Project Description:
Project provides Master's students with specialized expertise in serving the inclusive education, social and behavioral support, and transition needs of students with DD and other disabilities. This project will be accomplished in collaboration with special education faculty at Texas A&M University. Each year, the project will admit 45 practicing education or human service professionals for advanced master's training. The project provides coursework and advising support services. The project staff and faculty assess student knowledge gains, satisfaction with program, and post-program impact using TAMU & NIRS evaluation instruments.
Mission: The Master's of Education program in Special Education at Texas A&M University prepares the highest quality professionals to meet the diverse educational and behavioral needs of students with disabilities. We prepare leaders, expert-level practitioners, and advocates in educational fields. Our greater goal is to enhance equity by improving the quality of education and treatment services for children and youth with disabilities including their families.
Purpose of the Special Education Master's Program: The purpose of this program is to prepare expert-leaders who are well-equipped to implement high quality academic and behavioral interventions and programming for students with disabilities in the state, nation, and world.
Special Education Master's Program Philosophy:
Our training encompasses the knowledge and skills for effectively meeting the needs of students classified as having disabilities as well as those identified as "low-performing" and "at-risk". Our faculty supports the premises of FAPE (free appropriate public education) and LRE (least restrictive environment) across a continuum of placements including the integration of individuals with disabilities with their typically developing peers in inclusive settings (e.g., schools, community, and employment settings) with well-trained professionals. We require our Master's students to have an understanding of, and respect for, the ethnic and cultural diversity of the students and families with whom they may
work and the communities they represent. We share a commitment to teaching empirically-supported best practice interventions and methods in the identification, assessment, instructional programming, and progress evaluation of students with disabilities. Further, we strive to contribute to Texas A&M's Vision, whereby we support transformational education, discovery and innovation, and impact on our state, nation and world. We further embrace the
cohort as part of the university community.
We believe that graduates from our Master's in Special Education Program will encounter increasing changes and challenges in the field of special education. As a result, we teach problem solving, critical thinking, data analysis, collaboration, and communication skills as part of the leadership and professional development of our Master's students. Graduates from our online Master's program often gain admission to prestigious doctoral programs; acquire
director, supervisory or other leadership positions in school districts, advocacy organizations, and state government; and advise or create non-profit organizations for the betterment of individuals with disabilities. While in the program, students can expect to interact with national scholars; learn the most current technological methodological, legal, and topical issues related to the education of individuals with disabilities. Students may also have the opportunity to engage in scholarly activities as desired and available. Coursework includes two courses on reading and literacy, two for behavior management and analysis, Leadership in ABA, Emotional and Behavioral Disorders, Transition, Single Case Research, Multicultural and Bilingual Special Education, Ethics and Professional Conduct, Consultation in SPED, and Assessment.
FY 2023:
This past fiscal year we admitted 29 students (EY2023) to the Online Master's Program and an additional 18 non-degree seeking students (those obtaining their Applied Behavior Analysis certification only).
Thirty-four students remain in their second year in the Master's Program (EY 2022). A total of 68 students enrolled in the Master's Program (including ABA cert only) this past fiscal year.
