The curriculum of the Master of Science in Education – Special Education is designed for general educators who wish to meet the demands of students with special needs in a variety of school environments. You will have the ability to apply the skills you have developed immediately in your career.
Credit hours and requirements vary according to whether you choose a certification track or concentration and, if so, which one you choose.
- Master’s only: 36 credit hours
- Master’s with Applied Behavior Analysis Concentration: 36 credit hours (12 core credit hours, 18 concentration credit hours, and 6 credit hours selected from Special Education electives)
- The Behavior Analyst Certification Board® (BACB®) has approved courses ABA 622 through ABA 657 as meeting the 4th Edition Task List’s coursework requirement for taking the Board Certified Behavior Analyst® (BCBA®) Examination. Applicants will have to meet additional field experience requirements independent of the online program to qualify.
- Master’s with Special Education certification: 36 credit hours (24 core credit hours, 3 inclusive classroom credit hours, and 9 Special Education Certification elective credit hours)
- Note that this certification track requires students to have an Active Standard Teaching Certification, as well as meet certain undergraduate and teacher certification requirements; see the Special Education Certification overview for more details.
- Master’s with Wilson Reading System® certification: 37 credit hours (24 core credit hours, 10 Wilson credit hours, 3 credit hours selected from Special Education Certification electives)
- Master’s with Autism Spectrum Disorder Endorsement: 39 credit hours (24 core credit hours, 12 ASD credit hours, 3 credit hours selected from Special Education Certification electives)
Students may also choose to receive multiple certifications with their master’s degree. Speak with a Program Manager regarding the courses required for dual certification.
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Core Courses (Required for All)
SPE 600 Foundations and Current Issues in Special Education
3 credits. This course is a critical study of the contemporary and controversial issues within the field of special education. Consideration will be given to the philosophical, psychological, and sociological basis of teacher education, including an analytical review of research-based curricula, programmatic innovations, policy issues and their effects, and ethical practices. Discussions will focus on evidence-based core concepts that contribute to effective program planning; investigation of cognitive, academic, behavioral, and psycho-social solutions and implications for those working with exceptional students; and future implications for the advancement of special education diagnostic and instructional services.
SPE 602 Diagnostic Assessment and Progress Monitoring
3 credits. This course will provide an in-depth presentation of the complex issue of assessment, including an examination of evaluation procedures, from pre-referral intervention, eligibility/placement/program decision-making to progress monitoring of scientifically based instructional interventions based on Response to Influence and Intervention (RtII). Focus will include academic, affective, work-study skill, adaptive functioning, fine motor, and environmental measures. Content coverage will consist of an overview of assessment models including traditional, informal, dynamic, performance, curriculum-based, and alternative techniques. Additional course topics will address legislation, regulations, topical issues, emerging evaluation trends, test modifications/accommodations, parent involvement, and assessment/progress reporting.
SPE 603 Theory and Instructional Practice: Students with High Incidence Disabilities
3 credits. This course is a comprehensive study of theoretical issues and research-based diagnosis, instructional planning and programmatic organization of instruction for children with learning problems. Content will cover curriculum design, development of programs of differential instruction involving evidence-based interventions that meet students' needs based on formative assessment, developmental and educational information; integrated learning experiences; specialized adaptations and resources; practices and procedures validated for specific characteristics of learners and settings; prevention and intervention strategies from multiple theoretical approaches for individuals at-risk for academic or behavioral failure; systematic implementation of instructional variables; and systems management necessary for effective instruction of children with disabilities. Focus will also be given to the development and implementation of differentiated curriculum and curricular enhancements, and concepts and teaching practices related to the development and implementation of effective instructional programs for students with high incidence disabilities.
SPE 604 Research-based Models and Procedures: Literacy, Written and Oral Language, and Reading in the Content Areas
3 credits. This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach accuracy, fluency, comprehension, and monitoring strategies in literacy and content area reading to students with disabilities, including exceptional children in regular classroom, with emphasis on applying findings from research in reading to classroom practices, including children who are linguistically and culturally diverse. Content will include diagnostic-prescriptive techniques for remediation of reading and written language and associated learning disabilities.
