Special Education (MED)
Plymouth State's General Special Education certification programs are accredited by the Association for Advancing Quality in Education Preparation (AAQEP) and the state of New Hampshire. Coursework in special education address competencies in such areas as classroom management, categories of disability under IDEA, learning differences, assessment, UDL/Differentiation/Classroom Adaptations, and inclusive teaching strategies. Our faculty will address issues such as development and characteristics of learners, co-teaching and collaboration, learning differences, instructional strategies, special education law and inclusive best practices for a wide range of learners.
Plymouth State University offers the following options in Special Education:
- MEd General Special Education, K-12 Certification
- General Special Education, K-12 Certification Only
- One-Year Intensive MEd General Special Education, K-12 Certification
Students who are interested in a non-licensure option should explore the Inclusive Education concentration of the M.Ed in Teaching and Curriculum Development
The Special Education programs require the following materials to be submitted through our online application:
- Recommended 3.0 or better GPA in undergraduate coursework
- Official transcripts from any/all college level work
- Three professional recommendations
- Current Resume
- Statement of interest
- NH Residency Verification form (NH residents only)
Deadlines
Students can apply for admission to any of the upcoming semesters.
- Fall – August 1
- Spring – December 1
- Summer – April 15
*The One Year Intensive program begins in the Summer semester only.
Optional Concentrations in this Major
MEd General Special Education, K-12 Certification
Courses in special education address competencies in such areas as classroom management, survey of exceptionalities, human development, foundations, assessment, and teaching strategies. This concentration is aligned with the Council of Exceptional Children standards and is nationally accredited.
Requirements for certification may change, subject to changes made by the New Hampshire Department of Education (NHDOE). Teacher candidates can find the latest NHDOE standards at education.nh.gov/index.htm.
Curriculum Requirements
| Course | Title | Credits |
|---|---|---|
| Professional Competencies (if not previously met) | ||
| ED 5400 | Introduction to the Professional Education Standards | 2 |
| ED 5410 | Intermediate Level: Professional Education Standards | 2 |
| ED 5420 | Advanced Level: Professional Education Standards | 2 |
| Special Education Core | ||
| SE 5100 | Foundations in Special Education | 3 |
| SE 5110 | Development and Characteristics of Learners | 3 |
| SE 5120 | Understanding Learning Differences | 3 |
| SE 5130 | Learning Environments, Social Environments & Curricular Knowledge | 3 |
| SE 5140 | Assessment in Special Education | 3 |
| SE 5150 | Instructional Planning & Strategies in English Language Arts | 3 |
| SE 5155 | Instructional Planning & Strategies in Math | 3 |
| SE 5160 | Collaboration, Professional Practice & Advocacy in Special Education | 3 |
| Elective Component (Choose 1) | 3 | |
| Autism and Spectrum Disorders | ||
| Behavioral Disorders in School Aged Children | ||
| Technology for Diverse Learners | ||
| Capstone Experience | ||
| SE 5965 | Internship Seminar | 1-9 |
| Total Credits | 34-42 | |
General Special Education, K-12 Certification Only
Our k-12 special education licensure only option allows teacher candidates to complete the requirements to be recommended for licensure in the state of New Hampshire. For candidates intetested in licensure, a transcript analysis will be completed upon acceptance into the program to determine which competencies, if any, have been previously met. Based on this analysis, competencies still needed and aligned courses will be identified.
Additional information regarding credits for the Certification only options can be found at Certification Programs, Educator and Specialist – Advanced Degrees on the Holmes Center for School Partnerships and Educator Preparation.
Curriculum Requirements
| Course | Title | Credits |
|---|---|---|
| Professional Competencies (if not previously met) | ||
| ED 5400 | Introduction to the Professional Education Standards | 2 |
| ED 5410 | Intermediate Level: Professional Education Standards | 2 |
| ED 5420 | Advanced Level: Professional Education Standards | 2 |
| Special Education Core | ||
| SE 5100 | Foundations in Special Education | 3 |
| SE 5110 | Development and Characteristics of Learners | 3 |
| SE 5120 | Understanding Learning Differences | 3 |
| SE 5130 | Learning Environments, Social Environments & Curricular Knowledge | 3 |
| SE 5140 | Assessment in Special Education | 3 |
| SE 5150 | Instructional Planning & Strategies in English Language Arts | 3 |
| SE 5155 | Instructional Planning & Strategies in Math | 3 |
| SE 5160 | Collaboration, Professional Practice & Advocacy in Special Education | 3 |
| Capstone Experience | ||
| SE 5965 | Internship Seminar | 1-9 |
| Total Credits | 31-39 | |
One-Year Intensive MEd General Special Education, K-12 Certification
Program Coordinator: Sara Scribner, PhD
E-mail: Sara.scribner@plymouth.edu
This concentration is designed for the professional who would like to engage in intensive training to gain knowledge and skills in the field of special education. The one-year intensive program follows a prescribed sequence of coursework paired with a special education internship. Through this intensive format, candidates receive a Master of Education (MEd) with NH General Special Education K–12 certification in one year. Taught by faculty who are specialists and leaders in the field, courses are designed to provide candidates with the knowledge and skills crucial to teaching effectively in today’s inclusive classrooms.
