ÌÇÐÄÆƽâ°æ

Full Description

The Master of Education degree in Special Education provides students with advanced understanding of contemporary research and practice issues in special education. Students in the program are typically interested in pursuing enhanced professional competence, career advancement, leadership roles, advocacy and systems change; or they may be wanting to prepare for doctoral-level study. Students do not need to have an undergraduate degree in special education (or in education) to be successful in the master's degree; however, they should be motivated to develop a deeper understanding of the field of special education.

The M.Ed. degree program does not prepare students for teacher licensure; however, some of the coursework required for the degree may count toward licensure. Students interested in both licensure and a M.Ed. degree will need to apply and be fully admitted into both the master's degree and the non-degree graduate licensure preparation program.

The Special Education major comprises the following concentrations:

• The Deaf Education concentration focuses on needs of students who are deaf or hard of hearing.
• The Early Childhood Intervention Specialist concentration focuses on needs of young children with or at risk for developmental delays or disabilities, birth to grade 5 (birth to age 10) and their families.
• The General Special Education concentration provides a broad focus on special education across all ages and types of student needs. Students  work with a graduate adviser to develop a personalized plan of study.
• The Mild/Moderate Educational Needs concentration focuses on needs of students with mild to moderate educational needs who most often participate in the general education academic curriculum with special education supports.
• The Moderate/Intensive Educational Needs concentration focuses on students with moderate to intensive educational needs who most often require modifications to the general academic curriculum and/or other extensive special education supports.
• The Pre-Kindergarten Special Needs concentration focuses on the needs of preschool children with or at risk for developmental delays or disabilities.

For more information about graduate admissions, visit the graduate admission website. For more information on international admissions, visit the international admission website.

Admission Requirements

• Bachelor's degree from an accredited college or university
• Minimum 2.750 undergraduate GPA on a 4.000-point scale
• Official transcript(s)
• Goal statement
• Two letters of recommendation
• English language proficiency - all international students must provide proof of English language proficiency (unless they meet specific exceptions to waive) by earning one of the following:¹
  • Minimum 79 TOEFL iBT score
  • Minimum 6.5 IELTS score
  • Minimum 58 PTE score
  • Minimum 110 DET score

¹

International applicants who do not meet the above test scores may be considered for conditional admission.

Application Deadlines

• Fall Semester
  • Rolling admissions
• Spring Semester
  • Rolling admissions
• Summer Term
  • Rolling admissions

Program Learning Outcomes

Graduates of the program will be able to:

1. Develop advanced skills in designing, implementing and evaluating research-based practices that meet the special education needs of learners with disabilities.
2. Understand the conceptual underpinnings of special education, as well as policies that guide its implementation in school and community settings.
3. Analyze contemporary issues surrounding special education and the impact of exceptionality on individuals and their families.
4. Understand the roles that research plays in special education theory.
5. Demonstrate mastery of special education content within a particular specialization (e.g., mild/moderate, deaf education).

• Delivery:
  • Online (General Special Education concentration only)
  • Mostly online
  • In person
• Location:
  • ÌÇÐÄÆƽâ°æ Campus

The Deaf Education concentration is accredited by the Council of Education of the Deaf.

Full Description

The Educational Specialist degree in Special Education provides an advanced degree in specialized areas of educational programming for children and youth with exceptionalities. The program meets the needs of post-master's degree students who wish to assume leadership roles in schools and agencies that provide special education and related services to children, youth and adults who have disabilities.

The Ed.S. degree is designed for the accomplished, experienced practitioner with specific professional aspirations. The program is not designed for those who wish to pursue a research emphasis as a prelude to doctoral study.

Professional Licensure Disclosure

This program is designed to prepare students to sit for applicable licensure or certification in Ohio. If you plan to pursue licensure or certification in a state other than Ohio, please review state educational requirements for licensure or certification and contact information for state licensing boards at ÌÇÐÄÆƽâ°æ State's website for professional licensure disclosure.

For more information about graduate admissions, visit the graduate admission website. For more information on international admissions, visit the international admission website.

