Master of Arts in Special Education with Certification (LBD, P-12)
Introduction
The School of Education (SOE) offers an online program for the Master of Arts (MA) in Special Education with Certification in Learning and Behavior Disorders (P-12). The intent of this program, referred to as the MASPE program, is to increase the diminished supply of special education teachers by targeting qualified college graduates, including those with degrees in fields other than education. The MASPE program is founded on personal student support, high expectations, relevant and practical experiences, and distance learning technology. From the beginning, candidates are guided on how to succeed in an online educational environment and provided with 24/7/365 support in accessing course content, instructional assistance, and colleagues, wherever internet service is available.
MASPE instructors will guide students through an intensive training and clinical experience, enabling them to become certified special education teachers and obtain a Master’s degree. Recognized by the Education Professional Standards Board (EPSB), the program offers students three distinct routes for a special education certification: Option 6-Initial alternative certification; Initial traditional certification; and Advanced traditional certification. Option 6 is the alternative certification opportunity for those who wish to serve as Temporary Provisional (CA-TP) certified teachers in Special Education classrooms throughout the Commonwealth. It is designed specifically to lead to teacher certification in the area of Learning and Behavior Disorders (LBD, P-12). The Initial traditional certification is designed for individuals who are not certified teachers but seek initial teaching certification in LBD. The Advanced traditional certification is designed for individuals who are certified in another area and seek an “add-on” certification in LBD. When successful graduates of this program are employed as teachers in the Commonwealth of Kentucky, they are classified and compensated as Rank II.
Each route to the MASPE is comprised of a series of carefully designed, interactive, accelerated coursework and field experiences. Each semester of coursework consists of two eight-week sessions, delivered through a variety of instructional electronic modalities. The online program requires 200 hours of field experiences before the final clinical experience (Initial Traditional route only), and 100 field hours for the Advanced program. The only difference in requirements for students with varying experiential backgrounds is the final clinical course. All students, except Option 6 candidates, are required to complete a practicum/student teaching experience (ESP 574 Practicum II Special Education or ESP 575 Practicum III Special Education). Each experience must take place in an accredited public-school classroom that contains students with an Individualized Education Plan (IEP) in the area of Learning and Behavior Disorders (LBD). Each student must apply for permission to enroll in the Practicum/Student Teaching course and obtain approval from the Teacher Education Committee (TEC). Applications for Practicum/Student Teaching, including all supporting evidence, must be submitted to the SOE office in Hathaway Hall Room 108 by the deadline of the semester prior to the semester he or she wishes to complete the practicum experience (Fall Deadline: October 15th; Spring Deadline: March 15th).
The following courses are required:
| Code | Title | Hours |
|---|---|---|
| ESP 502 | Legal/Parental Iss in Spec Ed | 3 |
| ESP 504 | Theories Reading/Educ Pract | 3 |
| ESP 505 | Teach Math Child/Youth Lrn Dis | 3 |
| ESP 507 | Intro to Special Education | 3 |
| ESP 510 | Curr/Meth in Learn Behav Dis | 3 |
| ESP 511 | Meth/Strat Behav Management | 3 |
| ESP 515 | Research in Special Education | 3 |
| ESP 523 | Individual with LD | 3 |
| ESP 524 | Instructional Assessment Meth | 3 |
| ESP 525 | Inclusion, Collaboration/Advoc | 3 |
| ESP 526 | Prescriptive Teaching | 3 |
| Select one of the following: | 3 | |
| Practicum II Special Education (for advanced certification) | ||
| Practicum III Special Educ (for traditional initial certification) | ||
Check Point I: Admission to Master of Arts in Special Education (Initial Traditional Route) EPP
- A completed online application
- A bachelor’s degree or advanced degree awarded by a regionally accredited college or university with a cumulative grade point average of 2.75 on a 4.0 scale; or A grade point average of 3.00 on a 4.0 scale on the last thirty (30) hours of credit completed, including undergraduate and graduate coursework;
- Once admitted to the program, the candidate will review, sign, and return page 2 of the Curriculum Plan of Study, indicating that they have read the Praxis disclaimer and the Professional Code of Ethics.
