Special Education, MS
Vision Statement
The mission of the Special Education and Communication Disorders Department (SECD) is to prepare dedicated practitioners, reflective scholars, and responsible citizens to facilitate, design, implement, and evaluate programs to support people with varying abilities in educational settings and the community across the lifespan. Our candidates develop essential interpersonal skills that enable them to become valued members of collaborative, interdisciplinary teams.
SECD accomplishes this mission by creating opportunities for the acquisition and maintenance of knowledge and skills, aligned with the Council for Exceptional Children, the Council on Academic Accreditation in Audiology and Speech-Language Pathology (for graduate program only), and state and federal regulations.
The mission of the Department of Special Education and Communication Disorders is to prepare dedicated practitioners, reflective scholars, and responsible citizens who are unique in their ability to facilitate, design, implement, and evaluate programs for individuals with disabilities. This is accomplished by creating opportunities for the acquisition and maintenance of knowledge, skills, and dispositions as prescribed by the Council for Exceptional Children, the Council on Academic Accreditation in Audiology and Speech-Language Pathology (for graduate program only), and state and federal regulations.
Graduate candidates follow a course of study with accompanying practical experiences that are grounded in learned society theory, research, evidence-based practice, and experience. Our candidates develop essential interpersonal skills that make them valued members of collaborative, interdisciplinary teams in a variety of settings. Thus, each program of study is designed to promote problem-solving skills that enable candidates to continue to broaden their skills and enhance their expertise throughout their professional career. These skills facilitate the recognition and integration of professional ethics with the individual needs and values of the communities they serve.
Program Contact Information
402.554.2201
unosecd@unomaha.edu
Program Website
Other Program Related Information
Candidates seeking a master's degree in special education must meet the criteria for admission to the Graduate College and the department. Graduate-level hours taken as a non-degree student may be subsequently included in a program of study at the discretion of the graduate program committee and the dean for graduate studies. The department adheres to all restrictions on non-degree students. No student with non-degree status may enroll in a practicum course. Candidates completing the degree program meet the academic requirements for PK-6, K-6 or 7-12 endorsement by the Nebraska Department of Education. Candidates may complete practicum experiences at both the K-6 and 7-12 levels. One of these practicum experiences may be completed in the candidate’s classroom. The other must be completed outside the candidate’s classroom.
Initial Certification
The accelerated special education concentration (AC-SEP) is an accelerated program that is designed for individuals with a baccalaureate degree or higher who wish to earn an Initial Teaching Certificate issued by the Nebraska Department of Education to teach special education (K-6 or 7-12). Students who successfully complete the qualifications MS in special education with the accelerated special education concentration will be eligible for Nebraska certification in special education.
Initial certification requires completion of 100 hours of practicum experience.
Unclassified Students
Students who are not planning to pursue a program leading to a graduate certificate or a master's degree can be admitted to the special education program as unclassified students. Candidates holding a previous master's degree in education who are seeking additional teaching endorsements may wish to choose an unclassified status. Unclassified students are allowed to take courses for which they meet the prerequisite. Successful completion of graduate courses as an unclassified student does not obligate the department to accept those courses for credit toward the fulfillment of degree requirements. Formal advisement in an endorsement area is required.
Praxis II Content Test Information
All candidates seeking an endorsement in special education (special education generalist, 33-hour behavior intervention specialist and accelerated SPED) for the first time, are required to receive a passing score on the Praxis II content test in each endorsement area of their preparation prior to the endorsement being recommended. This link will take you to the ETS website page for the Nebraska Department of Education requirements, which lists the Nebraska requirements for each endorsement area.
Admissions
General Application Requirements and Admission Criteria
Program-Specific Requirements
Application Deadlines (Spring 2024, Summer 2024, and Fall 2024)
- Fall: August 1
- Spring: December 1
- Summer: May 1
Other Requirements
- English Language Proficiency: Applicants are required to have a command of oral and written English. Those who do not hold a baccalaureate or other advanced degree from the United States, OR a baccalaureate or other advanced degree from a predetermined country on the waiver list, must meet the minimum language proficiency score requirement in order to be considered for admission.
- Internet-based TOEFL: 80, IELTS: 6.5, PTE: 53, Duolingo: 110
- Statement of Purpose: Include a formal written statement, at least one page in length, of why you want to pursue a master's degree in special education. Explain your current job/position, career goals and additional experiences with individuals with disabilities.
- Letters of Recommendation: Two letters of professional/academic recommendation are required. These recommenders should be able to speak to the graduate's undergraduate academic work, the applicant’s potential to do graduate work, and/or the applicant’s professional competence.
- Copy of teaching certificate (except for the Accelerated Program for Special Education concentration)
- All candidates must have completed TED 2300 Human Growth and Learning, SPED 1500 Introduction to Special Education or SPED 8030 Teaching Students with Exceptionalities (or an equivalent to any of these), and methods courses in reading and math.