Admission Requirements

• Master's degree from an accredited college or university
• Minimum 3.000 graduate GPA on a 4.000-point scale (minimum 3.250 GPA is recommended)
• Official transcript(s)
• Résumé or curriculum vitae
• Goal statement
• Two letters of recommendation
• English language proficiency - all international students must provide proof of English language proficiency (unless they meet specific exceptions to waive) by earning one of the following:¹
  • Minimum 79 TOEFL iBT score
  • Minimum 6.5 IELTS score
  • Minimum 58 PTE score
  • Minimum 110 DET score

¹

International applicants who do not meet the above test scores will not be considered for admission.

Application Deadlines

• Fall Semester
  • Rolling admissions
• Spring Semester
  • Rolling admissions
• Summer Term
  • Rolling admissions

Program Learning Outcomes

Graduates of the program will be able to:

1. Attain the background knowledge and critical thinking skills necessary to advance their ability to identify and plan evidence-based educational practices for exceptional learners.
2. Increase their proficiency with the pedagogical and decision-making skills necessary to implement evidence-based educational practices for exceptional learners.
3. Attain an appropriate level of expertise in methods of assessment relevant to providing special education to exceptional learners in schools.
4. Articulate professional positions on critical legal, policy and practice issues in special education that are grounded in logical analysis, empirical research and the ethical foundations of the field.

• Delivery:
  • Mostly online
  • In person
• Location:
  • ÌÇÐÄÆƽâ°æ Campus

The Council of Education of the Deaf

Admission Requirements

The university affirmatively strives to provide educational opportunities and access to students with varied backgrounds, those with special talents and adult students.

First-Year Students on the ÌÇÐÄÆƽâ°æ Campus: First-year admission policy on the ÌÇÐÄÆƽâ°æ Campus is selective. Admission decisions are based upon cumulative grade point average, strength of high school college preparatory curriculum and grade trends. Students not admissible to the ÌÇÐÄÆƽâ°æ Campus may be administratively referred to one of the seven regional campuses to begin their college coursework. For more information, visit the .

First-Year Students on the Regional Campuses: First-year admission to ÌÇÐÄÆƽâ°æ State’s campuses at Ashtabula, East Liverpool, Geauga, Salem, Stark, Trumbull and Tuscarawas, as well as the Twinsburg Academic Center, is open to anyone with a high school diploma or its equivalent. For more information on admissions, contact the Regional Campuses admissions offices.

International Students: All international students must provide proof of proficiency of the English language (unless they meet specific exceptions) through the submission of an English language proficiency test score or by completing English language classes at ÌÇÐÄÆƽâ°æ State’s English as a Second Language Center before entering their program. For more information, visit the admissions website for international students.

Former Students: Former ÌÇÐÄÆƽâ°æ State students who have not attended another institution since ÌÇÐÄÆƽâ°æ State and were not academically dismissed will complete the re-enrollment process through the Financial, Billing and Enrollment Center. Former students who attended another college or university since leaving ÌÇÐÄÆƽâ°æ State must apply for admissions as a transfer or post-undergraduate student.

Transfer Students: Students who attended an educational institution after graduating from high school or earning their GED must apply as transfer students. For more information, visit the admissions website for transfer students.

Admission policies for undergraduate students may be found in the University Catalog's .

Students may be required to meet certain criteria to progress in their program. Any progression requirements will be listed on the program's Coursework tab

• Delivery:
  • In person
• Location:
  • ÌÇÐÄÆƽâ°æ Campus

Full Description

The Mild to Moderate Special Education minor provides students with valuable knowledge related to meeting the special educational needs of students with mild to moderate disabilities in schools. Mild to moderate disabilities include learning disabilities, ADHD, emotional and behavioral disorders, mild intellectual disabilities, and autism spectrum disorders without accompanying intellectual impairment.

The minor allows students to learn effective practices for differentiating instruction, behavior management, collaboration and supporting students with mild to moderate disabilities in general education classrooms.

This minor is particularly relevant for students seeking to work in the K-12 academic environment, including those with a major or interest in education, special education, psychology, public health, sociology and human development and family studies.

Admission Requirements

Admission to a minor is open to students declared in a bachelor’s degree, the A.A.B. or A.A.S. degree or the A.T.S. degree (not Individualized Program major). Students declared only in the A.A. or A.S. degree or the A.T.S. degree in Individualized Program may not declare a minor. Students may not pursue a minor and a major in the same discipline.

