Master of Education in Special Education with Concentration in Autism Spectrum Disorders
Marygrove’s Master of Education in Special Education is designed to provide both a strong foundation in the knowledge, skills, and dispositions considered foundational to all special education practitioners as well as those more specific to the area of Autism Spectrum Disorder. Student teaching requirements may be satisfied in on-the-job placements or during the summer semester to meet the needs of candidates who work full time during the school year.
Specific Program Information
Students in the Special Education program are prepared to utilize a variety of instructional approaches as well as demonstrate what they have learned in a number of ways. By experiencing a wide variety of teaching and learning strategies firsthand, candidates are prepared to model similar techniques in their own classrooms. Special education methods courses have strong practicum components involving candidates with students in K-12 classrooms throughout their educational program.
• Bachelor’s degree from an accredited institution
• Minimum 3.0 grade point average
• Completed application with $25 application fee
• Official transcripts of all undergraduate and graduate work completed
• Career Plan
• Elementary or secondary teaching certificate
• Interview with program coordinator
• Two letters of recommendation
• Writing sample
Master of Education in Special Education with ASD Endorsement
Minimum of 38 credit hours required; 15 credit hours of Core courses in Special Education, 15 credit hours in Autism Spectrum Disorder courses, and 8 credit hours of exit courses to include Student Teaching. The endorsement, granted by the State of Michigan, requires a passing score on the subject area test of the Michigan Test for Teacher Certification (MTTC).
For More Information, Contact:
Steffanie N. Bowles, Ph.D.
Coordinator Special Education
At a Glance
Foundation Pre-Requirements (Note: Pre-Requirement courses are only needed if you did not take them during your initial teacher certification)
- Curriculum, Instruction, & Assessment
- Assessment & Differentiation
- Designing & Creating Effective Learning Environments for Diverse Learners
Teaching Students With Disabilities
Students With Disabilities: School, Family, and Community Interaction
Assistive Technology in Special Education
Autism Spectrum Disorder Concentration Courses
- Characteristics of Students with Autism
- Pre-professional Practicum in Autism Spectrum Disorder
- Using Applied Behavior Analysis in the Classroom Setting
- Language and Communication in Autism Spectrum Disorder
- SED 601, 602,603 (1 credit each) Seminar in Autism Spectrum Disorder
- Introduction to Educational Research
- Student Teaching in Learning Disabilities
EDU 551: Curriculum, Instruction, & Assessment
Prerequisite: Acceptance into Teacher Certification Program as a Pre-Candidate
This course offers approaches to curriculum, instruction and assessment designed to engage students in an integrated process of teaching and learning. Students design units and create supporting lesson plans based on Grade Level Content Standards that focus on using differentiated instructional strategies, assessment practices, and technology integration.
Students practice collaboration skills, applying peer review processes aimed at improving unit design and lesson plans.
EDU 552: Assessment & Differentiation
This course builds upon content introduced in EDU 351 to prepare candidates to assess the effects of instruction on student performance. Emphasis is placed on theories and concepts of assessment relating them to the backward design framework in order to meet the needs of a wide range of learners. Differentiation is applied in terms of assessment of individual, small group and whole group instruction and learning.
EDU 553: Designing & Creating Effective Learning Environments for Diverse Learners
Prerequisites: Full acceptance as a Teacher Certification Candidate
This course addresses the design and management of curriculum, instruction and classrooms to provide meaningful learning for diverse groups of students. The educational implications of the characteristics of students with exceptionalities are explored. Research in practices of effective teaching is examined, with specific emphasis on teacher and student behaviors related to aspects of diversity in urban settings. Techniques for developing effective communication with parents and community are explored. Field-based experiences required.