Degree Requirements
| Code | Title | Credits |
|---|---|---|
| Concentration | ||
| Select an area of concentration: | ||
Accelerated Program for Special Education | ||
Behavior Intervention Specialist | ||
Dyslexia Specialist | ||
Special Education Generalist | ||
Exit Requirements
Once course work is completed candidates must successfully pass a comprehensive examination or write a thesis to receive a Master of Science degree.
| Code | Title | Credits |
|---|---|---|
| Comprehensive Examination | ||
| SPED 8990 | THESIS | 6 |
All candidates should carefully review the Graduate College requirements for forming the Supervisory Committee, Thesis/Thesis Equivalent Proposal Approval forms and final approval and submission of the thesis.
All candidates must complete 6 credit hours in SPED 8990 in order to receive a Master's of Science degree in special education.
Graduate-Level Practicums
All candidates must obtain the permission of their academic advisor prior to applying for and registering for practicums. All candidates who are adding an endorsement must complete one (or more) practicum experience(s) as part of their preparation. At least one of these experiences must be an all-day, 16-week experience in the endorsement area. Applications will not be considered unless all materials are submitted by September 15 for spring practicum and February 1 for fall practicum.
The department will issue a permit that allows the candidate to enroll in the appropriate practicum course. It is the candidate’s responsibility to apply for the proper course. Professional seminars are required as part of the experience and attendance is mandatory.
Candidates may be removed from their placement at the request of the candidate, department, or school district/community agency.
Concentrations
Accelerated Special Education Program Concentration
| Code | Title | Credits |
|---|---|---|
| Core Courses | ||
| SPED 8030 | TEACHING STUDENTS WITH EXCEPTIONALITIES | 3 |
| SPED 8120 | HIGH INCIDENCE DISABILITIES | 3 |
| SPED 8980 | PROFESSIONAL COLLABORATION | 3 |
| Concentration Courses | ||
| SPED 8236 | LANGUAGE DEVELOPMENT AND DISORDERS FOR TEACHERS | 3 |
| or SPED 8656 | TRANSITION PLANNING | |
| SPED 8580 | INSTRUCTIONAL METHODS AND INTERVENTIONS IN SPECIAL EDUCATION | 3 |
| SPED 8720 | GRADUATE PRACTICUM IN SPECIAL EDUCATION | 3 |
| SPED 8816 | BEHAVIOR INTERVENTIONS AND SUPPORTS | 3 |
| SPED 8016 | MENTAL HEALTH IN SCHOOLS: RISK FACTORS AND INTERVENTIONS | 3 |
| SPED 8910 | ASSESSMENT IN SPECIAL EDUCATION | 3 |
| SPED 8250 | LITERACY ASSESSMENT AND INTERVENTIONS FOR STUDENTS WITH DISABILITIES | 3 |
| Electives* Select 9 hours from the following: | 9 | |
| THE PRINCIPLES OF MULTICULTURAL EDUCATION | ||
| TEACHING THE LANGUAGE ARTS | ||
| HUMAN DEVELOPMENT - CONTEMPORARY IMPLICATIONS FOR TEACHING & LEARNING | ||
| EFFECTIVE TEACHING PRACTICES | ||
| TECHNOLOGY FOR DIVERSE LEARNERS | ||
| *To be eligible for certification all courses in the elective list will need to be satisfactorily completed. | ||
| Total Credits | 39 | |
Behavior Intervention Specialist Concentration
| Code | Title | Credits |
|---|---|---|
| Prerequisites | ||
| All candidates must have completed the following prerequisite courses or an equivalent. | ||
| an undergraduate reading methods course | ||
| an undergraduate math methods course | ||
| TEACHING STUDENTS WITH EXCEPTIONALITIES | ||
| Core Courses | ||
| SPED 8120 | HIGH INCIDENCE DISABILITIES | 3 |
| SPED 8250 | LITERACY ASSESSMENT AND INTERVENTIONS FOR STUDENTS WITH DISABILITIES | 3 |
| SPED 8810 | RESEARCH METHODS IN SPECIAL EDUCATION | 3 |
| SPED 8910/TED 8850 | ASSESSMENT IN SPECIAL EDUCATION | 3 |
| SPED 8980 | PROFESSIONAL COLLABORATION | 3 |
| Concentration Courses | ||
| SPED 8820 | CHARACTERISTICS OF EMOTIONAL AND BEHAVIORAL DISORDERS | 3 |
| SPED 8830 | GRADUATE PRACTICUM IN BEHAVIOR INTERVENTION SPECIALIST | 3 |