This 42-credit full-time program is for candidates who have completed an undergraduate degree in a teacher certification program or related educational field and are interested in working effectively in today’s inclusive classrooms or related fields. Courses in this program are taught using an online format (some synchronous online courses, as well as some asynchronous) and are designed in scope and sequence to allow candidates to apply course concepts in school settings, to collaborate with professionals in the field, and to collaborate within a cohort model. Beginning in the summer term, candidates progress through the program three to four courses at a time over one year. In addition, candidates engage with students with disabilities through an internship in the fall and spring terms, providing candidates with a variety of opportunities for field-based project completion and practical application of course concepts.
Program Requirements
The candidate must have successfully completed an undergraduate degree in K–3, K-6, K–8, K–12, 5–12, or 7–12 teacher certification, or related educational field (e.g., Adventure Education, Early Intervention, Social Work), as well as passed the Praxis Core/similar Pearson exam or otherwise met this requirement (such as using SAT scores).
The candidate must successfully complete a comprehensive screening interview with the special education program coordinator in addition to meeting graduate admissions requirements. Application materials must be received by April 15 of the admitting year with courses to begin in June.
Required Courses
The cohort groups will be formed at the onset of the program, summer term, and will be monitored by the special education program coordinator. Students entering the program must meet the following prerequisite: courses in human development, diversity, general exceptionalities, philosophy, and literacy.
Curriculum Requirements
| Course | Title | Credits |
|---|---|---|
| Professional Competencies (if not previously met) | ||
| ED 5400 | Introduction to the Professional Education Standards | 2 |
| ED 5410 | Intermediate Level: Professional Education Standards | 2 |
| ED 5420 | Advanced Level: Professional Education Standards | 2 |
| Special Education Core | ||
| SE 5100 | Foundations in Special Education | 3 |
| SE 5110 | Development and Characteristics of Learners | 3 |
| SE 5120 | Understanding Learning Differences | 3 |
| SE 5130 | Learning Environments, Social Environments & Curricular Knowledge | 3 |
| SE 5140 | Assessment in Special Education | 3 |
| SE 5150 | Instructional Planning & Strategies in English Language Arts | 3 |
| SE 5155 | Instructional Planning & Strategies in Math | 3 |
| SE 5160 | Collaboration, Professional Practice & Advocacy in Special Education | 3 |
| Elective Component (Choose 1) | 3 | |
| Autism and Spectrum Disorders | ||
| Behavioral Disorders in School Aged Children | ||
| Technology for Diverse Learners | ||
| Capstone Experience | ||
| SE 5965 | Internship Seminar | 6 |
| Total Credits | 39 | |
- Understand theories of child and adolescent development and principles of learning.
- Have the ability, as a member of the educational team to develop the Individualized Education Plan/Individualized Family Support Plan and to identify, design and promote individualized supports, strategies, accommodations and modifications that meet children’s educational needs.
- Understand and demonstrate knowledge of federal and state laws and local policies that pertain to individuals with disabilities.
- Have the ability to identify and utilize evidence-based practices to maximize student learning outcomes for students with disabilities.
- Understand and demonstrate knowledge of how significant variations in development impact learning.
- Have the ability to identify and use appropriate instructional methods curriculum and technologies that support children with disabilities: a-access information, b-communication skills, c-interact with peers, adults and their environment, d-demonstrate learning.
- Demonstrate competency in collaboration, advocacy, coordination of family and school educational efforts and case management.
- Have the ability, in collaboration within a team, including parents to facilitate the development of social, behavioral and academic skills in students and work in partnerships with families to promote their full participation in the educational process.
- Understand and collaboratively solve ethical and legal dilemmas that arise in the education of students with disabilities.
- Design, implement and evaluate a variety of strategies including positive behavioral supports and interventions.
- Have the ability to administer, as a member of the educational team, appropriate assessments to: a-determine eligibility for special education, b-develop the Individualized Education Plan/Individualized Family Support Plan, c-plan instruction, d-evaluate progress, e-review and revise programs and f-communicate educational results to others.
- Display conduct characteristic of developing professionals.
- Have knowledge of differential characteristics of individuals with various types and natures of disabilities, as well as the implications for the development and implementation of programs and services.
- Have the ability to organize and help groups accomplish objectives and bring about change as well as collaborate and engage in shared decision making with building and agency administrators to support appropriate programs for students with disabilities.
- Have the ability to lead effective planning, implementation and review of improvement processes.
- Have the knowledge of a wide array of curriculum and instructional practices designed for students with disabilities to promote the development of critical knowledge and skills and the ability to develop and implement service-delivery programs based on effective practices which address the range of students with disabilities.
- Will understand theories of child and adolescent development and principles of learning.
- Have knowledge of principles of assessment of students with disabilities including valid evaluation tools and their use in eligibility determination, development of individualized education plans and monitoring student progress.