The Special Education graduate program prepares educators to meet the diverse learning needs of all students. The program will renew and strengthen your understanding of special education and broaden your qualifications as a professional working with students with disabilities. This online program leads to a licensure in Special Education for Cross Categorical (801) and Specific Learning Disabilities (811) at both the 72 and 73 levels.

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The Program

At Marian University, you’ll learn about the theoretical foundations of special education, explore the latest research, and put your knowledge to work in real-world teaching environments that build your teaching skills and your confidence.

Licensure: Special Education for Cross Categorical (801) and Specific Learning Disabilities (811) at both the 72 and 73 levels

35 credits

An examination of a significant topic related to the field of education.

The seminar introduces students to the Teacher Education – Special Education program policies and procedures, the assessment system, the InTASK Teacher Standards, and how this licensure program can lead to a Masters of Arts in Education with an emphasis in Special Education.

This course explores individual differences as well as normative development in children from birth through adulthood. Children vary in physical, intellectual, emotional and social development, and this course will familiarize educators with conceptual foundations as well as applied methodologies that are consistent with current human development and learning theory. Learning needs of all children, particularly at risk learners are the focal point for discussion, review of methodologies and applications to development and learning theories.

Prerequisites:

Diagnosis and assessment of students with disabilities as identified by the federal definition (IDEA) using a variety of developmentally appropriate assessments, including those used in Response to Intervention (RTI). Candidates will analyze the measures used and data collected to make informed decisions about student progress, the identification of appropriate interventions and the formal placement process of students for special education services. Specific consideration is given to the reporting of assessment information to parents, teachers, and other support personnel to determine appropriate placement levels within the continuum of services. A 20-hour field experience provides students with an opportunity to observe and reflect on diagnosis and assessment in the classroom.

Prerequisites:

An exploration of the diverse cognitive, neurological and emotional characteristics of students with disabilities and how these affect literacy development of learners. Course includes an embedded 20 hour field experience which includes a focus on the application of the literacy assessment, differentiation, and supportive technologies as well as the development and analysis of intensive and explicit interventions.

Field-based experience in teaching students with reading disabilities. Topics include unit design, assessment, and exploration of teaching context. Seminars facilitate the reflection of assessment, teaching, and learning for students with reading disabilities.

concurrent with SPE 621

This course engages candidates in the knowledge, skills, and competencies necessary for curriculum development and adaptation as it relates to students with disabilities in the general education curriculum. The candidate will learn research-based strategies for planning, implementing and evaluating effective instructional programs for an inclusive curriculum that emphasizes the strengths but accommodates the unique needs of all children in the classroom. The focus will be on a cross-categorical approach to service delivery where students are grouped according to their instructional needs rather than their disability labels.

This course focuses on the knowledge and skills required by candidates to effectively collaborate with teachers, parents and other school personnel to work with students with disabilities such as Specific Learning Disabilities (SLD), Cognitive Disabilities (CD), Emotional and Behavior Disorders (EBD), Other Heath Impairments (OHI) and other disability areas. Emphasis is on the interpretation of information from assessments into Individualized Education Plan (IEP) annual goals and objectives and instructional programming strategies. Candidates will learn to work in partnership with other instructors and support personnel to determine adaptation, accommodation, and modification needs for individualizing instruction to meet the unique needs of students with SLD, CD, EBD, OHI, and other disability areas.

This course will focus on basic educational rights of students with disabilities and school legal responsibilities. State and federal laws that outline the basic legal rights of students with disabilities will be examined with a focus on the five main principles that form the legal underpinnings of special education law: Free appropriate public education, least restrictive environment, parent and student participation, Individualized Education Program (IEP), and due process protections.

Prerequisites:

Examine and employ various strategies used in managing, planning, implementing and evaluating a classroom environment to meet both the social and emotional needs of students with disabilities. Topics include approaches and theories of behavior management, an introduction to mental health in the educational environment, strategies and models of discipline, motivating students, parent and teacher communication, co-teaching and collaboration methods for maintaining an atmosphere that enhances learning.

Students will develop the knowledge and skills to support learners with disabilities, including Specific Learning Disabilities (SLD), Cognitive Disabilities (CD), Emotional and Behavior Disorders (EBD), Other Heath Impairments (OHI) and other disability areas using technology.   Students will investigate the latest issues regarding implementation of assistive technology and other learning tools within the curriculum. The latest software applications from low to high tech will be explored.

This course is a field-based experience in which content from special education courses is applied to teaching and learning in the classroom. Emphasis is placed on the integration of content, technology, and adaptations for students with disabilities, including Specific Learning Disabilities (SLD), Cognitive Disabilities (CD), Emotional and Behavior Disorders (EBD), Other Heath Impairments (OHI) and other disability areas, using various teaching strategies that enable all students to succeed. Seminars provide candidates an opportunity to reflect upon experiences in the classroom and dialogue with colleagues about best practices.

