Candidates entering the master's program with emphasis in MM/CC disabilities must hold a baccalaureate degree and have an overall 3.0 GPA or higher on a 4.0 scale and successfully complete an interview with program faculty. Official admission to the University of Missouri-Kansas City graduate school is required. Admission deadlines are at least 10 business days prior to the beginning of each new term.
The Master of Arts in Special Education degree program leads to initial teacher certification in Special Education in the state of Missouri. The focus for certification is mild/moderate cross-categorical disabilities. This degree is sought by those who wish to enhance their knowledge and skills in teaching children and adolescents with exceptional learning needs, to serve as advocates for children and their families, and to work collaboratively with colleagues.
Student Learning Outcomes
Students graduating from this program will:
- 1. Understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- 2. Understand individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- 3. Work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- 4. Understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
- 5. Understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- 6. Understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- 7. Plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- 8. Understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
- 9. Engage in ongoing professional learning and use evidence to continually evaluate their practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner.
- 10. Seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
|TCH-ED 316||Reading and Language Arts I||4|
|TCH-ED 5314||Cultural Diversity and Teaching English Language Learners||3|
|EDUC-R&P 5502||Advanced Educational Psychology||3|
|TCH-ED 5385||Teaching and Learning with Technology||3|
|TCH-ED 5413||Mathematics in the Elementary School I||3|
|TCH-ED 5438||Culturally Responsive Strategies for Teaching Diverse Learners||3|
|TCH-ED 5463||Literacy Intervention across the Disciplines||3|
|TCH-ED 5482||Seminar in Teaching and Evaluating Writing||3|
|EDRD 5439||Language and Literacy Across the Disciplines||3|
|EDRD 5501||Teaching Of Reading||3|
|EDUC-C&I 5523||Advanced Literature For Children||3|
|EDUC-C&I 5531||Mathematics Learning Difficulties: Identification and Intervention||3|
|EDUC-R&P 5512||Adolescent Development And The School||3|
|EDUC-SP 5506||Special Education Law, Individualized Education Programs (IEP's), and Transition||3|
|EDUC-SP 5507||Introduction To Mild/Moderate Cross-Categorical Disabilities||3|
|EDUC-SP 5508||Assessment for Special Educators||3|
|EDUC-SP 5509||Cognition & Lang Dev In Mild/Mod Cross-Categorical Disabilities||3|
|EDUC-SP 5510||Practicum in Special Education||1|
|EDUC-SP 5511||Practicum II – Special Education||1|
|EDUC-SP 5512||Methods I: Introduction to Teaching Students with Mild/Moderate Cross-Categorical||3|
|EDUC-SP 5513||Methods II: Teaching Students with Mild/Moderate Cross-Categorical Disabilities||3|
|EDUC-SP 5514||Applied Behavior Analysis for Teachers: Understanding and Applying Theories of Behavior||3|
|EDUC-SP 5515||Understanding and Addressing Challenging Behavior in the Classroom||3|
|EDUC-SP 5516||Collaborating with Families and Other Professionals||3|
|EDUC-SP 5570||Student Teaching in Special Education||8|
|Educational foundations elective:|
|Cultural Foundations Of Education|
|Philosophical Foundations Of Education|
|Sociological Foundations Of Education|
|Culminating project for the MA in Special Education:|
|EDUC-C&I 5595||Action Research For Practitioners||3|