Special Education, Master of Education

In addition to University Requirements:

• Complete individual plan requirements.

Minimum Units for Completion	30
Additional Admission Requirements	Individual program admission requirements over and above admission to NAU are required.
Emphasis or Certificate Required	An emphasis or certificate is required for this degree.
Fieldwork Experience/Internship	Optional
Progression Plan Link	View Program of Study

Purpose Statement

The purpose of the MEd in Special Education Continuing Professional Program is to prepare professionals to meet the needs of individuals with disabilities in human service agencies. Students gain knowledge and skills to develop and expand their leadership and practice in meeting the needs of individuals with learning and behavior challenges. Building upon a foundation in research and a common understanding of individuals with disabilities, students select an emphasis area aligned with professional goals. Students in the mild/moderate emphasis area will develop effective learning and behavioral interventions, differentiate instruction, provide ability-appropriate accommodations, and collaborate to help individuals with disabilities meet their full potential. The Early Childhood emphasis explores the same areas, but for children from birth to age eight years. The Positive Behavior Support emphasis focuses on principles and tactics for improving quality of life for individuals of all ages who exhibit challenging behaviors, and consists of the six courses required by the Behavior Analyst Certification Board for individuals who want to become a Board Certified Behavior Analyst (BCBA). Students also may select to develop their skills and knowledge in the areas of Assistive Technology, Autism Spectrum Disorder.  This program does not lead to teacher certification.

Student Learning Outcomes:

• At the completion of the program, students will be able to:
• Analyze the social, cultural, and educational underpinnings of disability, and describe their influences on growth and identity;
• Evaluate the impact that disabilities may have on the individual, and facilitate appropriate experiences that lead to emotional and social well-being;
• Identify, examine, and apply evidence-based practices that effectively and efficiently address the needs of individuals with disabilities;
• Explain the influence of current issues, diversity, and ethical standards on professional practice; and
• Demonstrate effective collaboration with professionals, peers, and families.

The five learning outcomes are common across the three emphasis areas (Mild/Moderate Disabilities, Early Childhood Special Education, and Positive Behavior Support). Some of the performance indicators will be assessed in courses that are common across the emphasis areas. Other performance indicators may be evaluated in courses unique to an emphasis area, although the signature assignments measure the same learning outcomes. 
 
Emphasis Area 1: Mild/Moderate Disabilities

• Explain and apply knowledge of effective communication with families of culturally and linguistically diverse students.
• Create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions through collaboration with general educators and other colleagues.
• Identify and discuss the etiology and characteristics of learning disabilities and language disorders in regard to how they interact with learning.
• Understand how foundational knowledge and current issues influence professional practice.
• Modify general and specialized curricula to make them accessible to individuals with exceptionalities.

 
Emphasis Area 2: Early Childhood Special Education

• Demonstrate an understanding of the developmental principles and patterns for young children ages birth to eight.
• Design positive classroom environments and effective behavioral interventions when needed.
• Conduct appropriate assessments of young children that inform IEP development and implementation and progress monitoring.
• Describe how services are delivered to young children birth to eight eligible for services under IDEA and their families.
• Collaborating with others, develop and implement IEPs for students and plan instruction that is grounded in recommended practices.
• Design appropriate accommodations and interventions for young children with disabilities ages birth to five.

 
Emphasis Area 3: Positive Behavior Support

• Demonstrate a functional understanding of operant and respondent conditioning and how each contributes to the development and maintenance of challenging behavior;
• Develop systems for collecting and analyzing data to determine functional relations between the individual's behavior (including verbal behavior) and surrounding environmental events across settings and activities;
• Utilize the principles and applications of applied behavior analysis (e.g., discrimination training, shaping, chaining, fading, differential reinforcement, self-management, planned generalization) for making problem behavior irrelevant, inefficient, and ineffective, while increasing the individual's ability to accomplish goals in socially acceptable ways;
• Design behavior monitoring systems to track changes in behavior/skills over time and summarize the results of those observations in visual (graphic) format to facilitate understanding and data-based decision making among all team members; and
• Describe a problem-solving process in which ethical dilemmas can be identified and resolved using the BACB Professional and Ethical Compliance Code for Behavior Analysts (2014).

 

Additional Admission Requirements

• Individual program admission requirements over and above admission to NAU are required.

• The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
  
  Admission requirements include the following:

  • Transcripts.
  • Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.

  
  Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies.
  
  Ready to apply? Begin your application now.

  International applicants have additional admission requirements. Please see the International Graduate Admissions Policy.

• • IVP Fingerprint Clearance Card

• • Teaching Certificate - if the applicant has one

Master's Requirements

• This Master’s degree requires 30 units distributed as follows:

  • Core Requirements: 12 units
  • Emphasis or Graduate Certificate, plus electives as applicable: 18 units
    • Mild/Moderate Disabilities Emphasis:  18 units
    • Early Childhood Special Education Emphasis:  18 units
    • Positive Behavior Support Emphasis:  18 units
    • Graduate Certificate, plus electives as applicable:  14-21 units

  
  Take the following 30 units:
  
  Core Requirements (12 units)

• • • ESE 528, ESE 548, ESE 698 (9 units)
    • EDR 610 (3 units)

     

• Emphasis Areas or Graduate Certificate (Select One):

• • 
    Mild/Moderate Disabilities Emphasis (18 units)
    • ESE 520,  ESE 660, ESE 656, ESE 670 (12 units)
    • Electives chosen in consultation with your advisor. (6 units)

• • 
    Early Childhood Special Education Emphasis (18 units)
    • ESE 516, ESE 536, ESE 556, ESE 557, ESE 657, ESE 670 

• • 
    Positive Behavior Support Emphasis (18 units)
    • ESE 571, ESE 572, ESE 573, ESE 574, ESE 575, ESE 577

• • 
    Graduate Certificates (14-21 units)

    • Assistive Technology 
    • Autism Spectrum Disorders (School-Based) 
    • Positive Behavior Support 

     

• Please Note:
  • If students choose to earn a certificate, you may have to take an additional 3-6 units of electives (for a total of at least 18 units). 
  • This program of study is appropriate for students who are not seeking certification in special education.
  • Students cannot apply for teaching certification under this program of studies.

• Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.

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