SPE 605 Research-based Models and Procedures: Mathematics and Science Procedures
3 credits. This course will focus on the development of competency in the implementation of explicit and systematic evidence-based instructional strategies designed to teach mathematics and content area subjects, including science and social studies. A study of theory and practice of effective teaching methodologies, combined with principles of differentiated instruction. Attention will be on teaching models and methods supported by research and emphasis will be placed on development of effective teaching procedures.
SPE 606 Theory and Instructional Practice: Students with Emotional/Social and Behavioral Disorders
3 credits. This course covers personal, social, and emotional disorders in an educational setting, including methods of identification, assessment, and instructional planning; develops skills in effective classroom management and creating classroom climate conducive to learning and growth. It also provides comprehensive coverage of a variety of models of disciplines and aids students in building systems and conceptual models of total discipline, emphasizing activities promoting pupil motivation and classroom management and organization of the environment, instruction, behavior, and record keeping.
SPE 607 Theory and Instructional Practice: Students with Low Incidence Disabilities
3 credits. This course addresses the definitions, characteristics, assessment, and specific techniques for students needing adaptive and functional curriculum. Characteristics are addressed in relation to why and how specialized instruction can meet the learning and developmental needs of these individuals, specifically in the areas of instruction, assistive learning, and language-communication. This will include research validated instructional strategies, adaptive and assistive technologies including, augmentative communication systems, and communication and social interaction alternatives for non-speaking individuals. In addition, the course reviews behaviorally based educational models for students with autism and other moderate and severe disabilities, and presents methods aimed at enhancing functional skill development in major life domains, with emphasis on community-based training and self-determination.
SPE 608 Families, Schools, and Communities: Communication and Collaboration
3 credits. This course focuses on the home-school partnerships, issues of family and professional collaboration and diversity, and methods of promoting adult communication and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts as they relate to the family, culture, and society. It identifies the members of teams designed to support and optimize children’s educational needs and social-emotional development and the network of community services and resources available to individuals, families and groups affected by social, environmental, health and related problems.
Special Education Core Courses (Required for Master’s Only Track and ABA Concentration)
SPE 630 Design and Technologies for Differentiated Instruction
3 credits. This course will provide comprehensive coverage of what is involved in the consideration, assessment, and implementation of assistive technology for students with special needs including those with specific learning disabilities found most commonly in regular and special education classrooms today. Additional topics will include current and emerging technologies used to enhance instruction for both regular and special learners; school practices related to technology integration and effective uses of technology in the general and special education classroom. Offered in an eight-week accelerated format.
SPE 700 School Law and Policy: Special Education Issues
3 credits. This course is designed to provide an overview of the legal rights of students and their families in the field of special education. Students will explore the source, history, and current status of special education law. Content covered will include an overview of laws and litigation affecting special education. The American legal system, particularly in respect to special education, the constitutional and statutory provisions of federal and state law, and judicial decisions interpreting those laws are reviewed. This course relates equal protection, procedural due process, and substantive due process doctrines to school practices affecting students with disabilities.
SPE 701 Cognitive Processes: Research-based Brain Studies for the Educator
3 credits. This course provides an integrative survey of knowledge and research in the cognitive and neurological development of the young mind. The content is designed to connect cognition, neuroscience and educational practice with the critical periods of child development, including language development, visual systems, and psycho-social growth. Attention will be given to the basic structures of the brain and their corresponding dynamic functions, how neurons communicate with each other, and ways that networks of cells function in the vision, memory, and learning processes. The interaction and effects of learning and thinking and how the brain processes, consolidates, and internalizes information will be explored.
SPE 702 Culturally Responsive Teaching
3 credits. This course is designed to align instruction along with the assets and differential needs of diverse student populations through applying and incorporating multicultural perspectives into the teaching-learning process to maximize the academic, cognitive, personal, and social aspects of student learning. It will provide ways to design and deliver culturally responsive strategies to work with culturally and linguistically diverse students and empower their families in the teaching and learning process. The course focuses on addressing challenges to the reading achievement of culturally, linguistically, and economically diverse students with disabilities. Issues covered will include assessment and intervention, curricula development and social/affective skills related to family, community, values and culture of students from different cultural and ethnic groups.
