Master of Education: Special Education
Master of Education: Special Education
Master of Education: Special Education
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, advance level professionals in Special Education who serve the Guam community and the greater Pacific region.
PROGRAM LEARNING OUTCOMES
-
Assessment
Special education specialists use valid and reliable assessment practices to minimize bias. -
Curricular Content Knowledge
Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels. -
Programs, Services, and Outcomes
Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities. -
Research and Inquiry
Special education specialists conduct, evaluate, and use inquiry to guide professional practice. -
Leadership and Policy
Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices, and create positive and productive work environments. -
Professional and Ethical Practice
Special education specialists use foundational knowledge of the field and professional ethical principles and practice standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities. -
Collaboration
Special education specialists collaborate with stakeholders to improve programs, services, and outcomes 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).
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 NCATE approved Electronic 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.
SPECIFIC PREREQUISITES
Students wishing to be admitted to this specialization must have an earned baccalaureate degree in Education. Student with non-education baccalaureate degrees with teaching experience may also be admitted, however those with no teaching experience will be required to take nine hours of undergraduate coursework prior to enrolling in the program. The program chair must approve the program of study (“Graduate Program Entry” form) prior to the start of the program for all students.
COURSE REQUIREMENTS (33 credit hours)
Core Courses (9 credit hours)
|
Course |
Course Title |
Credits |
Term Offered |
| ED601 | INTRODUCTION TO RESEARCH METHODS + This course introduces students to quantitative and qualitative methods common in
educational research. Students examine and evaluate research methods and design research
programs.
|
3 credit hours | FALL/SPRING/ALL YEARS |
| ED654 | MULTICULTURAL SPECIAL EDUCATION + Exploration of the unique needs and problems associated with providing special education
services to students with disabilities in multicultural settings. Emphasis will be
placed on students with limited English proficiency with a focus on appropriate assessment
practices and program planning. Prerequisite: Basic tenets of special education, including
assessment techniques and instructional planning. A course in cultural anthropology
is recommended.
|
3 credit hours | FALL ONLY/ALL YEARS |
Choose one of the following:
|
Course |
Course Title |
Credits |
Term Offered |
| ED602 | QUALITATIVE INQUIRY IN EDUCATION + A survey of qualitative research methods common in educational research. This course
discusses the theoretical and methodological tenets underlying qualitative research
and focuses on five specific qualitative methods: history, ethnography, case study,
critical theory, and field study. Prerequisites: ED601, Graduate status and strong
writing skills.
|
3 credit hours | SPRING ONLY/ALL YEARS |
| ED603 | QUANTITATIVE ANALYSIS + This is a foundation course in conducting research that involves the collection, analysis
and presentation of quantitative data. Classification of data, descriptive statistics,
measurement of association, regression analysis and several parametric and nonparametric
inferential statistics are included. Computer software will be relied upon to analyze
and display data. Interpretation and critique of quantitative research is included.
Prerequisites: ED601, Graduate standing; computer experience.
|
3 credit hours | FALL ONLY/ALL YEARS |
Area of Specialization (15 credit hours)
Students will develop their area of specialization with the approval of program chair.
Electives (3 credit hours)
Student selects one graduate course with the approval of program chair.
Research or Professional Track (6 credit hours)
THESIS OR SPECIAL PROJECT (6 credit hours)
|
Course |
Course Title |
Credits |
Term Offered |
| ED691 | OVERVIEW SEMINAR: + This seminar is designed as a final, integrative experience for students at the thesis
stage of the program. Students review major issues in the field from different theoretical
and methodological perspectives and develop their own research, community service
and/or professional exploration projects. In addition to presenting work-in-progress
reports, providing feedback, and submitting a thesis/final project proposal, students
reflect on their experiences in the program, reassess personal views and beliefs and
set goals for further development.
|
3 credit hours | FALL/SPRING/ALL YEARS |
| ED697 | COMPREHENSIVE EXAM + This course provides an opportunity to document the successful completion of the PRAXIS
II or comprehensive exam. It is a way to ensure that a student?s academic evaluation
accurately reflects the additional requirement for PRAXIS II or comprehensive exam
and does not provide a false indication that the student is ready to graduate.
|
0 credit hours | FALL/SPRING/ALL YEARS |
Choose one of the following:
|
Course |
Course Title |
Credits |
Term Offered |
| ED690 | SPECIAL PROJECT | 3 - 6 credit hours | FALL/SPRING/ALL YEARS |
| ED695 | THESIS: | 1 - 6 credit hours | FALL/SPRING/ALL YEARS |
PROFESSIONAL TRACK (6 credit hours)
|
Course |
Course Title |
Credits |
Term Offered |
| ED691 | OVERVIEW SEMINAR: + This seminar is designed as a final, integrative experience for students at the thesis
stage of the program. Students review major issues in the field from different theoretical
and methodological perspectives and develop their own research, community service
and/or professional exploration projects. In addition to presenting work-in-progress
reports, providing feedback, and submitting a thesis/final project proposal, students
reflect on their experiences in the program, reassess personal views and beliefs and
set goals for further development.
|
3 credit hours | FALL/SPRING/ALL YEARS |
| ED698 | INTERNSHIP: + INTERNSHIP IN ADMINISTRATION AND SUPERVISION (3-6 credits) F/SP The practice of administration
and supervision in an educational setting is the goal of the program. Through the
internship, a prospective administrator is exposed to the day to day operations of
a school or educational setting. It is a critical transition prior to full time appointment
in a position. Prerequisite: At least three Administration/Supervision Specialization
Graduate courses and consent of advisor. INTERNSHIP IN COUNSELING (3 credits) FA/SP/As
Needed The practice of counseling in an approved closely supervised setting for a
total of 600 hours, at least 240 of which are direct client contact hours as approved
by instructor. Interns meet regularly on campus or on-site with the faculty instructor.
This internship may be taken over one semester for 6 credits or two consecutive semesters.
Prerequisite: ED619, ED620, ED621, ED622, ED623, ED624, ED625, ED677, ED692 and Consent
of Advisor
|
3 - 6 credit hours | FALL/SPRING/AS REQUIRED |
| ED697 | COMPREHENSIVE EXAM + This course provides an opportunity to document the successful completion of the PRAXIS
II or comprehensive exam. It is a way to ensure that a student?s academic evaluation
accurately reflects the additional requirement for PRAXIS II or comprehensive exam
and does not provide a false indication that the student is ready to graduate.
|
0 credit hours | FALL/SPRING/ALL YEARS |
ACTING PROGRAM CHAIR
Cardenas A. Catherine
Office Location: Expertise
