students in tailoring their course of study and field placements. Students are encouraged to take advantage of a well-established network of alumni and professional connections that will help with field visits and placement. There are urban, suburban and rural schools in close proximity where student teaching opportunities are available.

After You Graduate

The completion of this degree and other requirements leads to a New York State certification as a special education teacher. Employment opportunities for teachers have improved significantly over the last few years. Alumni of our programs in education teach at numerous schools regionally and around the country. Due to strict licensure rules, a New York State teaching license is well respected across the nation. Typically, graduates of the programs easily find employment as teachers in other states.

All applicants must submit the following:

- Online graduate degree application and application fee

- Transcripts from each college/university which you have attended

- Two letters of recommendation (the CCPA will accept additional letters of recommendation)

- Personal statement (Please see the CCPA Admissions website for additional information about the personal statement)

- Resume or Curriculum Vitae (max. 2 pages)

- Teaching certification for in-service applicants

- Any program-specific materials (please see the CCPA Admissions website for details)

And, for international applicants:

- International Student Financial Statement form

- Official bank statement/proof of support

- Official TOEFL, IELTS, or PTE Academic scores



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This programme, which is run by the Department of Special Education, admits 50 qualified teachers including Learning Support Teachers, and Resource Teachers in Primary and Post-Primary schools, teachers in Special Schools, and teachers employed by VECs as literacy and/or numeracy tutors in Youthreach, Community Projects or in the Prison Service who meet the criteria in the annual Circular. Read more
This programme, which is run by the Department of Special Education, admits 50 qualified teachers including Learning Support Teachers, and Resource Teachers in Primary and Post-Primary schools, teachers in Special Schools, and teachers employed by VECs as literacy and/or numeracy tutors in Youthreach, Community Projects or in the Prison Service who meet the criteria in the annual Circular. The programme leads to the award of a Graduate Diploma in Special Education, accredited by the University of Limerick.

This programme provides a broad overview of special education and provision in the Irish context. It also offers an in-depth exploration of a Special Educational Needs area of choice (Autism, Dyslexia, Attention Deficit Hyperactivity Disorder, Mild General Learning Disabilities, Emotional & Behavioural Disorders, Down syndrome, etc.) for each participant, and provides particular expertise in both ICT and the analysis of behaviour.

The course runs from September to May of the following year and involves block release from school for designated periods (a total of eight weeks), and four Saturdays.

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The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools. Read more
The MA in Inclusive Special Education has been designed to encourage greater understanding and a critical appreciation of the trends and developments in special educational needs and disability (SEND) provision in our schools.

You will have the opportunity to engage in the conceptual, philosophical and ethical debates relating to the education of children and young people who have a special educational need and/or disability both nationally and globally.

There will be a strong emphasis on promoting equality of opportunity, valuing diversity and social justice.

The Programme will therefore be relevant for educators working in any educational phase and in mainstream, special and specialist setting and has been designed to achieve a close connection between your studies at Masters level and your workplace practice.

Indicative modules
There will be two modules in each academic year and you will be able to begin the dissertation in either Semester 1 which starts in September or in Semester 2 which starts in February. While the course content in each module will cover a range of topics you will be encouraged and supported to develop your research in your specific area of interest in SEND and inclusive practice.

Critical Disability Studies (30 credits)

In this module you will be critically evaluating the discourses and models of disability and inclusive practice through relevant literature and develop insights into the interrelationship between social policy, political frameworks and ideological perspectives on SEND. You will investigate disability rights; equality of opportunity and advocacy in a global and political context, cultural representations of disability; SEN and ethnicity; the impact on families; social exclusion; ethics and disability. You will be encouraged to engage professionally and academically with a review of relevant literature into educational practices for pupils with SEND with the aim of evincing change within your workplace practice.