Students declared in the Special Education major, Mild/Moderate concentration, are not permitted to declare this minor.

To declare this minor, students must have attempted a minimum 12 credit hours at ÌÇÐÄÆƽâ°æ State and earned a minimum 2.000 overall ÌÇÐÄÆƽâ°æ State GPA. Students who have not attempted 12 credit hours at ÌÇÐÄÆƽâ°æ State will be evaluated for admission based on their high school GPA for new students or transfer GPA for transfer students. Transfer students who have not attempted 12 credit hours of college-level coursework at ÌÇÐÄÆƽâ°æ State and/or other institutions will be evaluated based on both their high school GPA and college GPA.

Program Learning Outcomes

Graduates of this program will be able to:

1. Students will identify effective practices for differentiating instruction for exceptional learners.
2. Students will describe classroom management strategies to support the engagement and learning of exceptional learners.
3. Students will develop lesson plans tailored to the strengths and needs of exceptional learners in general education classroom settings.

• Delivery:
  • In person
• Location:
  • ÌÇÐÄÆƽâ°æ Campus

Full Description

The Early Intervention minor primarily is intended for individuals interested in working with young children — from birth to age three — who have or are at risk for developmental delays and disabilities across a variety of settings.

The minor provides students with the skills and knowledge specific to contemporary and recommended practices in early intervention, typical and atypical development, teaming, family professional collaboration, assessment, legislation, ethical professional conduct, advocacy and inclusive practices.

Admission Requirements

Admission to a minor is open to students declared in a bachelor’s degree, the A.A.B. or A.A.S. degree or the A.T.S. degree (not Individualized Program major). Students declared only in the A.A. or A.S. degree or the A.T.S. degree in Individualized Program may not declare a minor. Students may not pursue a minor and a major in the same discipline.

To declare this minor, students must be at least a sophomore status and have attempted a minimum 12 credit hours at ÌÇÐÄÆƽâ°æ State and earned a minimum 2.750 overall ÌÇÐÄÆƽâ°æ State GPA. Students who have not attempted 12 credit hours at ÌÇÐÄÆƽâ°æ State will be evaluated for admission based on their high school GPA for new students or transfer GPA for transfer students. Transfer students who have not attempted 12 credit hours of college-level coursework at ÌÇÐÄÆƽâ°æ State and/or other institutions will be evaluated based on both their high school GPA and college GPA.

Program Learning Outcomes

Graduates of this program will be able to:

1. Describe and analyze contemporary philosophical and theoretical orientations about young children and families.
2. Demonstrate empirically-based and ethical practices of early intervention in natural environments.
3. Collaborate with families, caregivers, and professionals to enhance children's growth and development.
4. Identify state and federal legislation related to early intervention.

• Delivery:
  • In person
• Location:
  • ÌÇÐÄÆƽâ°æ Campus

Full Description

The Autism Spectrum Disorders minor is an interdisciplinary program, between special education and speech pathology and audiology. The minor prepares students to understand and address the needs of individuals with autism across the spectrum, across the lifespan and in varied contexts, including general and special education classrooms and community settings.

Students gain knowledge and skills related to the following:

• Diagnostic and learning style characteristics
• Causes and medical intervention
• Early signs and assessment protocols
• Social-communicative development and disorders
• Theoretical models and the implications of those models for intervention
• Family characteristics
• Evidence-based intervention practices

The minor is particularly relevant for students with a major or interest in special education, speech pathology, audiology, occupational and physical therapy, psychology and human development and family science.

Admission Requirements

Admission to a minor is open to students declared in a bachelor’s degree, the A.A.B. or A.A.S. degree or the A.T.S. degree (not Individualized Program major). Students declared only in the A.A. or A.S. degree or the A.T.S. degree in Individualized Program may not declare a minor. Students may not pursue a minor and a major in the same discipline.

To declare this minor, students must have attempted a minimum 12 credit hours at ÌÇÐÄÆƽâ°æ State and earned a minimum 2.750 overall ÌÇÐÄÆƽâ°æ State GPA. Students who have not attempted 12 credit hours at ÌÇÐÄÆƽâ°æ State will be evaluated for admission based on their high school GPA for new students or transfer GPA for transfer students. Transfer students who have not attempted 12 credit hours of college-level coursework at ÌÇÐÄÆƽâ°æ State and/or other institutions will be evaluated based on both their high school GPA and college GPA.

