Earn your MAE with Special Education focus through MPath, Marian’s engaging online education platform.

As a student in Marian’s MAE program, Special Education focus you will prepare to meet the diverse learning needs of students as a licensed special education teacher. Marian University shares your enthusiasm for education and inspiring bright minds. We are ready to help you connect your passion to a career that helps shape the education of children who need teachers like you.

Discover the benefits of earning your MAE, Area of Focus – Special Education through MPath, Marian’s engaging, accredited, flexible education platform. Marian has transformed the way you’ll learn new concepts. As a student you will be able to:

  • Move efficiently through your program with clear and measurable competencies.
  • Visually track your progress as you master new subject matter. 
  • Engage in personalized learning experiences facilitated by faculty and tailored to your needs. 
  • Individualize your online program communication feed based on your preferences.  
  • Actively communicate with faculty and peers each step of the way creating your own professional network.  
  • Apply your learning through field experiences.  

Field Experiences

Students have the opportunity to practice skills and demonstrate knowledge through supervised classroom teaching experiences that allow for practical application of theory. You’ll have the opportunity to work with children in your licensure grade band and reflect on and discuss those experiences through a seminar.

With Marian’s distinctive competency-based-education format you’ll master new skills at your own pace. Take 1.0 to 3.0 credits at a time based on your family and work commitments. Marian University is ready for you to pursue your Master of Arts in Education. Enroll during any of our 12 starts each year.

Start sharing your gift. Earn an MAE in Special Education from Marian University.

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MPath Online Program Schedule: Flexible Program

The online Master of Arts in Education, focus Special Education (with license), is designed for professionals who are ready to make a difference in the lives of children. Further your education with the convenience of a program made to fit the lives of independent adult learners like yourself. The Flexible Program provides 12 convenient starts per year and non-sequential courses often without pre-requisites, making it easy to set your own pace and design your completion plan. 

As a Marian MPath student you’ll move through the Flexible Program with a clear path ahead to your MAE and the start of a new career in special education. Comprehensive distance learning support and a robust, interactive learning experience round out your education on your way to success. Marian recognizes where you’ve come from and what you need to move forward into the future you are envisioning. 

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The Program

The special education focus provides a framework that will empower you to enhance the classroom experience and learning capabilities of students with disabilities. You’ll be positioned as a leader that acknowledges the equal right of every learner to an appropriate and challenging education. As a student in the program, you’ll complete your courses online and apply that knowledge in field experiences and full-time clinical practice on-ground in schools. You’ll gain knowledge of and use evidence-based practices, curriculum, and assessments that target strengths and needs of individual learners. The program leads you to earn your licensure in Special Education for Cross Categorical (801) and Specific Learning Disabilities (811). 

For more details regarding this program, view Marian’s Academic Bulletin.

35 credits:

An overview of effective teacher characteristics and their application in today’s classrooms, introducing students to the impact of multiculturalism, history, and philosophy of education of American Education through the examination of principles, policies, and current trends.

Prerequisites:

An overview of effective teacher characteristics and their application in today’s classrooms, introducing students to important theoretical developments related to teaching and learning, child development, behavior management, and cognition.

Prerequisites:

Develops foundational skills for clinical practice such as instructional context, lesson planning, and interactive instructional strategies.

Prerequisites:

Develops foundational skills for clinical practice such as differentiation, assessment, integrating technology, and reflective practice.

A survey of the historical background of special education in the U.S., as well as local, state, and national legislation. Students will explore federal definitions of a variety of disabilities, as well as socio-cultural issues to develop learning strategies for inclusivity. This course includes a 10 hour field experience.

Prerequisites:

An examination of the five main principles that form the legal underpinnings of special education law; namely, free appropriate public education, least restrictive environment, parent and student participation, individualized education program, and due process protections.

Prerequisites:

Students will evaluate the impact of inclusive education and the relationship of collaborative and co-teaching practices for exceptional learners.

Prerequisites:

An overview and application of early literacy instructional strategies in word recognition, including phonemic awareness and phonics, fluency, vocabulary development, and an introduction to comprehension, provides students with a strong foundation to reading and writing instruction.

Prerequisites:

The application of early literacy instructional strategies with emphasis on planning engaging instructional strategies and assessment of student learning for at-risk readers.

Prerequisites:

An overview and application of instructional strategies to provide collaborative supports, accommodations, and differentiated instruction and curriculum to include students with disabilities and other special needs in the general education content areas of science and social studies.

Prerequisites:

An overview and application of instructional strategies to provide collaborative supports, accommodations, and differentiated instruction and curriculum to include students with disabilities and other special needs in the general education content area of math.

Prerequisites:

An exploration of the diverse cognitive, neurological and emotional characteristics of students with disabilities and how these affect the learners’ literacy development. Includes a focus on the application of literacy instructional cycle for basic reading levels with emphasis on intervention. This course includes a 20 hour field experience.

Prerequisites:

A continued exploration of the diverse cognitive, neurological and emotional characteristics of students with disabilities and how these affect the learners’ literacy development, with emphasis on the application of literacy assessment, differentiation, and supportive technologies to develop interventions for the purpose of enhancing reading comprehension.

Prerequisites:

Survey of 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). 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.

Prerequisites:

Students understand and identify the measures used to formulate individual education plans (IEP) and transition plans to provide the appropriate level of service and effective interventions for student progress. This course includes a 20 hour field experience.

