Earn Your Master of Arts in Special Education with a concentration in General Curriculum K-12 Online

What reading strategies are taught in this course?

This course focuses on phonics, phonemic awareness and language acquisition aligned with state standards. You will create comprehensive reading plans using evidence-based methods for decoding, fluency and comprehension. Teachers learn to design instruction that builds foundational literacy skills systematically.

Key topics include:

• Explicit phonics instruction: synthetic vs. analytic approaches
• Sound-symbol relationships, syllable types and morphological awareness
• Word attack skills and decoding strategies for struggling readers
• Vocabulary development through read-alouds and content integration
• Comprehension instruction: summarizing, inferencing and questioning techniques
  
  

By the end of the course, students will be able to:

• Design sequential phonics lessons that move from simple to complex patterns
• Assess reading levels using running records, phonics inventories and comprehension checks
• Differentiate instruction for students at various stages of literacy development
• Integrate writing and speaking activities to reinforce reading skills
• Lead parent workshops explaining state reading standards and home support strategies

What foundational knowledge do I need to teach in diverse classrooms?

This course provides a comprehensive foundation in the historical, political and sociological contexts of education that inform effective teaching in diverse classrooms. You will examine teaching ethics, school law and professional responsibilities while developing a personal teaching philosophy. Graduates gain the cultural competencies and foundational knowledge needed to support diverse learners and uphold ethical, inclusive educational practices.

Key topics include:

• Historical evolution of public education and current reform movements
• Philosophical frameworks: essentialism, progressivism and constructivism
• Legal foundations: student rights, special education law and teacher liability
• Sociological perspectives on educational equity and access
• Professional ethics and dispositions for culturally responsive teaching

By the end of the course, students will be able to:

• Analyze how economic and political forces influence curriculum, policy and school funding
• Articulate a personal teaching philosophy grounded in educational theory
• Apply ethical frameworks to real-world dilemmas involving student welfare and professional conduct
• Design inclusive learning environments that honor diverse cultural backgrounds and learning needs
• Identify multiple roles educators play: instructional leader, community partner and reflective practitioner

How does understanding child development improve my teaching?

Understanding child development improves your teaching by helping you align instruction with students’ cognitive, social and physical development from infancy through adulthood. This course emphasizes research-based practices that support learners at different developmental stages, equipping educators to identify developmental milestones and adapt teaching strategies to meet students’ evolving needs.

Key topics include:

• Prenatal development and early childhood brain architecture
• Piaget, Vygotsky, and Erikson: applying stage theories to classroom practice
• Language acquisition and literacy development milestones
• Adolescent identity formation, peer influence and risk-taking behaviors
• Lifespan perspectives on learning, memory and cognitive aging

By the end of the course, students will be able to:

• Recognize typical and atypical developmental patterns across domains
• Differentiate instruction based on students' cognitive and social-emotional readiness
• Interpret developmental research to inform curriculum design and assessment choices
• Support families in understanding their children's developmental needs
• Create age-appropriate learning experiences that challenge without overwhelming

Will I learn legal requirements related to special education?

You will master Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and Americans with Disabilities Act (ADA) regulations governing special education services. The course covers due process, IEP compliance and ethical decision-making for supporting students with disabilities. Educators learn to advocate for appropriate accommodations while protecting student and family rights.

Key topics include:

• IDEA provisions: FAPE, LRE and child find responsibilities
• IEP development: components, timelines and team member roles
• Procedural safeguards, dispute resolution and manifestation determinations
• Section 504 vs. IEP eligibility and accommodation planning
• Ethical considerations in assessment, placement and confidentiality
  
  

By the end of the course, students will be able to:

• Interpret special education law to ensure compliant practices in your school
• Facilitate IEP meetings that balance parent input with educational recommendations
• Distinguish between modifications and accommodations for various disability categories
• Document services and progress in legally defensible ways
• Advocate for students' rights while working collaboratively with families and administrators

Will this course help me manage behavior in the classroom?