Student Inclusive Classroom Core Course - Based on your Current Certification
SPE 638 Inclusive Classroom Practice and Student/Intern Teaching PK-8
3 credits. The focus of this course is on the developing of skills dealing with effective inclusive classroom management and creating classroom climates conducive to student achievement. It provides comprehensive coverage of a variety of discipline models to aid candidates in building systems and conceptual models of total discipline based on their underlying theories; emphasizes activities promoting positive behavioral supports; increases pupil motivation; applies methods for establishing cooperative classroom routines, procedures, and practices; organizes the environment, including school wide, classroom, and individual supports; measures and reports progress.
This course of study will focus on the unique needs of students in grades K-8 as well as the development of proactive approaches to classroom and school environments. This will enable teachers to increase the amount of academic learning time in which to address the needs of all students in inclusive classrooms to increase achievement. In addition, the course study will include a focus on understanding how behaviors are influenced by pedagogical practices.
SPE 639 Inclusive Classroom Practice and Student/Intern Teaching 7-12
3 credits. The focus of this course is on the developing of skills dealing with effective inclusive classroom management and creating classroom climate conducive to student achievement. It provides comprehensive coverage of a variety of discipline models to aid candidates in building systems and conceptual models of total discipline based on their underlying theories; emphasizes activities promoting positive behavioral supports; increases pupil motivation; applies methods for establishing cooperative classroom routines, procedures, and practices; organizes the environment, including school wide, classroom, and individual supports; measures and reports progress.
This course of study will focus on the unique needs of students in grades 7 through 12. Course study will include a focus on understanding how adolescent behaviors are influences by pedagogical practices and classroom environments. While general education curriculum is appropriate for the majority of students with disabilities, secondary learners who are at-risk for academic and behavioral failure, including those with disabilities, have specific learning and behavioral characteristics that can undermine progress through general education curriculum. Course content will include a careful analysis of the specific needs of intermediate and secondary aged learners, including slower rates of acquiring information and skills, deficits in the ability to generalize learned skills to other settings or conditions, and a lack of ability to retain skills, all of which directly influence student behavior. Furthermore, course study will focus on the unique psychosocial problems of adolescents, social and interpersonal skill training priorities of young adults, classroom management and motivational strategies for adolescents, and validated learning strategies for adolescents and young adults.
Special Education Certification Track Electives
SPE 616 Perspectives on Gifted Education and Talent Development
3 credits. The purpose of this course is to provide educators and education advocates with the historical and current perspectives in the field of gifted education and talent development. Course topics will include both theoretical foundations - related to theories, models, local and federal policy, and research - and practical considerations - such as identification, differentiation for academically talented students, advocacy, and collaboration with various stakeholders. Additionally, current issues in the field of gifted education and talent development (e.g. identification of traditionally underrepresented populations, service delivery models, etc) will be explored and students will be responsible for identifying relevant and reputable organizations and resources for meeting the needs of academically talented students.
SPE 630 Design and Technologies for Differentiated Instruction
3 credits. This course will provide comprehensive coverage of what is involved in the consideration, assessment, and implementation of assistive technology for students with special needs including those with specific learning disabilities found most commonly in regular and special education classrooms today. Additional topics will include current and emerging technologies used to enhance instruction for both regular and special learners; school practices related to technology integration and effective uses of technology in the general and special education classroom. Offered in an eight-week accelerated format.
SPE 700 School Law and Policy: Special Education Issues
3 credits. This course is designed to provide an overview of the legal rights of students and their families in the field of special education. Students will explore the source, history, and current status of special education law. Content covered will include an overview of laws and litigation affecting special education. The American legal system, particularly in respect to special education, the constitutional and statutory provisions of federal and state law, and judicial decisions interpreting those laws are reviewed. This course relates equal protection, procedural due process, and substantive due process doctrines to school practices affecting students with disabilities.
