Special Education M.Ed.

The M.Ed. in Special Education offers five concentrations. Explore our provided program details for each one.

Concentrations

Program Coordinator

Paul LaCava
401-456-9703
placava@ric.edu

Program Description

Educators who are licensed to teach special education not only increase their employment opportunities they increase their fulfillment by meeting the needs of all students in an inclusive classroom. From simple improvements to huge leaps, the impact a special education teacher has on a child can truly be life-changing. At ΢��Ȧ, we offer an intensive one-year M.Ed. program that leads to licensure in early childhood special education. If you are a practicing early childhood teacher or teacher candidate, you are eligible to apply.

Admission and Course Information

Here we provide information on admission requirements, course requirements and course descriptions:

Program/Learning Goals

Upon completion of this program, students will have:

developed knowledge of the unique learning needs of young children with special needs.
Developed knowledge of instruction, assessment, and curriculum that support young children with special learning needs.
Developed knowledge of the role of families in supporting young children.
Integrated their knowledge into effective collaboration and teaching practice.

Program Coordinator

Paul LaCava
401-456-9703
placava@ric.edu

Program Description

In school systems across the country, there has been an increased demand for teachers in the challenging and richly rewarding field of special education. The M.Ed. in elementary or secondary special education results in licensure as an elementary (grades 1-6) or secondary (grades 7-12) special education teacher. Program courses are led by faculty with significant expertise in the field and coursework is offered both synchronously and asynchronously to accommodate those who work full time. You will leave prepared for field work and clinical practice, inclusive settings and settings with multilingual learners.

Admission and Course Information

Here we provide information on admission requirements, course requirements and course descriptions:

Program/Learning Goals

Upon completion of this program, students will have:

Utilized multiple sources of information to develop a comprehensive understanding of students’ strengths and needs.
Applied their understanding of standards-based instruction, assessment data and curriculum demands to ensure student academic success.
Designed and adapted instruction to best address students’ learning goals, with particular emphasis on literacy, STEM and blended/personalized approaches.
Identified students’ social/emotional learning strengths/needs in order to design supportive and inclusive classrooms.
Applied culturally and linguistically responsive practices as part of processes that include Multi-tiered Systems of Support, special education evaluation, and IEP development.
Collaborated with families, educational personnel and community agencies to advocate for elementary or secondary students and their families.

Program Coordinator

Paul LaCava
401-456-9703
placava@ric.edu

Program Description

If you are already a certified special education teacher, ΢��Ȧ’s M.Ed. in exceptional learning needs will allow you to add value to your organization and advance your teaching career. This program is led by faculty with significant expertise in the field and courses are aligned with the advanced Council for Exceptional Children’s standards. To apply, you must hold Rhode Island certification in special education or be eligible for Rhode Island certification if you hold a valid special education license from another state.

Admission and Course Information

Here we provide information on admission requirements, course requirements and course descriptions:

Program/Learning Goals

Program candidates will learn to:

develop advanced knowledge of the characteristics, strengths and learning needs of individuals with special needs
develop specialized knowledge in a chosen area of study
integrate knowledge and skills into effective teaching practice
design and implement academic, behavioral and social/emotional interventions
complete an applied research project that synthesizes coursework content knowledge with identified learner(s) needs along with ethical decision making, professional literature, contextual data, and technology
describe the role and purposes of collaborative relationships with family and community, and plan and apply techniques for involving the student and family in the learning process
advocate for and with people with disabilities

Program Coordinator

Paul LaCava
401-456-9703
placava@ric.edu

Program Description

If you are certified to teach early childhood, elementary or secondary education or can demonstrate concurrent enrollment in one of these teacher preparation programs, you are eligible to enroll in the M.Ed. program in severe intellectual disabilities. You will be taught the unique learning needs of this population by faculty with significant expertise in the field. Our faculty offer the most advanced, evidence-based practices and maintain strong relationships with practicing teachers in both public and private schools who support students with severe intellectual disabilities. Individuals who apply for the M.Ed. in Severe Intellectual Disabilities must hold a Rhode Island teacher certification in early childhood, elementary or secondary education or must demonstrate concurrent enrollment in one of these teacher preparation programs.