Yes. You will learn evidence-based behavior intervention strategies including functional behavior assessment and positive behavior support. You will design proactive classroom management systems that prevent disruptions while teaching appropriate social skills. The course emphasizes de-escalation techniques and data-driven decision making.

Key topics include:

• Functional Behavior Assessment (FBA): identifying antecedents, behaviors and consequences
• Behavior Intervention Plans (BIP): evidence-based strategies matched to function
• Positive reinforcement systems: token economies, behavior contracts and social skills training
• Crisis prevention and de-escalation protocols for high-intensity behaviors
• Collaboration with families and mental health professionals
  
  

By the end of the course, students will be able to:

• Conduct FBAs to determine why problematic behaviors occur
• Develop BIPs with measurable goals and specific intervention strategies
• Implement tiered behavior support systems aligned with PBIS frameworks
• Collect and analyze behavior data to evaluate intervention effectiveness
• Teach self-regulation and social-emotional skills explicitly

What medical conditions affect learning in students with disabilities?

Explore characteristics of autism, intellectual disabilities, physical impairments and health conditions impacting education. You will understand how medical diagnoses influence learning and behavior, enabling appropriate instructional modifications. Teachers learn to collaborate with healthcare providers and implement medical management plans safely.

Key topics include:

• Autism spectrum disorder: sensory needs, communication challenges and social skills instruction
• Intellectual disabilities: adaptive behavior, functional academics and community-based learning
• Physical disabilities: mobility accommodations, adapted PE and accessibility requirements
• Health impairments: asthma, diabetes, epilepsy and emergency response procedures
• Low-incidence disabilities: deaf-blindness, traumatic brain injury and multiple disabilities
  
  

By the end of the course, students will be able to:

• Recognize how medical conditions affect attention, processing and physical stamina
• Implement healthcare plans and emergency protocols in collaboration with school nurses
• Adapt curriculum and materials for students with physical and sensory impairments
• Communicate effectively with medical professionals about educational implications
• Select assistive technology and accommodations matched to specific disability characteristics

Key topics include:

• Universal Design for Learning (UDL): multiple means of representation, action and engagement
• Co-teaching structures: station teaching, parallel teaching and team teaching
• Explicit instruction for reading, writing and math skill deficits
• Graphic organizers, mnemonic devices and study skills training
• Technology integration: text-to-speech, audiobooks and digital organizers
  

By the end of the course, students will be able to:

• Align IEP goals with grade-level standards through appropriate modifications
• Implement research-based interventions for specific learning disabilities
• Use formative assessment to determine when students need reteaching vs. acceleration
• Collaborate with general education teachers to plan co-taught lessons
• Document specially designed instruction and student progress toward IEP goals

What reading interventions will I learn?

Study intensive, systematic phonics programs and multisensory literacy approaches like Orton-Gillingham. You will learn to diagnose specific reading deficits and select evidence-based interventions for dyslexia and language-based disabilities. Teachers gain skills in progress monitoring and instructional pacing decisions.

Key topics include:

• Characteristics of dyslexia, dysgraphia and language processing disorders
• Multisensory structured literacy: Wilson Reading System, Orton-Gillingham and Lindamood-Bell
• Diagnostic assessments: nonsense word fluency, phoneme segmentation and error analysis
• Fluency building: repeated reading, reader's theater and prosody instruction
• Reading comprehension for students with weak decoding or background knowledge gaps

By the end of the course, students will be able to:

• Administer diagnostic reading assessments to pinpoint skill deficits
• Implement multisensory reading programs with fidelity and appropriate pacing
• Differentiate phonics instruction based on mastery of specific patterns
• Monitor reading growth using curriculum-based measurement (CBM) probes
• Select decodable texts and high-interest books matched to students' instructional levels

Will this help me prepare students for life after high school?