Communication and Interaction (30 credits)

This module aims to enhance your knowledge and understanding of the range of speech, language and communication needs (SLCN) experienced by children and young people, including; dyslexia, autism; specific learning difficulties, selective mutism; sensory impairments; bilingualism, and pupils with English as an additional language (EAL) and a SEND. You will critically examine the latest research and legislation on the education of children and young people who have a speech, language, communication difficulties and evaluate the range of educational and therapeutic interventions that are currently being used in schools and settings. You will gain knowledge and understanding of the links between research and educational practice by undertaking a case study in your workplace.

Exploring Inclusive Pedagogy (30 credits)

The aim of this module is to critically examine the concepts of inclusion in education and how special educational needs and disability is positioned within different establishments and phases of education. You will debate the social and educational implications for different types of inclusive provision and critically examine policies and practices that promote partnership with families and multiagency collaboration. Other topics will include teachers and TA/LSAs working together; partnership with parents; evaluating educational and therapeutic interventions; personalising learning; equality and diversity; the role of the SENCO; transitions from Early Years through to FE; SEND legislation and the political agenda and inclusive leadership. You will undertake an action research project to inform and change inclusive practices and promote school improvement.

Engaging Learners with Complex Needs (30 credits)

In this module you will develop your knowledge of a range of complex medical, developmental and psychological difficulties and how they affect learning and development. You will critically examine motivational and psychological theories; neuroscience and learning; complex medical needs; multisensory teaching for pupils with complex needs; mental health in children and young people; foetal alcohol spectrum disorder; attachment needs in children and young people; the legal and ethical frameworks for safeguarding children; the role of specialist and alternative provision, and multi-agency collaboration. For the assessment in this module you will critically evaluate teaching and learning strategies and alternative provision that supports pupils’ access to the curriculum through an observational study.

Dissertation (60 credits):

The dissertation represents the culmination of your study for the MA in Inclusive Special Education degree. It is divided into two 30 credit modules (Part 1 and Part 2) that focus on research methods for practitioner inquiry and developing an article for publication.

Part 1 (30 credits): You will design a medium scale enquiry with the intention of understanding and / or intervening to improve inclusive practice for children and young people with a SEND in the workplace on a topic of your choice. You will need to demonstrate a critical awareness of the ethical issues underpinning educational research and clearly justify choices in the research design, methodology and methods to address these issues. You will design, apply and critically evaluate data gathering and analysis methods to investigate a chosen aspect of SEND and/or inclusive practice and interpret your findings to inform the development of practice and the achievement of children and young people with a SEND.

Part 2 (30 credits): You will need to successful complete Part 1 before continuing with Part 2. Part 2 will give you the opportunity to problematise practitioner research within the wider context of educational concerns in the education of children and young people with a SEND, and the application of ideas from literature to school-based inquiry. You will achieve this through a critical review of the research including international research and professional literature around a chosen area of practitioner inquiry to inform your understanding of how to select relevant data and provide justification for the methods used and the implications future action. This will culminate in a greater understanding of the approaches and techniques for writing and disseminating work of publishable quality.

Teaching assessment
The MA in Inclusive Special Education can normally be completed in 3 years on a part-time basis, as follows:Two years (four semesters) with one module per semester, plus a further year (two semesters) for the dissertation.

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The Department of Special Education and Multiple Abilities (SPMA) prepares students to serve as reflective decision makers in instructional settings for exceptional learners. Read more
The Department of Special Education and Multiple Abilities (SPMA) prepares students to serve as reflective decision makers in instructional settings for exceptional learners. The SPMA faculty believe that a teacher preparation program should emphasize roles and responsibilities that integrate the strengths of learners, parents, general education teachers, special education teachers, related service professionals, and the community. A combination of learning opportunities that include a coordinated knowledge base, diverse school-based practicums, and internship experiences are designed to facilitate the development of logical, critical, and reflective thinking skills. These skills will enable students to synthesize information and conceptualize knowledge that prepare them as future educators to effectively plan, develop, problem solve, and implement programs for diverse learners.