SPE 701 Cognitive Processes: Research-based Brain Studies for the Educator
3 credits. This course provides an integrative survey of knowledge and research in the cognitive and neurological development of the young mind. The content is designed to connect cognition, neuroscience and educational practice with the critical periods of child development, including language development, visual systems, and psycho-social growth. Attention will be given to the basic structures of the brain and their corresponding dynamic functions, how neurons communicate with each other, and ways that networks of cells function in the vision, memory, and learning processes. The interaction and effects of learning and thinking and how the brain processes, consolidates, and internalizes information will be explored.
SPE 702 Culturally Responsive Teaching
3 credits. This course is designed to align instruction along with the assets and differential needs of diverse student populations through applying and incorporating multicultural perspectives into the teaching-learning process to maximize the academic, cognitive, personal, and social aspects of student learning. It will provide ways to design and deliver culturally responsive strategies to work with culturally and linguistically diverse students and empower their families in the teaching and learning process. The course focuses on addressing challenges to the reading achievement of culturally, linguistically, and economically diverse students with disabilities. Issues covered will include assessment and intervention, curricula development and social/affective skills related to family, community, values and culture of students from different cultural and ethnic groups.
Applied Behavior Analysis Concentration
ABA 622 Basic Principles of Behavior Analysis
3 credits. This is an introductory course on basic principles of behavior. This course will cover principles of learning and behavior from relatively simple animal studies to more complex issues such as the acquisition of human language. Examples of topics reviewed in depth include reinforcement, punishment, differential reinforcement, shaping, chaining and stimulus control. We will follow the structure of Malott’s text to explore theoretical, experimental, and applied concepts. This course also provides an introduction to APA style of professional writing and identification of components of single-subject research articles. [CRJ 622 is an equivalent course to ABA 622.]
ABA 623 Applied Behavior Analysis
3 credits. This course builds upon the basic principles introduced in ABA 622 and places emphasis on the applied practitioner working in any organization. Students will demonstrate knowledge of applied concepts through data collection practice, summarizing relevant behavioral literature, and through a functional assessment practice before developing a behavior intervention plan.
ABA 624 Behavior Analysis and Consultation
3 credits. Behavioral consultation has become a major approach to service delivery of psycho-educational services to children and adolescents. This course focuses on behavioral consultation across residential, school, and community settings. The topics covered are best practices in behavioral consultation, the verbal behavior of the consultant and the consultee, building a consulting relationship, problem identification interviewing, direct observation methodology, problem analysis interviewing, skills and functional behavioral assessment methodology, functional analysis, standardized behavioral assessment, positive behavioral support and developing a competing behaviors model, treatment plan design and implementation, and treatment evaluation using single subject designs and graphical analysis of the data. [CRJ 624 is an equivalent course to ABA 624.]
ABA 625 Behavioral Development
3 credits. This course focuses on the role of basic principles in behavior analysis and human development. The role of these principles in both typical development and in developmental problems such as language delays, motor developmental delays, conduct and oppositional defiant disorder, childhood depression and autism are explored. The course reviews field applications including observations, functional behavioral assessment, curriculum-based measures and intervention strategies that involve both the school and the family. [CRJ 625 is an equivalent course to ABA 625.]
ABA 626 Clinical Behavior Analysis
3 credits. This course observes behavior analysis as it enters into the child clinical, adult clinical, supervisory level and organizational behavior. The primary goal of the course is to provide an overview and skills for behavior analysts working in a clinical setting addressing problems such as anxiety, depression, and addictions, as well as organizational and system level change. [CRJ 626 is an equivalent course to ABA 626.]
ABA 657 Ethics in Behavior Analysis
3 credits. This course focuses on the ethical application of behavior analytic services using the Behavior Analyst Certification Board Professional and Ethical Compliance Code as a guide, as well as relevant literature on the topic of ethical behavior in the field. “Context” is provided to the code by highlighting principles of behavior and potential applications of these principles that raise ethical issues. Case studies, drawn from personal experience, will examine issues practicing behavior analysts encounter on the job. At the course conclusion, students will present a case study drawn from their own personal or professional experience, or based on an interview with a board certified behavior analyst. [CRJ 657 is an equivalent course to ABA 657.]