| or SPED 8840 | ADVANCED PRACTICUM IN BEHAVIOR INTERVENTION SPECIALIST | |
| SPED 8850 | INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS | 3 |
| SPED 8860 | BEHAVIOR MODIFICATION | 3 |
| SPED 8870 | AUTISM SPECTRUM DISORDERS: BEHAVIORAL SUPPORT AND INTERVENTIONS | 3 |
| SPED/COUN 8016 | MENTAL HEALTH IN SCHOOLS: RISK FACTORS AND INTERVENTIONS | 3 |
| SPED 8816 | BEHAVIOR INTERVENTIONS AND SUPPORTS 1 | 3 |
| SPED/COUN 8656 | TRANSITION PLANNING 2 | 3 |
| Total Credits | 36 | |
Dyslexia Specialist Concentration
| Code | Title | Credits |
|---|---|---|
| Core Courses | ||
| SPED 8016 | MENTAL HEALTH IN SCHOOLS: RISK FACTORS AND INTERVENTIONS | 3 |
| SPED 8120 | HIGH INCIDENCE DISABILITIES | 3 |
| SPED 8580 | INSTRUCTIONAL METHODS AND INTERVENTIONS IN SPECIAL EDUCATION | 3 |
| SPED 8720 | GRADUATE PRACTICUM IN SPECIAL EDUCATION | 3 |
| SPED 8810 | RESEARCH METHODS IN SPECIAL EDUCATION | 3 |
| SPED 8910 | ASSESSMENT IN SPECIAL EDUCATION | 3 |
| SPED 8980 | PROFESSIONAL COLLABORATION | 3 |
| Concentration Courses | ||
| SPED 8260 | DYSLEXIA: FOUNDATIONS & SCIENCE OF READING | 3 |
| SPED 8360 | DYSLEXIA: LANGUAGE ESSENTIALS | 3 |
| SPED 8660 | DYSLEXIA: ASSESSMENT FOR INSTRUCTIONAL PLANNING | 3 |
| SPED 8690 | DYSLEXIA: STRUCTURED LITERACY INSTRUCTION | 3 |
| SPED 8760 | DYSLEXIA: PRACTICUM | 3 |
| Optional Course | ||
| DYSLEXIA: ADVANCED PRACTICUM | ||
| Total Credits | 36 | |
Generalist Concentration
| Code | Title | Credits |
|---|---|---|
| Prerequisites | ||
| an undergraduate reading methods course | ||
| an undergraduate math methods course | ||
| Core Courses | ||
| SPED 8030 | TEACHING STUDENTS WITH EXCEPTIONALITIES | 3 |
| SPED 8120 | HIGH INCIDENCE DISABILITIES | 3 |
| SPED 8250 | LITERACY ASSESSMENT AND INTERVENTIONS FOR STUDENTS WITH DISABILITIES | 3 |
| SPED 8810 | RESEARCH METHODS IN SPECIAL EDUCATION | 3 |
| SPED 8910 | ASSESSMENT IN SPECIAL EDUCATION | 3 |
| SPED 8980 | PROFESSIONAL COLLABORATION | 3 |
| Generalist Concentration Courses | ||
| SPED 8236 | LANGUAGE DEVELOPMENT AND DISORDERS FOR TEACHERS | 3 |
| SPED 8580 | INSTRUCTIONAL METHODS AND INTERVENTIONS IN SPECIAL EDUCATION | 3 |
| SPED 8720 | GRADUATE PRACTICUM IN SPECIAL EDUCATION | 3 |
| SPED 8816 | BEHAVIOR INTERVENTIONS AND SUPPORTS | 3 |
| Generalist Concentration Option Courses | ||
| Select one of the following options: | 6-9 | |
| K-6 Option—Select three of the following (must be graduate only - 8xx0): | ||
| MENTAL HEALTH IN SCHOOLS: RISK FACTORS AND INTERVENTIONS | ||
| TRANSITION PLANNING | ||
| CHARACTERISTICS OF EMOTIONAL AND BEHAVIORAL DISORDERS | ||
| INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS | ||
| AUTISM SPECTRUM DISORDERS: BEHAVIORAL SUPPORT AND INTERVENTIONS | ||
Or other course as approved by your advisor | ||
| 7-12 Option: | ||
| TRANSITION PLANNING | ||
Select two of the following (3 hours out of the 6 hours required must be graduate only - 8xx0): | ||
| MENTAL HEALTH IN SCHOOLS: RISK FACTORS AND INTERVENTIONS | ||
| CHARACTERISTICS OF EMOTIONAL AND BEHAVIORAL DISORDERS | ||
| INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS | ||
| AUTISM SPECTRUM DISORDERS: BEHAVIORAL SUPPORT AND INTERVENTIONS | ||
Or other course(s) approved by your advisor | ||
| Total Credits | 36-39 | |
A student can enroll only twice in each graduate course included on a plan of study. If the course is not successfully completed on the second attempt, the student will be dismissed from the program. An enrollment is defined as being enrolled in the course after the last day to withdraw via MavLINK and receive a 100% refund. The last day to withdraw will be stated in the current academic calendar. In addition to the Quality of Work Standards established by the Graduate College, students may only repeat a graduate level course on a plan of study one time in which they receive any grade, including "W" or "I".