Special Education, M.Ed.

Special Education

Specialization leading to a Master of Education  degree.

(37 to 41 credits)

The program provides advanced course work in the education of learners with exceptional needs. Program options permit concentrated study in one of three areas: Early Childhood Special Education, Learners with Mild/Moderate Educational Needs, and Learners with Moderate/Intensive Educational Needs. While all three concentrations include course work and fieldwork that may be applied toward Ohio licensure as an Intervention Specialist, eligibility for such licensure may require further study, depending on the student’s previous educational background. In addition, students must successfully complete the appropriate Praxis II examinations required for licensure and highly qualified teacher status (HQT) by the State of Ohio.

If courses were taken previously as part of a Cleveland State baccalaureate degree program, special education courses generally need not be repeated. However, students need to select appropriate graduate elective offerings in consultation with an academic advisor to make up the requisite number of credit hours for the desired concentration. The College of Education and Human Services is committed to preparing special educators to work within diverse educational settings and communities. Therefore, all three program options require that students have a working knowledge of issues related to the education of culturally and linguistically diverse students, gifted children, children with special needs, and gender issues in education concentrations. To that end, completion of EDC 500 , or its equivalent, is a prerequisite to all special education concentrations.

Portfolio Requirement

All teaching license students are required to maintain a portfolio while completing their professional coursework and field experiences. The portfolio will evolve from a working portfolio to a professional portfolio and finally to an employment portfolio. Students are responsible for housing in their portfolio various required and optional artifacts that demonstrate their level of competency in each of the following twelve outcomes or standards:

1. Personal Philosophy. The Cleveland State teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice.
2. Social Foundations. The Cleveland State teacher education student possesses knowledge and understanding of the social, political, and economic factors that influence education and shape the worlds in which we live.
3. Knowledge of Subject Matter and Inquiry. The Cleveland State teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person.
4. Knowledge of Development and Learning. The Cleveland State teacher education student understands how individuals learn and develop and that students enter the learning setting with prior experiences that give meaning to the construction of new knowledge.
5. Diversity. The Cleveland State teacher education student understands how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching and learning.
6. Learning Environment. The Cleveland State teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in learning, and self-motivation.
7. Communication. The Cleveland State teacher education student uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning environments.
8. Instructional Strategies. The Cleveland State teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills, critical thinking, and problem-solving, as well as to foster social, emotional, creative, and physical development.
9. Assessment. The Cleveland State teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional development of learners, and gives accounts of students’ learning to the outside world.
10. Technology. The Cleveland State teacher education student understands and uses up-to-date technology to enhance the learning environment across the full range of learner needs.
11. Professional Development. The Cleveland State teacher education student is a reflective practitioner who evaluates his/her interactions with others (e.g., learners, parents/ guardians, colleagues, and professionals in the community) and seeks opportunities to grow professionally.
12. Collaboration and Professionalism. The Cleveland State teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleges/ universities to support students’ growth and well-being.

At various portfolio checkpoints, students must meet specific criteria in order to be eligible to continue to the next phase of their program. For complete information on portfolios, students are strongly encouraged to access the Student Portfolio Handbook available at: http://www.csuohio.edu/cehs/students/eport.html

The goal of the Early Childhood Intervention Specialist concentration is to prepare professionals to work with children from birth to age eight who have special needs. In addition to Ohio licensure as an Early Childhood Intervention Specialist, this concentration provides course work and fieldwork needed for the Mental Retardation/ Developmental Disabilities (MR/DD) Early Intervention Certificate.

The Moderate/Intensive Intervention Specialist concentration prepares teachers and professionals from related disciplines to work with children and youth ages 5 through 21 who have moderate, severe, or profound mental retardation; severe emotional disorders; or multiple disabilities. The professional who completes this concentration will have advanced skills in curriculum design and implementation, interdisciplinary teaming, and working with parents of children with exceptional needs.

For further information, contact the Department of Teacher Education at (216) 687-4600.

Exit Requirement

Select one of three options: comprehensive examination, project, or thesis.