The following courses are required to graduate
| Code | Title | Hours |
|---|---|---|
| ESP 502 | Legal/Parental Iss in Spec Ed | 3 |
| ESP 504 | Theories Reading/Educ Pract | 3 |
| ESP 505 | Teach Math Child/Youth Lrn Dis | 3 |
| ESP 507 | Intro to Special Education | 3 |
| ESP 510 | Curr/Meth in Learn Behav Dis | 3 |
| ESP 511 | Meth/Strat Behav Management | 3 |
| ESP 515 | Research in Special Education | 3 |
| ESP 523 | Individual with LD | 3 |
| ESP 524 | Instructional Assessment Meth | 3 |
| ESP 525 | Inclusion, Collaboration/Advoc | 3 |
| ESP 526 | Prescriptive Teaching | 3 |
| ESP 575 | Practicum III Special Educ (70 Days of Student Teaching) | 12 |
Check Point II: Admission to Clinical Practice
- Completion of all course work with a cumulative GPA of 3.0 or above;
- 200 field hours recorded in KFETS and documentation to support the field hours;
- Pass Praxis II
- Dispositions Assessment/Field Experience Assessments
- Any other requirements set by the program
Check Point III – Program Completion
- Cumulative GPA 3.0
- Successful completion of a clinical practice course (70 days)
- Complete CA-1 for KY License
- Program Evaluation and Disposition Assessment
- Completion of Exit Survey
After Program Completion
- Alumni Follow-up Survey
Check Point I: Admission to Master of Arts in Special Education (Option 6 route) EPP
- A completed online application
- A bachelor’s degree or advanced degree awarded by a regionally accredited college or university with a cumulative grade point average of 2.75 on a 4.0 scale; or a grade point average of 3.00 on a 4.0 scale on the last thirty (30) hours of credit completed, including undergraduate and graduate coursework;
- Job offer from a Kentucky school for an LBD classroom assignment.
- Once admitted to the program, the candidate will review, sign, and return page 2 of the Curriculum Ladder indicating that they have read the Praxis disclaimer and the Professional Code of Ethics.
The following courses are required to graduate:
| Code | Title | Hours |
|---|---|---|
| ESP 502 | Legal/Parental Iss in Spec Ed | 3 |
| ESP 504 | Theories Reading/Educ Pract | 3 |
| ESP 505 | Teach Math Child/Youth Lrn Dis | 3 |
| ESP 507 | Intro to Special Education | 3 |
| ESP 510 | Curr/Meth in Learn Behav Dis | 3 |
| ESP 511 | Meth/Strat Behav Management | 3 |
| ESP 515 | Research in Special Education | 3 |
| ESP 523 | Individual with LD | 3 |
| ESP 524 | Instructional Assessment Meth | 3 |
| ESP 525 | Inclusion, Collaboration/Advoc | 3 |
| ESP 526 | Prescriptive Teaching | 3 |
- Option 6 students will receive Mentor, Principal and University Observations before graduation
Check Point II – Program Completion
- Completion of all coursework with a cumulative GPA of 3.0 or above;
- Pass Praxis II;
- Cumulative GPA 3.0;
- Complete CA-1 for KY License;
- Program Evaluation and Disposition Assessment;
- Completion of the Exit Survey.
After Program Completion
- Alumni Follow-up Survey
Check Point I: Admission to Master of Arts in Special Education (Advanced) EPP
- A completed online application
- Hold a statement of eligibility or an initial certificate issued by Kentucky Education Professional Standards Board (EPSB).
- If you hold an initial certificate from another state earned through an approved program and have taught for at least 2 years under that certificate, please contact EPSB and inquire about KY certification.
- If you hold an initial certificate from another state earned through an approved program and have not taught for at least 2 years under your certification, please contact EPSB for options regarding KY certification.
- A minimum cumulative 2.75 GPA on a 4.0 scale or a grade point average of 3.00 on a 4.0 scale on the last thirty (30) hours of credit completed, including undergraduate and/or graduate coursework;
- Once admitted to the program, the candidate will review, sign, and return page 2 of the Curriculum Ladder, indicating that they have read the Praxis disclaimer and the Professional Code of Ethics.
