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MED - Special Education – General Curriculum
Master of Education (M.Ed.)
Special Education – General Curriculum
Admission deadline: April 15 for Summer consideration - ALL documents must be submitted by deadline date
The Master of Education in Special Education degree prepares practicing educators to be teacher-leaders in Special Education – Individualized General curriculum. The program provides initial certification in special education for experienced educators in other fields and prepares teachers to educate an increasingly diverse population of students in Georgia through inclusive practices.
The program of study in the M.Ed. in Special Education – Individualized General Curriculum begins with an inclusive core of course work in curriculum development, collaborative practices and content area teaching strategies in reading and writing. Upon completion of the program, individuals majoring in Special Education – Individualized Curriculum may also become eligible to receive an endorsement in Reading or TESOL. Successful candidates complete the programs of study in approximately 18-24 months. The M.Ed. in Special Education has been approved by the Georgia Professional Standards Commission and is fully accredited by the National Council for Accreditation of Teacher Education (NCATE).
Program of Study:
The requirements for the M.Ed. in Special Education: Individualized General Curriculum may be met by completing an approved 36 semester hours of graduate course work, including preparing and presenting a professional portfolio.
EDRD 7715: Theory & Pedagogy in the Study of Reading (3)
Advance study of the socio-psycholinguistic foundations of reading and writing. This course examines theories of language development and reading acquisition. Candidates will study scientifically-based research in areas of phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension and motivation.
EDRD 7717: Reading Assessment and Instruction (3)
Advanced study of reading assessment instruments used for understanding the individual and diverse needs of all grade-level readers including reading inventories, miscue analysis, and pausing indices. Candidates will use assessment data to plan, evaluate and revise effective reading instruction that meets the diverse needs of students.
EDRD 7718: Content Area Reading (3)
Advanced study of processes and problems of reading instruction in the content area classrooms. This course explores components of reading process related to content area reading instruction including technical reading, prior knowledge, reading strategies, supplemental texts, and methods of grouping.
-OR- EDRD 7765
EDRD 7765: Teaching Reading in the Content Area to Diverse Learners (3)
This course focuses on the various forms of research-based, content area instruction for students with special needs and those who are culturally and linguistically diverse. Special attention will be given on the use of formal and informal assessment results in planning instruction in content area reading and evaluating the overall impact of instruction on student learning will be discussed. Specific focus will be on pyramid planning and differentiated instruction to assist teachers in implementing high quality instruction for mixed ability classrooms. Proof of professional liability insurance is required. Prerequisite INED 7760
-OR- INED 7765
INED 7705: Legal and Educational Foundations for Diverse Learners (3)
This hybrid course focuses on understanding laws, policies and procedures, as well as current legal trends and issues that impact both students with disabilities and those from culturally and linguistically diverse backgrounds. Emphasis is placed on eligibility procedures, providing services, and the Individualized Education Plan (IEP). Professional ethics as it relates to diverse students are addressed. Candidates will also develop basic understanding of educational research paradigms.
INED 7715: Nature & Needs of Students with Disabilities (3)
This course focuses on the systematic analysis of the physical, affective, behavioral and educational problems of individuals with mild disabilities (intellectual, behavioral and learning disabilities). There is an emphasis on the etiological, perceptual motor, language and academic aspects of the problems with consideration to parental involvement in the educational process.
INED 7720 Positive Behavior Management Strategies
The focus of this course is for candidates to develop skills in implementing proactive strategies for positive behavior management. The basic application of school-wide positive behavior support strategies (e.g., RtI), functional behavioral assessment, creating a positive classroom environment, using classroom positive behavior support strategies, and cultural influences on student behavior will provide the course’s framework. Candidates will learn and apply research-based principles and strategies through the development of an application project while working in the field with one or more students with challenging behaviors.
INED 7720: Classroom Behavioral Strategies (3)
The purpose of this course is to promote the development of the teacher’s own philosophy of classroom management. The course provides a range of theoretical perspectives on classroom management from which the teacher’s philosophy is developed. The application of learning and behavioral theories and procedures for planning and evaluating behavioral change strategies are included.
INED 7730: Assessment of Diverse Learners (3)
This course covers standardization, issues, and vocabulary in assessment. Candidates develop competencies in administration and interpretation of norm-referenced tests and development, administration and interpretation of criterion-referenced, curriculum-based, observation, checklist/rating scale, authentic and informal assessments. Special emphasis is placed upon development of case studies to address language proficiency levels of students who are culturally and linguistically diverse.
INED 7741: Educational Research I (3)
Candidates will develop a basic understanding of educational research paradigms including qualitative, quantitative and action research designs. Candidates will gain expertise in reading, analyzing, critiquing and synthesizing research in each of the three research paradigms. Candidates will design and prepare to conduct an action research project focused on improving student learning in their own P-12 classrooms or schools. Major topics include but are not limited to validity, reliability, generalizability, data collection and analysis, ethical guidelines and IRB processes and procedures.
INED 7760: Developing Curriculum for Diverse Learners (3)
Developing Curriculum for Diverse Learners prepares teachers to develop curriculum and instruction that is universal in design and based on best practices research in general education, Teaching Speakers of Other Languages, and special education. The proposed curriculum model follows the precepts of universal design and provides build-in adaptations to the lesson that reduce the amount of time needed to create individual accommodations and modifications for students with special needs and those who are culturally and linguistically diverse. The “Big Ideas” addressed in this course include urriculum Mapping, Backwards Design, SIOP, Universal Design and Interdisciplinary Unit Development. Additional attention will be paid to the Georgia Performance Standards as they continue to unfold from the Georgia Department of Education.
INED 7770: Psychoneurological & Medical Issues in Special Education (3)
INED 7780: Collaborative Practices (3)
This course is designed to assist teachers in orchestrating culturally responsive classrooms, particularly for students with special needs and those who are culturally and linguistically diverse. The course focuses on development of collaborative, communication and consultative skills necessary for working with families, classroom teachers, related services practitioners, community resource personnel and others to facilitate delivery of appropriate services for diverse students.
INED 7790: Documenting Professional Growth (1)
This course provides support for Master of Education in Inclusive Education/Individualized General Curriculum candidates in completing and presenting their professional portfolio to document their professional growth. Candidates will work with their instructors to organize reflections about their growth in meeting the graduate proficiencies on the Candidate Performance Instrument (CPI) and the Portfolio Narrative Rubric by highlighting pivotal KSU learning experiences, reflecting on changes in practice, integrating research and practice, and relating these to the growth of their students. Outcomes will include an electronic portfolio and a multi-media presentation summarizing their portfolio. Candidates must be prepared to present their portfolios at least three weeks before their graduation date. Prerequisites: Completion of all other program requirements for either a degree or endorsement program and approval of department.
INED 7970: Internship (2)
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Graduate Programs in Education