• University of Maryland Eastern Shore, Master of Education (M.Ed.) Special Education
  • The graduate program is designed to develop and refine the students I skills as classroom teachers, resource teachers, teacher consultants, academic coaches, or as specialists in alternative educational settings.
  • Program Goals:
  • The overall goal of the Special Education Program is to prepare students to become effective special educators for mild and moderately disabled students in grades 1-12 and to meet the certification and professional standards of the Maryland State Department of Education and The Council for Exceptional Children. To accomplish this goal, there are two major objectives:
  • To help each student develop and refine the personal and interpersonal qualities and skills necessary to function intellectually, emotionally, and socially with others in the capacity of teacher or facilitator.
  • To help each student develop the competencies needed to be able to demonstrate the knowledge and skills required of special educators.
  • Program Competencies:
  • Program competencies and outcomes are consistent with those of the Council for Exceptional Children (CEC), the major professional organization representing special educators, the Interstate New Teachers Assessment and Support Consortium (INTASC) Standards and those of the Maryland State Department of Education. The following competencies have been developed to prepare teachers and prospective teachers to:
  • describe the cognitive, social, emotional, cultural, and physical characteristics of exceptional individuals and their effect on how students learn;
  • identify and reflect upon the historical, psychological, political, legal, and philosophical factors which influence current trends and practices in special education;
  • assess, diagnose, and evaluate academic and social behaviors and programs for the students with disabilities;
  • apply systematic instructional design and methodology to teaching basic skills such as reading, language, mathematics, and social skills;
  • adapt teaching practices to meet the instructional needs of students with diverse learning styles, learning needs, and diverse cultural backgrounds;
  • demonstrate and apply systematic behavior and classroom management procedures and effective social interaction skills;
  • integrate and apply technology into the educational program;
  • work effectively with other school personnel, parents, and those involved in human services programs;
  • follow mandated procedures for referring, assessing, identifying, and placing educationally disabled children, participating in developing appropriate individualized education plans, and observing all necessary procedural protections including notice, consent, and records access;
  • critique and apply research in educational practice.