Autism Spectrum Disorders Endorsement Track Courses
SPE 720 Introduction to ASD: Overview of Causality, Diagnosis and Advocacy
3 credits. This course will provide candidates with an introduction to autism spectrum disorders (ASD). With the increase in the number of individuals being diagnosed with ASD, this course will examine the challenge ASD presents to families, educators, students, related service providers, advocates, and policy makers. Course content will include an overview of ASD; family issues and challenges; ASD screening, diagnosis and assessment; an overview of intervention and treatment approaches; accessing appropriate supports and services; policy issues; advocacy and the experience of individuals living with ASD. Note: SPE 720 must be taken as the first Autism Spectrum Disorder Endorsement program.
SPE 721 Augmentative and Alternative Communication and Socialization Strategies
3 credits. This course will focus on a wide range of current research and evidence-based practices in the area of Augmentative and Alternative Communication (AAC) as it is implemented to increase, improve, and maintain functional communication skills of students with ASD. In addition, specific strategies and techniques to address socialization skills for individuals with ASD as well as their communication partners will be addressed. Case studies, discussions, and activities will be utilized to personalize these strategies and techniques.
SPE 722 Evidenced-Based Practices: Assessment, Interventions, and Instructional Methodologies
3 credits. This course will provide comprehensive coverage of the importance of using evidence-based practice in assessment, instruction, and implementation of interventions for individuals with ASD. Course content will include identifying the legal basis and requirements for evidence-based practice; a review of how to locate and evaluate evidence in the literature base; a review of the theoretical basis of, and evaluation of the empirical evidence for screening and assessments; a review of the theoretical basis of, and evaluation of the empirical evidence for screening and assessments; the continuum of interventions from traditional behavior to social-developmental-pragmatic; comprehensive program approaches; and instructional strategies in the classroom. Additional topics will include the use of medical, dietary, and sensory interventions in the schools; pseudoscience and fad interventions; and finding the middle ground between parents and professionals in the decision-making process.
SPE 723 Autism and Applied Behavior Analysis: Behavior Management Approaches
3 credits. This course will examine and introduce the major therapies/educational interventions that have been developed to treat autism and related pervasive developmental disorders. Applied behavior analysis (ABA), an empirically validated treatment for individuals with autism and related disabilities will be discussed in detail. In addition, other emerging treatments including Greenspan, Relationship Development Intervention, and the principles of Positive Behavioral Supports (PBS) in Universal Design for Learning (UDL) will be examined in relation to ABA. In addition, scientific criteria will be compared to pseudoscientific criteria for various interventions. This course is relevant for both novices and experienced practitioners in the field of autism treatment.
Wilson Reading System® Track Courses
SPE 710 Introductory Workshop: Introduction to Multisensory Structured Language Instruction
1 credit. This online Wilson introductory course examines the definition of dyslexia and common characteristics, reading research and the five areas of reading in relation to students beyond grade two with persistent phonological coding deficits. Specifically studies the Wilson Reading System® (WRS), including student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful classroom environment; principles of language structure; and how to teach language with direct, multisensory methods. Wilson Reading Certification course.
