Master of Education with a Major in Special Education and Teaching, General
Learn More about the Master of Education: Special Education and Teaching, General Program
The Master of Education (M.Ed.) in Special Education is a fully online, 30-credit hour program designed to prepare candidates who hold a current teaching certificate to expand their professional knowledge and expertise and strengthen their leadership and advocacy skills for improving the educational and behavioral outcomes of students with diverse needs. Our program is uniquely focused on compassionate, trauma-informed behavior support with core courses in data collection and analysis, functional behavior assessment, and
individualized intervention.
Three areas of concentration are available to candidates within our M.Ed. in Special Education: Dyslexia, Autism, or Applied Behavior Analysis.
For more information, please see the Academic Catalog. A program sheet, which provides a required coursework sequence, is available for download in the Courses tab below.
Candidates who choose the Dyslexia or Autism concentrations will be eligible to add a Georgia PSC Endorsement in those areas to their teaching certificate.
Our M.Ed. with an Applied Behavior Analysis concentration is designed to meet the coursework and some of the fieldwork* requirements outlined by the Behavior Analysis Certification Board (BACB) for those who may want to seek national certification and a career as a Board Certified Behavior Analyst (BCBA). Courses in our M.Ed. are aligned to the Advanced Preparation Standards from the Council for Exceptional Children (CEC) and 6th edition test content outline from the Behavior Analyst Certification Board (BACB).
Students are admitted each fall, spring, and summer semester to the concentrations in Dyslexia and Autism. The concentration in Applied Behavior Analysis admits for summer and fall semesters only. Many students complete the program in 4 to 5 semesters. Successful completion of this program will result in eligibility for a certificate upgrade of their current Georgia teaching certificate to level 5 (T-5).
Career Opportunities
Link to Additional Career Information:
https://www.buzzfile.com/Major/Education
External Resource
Program Location
Online
Method of Delivery
Fully online.
Accreditation
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Credit and transfer
Total semester hours required: 30-36
A transfer credit evaluation will be completed by the UWG Transfer Team (transfer@westga.edu). Course application to a program is subject to review by the department.
Graduate students may be able to reduce their cost through prior learning, previous degrees earned at UWG, or transfer credits. We have created a tool to help students estimate their tuition costs.
This program is offered entirely online. Though a student may choose to sign-up for a face-to-face elective or core course, one can earn this degree completely online.
Save money
UWG is often ranked as one of the most affordable accredited university of its kind, regardless of the method of delivery chosen. In addition, online courses and programs can mean a huge cost-savings in many non-evident ways: No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Regardless of state residency, out-of-state non-resident students are not charged non-resident tuition for online course credit hours.
Details
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-Face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, they will pay both all mandatory campus fees and the higher eTuition rate.
- For the cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
Downloads
General
This course is a critical study of the design and implementation of curricula in the field of education.
Students will become successful consumers of research through the introduction of principles of qualitative, quantitative, and mixed methods designs. Within these categories of research, students will learn the foundations of action research and single subject research.
This course introduces candidates to appropriate assessments to analyze P-12 students' language and literacy strengths and needs to determine interventions for progress monitoring as well as enrichment strategies. Candidates will survey formal and informal assessments, authentic assessments, instructional strategies, and purposeful materials for advanced, proficient, striving (formerly known as struggling) readers/writers, and students with dyslexia and other disorders, as well as culturally and linguistically diverse learners.
This course introduces M.Ed. program requirements, as well as professional and ethical issues encountered in the field. It also encourages students to become critical consumers of research by examining educational journals and by using the Internet to gather information. Professional writing skills and requirements of APA format also are covered.
A comprehensive final examination is administered during the semester immediately preceding graduation to all candidates seeking a Master of Education degree. The exam is administered on the UWG campus in a computer lab or at a proctored site. Should be taken during the last semester in the program.
This course is designed to provide students with a deep understanding of how various forms of identity and social categories intersect and impact the experiences of individuals with disabilities in educational settings. This course will help educators gain a comprehensive understanding of the complex issues surrounding intersectionality in special education and develop the knowledge and skills needed to address these issues effectively and to foster inclusive and supportive learning environments in their professional roles.
This class focuses on persons with autism. Topics to be addressed include features of specific conditions seen in this group; historical and philosophical issues related to autism spectrum disorders; theories of intelligence, executive function, and their impact on definition and identification of autism spectrum disorders; and patterns of normal development and patterns of exceptional development in major developmental areas.
A comprehensive study of appropriate assessments for special education eligibility determination of students with mild learning, emotional and/or behavioral disabilities. The course emphasizes test and measurements, formal and informal assessment, test administration, and use of diagnostic results in educational intervention.
Covers various collaborative roles and responsibilities of teachers with an emphasis on support of behavior intervention planning. Specific topics include consultation and collaboration with other service providers, transdisciplinary team and integrated programming models, working with paraeducators, and collaboration with parents and families. Issues related to cultural and language diversity that impact collaboration also will be discussed.
The goal of this course is to connect foundational and research information to current educational practice in order to best serve students with autism in various educational settings. Topics include classroom assessment practices, collaboration with families and service providers, considerations related to cultural diversity, curricular approaches and resources, instructional interventions, communication approaches, and organizations and legal supports to help students with autism.