The following courses are required to graduate:
| Code | Title | Hours |
|---|---|---|
| ESP 502 | Legal/Parental Iss in Spec Ed | 3 |
| ESP 504 | Theories Reading/Educ Pract | 3 |
| ESP 505 | Teach Math Child/Youth Lrn Dis | 3 |
| ESP 507 | Intro to Special Education | 3 |
| ESP 510 | Curr/Meth in Learn Behav Dis | 3 |
| ESP 511 | Meth/Strat Behav Management | 3 |
| ESP 515 | Research in Special Education | 3 |
| ESP 523 | Individual with LD | 3 |
| ESP 524 | Instructional Assessment Meth | 3 |
| ESP 525 | Inclusion, Collaboration/Advoc | 3 |
| ESP 526 | Prescriptive Teaching | 3 |
| ESP 574 | Practicum II Special Education | 6 |
Check Point II: Admission to Clinical Practice
- Completion of all coursework with a cumulative GPA of 3.0 or above;
- 100 field hours recorded in KFETS and documentation to support the field hours;
- Pass Praxis II
- Dispositions Assessment/Field Experience Assessments
- Any other requirements set by the program
Check Point III – Program Completion
- Cumulative GPA 3.0
- Successful completion of a clinical practice course
- Complete CA-1 for KY License
- Program Evaluation and Disposition Assessment
- Completion of Exit Survey
Initial Track
Students that do not have a certification in Special Education
| Year 1 | ||
|---|---|---|
| Term 1 (Fall) | Hours | |
| ESP 502 | Legal/Parental Iss in Spec Ed | 3 |
| ESP 504 | Theories Reading/Educ Pract | 3 |
| ESP 505 | Teach Math Child/Youth Lrn Dis | 3 |
| ESP 507 | Intro to Special Education | 3 |
| Hours | 12 | |
| Term 2 (Spring) | ||
| ESP 510 | Curr/Meth in Learn Behav Dis | 3 |
| ESP 511 | Meth/Strat Behav Management | 3 |
| ESP 515 | Research in Special Education | 3 |
| ESP 523 | Individual with LD | 3 |
| Hours | 12 | |
| Year 2 | ||
| Term 3 (Fall) | ||
| ESP 524 | Instructional Assessment Meth | 3 |
| ESP 525 | Inclusion, Collaboration/Advoc | 3 |
| ESP 526 | Prescriptive Teaching | 3 |
| Hours | 9 | |
| Term 4 (Spring) | ||
| ESP 575 | Practicum III Special Educ | 12 |
| Hours | 12 | |
| Total Hours | 45 | |
Advanced Track
Students that have a certification, but not in Special Education-LBD K-12
| Year 1 | ||
|---|---|---|
| Term 1 (Fall) | Hours | |
| ESP 502 | Legal/Parental Iss in Spec Ed | 3 |
| ESP 504 | Theories Reading/Educ Pract | 3 |
| ESP 505 | Teach Math Child/Youth Lrn Dis | 3 |
| ESP 507 | Intro to Special Education | 3 |
| Hours | 12 | |
| Term 2 (Spring) | ||
| ESP 510 | Curr/Meth in Learn Behav Dis | 3 |
| ESP 511 | Meth/Strat Behav Management | 3 |
| ESP 515 | Research in Special Education | 3 |
| ESP 523 | Individual with LD | 3 |
| Hours | 12 | |
| Year 2 | ||
| Term 3 (Fall) | ||
| ESP 524 | Instructional Assessment Meth | 3 |
| ESP 525 | Inclusion, Collaboration/Advoc | 3 |
| ESP 526 | Prescriptive Teaching | 3 |
| Hours | 9 | |
| Term 4 (Spring) | ||
| ESP 574 | Practicum II Special Education | 6 |
| Hours | 6 | |
| Total Hours | 39 | |
Option 6 Track
Students that are lead teachers in a Special Education LBD Classroom, that are hired as Emergency Certified
| Year 1 | ||
|---|---|---|
| Term 1 (Fall) | Hours | |
| ESP 502 | Legal/Parental Iss in Spec Ed | 3 |
| ESP 504 | Theories Reading/Educ Pract | 3 |
| ESP 505 | Teach Math Child/Youth Lrn Dis | 3 |
| ESP 507 | Intro to Special Education | 3 |
| Hours | 12 | |
| Term 2 (Spring) | ||
| ESP 510 | Curr/Meth in Learn Behav Dis | 3 |
| ESP 511 | Meth/Strat Behav Management | 3 |
| ESP 515 | Research in Special Education | 3 |
| ESP 523 | Individual with LD | 3 |
| Hours | 12 | |
| Year 2 | ||
| Term 3 (Fall) | ||
| ESP 524 | Instructional Assessment Meth | 3 |
| ESP 525 | Inclusion, Collaboration/Advoc | 3 |
| ESP 526 | Prescriptive Teaching | 3 |
| Hours | 9 | |
| Total Hours | 33 | |
ESP 410: Curr. & Meth. in LBD
Credit Hours: 3
Contact Hours: 3
ESP 423: Learn.&Dev. through the Lifes
Credit Hours: 3
Contact Hours: 3
ESP 501: Special Topics in Education
This course is designed as a seminar course to accommodate a variety of professional development topics. Examples of topics are: PRAXIS II Preparation, Senate Bill 1, and other educational reform topics such as the Common Core Standards. For participants in the School of Education’s online professional Development Center, seminar credit may be aligned with Professional Development threads for academic credit that may be transferred into the degree program. For more information log-on at education@ kysu.edu. The student may enroll in this course up to three times under different topics.
