Special Education (MA/MS)

http://education.uoregon.edu/SPED

Beth Harn, Program Director
541-346-1412
541-346-0683 fax
HEDCO Education Building, Third Floor
info@uoregon.College

Program Learning Outcomes

Upon successful completion of this program, students will be able to:

• Create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. (CEC Initial Prep. Standard 1), as measured by passing grades (P) in all practicum and/or student teaching experiences.
• Practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity (CEC Initial Prep. Sub-Standards 1.1 and 1.2), as measured by a grade of B- or better in SPED 428/528 SPED Law.
• Create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being (CEC Initial Prep. Sub-standard 6.1), as measured by a grade of B- or better in SPED 426/526 Behavior and Classroom Management.
• Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities (CEC Sub-standard 5.1), as measured by grades of B- or better in all instructional methods courses.

Special Education Major

Students who wish to obtain a master of arts degree must complete the equivalent of two years of a second language.

Accelerated Master's in Special Education: EI/ECSE Program

This Accelerated Master’s in Special Education provides foundational knowledge about the field of special education, emphasizing skill development in four areas: (a) foundations of disability; (b) instructional methods for young children (ages birth to five) with developmental delays or disabilities; (c) social emotional and behavioral supports (providing interventions to promote social development and supporting young children with challenging behaviors); and (d) coaching families of young children with disabilities. The program is ideally suited for students interested in careers in education, human services and social work, or related fields, who are interested in supporting young children with disabilities and their families in public or private educational settings, disability-serving agencies, and/or community-based settings. The program will be available to any UO student who (a) completes our existing minor in special education, and (b) meets the program’s graduate admission criteria. It provides participants an accelerated pathway to licensure in early intervention/early childhood special education and a master’s degree in special education.

Early Intervention/Early Childhood Special Education Licensure Plan of Study