Special Education - Master of Education
The goal of the special education program is to prepare highly qualified special education teachers certified at the Master's degree level who are capable of collaborating with classroom teachers as team teachers or consultants to meet the needs of children and young adults with disabilities in inclusive, non-categorical public school settings.
On-campus coursework and field-based internship experiences will lead graduate students to competencies in the areas of educational assessment, holistic instruction, direct instruction, curriculum development, management of learning environments, selection and modification of instructional materials, application of research findings, case and systems advocacy, and the organization and evaluation of special education service systems.
The program requires a minimum of 44 credit hours of graduate courses divided into two segments: Core Courses (32 credits), and Elective Courses (12 credits minimum). The exact number of credit hours will depend on the student’s background, competencies, and professional goals, and will be determined by the adviser. Prerequisite coursework in the areas of special education, reading, and mathematics should be satisfied before the student attains degree candidacy.
Core Courses (32 credit hours)
|EDUC||756/856||Supporting Families of Individuals with Exceptionalities||4|
|EDUC||900C||Internship and Seminar in Special Education||6|
|EDUC||901C||Internship and Seminar in Special Education||6|
|EDUC||938||Advanced Seminar in Special Education||4|
|EDUC||939||Assessment of Children with Learning Difficulties||4|
|EDUC||940||Teaching Children with Learning Difficulties||4|
|EDUC||981||Methods and Techniques of Educational Research||4|
Elective Courses (12 credit hours minimum)
Students will select elective courses in consultation with their adviser. At most, 4 credit hours of EDUC 899, Thesis may count as elective work. Other courses may be included on recommendation from the adviser.
|EDUC||852||Contemporary Issues in Learning Difficulties||4|
|EDUC||853||Contemporary Issues in Behavior Disorders||4|
|EDUC||854||Contemporary Issues in Developmental Disabilities||4|
|EDUC||855||Fostering Social Relationships for Students Who Experience Severe Disabilities||2|
|EDUC||860||Introduction to Young Children with Special Needs||4|
|EDUC||876||Reading for Children with Special Needs||4|
|EDUC||908/909||Diagnosis and Remediation of Reading Difficulties||4|
|EDUC||947||Curriculum for Young Children with Special Needs: Evaluation and Program Design||4|
|EDUC||951||Laws and Regulations Affecting the Education of Individuals with Disabilities||4|
|EDUC||956||Learning to Listen: Develooping Positive Behavior Supports for Students with Challenging Behavirs||4|
All students will have the option of one of two concluding experiences:
1. Research project with a defense, or
2. A research thesis that meets the requirements of the Graduate School and the Education Department (6-10 credits).
Requirements for the thesis are explained in the Graduate School publication entitled Thesis and Dissertation Manual. Requirements for the project may be obtained from the adviser or on the program Web site www.gradschool.unh.edu.
Optional additional certifications are available in Learning Disabilities Certification, Intellectual and Developmental Disabilities Certification, and Special Education Administration Certification. Learn more about the requirements for these certifications.
Graduate credit is normally granted only for coursework completed with a grade of B- or higher. Any grade below B- will not count for graduate credit and will count toward the accumulation of nine (9) failing credits which may require the student to withdraw from the program.
Consult the Graduate School catalog for additional information concerning academic standards.