Credit Hours: 3
Contact Hours: 3
ESP 502: Legal/Parental Iss in Spec Ed
This course reviews pertinent legislation concerning human and constitutional right and parental issues related to special persons. Teachers’ specific responsibilities and liabilities are described and related to current requirements for development of appropriate educational programs. Emphasis is given to how, through active parent participation, teachers can facilitate each student’s developmental progress. The resources and methods for dealing with the problems confronted by parents of exceptional children are considered, field hours required.
Credit Hours: 3
Contact Hours: 3
ESP 504: Theories Reading/Educ Pract
This course will concentrate on the best practices for teaching reading to students with learning and behavioral difficulties. Candidates will conduct research on literacy problems in the United States and examine reading approaches for students with reading difficulties. Understanding of best practice strategies for teaching of reading will be applied through a research paper project, field hours required.
Credit Hours: 3
Contact Hours: 3
ESP 505: Teach Math Child/Youth Lrn Dis
The primary focus of this course is on teaching of mathematics to children and youth with learning and behavior disorders. The overall context in which these teaching ap-proaches are considered are the national curricular reforms in mathematics. Clearly, this course primarily attends to the domains of pedagogy, pedagogy and its relationship to su-ject matter, curriculum, and pedagogical content knowledge. Given that, the learner must always be considered and that the general context of instruction in the school, the domains of the learners and schools are emphasized, however to a lesser degree in this course. Specific attention is provided in this course to the teaching that responds to the reform recommendations identified by National Council of Teachers of Mathematics (NCTM) and higher standards in mathematics education present in KERA, 10 hours of field work required.
Credit Hours: 3
Contact Hours: 3
ESP 507: Intro to Special Education
This course will provide information and knowledge on legislation and litigation in special education. A historical overview of the field of special education will be presented. Characteristics of children and youth with disabilities, espe-cially learning disabilities and behavior disorders, will be presented, 10 hours of field work required.
Credit Hours: 3
Contact Hours: 3
ESP 510: Curr/Meth in Learn Behav Dis
This course is designed to provide an opportunity to explore the variety of teaching methods, technology, media, resources, and materials that may be used for effective teaching in the classroom. Major focuses are given to the area of constructing unit lessons, lesson presentations, and evaluation of student progress. Candidates are expected to develop lesson plans that accommodate the needs of learners with disabilities. Designing instructional strategies for diversity in culture and in learning styles, adapting commercial and teacher made materials, assessing learners’ progress, and using technology to enhance instruction are presented, field hours required.
Prerequisite: Admission to Teacher Education Program
Credit Hours: 3
Contact Hours: 3
ESP 511: Meth/Strat Behav Management
Students will learn to: (a) identify and assess problem behavior; (b) design and implement behavioral interventions; (c) design learning environments that will prevent problem behaviors; and (d) apply behavioral procedures in educational settings, field hours required.
Prerequisite: Admission to Teacher Education Program: This course is designed to provide candidates with knowledge and understanding of behavioral assessment and intervention strategies based on operant conditioning and applied behavior management techniques
Credit Hours: 3
Contact Hours: 3
ESP 515: Research in Special Education
A review of studies from a variety of disciplines that have relevance to special education populations. Special emphasis will be given to those skills (understanding, assumption, reading, and abstracting articles, interpreting data, and eva-luating results) needed to understand the relationship be-tween research strategies and problems in special education, 10 hours of field work required.