Prerequisites:

Students develop individual education plans (IEP) and transition plans to provide the appropriate level of service and effective interventions for student progress, a focus is places on the analysis and interpretation of student performance data.

Prerequisites:

Students will examine various strategies used to manage, plan, implement, and evaluate a classroom environment to meet both the social and emotional needs of students with disabilities. Topics include theories of behavior management, models of discipline, student motivation, and parent/teacher communication and collaboration.

Prerequisites:

An introduction to mental health in the educational environment and the impact on student learning. Students will examine strategies to enhance social emotional learning and identify community resources to support student learning. This course includes a 20 hour field experience.

Prerequisites:

Students demonstrate understanding of social emotional characteristics of the educational environment, by conducting a functional behavior assessment to inform the development of a behavior intervention plan.

Students examine the instructional cycle and apply concepts and strategies of planning for instruction, including design of instructional approach, assessments for student learning, and the incorporation of literacy and technology strategies. This course includes a 20 hour field experience.

Students examine the instructional cycle and apply concepts and strategies of instructional delivery, including the application of formative assessment and engagement in reflective practice. This course includes a 20 hour field experience.

Students examine the instructional cycle and apply concepts and strategies of assessment of student learning, including the reflection on and analysis of assessment data to inform subsequent instruction and student progress. This course includes a 20 hour field experience.

A supervised classroom teaching experience that provides an opportunity for practical application of educational theory and research related to licensure grade level.  The seminar is designed to allow the student to reflect upon and analyze teaching experiences and discuss relevant issues.

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

State of Wisconsin Department of Public Instruction
Guidelines

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. Our graduates are knowledgeable of current best practice in instructional strategies for students with disabilities; including differentiation of content, literacy research, social emotional learning and developing intensive interventions. They are critical and creative thinkers capable of effectively planning, implementing, and teaching with Individual Education Plans to meet the unique needs of students with disabilities.
  2. Our graduates understand how children learn and grow. They are reflective practitioners who embrace social justice with the understanding that all children can learn when provided appropriate instruction.
  3. Our graduates are effective communicators, understanding the value of clear, effective, and compassionate interactions with students as well as effective collaboration with families, colleagues and the community.
  4. Our graduates are able to reason quantitatively and qualitatively, evaluating student learning via a broad range of assessment methodologies in order to analyze data and develop learning plans that will effectively support student social, emotional and academic growth to prepare students to become valued, contributing citizens in our communities.
  5. Our graduates are digitally literate and demonstrate their skills using current technology solutions to create, adapt, enhance and personalize learning for students which supports access to, participation in, and success with the general curriculum as well as increased social interaction with peers, teachers and families.

The Education Programs offered by the Marian University School of Education are approved by the:

         aacte-logo          

Marian University is accredited by the Higher Learning Commission.

Admission to the Program

  1. Earned a minimum cumulative grade point average of 2.75 of 4.00 upon completion baccalaureate degree.
  2. The student will meet one of the following criteria:

a) Reported passing scores on all components of the Praxis Core Test

Scores     

Reading                  156
Writing                   162
Mathematics           150

b) ACT score of 23 or SAT score of 1030 (These scores must be less than 10 years old.)

c) Score of “Sufficient” or higher of all sections listed below of the Next-Generation Accuplacer Exam:

i) Writing 250
ii) Reading 250
iii) Arithmetic 276
iv) Quantitative Reasoning, Algebra, and Statistics 250

  1. Proficiency in Oral Communication course (grade of “C” or better). [This course will be used in GPA calculation for Demonstration of Content Knowledge: Oral Communication.]
  1. Proficiency in College English (writing) course (grade of “C” or better) [This course will be used in GPA calculation for Demonstration of Content Knowledge: Written Communication.  Literature courses will not be used to fulfill this requirement unless it is indicated on the student’s transcript that the course was “writing intensive”.]

Progression Requirements

  1. The student must meet one of the following:

a) A passing score on the standardized test(s) approved by the state superintendent related to the declared program that will result in licensure

b) A 3.0 GPA or higher in the content area to be licensed, based on a transcript review of undergraduate degree and required content-related methods courses.

For those teacher candidates who opt to use the Content Area GPA in lieu of the Praxis II score, a transcript review will be conducted by the Director of Teacher Education and Licensure Officer upon application for Clinical Practice to verify required GPA.

**Must be completed prior to student teaching TCH 665**

  1. A passing score on the Wisconsin Foundations of Reading Test (Pearson)

**Must be completed prior to student teaching TCH 665**

    1. EdTPA Portfolio

 

 

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

Polly Manske, M.S.
Assistant Professor
920.923.7151
pkmanske52@marianuniversity.edu

Sr. Cyndi Nienhaus, Ph.D.
Assistant Professor
920.923.6712
canienhaus06@marianuniversity.edu

Dr. Kimiko Ott
Chair, Education Department
920.923.7146
kaott37@marianuniversity.edu

Apply Now

Dr. Kimiko Ott
Chair, Education Department
920.923.7146
kaott37@marianuniversity.edu

Office of Adult and Online Studies
920.923.8726
adult_online@marianuniversity.edu

 

By clicking submit, I give Marian University permission to contact me via email, phone or text regarding educational offerings.