Required courses in the Master's program include these courses:
(Spring, 2023)
EPSY630 (Single Case with Julie Thompson)
Teaches measurement, design, implementation, and analysis skills to conduct research with single-subject design; review and summarize the quality of single-case literature, plan and implement AB designs. Prerequisites: Approval of instructor and the department head. (N=38)
(Spring 2023)
SPED 601 (Assessment in School Settings with Dr. Amy Heath)
Formal and informal assessment; state assessment and alternatives; techniques used with students with disabilities; using data to make educational decisions. May be repeated one time for credit. (N anticipated = 34)
(Fall, 2022)
SPED 602 (Ethics and Professional Conduct in Special Education and Applied Behavior Analysis with Dr. Erinn Whiteside)
Focus on ethical and professional conduct required for special educators and behavior analysts; information required for certified behavior analysts; ethics required by the Behavior Analyst Certification Board; highly relevant for those working with children or adults with disabilities in any capacity. (N=36)
(Summer, 2023)
SPED 604 (Introduction to Applied Behavior Analysis with Dr. Erinn Whiteside)
The purpose of this course is to provide educators with an introduction to applied behavior analysis. Graduate students will be provided (a) an overview of the theoretical underpinnings of ABA, (b) principles and procedures of ABA, and (c) an introduction to data collection, assessment of behavior, and individualized interventions within an educational context. Emphasis will be placed on the application of ABA principles in multiple contexts to provide behavioral support to a diverse range of students. Course content through lectures, articles, discussions, and practice activities is delivered through Blackboard Collaborate and e-Campus. It will be each students responsibility to participate in these activities and demonstrate mastery of the course content. Prerequisites: There are no prerequisites for this course, although it is a graduate course and should not be taken without the recommendation of your advisor. (N anticipated = 47)
(Spring, 2023)
SPED 605 (Leadership in Applied Behavior Analysis with Dr. Erinn Whiteside)
Literature and evidence-based practices for effective leadership and supervision in the field of applied behavior analysis (ABA); review of the theoretical underpinnings of ABA as they relate to supervision and training of staff, specifically those involving behavior-change procedures; best practices in personnel supervision and management; opportunities to practice supervision-based skills such as evaluation, behavior-skills training and performance feedback; emphasis on the application of ABA principles in multiple contexts to provide behavioral training and supervision to supervisees, staff members and community members. (N=34)
(Spring, 2023)
SPED 617 (Adolescent Literacy for Students with Diverse Instructional Needs with Dr. Florina Erbeli)
Research-based strategies to teach reading and writing to 4th through 12th grade students with disabilities and other diverse instructional needs; emphasis on current issues, assessment, motivation, intervention, and content area issues and strategies. Prerequisites: SEFB 618; SPED 630; Graduate Classification. (N=31)
(Fall, 2022)
SPED 689 (Multicultural and Bilingual Special Education with Dr. Florina Erbeli)
Topics concerning bilingual special education including history of the field, language acquisition, learning disabilities and language differences, assessment, policy development, individualized education plans, instructional strategies and parental involvement. Prerequisites: Graduate classification. (N=33)
(Summer 2023)
SPED 628 (Consultation in Special Education with Dr. Marcia Montague)
Rationale, strategies, procedures and resources for providing consultation as systematic problem-solving to school procedures, and resources for improving services for children with disabilities, and those who are at-risk of school failure. Prerequisites: Graduate classification and approval of department head. (N=28)
(Fall, 2022)
SPED 630 (Early Literacy for Students with Diverse Instructional Needs with Dr. Florina Erbeli)
Research-based strategies for teaching beginning reading and writing to pre-K through 4th grade students with disabilities, with an emphasis on current issues, assessment, prevention, and intervention. Prerequisite: Graduate classification. (N=30)
(Summer 2022)
SPED 632 (Transition Education and Services for Individuals with Disabilities with Dr. Patricia Lynch)
Current issues and practices related to the transition of students from school to adulthood; foundations of lifelong transitions; assessment of post-school goals and identification of effective transition services to promote employment, postsecondary education, and community living; partnerships with parents and service providers. Prerequisite: Graduate classification. (N=43)
(Summer, 2022)
SPED 642 (Prevention, Support, and Intervention for Students with Emotional and Behavior Problems with Dr. Heather Davis)
Effective management of challenging and severe behavior problems in education, clinic and community settings using prevention, targeted programming and individual interventions; includes methods for observing, assessing and analyzing challenging and severe behaviors. Prerequisites: Graduate classification and approval of department head. (N=38)
(Fall, 2022)
SPED 699 (Advanced Applied Behavior Analysis with Dr. Heather Davis)
Rigorous repertoire of knowledge and skill in behavior analysis; comprehensive and contemporary description of applied behavior analysis; application of principles and paradigms of theoretical and experimental aspects of behavior. Prerequisite: SEFB 618: Graduate classification. (N=35)