This course builds on student s prior knowledge of basic concepts and principles of ABA and promotes a deeper understanding of the theoretical and philosophical underpinnings of these principles through critical reflection and analysis. Students will be challenged to critically analyze various elements of ABA concepts and principles and distinguish between them. Additionally, students will explore advanced behavior change procedures (e.g., verbal behavior, self-management strategies, extinction) and their relative risks and benefits in the school context. Finally, students will apply their understanding of behavior change procedures using role plays, simulations, and practice activities.
This course will focus on advanced concepts related to differentiation of instruction for use by experienced special educators, primarily within inclusive settings. Needs of students with disabilities who are academic learners (those covered by Special Education-General Curriculum certification) will be emphasized. Collaboration within school settings and with community members will be included, as will attention to specialized curricula and instructional methods.
This course is designed to prepare students to research, develop, implement, and evaluate behavior intervention plans in the school context. In this course, students will revisit foundational behavior analytic principles while expanding their knowledge of functional behavioral assessment. Students will also be introduced to behavior change procedures. They will apply their introductory knowledge as they select, design, and evaluate the effects of these procedures for a student's behavior intervention plan. Given the results of a functional behavioral assessment, students will complete an individualized behavior intervention plan.
This course provides an introduction to professional and ethical challenges in special education and behavior analysis in applied contexts. In this course, students will define terms and concepts related to ethical practice and behavior analytic service provision. Students will identify and discuss common challenges that may interfere with ethical practice. Students will define, identify, describe, and discuss the role of bias and trauma in instruction, assessment, and intervention for special educators and behavior analysts. Finally, students will identify strategies to detect and mitigate bias, and incorporate protective factors and trauma-informed practice into every aspect of their instruction, assessment, and intervention work with students and families.
This course provides an introduction to the application of organizational behavior management to the educational context. Through this introduction, students will be equipped to effectively supervise, mentor, and manage personnel (e.g., family members, staff, educators) involved with the implementation of assessment and intervention procedures that promote dignity, autonomy, and independence of students with disabilities and/or persistent interfering behavior. Students will identify culturally responsive, equity-driven strategies for establishing effective supervisory relationships, building rapport with collaborators, establishing and maintaining healthy and supportive workplace environments, receiving and delivering feedback, monitoring treatment integrity, as well as legal and ethical considerations related to supervision and management.
Supervised fieldwork is a required pre-requisite to apply for and attempt BACB certification examination. This course provides students with structured fieldwork experiences designed to support them as they apply concepts learned in previous ABA coursework under the supervision of a Board Certified Behavior Analyst (BCBA). Students will complete between 10-20 hours per week of fieldwork in an approved practicum site and participate in discussions, reflections, and presentations related to their experiences. Upon completion of this course, students will propose their capstone project for completion in Advanced Experiential Learning in ABA: Practicum II. Students must receive a Satisfactory grade in this course in order to enroll in Practicum II and complete the ABA Area of Concentration.
Supervised fieldwork is a required pre-requisite to apply for and attempt BACB certification examination. This course provides students with structured fieldwork experiences designed to support them as they apply concepts learned in previous ABA coursework under the supervision of a Board Certified Behavior Analyst (BCBA). Following successful completion of Practicum I, students will complete between 10-20 hours per week of fieldwork in an approved practicum site (to include supervisory activities, as appropriate) and participate in discussions, reflections, and presentations related to their experiences. During this practicum experience, students will complete, present, and submit their ABA Capstone Project.
Morris Council, III Ph.D.
Associate Professor, Assistant Department Chair
Toni Franklin
Associate Professor, Assistant Department Chair
Michelle Frazier Trotman Scott, Ph.D.
Director Of Graduate Affairs and Professor of Special Education
Katy Green, Ph.D.
Professor, Interim Department Chair
Brandy M. Locchetta, Ph.D., BCBA-D
Assistant Professor, ABA Program Coordinator
Samantha Mrstik, Ph.D.
Asst. Professor of Special Education
James Schwab, Ph.D.
Assistant Professor, Curriculum Instruction Assessment Lead
Trina Fortner Wood, Ed.D.
Lecturer, Assistant Department ChairGuidelines for Admittance
- All graduate applicants must complete the online Grad Application. A one-time application fee of $40 is required.
- Applicants should also review the Graduate School website below for individual program specific requirements and tasks that must be completed prior to admission. Also see Graduate Studies Application Process.
- International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
- Official transcripts from a regionally or nationally accredited institution are required and should be sent directly to the UWG Graduate Admissions Office. Official transcripts from all post-secondary schools attended are required.
Program Specific Admittance Guidelines
- Complete requirements for a Bachelors degree from an accredited institution
- Present a cumulative 3.0 (4.0 scale) grade point average or higher on all undergraduate work
- Present a current renewable teaching certificate in Special Education
Application Deadlines
Specific Graduate Admissions Deadlines are available via the Graduate School.
Admission Process Checklist
The Graduate Studies Application Process checklist is available here
One exception: If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. Contact the Immunization Clerk with your request.
Contact
Graduate Admissions
Phone: 678-839-1394
Email: graduate@westga.edu
Dr. Morris Council
Pre-enrollment Advisor
mcouncil@westga.edu
Phone: 678-839-6121
Specific dates for Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP.
Specific Graduate Admissions Deadlines are available via the Graduate School
- Special education specialists use valid and reliable assessment practices to minimize bias.
- Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.
- Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities.
- Special education specialists conduct, evaluate, and use inquiry to guide professional practice.
- Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices, and create positive and productive work environments.
- Special education specialists use foundational knowledge of the field and professional ethical principles and practice standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.
- Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families.