Yes. This course prepares you to support students as they transition from high school to post-secondary education, employment and independent living. You will learn to develop age-appropriate transition IEPs, coordinate with community agencies and promote self-advocacy, vocational training and family collaboration to help students achieve goals beyond graduation.

Key topics include:

• Transition assessments: career interests, independent living skills and self-determination
• Age-appropriate transition services required by Individuals with Disabilities Education Act (IDEA) starting at age 14-26
• Postsecondary education options: community college, vocational programs and disability support services
• Employment preparation: job coaching, soft skills training and workplace accommodations
• Collaboration with vocational rehabilitation, adult services and guardianship options

By the end of the course, students will be able to:

• Write measurable postsecondary goals for education, employment and independent living
• Teach self-advocacy skills so students can articulate their needs and accommodations
• Coordinate with community agencies to secure adult services and benefits
• Implement functional life skills curriculum: budgeting, transportation and health management
• Facilitate student-led Individualized Education Program (IEP)meetings where youth voice their own transition preferences

What assessments identify students needing special education services?

Students needing special education services are identified through a combination of formal and informal assessments, including standardized tests, curriculum-based measures and progress monitoring systems. This course prepares you to interpret psychoeducational reports, determine eligibility and use assessment data to guide IEP goals, instructional decisions and reevaluation processes.

Key topics include:

• Norm-referenced vs. criterion-referenced assessment: purposes and interpretation
• Reading assessments: Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Assessment Instrument for Monitoring Student Web (AIMSweb) and diagnostic reading inventories
• Cognitive and achievement testing: understanding IQ scores, standard scores, and percentiles
• Progress monitoring: graphing data, determining adequate progress and making instructional changes
• Assessment accommodations and alternate assessments for students with significant disabilities
  

By the end of the course, students will be able to:

• Administer curriculum-based measurements to monitor academic growth weekly
• Interpret psychoeducational evaluation reports to inform instruction
• Select appropriate assessment accommodations based on student IEPs
• Use assessment data to determine eligibility for special education services
• Communicate assessment results to families in accessible, jargon-free language

How do school leaders use research to drive improvement?

School leaders use research to drive improvement by applying action research and interpreting educational studies to guide school decisions. This course teaches you to design data collection methods, analyze results and present findings, enabling you to evaluate programs, solve problems and enhance student outcomes.

Key topics include:

• Research design: experimental, quasi-experimental and qualitative approaches
• Data collection: surveys, interviews, observations and document analysis
• Quantitative analysis: descriptive statistics, correlation and basic inferential tests
• Qualitative analysis: coding, theme identification and trustworthiness
• Action research: identifying problems of practice and testing solutions
  

By the end of the course, students will be able to:

• Critique published research for methodological rigor and applicability to your context
• Design action research studies addressing specific school improvement questions
• Collect and analyze data using appropriate quantitative and qualitative methods
• Present research findings in formats accessible to various stakeholders
• Use research evidence to advocate for policy changes and resource allocation

What skills will I gain during the special education internship?

Complete supervised classroom teaching under a mentor, implementing IEPs and differentiated instruction daily. You will demonstrate competency in assessment, behavior management and collaboration with families and staff. The internship provides hands-on application of coursework in real special education settings serving diverse learners.

Key topics include:

• Full-time teaching responsibilities: lesson planning, delivery and assessment
• Individualized Education Program (IEP) implementation: progress monitoring and documentation of student growth
• Collaboration with general education teachers, therapists and administrators
• Reflective practice: analyzing teaching effectiveness and adjusting strategies
• Professional development: attending meetings, staffings and school-wide initiatives
  

By the end of the course, students will be able to:

• Plan and implement standards-aligned lessons with appropriate modifications
• Manage classroom behaviors using positive, proactive strategies
• Communicate professionally with families about student progress and concerns
• Demonstrate proficiency in all state teaching competencies for special education licensure
• Reflect critically on teaching practice to identify areas for continued growth