Special Education (M.Ed.)

Optional Concentrations in this Major

MEd in Special Education (Non-certification)

Curriculum Requirements

MEd General Special Education, K-12 Certification

Courses in special education address competencies in such areas as classroom management, survey of exceptionalities, human development, foundations, assessment, and teaching strategies. This concentration is aligned with the Council of Exceptional Children standards and is nationally accredited.

Requirements for certification may change, subject to changes made by the New Hampshire Department of Education (NHDOE). Teacher candidates can find the latest NHDOE standards at Certification Programs, Educator and Specialist – Advanced Degrees on the Holmes Center for School Partnerships and Educator Preparation. 

Curriculum Requirements

One-Year Intensive MEd General Special Education, K-12 Certification

Program Coordinator: Beth Fornauf, PhD
E-mail: basweeneyfornauf@plymouth.edu

This concentration is designed for the professional who would like to engage in intensive training to gain knowledge and skills in the field of special education. The one-year intensive program follows a prescribed sequence of coursework paired with a special education internship. Through this intensive format, candidates receive a Master of Education (MEd) with NH General Special Education K–12 certification in one year. Taught by faculty who are specialists and leaders in the field, courses are designed to provide candidates with the knowledge and skills crucial to teaching effectively in today’s inclusive classrooms.

This 42-credit full-time program is for candidates who have completed an undergraduate degree in a teacher certification program or related educational field and are interested in working effectively in today’s inclusive classrooms or related fields. Courses in this program are taught using a hybrid format (some face-to-face meetings with some online components) and are designed in scope and sequence to allow candidates to apply course concepts in school settings, to collaborate with professionals in the field, and to collaborate within a cohort model. Beginning in the summer term, candidates progress through the program three to four courses at a time over one year. In addition, candidates engage with students with exceptionalities through an internship in the fall and spring terms, providing candidates with a variety of opportunities for field-based project completion and practical application of course concepts. Plymouth State University’s General Special Education certification programs are aligned with the national Council for Exceptional Children (CEC) Standards and are nationally accredited.

Program Requirements

The candidate must have successfully completed an undergraduate degree in K–3, K-6, K–8, K–12, 5–12, or 7–12 teacher certification, or related educational field (e.g., Adventure Education, Early Intervention, Social Work).

The candidate must successfully complete a comprehensive screening interview with the special education program coordinator in addition to meeting graduate admissions requirements. Application materials must be received by April 15 of the admitting year with courses to begin in June.

Required Courses

The cohort groups will be formed at the onset of the program, summer term, and will be monitored by the special education program coordinator. Students entering the program must meet the following prerequisite: courses in human development, diversity, general exceptionalities, philosophy, and literacy.

Curriculum Requirements

• Understand theories of child and adolescent development and principles of learning.
• Have the ability, as a member of the educational team to develop the Individualized Education Plan/Individualized Family Support Plan and to identify, design and promote individualized supports, strategies, accommodations and modifications that meet children’s educational needs.
• Understand and demonstrate knowledge of federal and state laws and local policies that pertain to individuals with disabilities.
• Have the ability to identify and utilize evidence-based practices to maximize student learning outcomes for students with disabilities.
• Understand and demonstrate knowledge of how significant variations in development impact learning.
• Have the ability to identify and use appropriate instructional methods curriculum and technologies that support children with disabilities: a-access information, b-communication skills, c-interact with peers, adults and their environment, d-demonstrate learning.
• Demonstrate competency in collaboration, advocacy, coordination of family and school educational efforts and case management.
• Have the ability, in collaboration within a team, including parents to facilitate the development of social, behavioral and academic skills in students and work in partnerships with families to promote their full participation in the educational process.
• Understand and collaboratively solve ethical and legal dilemmas that arise in the education of students with disabilities.