Program Learning Outcomes

Graduates of this program will be able to:

1. Describe the diagnostic and learning style characteristics of individuals with autism spectrum disorder.
2. Identify early signs of autism spectrum disorder and identify and evaluate instruments used to screen for and diagnose autism spectrum disorder in children and adults.
3. Identify neurobiological and environmental factors implicated in the etiology of autism spectrum disorder.
4. Describe medical and complementary and alternative medical interventions used by individuals with autism spectrum disorder.
5. Compare the social-communicative development of individuals with autism spectrum disorder to that of neurotypically developing individuals.
6. Describe different theoretical models for understanding autism spectrum disorder.
7. Implement evidence-based interventions to address the needs of individuals with autism spectrum disorder.

• Delivery:
  • Fully online
  • Mostly online
• Location:
  • ÌÇÐÄÆƽâ°æ Campus

Full Description

A Bachelor of Science in Education degree in Special Education prepares students to become special education teachers (also referred to as intervention specialists) or to work with individuals with disabilities in non-school settings.

Special educators teach individuals with many kinds of disabilities including learning disabilities, emotional and behavioral disorders, ADHD/other health impairments, intellectual disabilities, autism spectrum disorder, hearing impairments and multiple disabilities.

Special educators may co-teach with general education teachers in academic classrooms, teach small groups of students in a resource room, or teach students individually in highly specialized classrooms or programs designed specifically to meet the needs of students with disabilities. Special education majors who do not want to become teachers often will work with children, adolescents and adults with disabilities in community, residential and/or vocational settings.

The Special Education major comprises the following concentrations:

• The Deaf Education concentration prepares candidates to work with deaf and hard-of-hearing students across inclusion, itinerant, resource room and self-contained public and residential classroom settings. Extensive field and teaching lab experiences optimize this preparation in combination with coursework in literacy, mathematics, science and social studies that help prepare students to take specific assessments to become designated as "highly qualified" teachers in deaf education, reading and mathematics. Instructional methods are comprehensive in nature and provide the unique strategies necessary to address issues concomitant with hearing loss, including language development in both English and American Sign Language, use of bilingual-bicultural methodologies and various assistive and instructional technologies. The hierarchical coursework sequence concludes with thematic unit instruction that prepares graduates to work with the core curriculum to address all academic content areas, as well as transition and students with additional needs. Graduates are eligible to apply for Ohio licensure to teach deaf and hard-of-hearing students in prekindergarten to 12th grade.
• The Disability Services concentration prepares students to work with individuals with disabilities who have a wide variety of support needs in a broad array of settings (e.g., vocational, residential, community). Students in this concentration progress through highly-structured coursework and field experiences to learn evidence-based practices to teach leisure, social, adaptive and life skills to individuals with disabling conditions. Students who complete this program are not eligible for licensure as special educators/intervention specialists in the state of Ohio.
• The Mild to Intensive Dual License concentration prepares candidates to work with individuals (kindergarten through age 21) who have a wide variety of support needs in a broad array of settings (e.g., general education classrooms, self-contained classrooms, alternative schools and community-based programs). Candidates in this concentration progress through highly-structured coursework and extensive field experiences to learn evidence-based practices to teach academic, social adaptive and life skills. Successful completion of this program enables candidates to be eligible for licensure in both Mild/Moderate Educational Needs (e.g., learning disabilities emotional and behavioral disorders, ADHD) as well as Moderate/Intensive Educational Needs (e.g., intellectual disabilities, autism spectrum disorders, physical disabilities) through the State of Ohio.
• The Primary Intervention Specialist (PK-5) concentration prepares candidates to work with children and students with diverse learning abilities in a variety of special education settings, from pre-kindergarten through grade 5. Teacher candidates in this concentration progress through highly structured coursework and extensive field experiences to learn evidence-based and recommended practices, to team effectively with variety of professionals, to teach academic, social adaptive and self-determination skills, and to work in partnership with families. Completion of the coursework is a prerequisite to being recommended by ÌÇÐÄÆƽâ°æ for an initial teaching license in Ohio Primary Intervention Specialist (PK-5), which is granted by the Ohio State Board of Education.