Visit the website http://education.ua.edu/academics/spema/

Based on the fundamental belief that success is a function of the interaction between the individual and the environment, the over-arching goal of teacher education programs offered by the Program in Special Education and Multiple Abilities at The University of Alabama is the development, validation, and use of techniques for maximizing students’ (with and without exceptionalities) attainment of their full potential.

Find out how to apply here - http://graduate.ua.edu/prospects/application/

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A letter of intent written by the applicant expressing professional and educational goals as applied to the program. Submission of three letters of recommendation, using the required recommendation form. Read more
• A letter of intent written by the applicant expressing professional and educational goals as applied to the program.
• Submission of three letters of recommendation, using the required recommendation form.
• Résumé or curriculum vitae.
• Submission of a copy of current teaching certificate within the first 15 credit hours completed in the program.
• Six credit hours of undergraduate study in literacy education focusing on teaching methods.

E-mail: • Phone: 315-267-2165

Visit http://www.potsdam.edu/graduate to view the full application checklist and online application.

The Literacy Educator program addresses the interests of candidates who seek greater understanding of literacy and literacy education, but do not intend to pursue careers as Literacy Specialists. Graduates of this program will satisfy the academic requirements for Professional certification in their current certification area but will not be eligible for additional certification as a Literacy Specialist. Program courses also available at Watertown JCC campus. Program Start Date: Fall (Preferred), Spring, Summer

Required Program Courses
Minimum of 33 credit hours:

GRDG 600, Foundations of Literacy ...................................3 credits
GRDG 605, Literacy Assessment and Evaluation .....................3 credits
GRDG 640, Literature Based Literacy Instruction ...................3 credits
GRDG 681, Literacy Educatory Portfolio ..............................3 credits

GRDG 655, Literacy Intervention Strategies, B-6 ....................3 credits
or
GRDG 656, Literacy Intervention Strategies, B-12 ..................3 credits

Two Controlled Electives: 6 credit hours

Four Content or Content-Linking Courses: 12 credit hours

The following initial certification areas may use this program to satisfy requirements for Professional Certification: Early Childhood B-2, Childhood 1-6, Generalist 5-9, English 5-9, Mathematics 5-9, Social Studies 5-9, English 7-12, Mathematics 7-12, Social Studies 7-12, Special Education Birth-2, Special Education 1-6, Special Education Generalist 5-9, Special Education English 5-9, Special Education Math 5-9, Special Education Social Studies 5-9, Special Education English 7-12, Special Education Math 7-12, Special Education, Social Studies 7-12.

The GRE Exam (or equivalent) is required for all teacher preparation program candidates who are seeking certification (for applicants seeking admission for Fall 2015 forward). All other graduate programs, including non-certification options, do not require this exam. More information on the GRE exam can be found by visiting http://www.gre.org. SUNY Potsdam’s code for sending score reports is 2545.

Uniqueness of Program

The program is designed so that full-time candidates who begin their study on campus in the Fall or Summer semesters may complete their program in one calendar year. Most, but not all, degree requirements for the Literacy Educator program may also be completed in Watertown, NY, on the Jefferson Community College campus. There is no practicum requirement for the Literacy Educator program, however, field components are integrated throughout the program.

Testimonial

“I chose to obtain my MSED in Literacy (B-6) because I strongly believe that literacy is the basis of all learning. In my teaching experiences, I have seen many students who struggle with reading, which leads to difficulty learning other subjects. I feel that the program better prepares me to provide students with the most effective reading skills, as reading has become the foundation of education.” —Beth Woods ’14

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The Post-Baccalaureate certification in Special Education is open to any student with a baccalaureate degree from a regionally accredited college or university with an expressed interest in working with children with disabilities. Read more
The Post-Baccalaureate certification in Special Education is open to any student with a baccalaureate degree from a regionally accredited college or university with an expressed interest in working with children with disabilities.