SED 565 Teaching Students With Disabilities (3)
SED 565 focuses on the appropriate methods and techniques for meeting the educational needs of students with mild disabilities. Psychological information about groups and individuals; strategies for achieving integration in regular education; organizational structures of schools, and strategies for teaching reading, math, and study skills are covered in this course. Prerequisite: SED 564
SED 570 Students With Disabilities: School, Family, and Community Interaction (3)
In this course candidates develop flexible theoretical frameworks, practical skills and sensitivity in working with families of students with disabilities. The theoretical basis for current approaches to supporting families, the anomalies and challenges presented by the growing diversity of U.S. society, and development of a critical awareness of formal and informal supports for families is investigated.
SED 573 Assistive Technology in Special Education (3)
SED 573 introduces the use of adaptive technology, methods for linking technology and instruction of students with special needs, techniques for selecting and utilizing computer based instructional programs, and methods for developing interactive instructional materials.
SED 575 IEP Development (3)
SED 575 covers pre-referral and referral processes for students, assessment plans, eligibility criteria for services, due process, and development of the individual education plan (IEP). The course includes consideration of students’ assistive technology needs, transitions, modifications, functional behavior analyses and intervention plans.
SED 651: Characteristics of Students with Autism Spectrum Disorder
This course will provide participants with specific knowledge on the characteristics associated with individuals on the Autism Spectrum. The disorder currently includes Autism, Asperger Syndrome, Pervasive Developmental Disorder Not Otherwise Specified, Rett’s Syndrome, and Childhood Disintegrative Disorder. This course will also explore a comprehensive history of Autism Spectrum Disorders (ASD) including the etiology, theories and related research regarding the cause, prevalence rates, and the impact of ASD on learning, family systems, and communities. Additionally, this course provides an introduction to various topics that are both explicitly and implicitly related to ASD such as referral/placement, parental collaboration, cultural variability, health/medical considerations, transitions, language/communication, behavior, sensory processing, social functioning and academics. The overarching goal of this course is to provide participants with a broad understanding of the impact of ASD on learning, family, and the community across the lifespan.
SED 655 (3) Pre-professional Practicum in Autism Spectrum Disorder
This course requires thirty-five hours of supervised observation and participation with students with autism spectrum disorder (ASD) in a classroom setting as well as seminar discussion of topics such as the interdisciplinary approach, group dynamics, interpretation of psychometric tests, and behavior modification methods and strategies.
SED 661 (3) Using Applied Behavior Analysis in the Classroom Setting
This course introduces participants to a variety of approaches to behavior analysis and intervention, with an emphasis on students with autism spectrum disorders (ASD). Participants will be provided with the foundational background, in addition to opportunities to practice and complete a functional behavior assessment, develop a function-based behavior intervention plan, and implement a behavior plan with a student diagnosed with ASD or other disabilities.
SED 664 (3) Language and Communication in Autism Spectrum Disorder
This course provides students with an overview of the components of communication and strategies to increase an individual’s communication abilities. This course provides an overview of communication, language, and sensory research on etiology and interventions for individuals with ASD in clinic, home, and school. Included are strategies for team building, planning, data-based decision making, and evaluation.
SED 601, 602,603 (1 credit each) Seminar in Autism Spectrum Disorder
This series of one-credit seminar courses is required a minimum of three semesters in the Special Education Master’s Degree Programs. Monthly sessions engage candidates in work around current issues and trends in Special Education. These sessions are supplemented by regular meetings with mentor teachers who model and collaborate with candidates in field-based settings.
EDU 602: Introduction to Educational Research
Prerequisite: Acceptance into Teacher Certification Program as a Pre-Candidate
This course prepares teachers in their role as educated consumers of research and as researchers. The course examines principles and procedures for studying and producing educational research. It introduces students to the basic vocabulary, concepts, and methods of research. Students learn to analyze and assess educational research, plan and conduct a review of literature, and compare and contrast quantitative and qualitative research designs, methods, and results.
SED 699 (5) Student Teaching in Special Education
SED 699 includes observation and guided full-time, 8-12 week professional laboratory experience in a classroom or community setting with students on the autism spectrum.