Degrees for Education

Students should consult the departments of Biology, Chemistry, Geology or Physics if they are interested in a secondary graduate program in any of these areas. Students will be given a primary advisor from the Biology, Chemistry, Geology or Physics Department and will have a graduate committee consisting of their primary advisor, a faculty member from the College of Education and another faculty member.A minimum of 36 semester hours of graduate-level courses as follows:
General Requirements Hours
A. Foundation of Education
Education Research
Psychological foundations
Exceptional Education
Social, historical, legal, philosophical, or comparative foundations of education
Cultural and linguistic diversity
15
B. Courses that Link Content & Pedagogy 12
Biology, Chemistry, Geology, Physics or SCI or SCED courses. Twelve credit hours under department advisement from 500-600 level course in area of certification or related fields.
C. Electives 6
Biology, Chemistry, Geology, Physics or SCI or SCED courses. under department advisement from 500-600 level course in area of certification or related fields.
D. Research Proposal -
presented to committee upon completion of EDU 570 0
E. Seminar 0
F. Thesis, independent study project, or research project from either professional education or the academic subject area. 3
Total 36

Prospective students interested in any of these programs should contact Dr. Holly Lawson, Director of Science Education Partnership and Associate Professor of Chemistry, or Dr. Michael Jabot, Assistant Professor of Education. Updated admission requirements and program descriptions may be available during Spring 2006.

Specialization in Exceptional Education. Under the auspices of the doctoral program in Urban Education, the Department of Exceptional Education provides doctoral training with a specialization in Exceptional Education. The program emphasis is on policy studies, curriculum development, administration, and learning and development of individuals with handicaps. Prospective doctoral students wishing to specialize in Exceptional Education must first be admitted to the Urban Education Doctoral Program. Admission and general program requirements can be obtained from the Director of Doctoral Studies in Urban Education. This program is described in detail on the Urban Education program page.

An applicant must meet Graduate School requirements plus these departmental requirements to be considered for admission to the program:
Two letters of recommendation relating to the student’s ability to successfully compete in a graduate program.
Personal interview to determine an applicant’s basis for seeking admission, potential for completion of the program, and relevant background and experience in exceptional education.
Major Professor as Advisor

The student must have a major professor to advise and supervise the student’s studies as specified in Graduate School regulatio

The Department of Exceptional Education offers two options for a program of study at the master’s level: a general option or a certification option. Students choosing the General Option enroll in 15 credits of core requirements and 15 credits that reflect a focus area of study. This program is created in consultation with a faculty advisor. Students choosing the Certification Option must be accepted into one of the Department of Exceptional Education’s Post-Baccalaureate Teacher Certification Programs as well as the Graduate Program. Certification programs include Early Childhood Education (0-8 yrs), Primary/Middle and Middle/Secondary Education (grades K-9 or 6-12 in the areas of learning disabilities, cognitive disabilities, and emotional disturbance), Deaf and Hard of Hearing (grades K-12). Up to 15 credits of coursework in the certification program may be applied to the Master’s degree in addition to 15 credits of core requirements.

Under the auspices of the PhD program in Urban Education, the Department offers doctoral level training with a designated specialization in Exceptional Education.

We are pleased that you are interested in the School of Education at the University of Wisconsin-Stevens Point. The University of Wisconsin-Stevens Point began in 1894 as the Stevens Point Normal School, whose primary purpose was to prepare teachers. We have continued to maintain education as a primary mission throughout the years. The School of Education offers certifiable majors in Early Childhood and Elementary Education and a major and minor in Exceptional Education. Secondary and K-12 certification are also available in a variety of academic areas. Students can choose between majors and minors in over thirty different areas.

We are pleased that you are interested in the School of Education at the University of Wisconsin-Stevens Point. The University of Wisconsin-Stevens Point began in 1894 as the Stevens Point Normal School, whose primary purpose was to prepare teachers. We have continued to maintain education as a primary mission throughout the years. The School of Education offers certifiable majors in Early Childhood and Elementary Education and a major and minor in Exceptional Education. Secondary and K-12 certification are also available in a variety of academic areas. Students can choose between majors and minors in over thirty different areas.

We are pleased that you are interested in the School of Education at the University of Wisconsin-Stevens Point. The University of Wisconsin-Stevens Point began in 1894 as the Stevens Point Normal School, whose primary purpose was to prepare teachers. We have continued to maintain education as a primary mission throughout the years. The School of Education offers certifiable majors in Early Childhood and Elementary Education and a major and minor in Exceptional Education. Secondary and K-12 certification are also available in a variety of academic areas. Students can choose between majors and minors in over thirty different areas.