See the website for further details: https://wcupa.edu/education-socialWork/specialEducation/postBacCertification.aspx

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Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice. Special Educational Needs Masters course from Liverpool John Moores University. Read more
Learn to develop and manage inclusive special needs provision on this flexible Advanced Educational Practice: Special Educational Needs Masters course from Liverpool John Moores University.

•Study part time over three to five years
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs
•Experience excellent levels of support
•This course will only run subject to minimum numbers

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is extremely flexible and you can opt to join the course on a full or part time basis, enabling you integrate your learning with your full time professional role.

University-based study includes taught sessions scheduled late afternoon (4pm to 6pm) and conference style days scheduled on occasional Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study, you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course may involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.
The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.

Please see guidance below on core and option modules for further information on what you will study.
Year 1

Teaching Young People with Special Educational Needs (Core)

Develops understanding of special educational needs and disability through engagement with current theory, research, policy and practice and their application.

Social Emotional and Mental Health Dificulties (Core)

Explores current educational theory, research and policy relating to SEMHD and the implications for professional setting.

Specific learning Dificulties (Core)

Investigates current educational theory, research and policy relating to ADHD, Dyslexia and Dyspraxia and the implications for professional practice.

Year 2

Researching Professional Practice (Core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry, and how to develop a research project proposal and plan.

Developing Practice in Special Educational Needs (Option)

Explores the influences on the development and implementation of SEND policy in the education system and the implications for schools in the implementation of effective responses to policy in their organisation.

Identifying Dyslexia (Option)

Develops knowledge and understanding of the characteristics, complex nature and issues related to the identification of dyslexia.

Teaching Learners with Dyslexia (Option)

Provides opportunities for educational professionals to engage with research relating to the teaching of learners and to develop their own critical professional practice, in relation to learners with dyslexia.





Interventions for Learners with Dyslexia (Option)

Enables practitioners to explore issues relating to effective intervention for learners with dyslexia, and investigates a range of multisensory literacy programmes.

The Autistic Spectrum (Option)

Investigates current research relating to the features of the Autistic Spectrum and explores its implications for practice.

Autistic Spectrum Disorder: From Theory to Practice (Option)

Considers current research regarding the causal theories of Autistic Spectrum Disorder and develops a deeper understanding of effective support techniques and interventions used nationally and internationally.

Autistic Spectrum Disorder in the mainstream context (Option)

Develops critical professional practice in supporting learners with ASD through analysis of and engagement with current educational theory, research, policy and practice and its implications for your professional setting.

Year 3

Dissertation (Option)

Involves the development and implementation of a major research project relevant to your subject area, with the support of an experienced academic tutor.

Professional Inquiry (Option)

Involves the development and implementation of several linked practice-based research projects relevant to professional practice in your subject area, with the support of an experienced academic tutor.

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Please email if you require further guidance or clarification.

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The PGCert SENCO is required for all new SENCOs within three years of appointment . Reflect on, examine and explore ways to meet individual differences through appropriate educational provision . Read more
  • The PGCert SENCO is required for all new SENCOs within three years of appointment 
  • Reflect on, examine and explore ways to meet individual differences through appropriate educational provision 
  • Consists of three 20-credit modules, which provide a combination of theoretical and practical information 
  • Taught by expert practitioners, researchers and academics

What will you study?

Sample modules:

  • Policies and practice
  • Overcoming barriers to learning
  • Learners with difficulties and disabilities

Please note that all modules are subject to change. Please see our modules disclaimer for more information.

What career can you have?

In addition to the many masters' and PhD graduates, each year we have over 500 students become newly qualified teachers (NQTs). Our excellent links with local schools ensure that our employment rates are consistently high, with well over 90 per cent of our NQTs finding a teaching job last year.

With pay scales to match other industries, job security, an excellent pension and better work-life balance, teaching is becoming one of the most sought-after professions of today. Our masters' and professional courses have allowed many teachers to gain promotion within their institutions. A number of students also continue their studies onto EdD/PhD courses to develop a career in educational research.



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