This concentration will support educators and educational leaders who seek to advance their knowledge and expertise related to creating inclusive classrooms and schools. Using an inquiry-based approach, the program will bring together classroom teachers and special educators to consider how they can work collaboratively to support the diverse learning needs of students in inclusive settings. It will also prepare educators, administrators, policy-makers and/or other related professionals who wish to serve as leaders in designing and supporting inclusive practices in classrooms, schools, and larger educational systems.
Normally applicants are expected to have attained teacher certification as a requirement for entry into this concentration. However, the requirement of teacher certification may be waived where the applicant has met the University and program requirements for admission and has adequate professional experience related to the field of Special Education.
Required Courses (15 credits)
|EPSE 512 (3)||Critical Issues in Special Education|
|EPSE 565i (3)||Conceptual Foundations in Inclusive Education|
|EPSE 565T (3)||Inclusive Programming for Students Requiring Targeted Intervention (Tier ll/lll) Supports|
|EPSE 509 (3)||Leading Inclusive Education|
|EPSE 583 (3)||Fostering Self-Regulated Learning [formerly EPSE 565R]|
Choose 3 credits of MERM coursework from the following:
|EPSE 592 (3)||Experimental Designs and Analysis in Educational Research|
|EPSE 593 (3)||Design and Analysis of Research with Small Samples and Single Subjects|
|EPSE 595 (3)||Qualitative Methodologies in Educational Psychology and Special Education|
Choose 6 credits of electives from approved electives (300, 400 or 500 level EPSE or related studies)
Thesis Requirement (6 credits)
|EPSE 599 (6)||Master’s Thesis|
Contact the SPED program support for application or course registration information.
For more information about the concentration, contact the SPED Program Coordinator.