Professional Licensure Disclosure

This program is designed to prepare students to sit for applicable licensure or certification in Ohio. If you plan to pursue licensure or certification in a state other than Ohio, please review state educational requirements for licensure or certification and contact information for state licensing boards at ÌÇÐÄÆƽâ°æ State's website for professional licensure disclosure.

Admission Requirements

The university affirmatively strives to provide educational opportunities and access to students with varied backgrounds, those with special talents and adult students who graduated from high school three or more years ago.

First-Year Students on the ÌÇÐÄÆƽâ°æ Campus: First-year admission policy on the ÌÇÐÄÆƽâ°æ Campus is selective. Admission decisions are based upon cumulative grade point average, strength of high school college preparatory curriculum and grade trends. Students not admissible to the ÌÇÐÄÆƽâ°æ Campus may be administratively referred to one of the seven regional campuses to begin their college coursework. For more information, visit the .

First-Year Students on the Regional Campuses: First-year admission to ÌÇÐÄÆƽâ°æ State’s campuses at Ashtabula, East Liverpool, Geauga, Salem, Stark, Trumbull and Tuscarawas, as well as the Twinsburg Academic Center, is open to anyone with a high school diploma or its equivalent. For more information on admissions, contact the Regional Campuses admissions offices.

International Students: All international students must provide proof of proficiency of the English language (unless they meet specific exceptions) through the submission of an English language proficiency test score or by completing English language classes at ÌÇÐÄÆƽâ°æ State’s English as a Second Language Center before entering their program. For more information, visit the admissions website for international students.

Former Students: Former ÌÇÐÄÆƽâ°æ State students or graduates who have not attended another college or university since ÌÇÐÄÆƽâ°æ State may complete the reenrollment or reinstatement form on the University Registrar’s website.

Current ÌÇÐÄÆƽâ°æ State and Transfer Students: Active ÌÇÐÄÆƽâ°æ State students who wish to change their major must have attempted a minimum 12 credit hours at ÌÇÐÄÆƽâ°æ State and meet all admission criteria listed above to be admitted. Students who have not attempted 12 credit hours at ÌÇÐÄÆƽâ°æ State will be evaluated for admission based on their high school GPA for new students or transfer GPA for transfer students. Transfer students who have not attempted 12 credit hours of college-level coursework at ÌÇÐÄÆƽâ°æ State and/or other institutions will be evaluated based on both their high school GPA and college GPA.

Transfer students visit the admissions website for transfer students for more information.

Admission policies for undergraduate students may be found in the University Catalog's .

Students may be required to meet certain criteria to progress in their program. Any progression requirements will be listed on the program's Coursework tab

Program Learning Outcomes

Graduates of this program will be able to:

1. Engage in professional learning and practice within ethical guidelines.
2. Understand and address individual developmental and learning needs.
3. Demonstrate subject matter content and specialized knowledge.
4. Use assessment to understand the learner and the learning environment for data-based decision making.
5. Support learning using effective instruction.
6. Support social, emotional and behavioral growth.
7. Collaborate with team members.
8. Demonstrate the dispositions necessary to be successful special educational teachers or professionals.
9. Demonstrate their preparation for the profession by successfully completing the Ohio Assessment for Educators (OAE) Special Education Assessments required for their Special Education License type or being admitted to a graduate degree program or obtaining employment in a disability services field.

Roadmaps

Deaf Education Concentration

This roadmap is a recommended semester-by-semester plan of study for this program. Students will work with their advisor to develop a sequence based on their academic goals and history. Courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.

Disability Services Concentration

This roadmap is a recommended semester-by-semester plan of study for this program. Students will work with their advisor to develop a sequence based on their academic goals and history. Courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.

Mild to Intensive Dual License Concentration

This roadmap is a recommended semester-by-semester plan of study for this program. Students will work with their advisor to develop a sequence based on their academic goals and history. Courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.

Primary Intervention Specialist Concentration

This roadmap is a recommended semester-by-semester plan of study for this program. Students will work with their advisor to develop a sequence based on their academic goals and history. Courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.

• Delivery:
  • In person
• Location:
  • ÌÇÐÄÆƽâ°æ Campus

Council for the Accreditation of Educator Preparation (Deaf Education, Mild to Intensive Dual License and Primary Intervention Specialist concentrations only).