SPE 711 Basic Word Study 1-3: Intensive Instruction for the Non-Responsive Reader
3 credits. This course presents in detail the multisensory structured language instruction that is required for teaching students beyond grade two with word-level deficits who are unresponsive to previous instruction. This online course provides practical application of reading research, with particular emphasis on phonological awareness, phonics and spelling at the beginning levels of decoding and encoding as well as expands upon these concepts with specific instruction in the closed syllable pattern. Provides specific procedures to teach the concepts presented in Wilson Reading System (WRS) Steps 1-3. Additional topics include accuracy and automaticity of word recognition, fluency with decodable and authentic text, vocabulary and listening/reading comprehension at beginning stages of reading. Wilson Reading Certification course. Prerequisite: SPE 710
SPE 712 Basic Word Study 4-6: Intensive Instruction for the Non-Responsive Reader
3 credits. This is a continuation of the Wilson Steps 1-3 on-line course. Presents in detail the multisensory structured language instruction that is required for teaching students beyond grade two with word-level deficits who are unresponsive to previous instruction. This online course provides practical application of reading research, with particular emphasis on phonological awareness, phonics and spelling at the beginning levels of decoding and encoding as well as expands upon these concepts with specific instruction in the vowel-consonant-e, open, and consonant-le syllable patterns. Provides specific procedures to teach the concepts presented in Wilson Reading System® (WRS) Steps 4-6. Additional topics include the ten critical points of the Wilson Reading System, dyslexia, non-controlled text, and handwriting. Wilson Reading Certification course. Prerequisite: SPE 710 and SPE 711
SPE 713 Wilson Certification Course Clinical: Intensive Instruction for the Non-Responsive Reader (Practicum)
3 credits. This course, a supervised practicum, requires identifying and securing a practicum student in grades 4 - 12 with significant word level deficits, selected according to WRS practicum student selection criteria. Although not required, a second practicum student is highly recommended. The practicum entails successful delivery of a minimum of 60 hours of Wilson Reading System (WRS) lessons and teaching mastery through WRS Step 4.2. A Wilson trainer observes the participant working with his /her student five times during the practicum via videoconferencing. Must demonstrate that the teaching plan is based on continuous assessment of the student’s needs. *This course is completed over two semesters, generally spanning one academic year. Please Note: Although completion of SPE 710, SPE 711, SPE 712 and SPE 713 are required for WRS Level I Certification, certification is not guaranteed and is dependent upon successful fulfillment of all Wilson requirements. This Program is rigorous and requires a commitment to successfully completing the practicum hours for SPE 713. Prerequisite: SPE 710 and completion of/or concurrent enrollment in SPE 711/SPE 712.
NOTE: Courses are in alpha-numeric order, not necessarily the order in which they are taken, and are subject to change. Please speak with an Program Manager for a course map.
Student Teaching
SPE 638 and SPE 639 include a student teaching component. The Pennsylvania Department of Education requires a Special Education student teaching experience for those individuals who currently hold a general education teaching certificate and are seeking Special Education certification. Students will spend a minimum of 140 hours in a supervised teaching situation. In order to be prepared for this experience, students need to be aware of the following before registering for the course:
- You are expected to complete a student teaching application.
- You will locate potential student teaching sites in your local area and submit a request for your student teaching placement(s) to the Office of Student Teaching.
- You will seek permission from the school administration to allow the 4-week student teaching experience.
- The SJU Student Teaching Liaison will approve a school administrator to serve as your student teacher supervisor.
- If you are currently teaching, you may be permitted to student teach at your own school with permission of the SJU course instructor and the school administration.
- The experience requires 140 hours (equal to four 35-hour weeks) of hands-on teaching with students who have IEPs. At least 10 percent of the class should be students with IEPs.
- It is suggested that the 140 hours occur during the second half of the course, but possible arrangements can be made to complete the hours at different times during the semester. Time in the classroom may be spread out over more than 4 weeks, but must equal 140 hours.
- Small group instruction is permitted as long as the same small group is provided consistent attention by the student teacher for the duration of the experience. Alternate placements will be accepted on a case-by-case basis.
- The class may be in a public (urban or suburban), private, charter, segregated special education, or parochial school.
- Student-teaching supervisors visit the classrooms and collaborate with the cooperating or mentor teacher(s) in supervising and evaluating the student or intern teacher. Two formal observations of the student teacher will be conducted.
Student Teaching and Field Experience
The PA Department of Education requires all teacher candidates to complete field experience competencies in certification programs. The Special Education Department at Saint Joseph’s University has designated activities in each course in the required curriculum to meet the state standards.
To learn more about the online master’s in special education curriculum from Saint Joseph’s University and what it can do for your career, call (866) 758-7670 to speak with a Program Manager right away or request more information below.
