Special Education M.S.: Specialization in Inclusion and Transition
Program Rationale:
The Master of Science in Special Education: Specialization in Inclusion and Transition is designed to prepare general education teachers or candidates with an earned bachelors degree in a related area of study (eg., Psychology, Sociology, Social Work, Human Services, Disability, and related disciplines) to gain the knowledge, skills, and professional dispositions to develop effective teaching and learning environments for individuals with disabilities in K-12 educational settings and/or transition planning. Completion of this program does not lead to a cross endorsements in special education. The curriculum for this program is aligned with the standards of the Council for Exceptional Children (CEC).
Program Learning Outcomes:
- Students will demonstrate knowledge of foundational issues in special education and their impact on the field.
- Students will demonstrate knowledge of the development and characteristics of learners, individual learning differences, and appropriate instructional strategies.
- Students will demonstrate the ability to analyze multiple forms of standardized and curriculum-based assessments and use that information for a variety of educational decisions.
- Students will demonstrate the ability to use their knowledge of general and specialized curricula to individualize learning for students with exceptional learning needs.
- Students will demonstrate the ability to select, adopt, and use instructional strategies to promote learning and to modify learning environments for students with exceptional learning needs.
- Students will promote professional, ethical, and collaborative practices in the field of special education.
Admission Requirements:
Applicants must hold a bachelor's degree from a regionally accredited institution of higher education. Applicants must also have a minimum undergraduate GPA of 2.70 on a 4.00 point scale (where A is 4.00) or its equivalent, and good standing (3.00 GPA) in all post-baccalaureate course work.
The admissions application, application fee, and official transcripts from each college and university attended (except Central Connecticut State University) must be submitted to the Graduate Recruitment and Admissions Office.
Contact: 860-832-2400
Requirements
*Course Requirements for eligibility for Official Certificate Program in Transition Planning (16-18 credits) include SPED 503, SPED 527, SPED 541, SPED 566, CNSL 522, and CNSL 585.
Professional Requirements
| SPED 532 | Contemporary Issues in Special Education | 3 |
| (Students are required to take SPED 532 for 3 credits) | |
| SPED 566 | Legal and Administrative Issues in Special Education | 3 |
| Total Credit Hours: | 6 |
Specialization Requirements
| SPED 503 | Evidence-Based Practices for Diverse Learners | 3 |
| SPED 506 | Foundations of Language for the Exceptional Child | 3 |
| SPED 510 | Inclusive Education | 3 |
| SPED 527 | Internship in Inclusion and/or Transition Services | 1-3 |
| SPED 536 | Autism Spectrum Disorder | 3 |
| SPED 541 | Person-Centered Planning and Transition | 3 |
| SPED 560 | Positive Classroom Management for Students Receiving Special Education Services | 3 |
| SPED 578 | Choice Theory and Quality Schools | 3 |
| SPED 580 | Collaborative Process in Special Education | 3 |
| SPED 581 | Assistive Technology in Special Education | 3 |
| SPED 595 | Topics in Special Education | 1-3 |
| CNSL 522 | Appraisal Procedures in Counseling | 3 |
| CNSL 585 | Foundations of Career, Vocational, and Community Resources for Transition Services | 3 |
| Total Credit Hours: | 15 |
Research and Capstone Requirements
| SPED 596 | Capstone Intervention Project I | 3 |
| SPED 597 | Capstone Intervention Project II | 3 |
| SPED 598 | Research in Special Education | 3 |
| Total Credit Hours: | 9 |
SPED 596 and SPED 597: Plan E