Admission and Course Information

These links provide information on admission requirements, course requirements and course descriptions:

Program/Learning Goals

Upon completion of this program, students will have:

developed knowledge of the unique learning needs of students with severe intellectual disabilities (SID) and complex learning needs
developed knowledge of standards-based instruction, assessment, and curriculum that support students with SID in academic and functional areas of learning
integrated knowledge into effective teaching practice
the ability to provide culturally and linguistically responsive practices in special education evaluation and IEP development
collaborated with families, educational personnel and community agencies
advocated for best practices for students and their families as each student transitions from preschool on to adult life

Program Coordinator

Ying Hui-Michael
401-456-8604
yhui@ric.edu

Program Description

΢��Ȧ’s M.Ed. in Urban Multicultural Special Education is accredited both nationally and by RIDE. It has been recognized as one of the few well-established programs in the nation that focuses on preparing special education teachers to work with multilingual learners (MLLs). This program is designed for practicing PreK-12 special education teachers and teacher candidates in ΢��Ȧ’s Special Education B.S.-M.Ed. program to work with MLLs. The program offers an MLL endorsement, ESL certification and M.Ed. in Special Education. Program participants will explore the unique needs of MLLs from diverse background and apply sound theory-, research-, and evidence-based practices in teaching MLLs.

Admission and Course Information

Here we provide information on admission requirements, course requirements and course descriptions:

Program/Learning Goals

Upon completion of this program, students will have developed:

knowledge of English language structures, language acquisitions, and the socio-cultural contexts in which English is learned as an additional language
ability to design and implement standards-based ESL, literacy and content instruction
ability to provide culturally and linguistically responsive practices in MTSS, special education evaluation (e.g., reducing overrepresentation of culturally and linguistically diverse students in special education) and IEP development
ability to apply knowledge of school, district, and governmental policies and legislation to advocate for culturally and linguistically diverse students
professional dispositions to interact with culturally and linguistically diverse students, families, community members, and their colleagues

MLL Endorsement Pathways

Pathway for ΢��Ȧ’s Special Education B.S. program students: SPED 451 (3 credits) and SPED 453 (4 credits).
Pathway for ΢��Ȧ’s Special Education M.Ed. program students (SPED Cert. Early Childhood SPED, SID, Exceptional Needs): SPED 551 (3 credits) and SPED 553 (3 credits).
Pathway for in-service special education teachers: Register SPED 551 (3 credits) and SPED 553 (3 credits) as a non-degree student.

ESL Certification Pathway

In-service special education teachers and ΢��Ȧ’s Special Education B.S.-M.Ed. program teacher candidates can complete a Rhode Island ESL certificate and Special Education M.Ed. in four semesters.

ESL Certification Course Requirements:

SPED 451: Teaching Culturally and Linguistically Diverse Students with Exceptionality

SPED 551: Introduction to Urban Multicultural Special Education (3 credits)
SPED 552: Dual Language Development and Intervention (3 credits)
SPED 453: Content-Based ESL Instruction for Exceptional Students (4 credits)

SPED 553: Content-Based ESL Instruction for Exceptional Students (3 credits)
SPED 554: Applied Linguistics for Exceptional MLLs (3 credits)
SPED 555: Literacy for MLLs with Special Needs (4 credits)
SPED 557: Assessing MLLs with Special Needs (3 credits)
SPED 654: Internship in Urban Multicultural Special Education (3 credits)

Additional Requirements to Complete the M.Ed. in Special Education:

SPED 648: Interpreting and Developing Research in Special Education (3 credits)
SPED 534: Involvement of Families in Special Education (3 credits)
SPED 655: Capstone Study in Urban Multicultural Special Education (2 credits)

Program Details

Admission Requirements

Admission to the Feinstein School of Education and Human Development (FSEHD) master’s-level programs is determined by the quality of the total application. Applicants must submit the following to the FSEHD Office of Graduate Programs as a measure of their potential for success in graduate-level studies:

Completed application form accompanied by a fifty-dollar nonrefundable fee.
Official transcripts of all undergraduate and graduate course work.
Professional license (elementary or secondary general education certificate) or passing test scores on the Elementary or Secondary Praxis Principles of Learning & Teaching (PLT).
Bachelor’s degree with a minimum cumulative grade point average of 3.0 on a 4.0 scale in professional coursework.
Three candidate reference forms accompanied by letters of recommendation related to education and experience in special education or related field.
A performance-based evaluation that documents the candidate’s education and experience with individuals with exceptionalities if possible.
Completion of foundational coursework in special education (SPED 531 or equivalent), and other pre-requisite requirements as determined by the Program Director.
Professional goals essay that describes candidate’s commitment to the field of Elementary or Secondary Special Education, cultural awareness, collaboration, and life-long learning.
An interview may be required.

Eligibility

the M.Ed. in early childhood special education requires eligibility for Rhode Island certification in early childhood education.
the M.Ed. in elementary or secondary special education requires Rhode Island certification in elementary or secondary education or concurrent enrollment.
the M.Ed. in exceptional learning needs (strands: autism, specialized study in special education) requires Rhode Island certification in special education.
the M.Ed. in severe intellectual disabilities requires Rhode Island certification in early childhood, elementary or secondary education or concurrent enrollment in these programs.
the M.Ed. in urban multicultural special education requires Rhode Island certification in special education or concurrent enrollment in a special education certification program.

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