Credit Hours: 3
Contact Hours: 3
ESP 523: Individual with LD
This course will provide information focusing on the identification, instruction, and assessment of individuals with specific learning disabilities and learning differences. Special emphasis will be placed on the characteristics (academic, social, organizational, and behavioral) of individuals who learn differently. Participants will learn information that will help them better prepare lessons, settings, and evaluations that enable success for their learners. For more information, see Purposes of the Course within this syllabus, 10 hours of field work required.
Credit Hours: 3
Contact Hours: 3
ESP 524: Instructional Assessment Meth
This course will provide participants with an understanding and informed use of assessment data. It focuses on policies and procedures involved in the screening, diagnosis, and placement of individuals with emotional/behavioral disorders including academic and social behaviors. The primary research project will involve the assessment of appropriate and problematic social behaviors of individuals with E\BD, field hours required.
Prerequisite: Admission to Teacher Education Program
Credit Hours: 3
Contact Hours: 3
ESP 525: Inclusion, Collaboration/Advoc
This course addresses inclusion, collaboration, and advocacy approaches to working with children and youth with disabilities. Approaches for differentiating instruction in an inclusive classroom are presented. Procedures for working with parents and educators in collaborative settings are addressed. Related and transitional services are discussed, field hours required.
Credit Hours: 3
Contact Hours: 3
ESP 526: Prescriptive Teaching
This course will explore strategies for teaching skills and content areas, such as reading, mathematics, oral and written language, and social and study skills, to students with learning and behavior disorders. The course will provide participants with the opportunity to incorporate previous course knowledge and various approaches to learning and teaching to design IEPs that meet the needs of their students. This course will require a 10-hour field experience component, field hours required.
Credit Hours: 3
Contact Hours: 3
ESP 573: Practicum I Special Education
The Option 6 teaching experience is designed exclusively for the MASPE candidate who currently (a) is employed in a regular (non-substitute), full-time position as a Special Education Teacher of record in a public school and (b) has a P-12 class or caseload of students who have IEPs for EBD and/or LD. It is the culminating experience for MASPE’s alternative teacher certification (Option 6) program. The MASPE Practicum Teacher is supported, observed, and evaluated by a Mentor Teacher, who is full-time Special Education Teacher. The Mentor Teacher holds a Master degree in Special Education or related field and has had at least three years teaching experience as a Teacher certified in Exceptional Education. During the course of the semester, the Supervised Teacher completes several assignments that verify his or her knowledge, skills, professional dispositions, and cultural competence, at a Master level. The MASPE Practicum Teacher remains employed, in his or her current teaching position, during the practicum.
Credit Hours: 3
Contact Hours: 3
ESP 574: Practicum II Special Education
The full-time, supervised teaching experience is designed for the MASPE candidate who has at least three years of experience as a professional educator, in a P-12 school, and is not currently a Special Education Teacher of record in a public school. It is at least 70 days of full-time supervised teaching in an elementary school, middle school, or high school setting, with students who have IEPs for EBD and/or LD. The MASPE Supervised Teacher is directly supervised by a Mentor Teacher, who is a full-time Special Education Teacher. The Mentor Teacher holds a Master degree in Special Education or related field and has had at least three years teaching experience as a Teacher certified in Exceptional Education. During the course of the semester, the Supervised Teacher completes several assignments that verify his or her knowledge, skills, professional dispositions, and cultural competence, at a Master level. The MASPE Supervised Teacher may not be employed during the school day, at a school or elsewhere, for the duration of Supervised Teaching.
Credit Hours: 6
Contact Hours: 6
ESP 575: Practicum III Special Educ
The full-time student teaching experience is designed for the MASPE candidate who does not have at least three years of experience as a professional educator, in a P-12 school. It is at least 70 days of full-time teaching, balanced between two school placements (elementary school, middle school, high school), with students who have IEPs for EBD and/or LD. The MASPE Student Teacher is directly supervised by a Cooperating Teacher, who is a full-time Special Education Teacher. The Cooperating Teacher holds a Master degree in Special Education or related field and has had at least three years teaching experience as a Teacher certified in Exceptional Education. The MASPE Student Teacher also is supported, observed, and evaluated by a University Supervisor. During the course of the semester, the MASPE Student Teacher completes several assignments that verify his or her knowledge, skills, professional dispositions, and cultural competence, at a Master level. The MASPE Student Teacher maynot be employed during the school day, at a school or elsewhere, for the duration of student teaching.
Credit Hours: 12
Contact Hours: 12