Introduction
We are pleased that you are interested in the School of Education at the University of Wisconsin-Stevens Point. The University of Wisconsin-Stevens Point began in 1894 as the Stevens Point Normal School, whose primary purpose was to prepare teachers. We have continued to maintain education as a primary mission throughout the years. The School of Education offers certifiable majors in Early Childhood and Elementary Education and a major and minor in Exceptional Education. Secondary and K-12 certification are also available in a variety of academic areas. Students can choose between majors and minors in over thirty different areas.

By keeping tuition as low as possible and making financial aid available to those who need it, we help every academically-qualified student benefit from the exceptional education Washington College has to offer.

All accepted applicants are considered for merit-based scholarships that range in amount from $5,000 to $20,000 per year. Accepted NHS and Cum Laude Society members are guaranteed a scholarship of no less than $10,000 per year. To qualify, students must be inducted into NHS before March 1 of their senior year.

College : Education Degree : MA
Department : Child, Family and Community Sciences Option : Nonthesis
Program Websites : http://education.ucf.edu/prog_page.cfm?ProgDeptID=41&ProgID=30

TRACK DESCRIPTION

The Master of Arts in Exceptional Education, Varying Exceptionalities program is for noneducation majors or previously certified teachers in another content area.

CURRICULUM
Total Hours Required for MA—36 Credit Hours Minimum beyond the Bachelor’s Degree.

The Varying Exceptionalities MA program requires a minimum of 36 credit hours beyond the bachelor’s degree including 9 credit hours of core courses and 27 credit hours of specialization.

Individual Learning Projects, including research skills and action research, will be infused within courses of the specialization and a culminating comprehensive exam synthesizing current research will be completed to demonstrate mastery of skills, knowledge, and dispositions of standards from accrediting educational agencies.
Co-requisites—15 Credit Hours

These courses are prescribed by Florida State Statutes for initial teacher preparation (ITP). Waiver or substitutions for co-requisites must meet departmental standards and be approved by the chair of the department and adviser.
EDF 6727 Critical Analysis of Social, Ethical, Legal, and Safety Issues related to Education (3 credit hours)
EDG 6415 Principles of Instruction and Classroom Management (3 credit hours)
EDF 6237 Principles of Learning and Introduction to Classroom Assessment (3 credit hours)
RED 5147 Developmental Reading* (3 credit hours)
RED 5517 Classroom Diagnosis* (3 crdit hours)

*Electives can be taken, if approved by adviser.
Prerequisite—3 Credit Hours
EEX 5051 Exceptional Children in the Schools (3 credit hours)
Required Core Courses—9 Credit Hours
EDF 6481 Fundamentals of Graduate Research in Education (3 credit hours)
TSL 5528 Teaching Language Minority Students in K-12 Classrooms (3 credit hours)
TSL 6250 Applied Linguistics in ESOL (3 credit hours)
Elective Specialization Courses—21 Credit Hours
EEX 6061 Instructional Strategies PreK-6 (3 credit hours)
EEX 6065 Programming for Students with Disabilities at the Secondary Level (3 credit hours)
EEX 6107 Teaching Spoken and Written Language (3 credit hours)
EEX 6295 Assessment and Curriculum Prescriptions for the Exceptional Population (3 credit hours)
EEX 6342 Seminar: Critical Issues in Special Education (3 credit hours)
EEX 6524 Organization and Collaboration in Special Ed (3 credit hours)
EEX 6612 Methods of Behavioral Management (3 credit hours)
Internship—6 Credit Hours
EEX 6946 Graduate Internship: ESE and Reading (6 credit hours)
Comprehensive Exam and Portfolio Requirements

As culminating activities, students must complete the College of Education portfolio and comprehensive examinations. Please see your adviser for more information.
Additional Program Requirements

Pass all applicable sections of the Florida Teacher Certification Examination.
INDEPENDENT LEARNING

The MA program requires a portfolio of both reflective practice and analysis of professional development and demonstration of attainment of the pre-professional level of performance for all twelve of the Florida Educator Accomplished Practices. Multiple artifacts and reflective analysis are required for each of the accomplished practices. In addition, all portfolios require a final reflective analysis of students’ overall learning and professional development as the capstone portfolio entry. All portfolio entries are critical components of learning since they are the primary means of accessing the professional development of students as reflective practitioners. In addition, an internship is required.