Master of Education in Special Education
Department of Learning and Teaching
Outcome 1: Special Education MEd Candidates will integrate grade appropriate subject matter content aligned with CA Content Standards into lesson design and delivery that clearly delineates evidence based differentiated instructional practices for students with special needs in general education setting.
Outcome 2: Special Education MEd Candidates will use Problem-Based Learning to identify and develop a solution for an issue related to inclusion in the classroom grounded in cited evidence based practices.
Outcome 3: Special Education MEd Candidates will apply research grounded inclusive theories of pedagogy into lesson plans designed to actively engage students with special needs and English Learners in learning experiences.
Outcome 4: Special Education MEd Candidates will select, administer and report on the use of formal and informal assessment techniques that persuasively validate the argument for selecting specific theories, models and delivery options for students with special needs in inclusive setting.
Outcome 5: Special Education MEd Candidates will reflect on lesson design, delivery and formative assessment of individual student performance and gain an understanding of how to support the development of diverse learners through their curricular and instructional decisions.
Foundations in Learning Theory, Grounding in Academic, Social-Cultural, and Behavior Diversity Context Found in Inclusive Environments
Outcome 6: Special Education MEd Candidates will identify the systems (political, cultural, social, and economic) and the relative strengths of each of those on school and classroom decisions.
Outcome 7: Special Education MEd Candidates will write a literature review research paper that investigates a global perspective of the needs and characteristics of a specific subset of a high needs area disabilities within the field of special education. The paper will include a persuasive perspective of the assessment of the academic, social, and transitional needs of individuals within this subgroup based on learning theories, equity and the principles of inclusivity and social justice.
Outcome 8: Special Education MEd Candidates will keep a running self-reflective professional development e-journal (electronic text &/or video journal) in which a candidate reflects upon developing understanding, knowledge and use of grounded theories of pedagogy. The e-journal will provide insight into candidates’ emerging professional development which will ground the final Individual Induction Plan and Self Reflective Evidence Based Pedagogy of Practice essay completed as culminating evidence products for master degree.
Synthesize and apply contemporary research
Outcome 9: Special Education MEd Candidates will critique research articles and develop well-considered summaries of the research applicability to needs of instruction, learning, families and broader community.
Outcome 10: Special Education MEd Candidates will use the strategies of recursive action research design principles to design, implement and apply the three tier pyramid concepts of the RTI model (response to intervention) for a English Learner and individual with special needs within a general education setting.
Outcome 11: Special Education MEd Candidates will integrate inclusive theories and models within the culminating research project paper and presentation that demonstrates knowledge, understanding and ability to apply research methodology to special education.
Graduates of this program go on to teach in special education classrooms in public schools (if they also hold a teaching credential), private schools, community centers and other educational settings.