OBJECTIVES 

The School of Education offers a master’s degree with a specialization in the field of Special Education. The program is designed to develop highly qualified professionals in Special Education who serve the Guam community and the greater Pacific region.

PROGRAM LEARNING OUTCOMES

The Master of Education Specialization in Special Education follows the Council of Exceptional Children (CEC) 2020 Initial Practice-Based Professional Preparation Standards for Special Educators (K-12). (CEC Practice-Based Standards for the Preparation of Special Educators, 2022).

The following seven performance-based standards delineate the core areas in which candidates develop their knowledge base. These standards serve as the program learning outcomes for the Master of Education Specialization in Special Education program.

1. Engaging in Professional Leaming and Practice Within Ethical Guidelines
   Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities.
   
   
2. Understanding and Addressing Each Individual's Developmental and Leaming Needs
   Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual's strengths and needs.
   
   
3. Demonstrating Subject Matter Content and Specialized Curricular Knowledge
   Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual's strengths and needs.
   
   

4. Using Assessment to Understand the Learner and the Leaming Environment for Data-Based Decision Making Candidates assess students' learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction.

5. Supporting Learning Using Effective Instruction
   Candidates use knowledge of individuals' development, learning needs, and assessment data to inform decisions about effective instruction.
   Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual.
   Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction.
   Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning.

6. Supporting Social, Emotional, and Behavioral Growth
   Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development.

7. Collaborating with Team Members
   Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school. other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.

COHORT SYSTEM

The graduate special education program is offered using the Cohort System. A maximum of 15 students may enroll in one of three Cohorts each year (June, August and January).

There are six terms each year:

• Term 1 and 2 (Fanuchånan Semester 2-8 week sessions)
• Term 3 and 4 (Fañomnåkan Semester 2-8 week sessions)
• Term 5 and 6 (Finakpo’ Sessions 2-4 week sessions)

Classes are generally held on weekends in the Fanuchånan and Fañomnåkan, and on weekdays during the Finakpo’. Students will meet the requirements for GCEC Special Education Certification (K-12) and may complete the Master of Education in six terms (12 months). If needed, an additional term may be added.

All students seeking teaching certification must pass the PRAXIS CORE: Reading, Writing & Math, PRAXIS II – PLT (level determined by student) and PRAXIS II (0354-Special Education) examinations as required by GCEC. Those students seeking the Master of Education must pass the PRAXIS II (0354-Special Education) examination and complete the Special Education Portfolio to meet the Comprehensive Examination requirements. Additional coursework and internship may be required depending on the applicants’ background. Students seeking teacher certification should obtain a GCEC Teacher Certification Evaluation before developing a program of study.