Master of Education with a Major in Special Education and Teaching, Autism
The Department of Special Education in the College of Education at the University of West Georgia (COE-UWG) offers the Master of Education program in Special Education (MEd-SPED) with a concentration in Autism. Candidates who successfully complete this program and other requirements of the state certification agency (PSC) may be eligible for Georgia Level 5 certification along with the Autism Endorsement. Teachers with certification in this area are infield to teach students in grades P-12 with disabilities who receive instruction using the general education curriculum and participate in the general statewide assessment, as well as students in special education preschool (ages 3-5 years).
A program sheet, which provides a required coursework sequence, is available for download in the Courses tab below.
The Master of Education program in Special Education with a concentration in Autism prepares candidates to expand their professional knowledge, skills, and dispositions for enhancing effective practice through the exploration of new knowledge and the comprehension of research constructs. Candidates who successfully complete this program and other requirements of the state certification agency (PSC) may be eligible for Georgia Level 5 certification and the addition of the Autism Endorsement.
Teachers with certification in this area are infield to teach students in grades P-12 with disabilities who receive instruction using the general education curriculum and participate in the general statewide assessment, as well as students in special education preschool (ages 3-5 years). The Master of Education program in Special Education consists of 30 graduate credit hours plus an exit exam/Electronic Portfolio. Candidates need to work closely with their advisor for the most effective scheduling of classes. Most of the SPED MEd classes are offered twice per year.
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
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.
Coursework
100% online, asynchronous
Downloads
General
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.
An examination of instructional and assistive technology designed to enhance service delivery to students with disabilities, with an emphasis on students participating in general education content. Use of technology for support of service delivery (e.g. data management and IEP software) also will be addressed.
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.
This course provides students with a comprehensive understanding of behavioral assessment and the role of behavioral assessment in the identification and treatment of socially significant behavior. Students will be introduced to trauma-informed practice and explore the connection to behavioral assessment. Students will apply their knowledge of functional behavioral assessment and trauma-informed practice to conduct and evaluate, and interpret data gathered from, various types of behavioral assessments. Finally, students will synthesize assessment data in a functional behavioral assessment report that includes recommendations for intervention.
This course is designed to provide educators with an understanding of how trauma impacts learning and behavior. Students will acquire a variety of strategies to create an environment that is safe, welcoming, and inclusive spaces where every student can thrive, regardless of circumstance. The course prepares and equips teachers to create trauma-sensitive and trauma-informed environments that support healing and regulation, allowing students to actively engage in all classroom activities. Topics include the ACE Study, the brain s response to trauma, effects of trauma, neuroplasticity and healing from trauma, trauma-informed schools, and the effects of secondary trauma.
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 provides students with a comprehensive understanding of applied behavior analysis from its historical origins and applications to contemporary practice. Students will be introduced to the philosophical underpinnings of behavior analysis and gain an understanding of the concepts and principles of applied behavior analysis. Students will also be introduced to methods for selecting and operationally defining socially significant behavior to change. Finally, students will gain an introductory understanding of basic behavior change procedures and measurement concepts.
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 includes an introduction to the use of single-case research methods in special education and behavior sciences. This course includes an overview of single case research designs, description and measurement of independent and dependent variables, consideration of reliability and validity, identification, detection, and protection against threats to internal and external validity, data analysis, and synthesis of research.This course will also teach students to critically consume and interpret data from single-case experimental designs. Developing the initial portion of a behavior analytic research proposal (introduction and method) is required as a part of this course.
Morris Council, III Ph.D.
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
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 the requirements for a bachelor's 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
Contact
Graduate Admissions
Phone: 678-839-1394
Email: graduate@westga.edu
Dr. Toni Franklin
Pre-enrollment Advisor
tfranklin@westga.edu
Phone: 678-839-6167
Specific Graduate Admissions Deadlines are available via the Graduate School
* Application, app fee, and document deadline
See The Scoop for other important dates and deadlines.
- 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.