This course is a capstone classroom experience that allows candidates an opportunity to apply educational theory, research, and legal knowledge to best practices in the teaching and student learning related to students with disabilities. Seminars are designed to allow the candidates to reflect upon and analyze teaching experiences and discuss relevant issues.

This course is a capstone classroom experience that allows candidates an opportunity to apply educational theory, research, and legal knowledge to best practices in the teaching and student learning related to students with disabilities. Seminars are designed to allow the candidates to reflect upon and analyze teaching experiences and discuss relevant issues.

International Society for Technology in Education
ISTE Standards for Teachers
ISTE-T Standards

InTASC Model Core Teaching Standards
InTasc Standards

Wisconsin Teacher Standards
WI Teacher Standards

Special Education Program Mission
The mission of the Special Education Program is to develop teacher leaders who acknowledge that every learner has an equal right to an appropriate and challenging education and that every child will develop and learn. Our program emphasizes an equal responsibility for learning shared between the teacher and student. Paramount to the successful growth of a child are positive teacher/student relationships and knowledge and use of evidence-based practices, curriculum and assessments that target strengths and needs of individual learners.

Program Learning Outcomes
After completion of this program, candidates will:

  1. Demonstrate knowledge of research-based literacy and other academic instruction, including the role of curriculum and assessment, and apply this understanding when designing lessons and teaching students with special needs.
  2. Develop an appreciation for diversity of student learning needs and ways to accommodate for them in the regular education classroom.
  3. Know and apply the essential processes needed for effective co-teaching experiences.
  4. Define the characteristics, causes, and ways of diagnosing special education disabilities/disorders.
  5. Develop the professional writing skills required for documentation of Individual Education Plans, Behavioral Intervention Plans, academic intervention plans (tier II) and Transition Plans for students in pre-referral and formal stages of placement in special education programming.
  6. Apply appropriate collaboration and consultation strategies to lead, support, and teach other professional educators, parents and the local community about special education law, intervention planning, state and federal initiatives, transition opportunities and other essential information impacting students with special needs.

Compassionate, committed educators can make a real difference in the future success of children and adolescents with disabilities. Graduates of Marian’s special education program will gain practical, hands-on experience, find an increase in job opportunities and be prepared to provide a quality learning environment for students with special needs.

School of Education Assessment Reports

2014-15 Annual Analysis: Teacher Education Undergraduate Programs

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Marian University is accredited by the Higher Learning Commission.

Admission To The School of Education

Admission to the School of Education is required for continuation in education courses. The student must meet the following criteria:

1. A minimum cumulative grade point average upon completion of the following minimum number of credits:
2.85 GPA on a minimum of 40 credits
3.00 GPA on a minimum of 60 credits
3.00 GPA on a minimum of 75 credits

3.00 GPA on a minimum of 90 credits

(Courses designated 001 are not calculated in the cumulative grade point average.)

2. Reported passing scores on all components of the Praxis Core (Pre-professional Skills Tests-Praxis I if tests are taken prior to September 1, 2014)

Minimum passing scores on the Praxis I (Pre-professional Skills Tests – (PPST)

Scores
Reading 175
Writing 174
Mathematics 173

Reported scores on the Praxis Core Test ( Praxis ® Core Academic Skills for Educators Tests) if tests are taken after September 1, 2014
Scores
Reading 156
Writing 162
Mathematics 150

3. Successful completion of EDU 010 Field Experience One (grade of “B” or better)

4. Successful completion of EDU 100 Introduction to Education (grade of “B” or better)

5. Proficiency in speaking and listening (grade of “C” or better in COM 101 or COM 232)

6. Completion of EDU 200 Technology in Education (grade of “B” or better)

7. Completion of EDU 202 Psychology of Learning (grade of “B” or better)

8. Successful Completion of the Admission to the School of Education Portfolio

Philip Johnson M.S.
Instructor
920.923.8752
prjohnson91@marianuniversity.edu

Polly Manske, M.S.
Advisor

Assistant Professor
920.923.7151
pkmanske52@marianuniversity.edu

As a student in the Special Education program, you’ll be presented with numerous opportunities to renew and strengthen your understanding of special education and broaden your qualifications as a professional working with students who have a wide range of learning, mental, emotional and physical disabilities. You’ll be prepared for intervention work and creating plans to meet the special needs of all students.

Apply Now

Dean, School of Education
Dr. Kelly Chaney
1-800-262-7426 ext. 8100
kachaney01@marianuniversity.edu

Program Director, Graduate Teacher Education
Sr. Catherine Stewart
1-800-262-7426 ext. 7177
cmstewart97@marianuniversity.edu

Directo of TEACH
Mr. Chris Durkin
1-800-262-7426 ext. 8778
cjdurkin@marianuniversity.edu

Director of Field & Clinical Experiences
Mr. Phil Johnson
1-800-262-7426 ext. 8752
prjohnson91@marianuniversity.edu

Support Staff
Ms. Leah Schraeder, Support Specialist III
1-800-262-7426 ext. 8128 or 920-923-8128
laschraeder27@marianuniversity.edu