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MA in Special Education: Learning Disabilities
Admission to
the Program
In addition to meeting the minimum university requirements for
graduate study, applicants must earn a satisfactory score on
the Graduate Record Examination (GRE). To be admitted students
must earn a passing score on the Praxis
I: Pre-Professional Skills Assessments (PPST®). Passing
scores (as set by the District of Columbia teaching licensing
agency) are Reading 172, Writing 171 and Math 174.
Degree Requirements
A total of 36 credit hours of approved graduate work.
Option to Waive Course Work in Master's Programs: Students
with the appropriate prior study or professional experience
in the field of education may be permitted to waive up to 6
credit hours of course work without replacement. The waiving
of credit hours and the specific courses to be waived are determined
and approved by the adviser and the SETH dean upon admission
to the master's program.
In addition, one of the following may be required: an assessment
provided by an educational institution or organization which
has criteria and evaluation procedures approved by the School
of Education, Teaching & Health; or a portfolio developed in
a one-credit independent study offered by SOE and submitted
for
evaluation
and approval
to the adviser and SETH dean.
Comprehensive examination.
All students must complete the Praxis
II Exam (20353 Education of Exceptional Students:
Core Content Knowledge) prior to graduation from the program.
You must receive a passing score of 142, according to the District
of Columbia standards, in order to receive K-12 Special Education
certification.
Course Requirements
Sample program of study for
course requirement completion in one or two years. The School of
Education, Teaching & Health offers a Minor in Special Education
for its undergraduates students. Please go to the Teacher
Education Program for more information.
MA Special Education: Learning Disabilities Course Descriptions
EDU-502 Methods of Managing Pupils with Behavior Disorders
Psycho-educational
methods of understanding and managing inappropriate classroom behavior. Techniques
such as groups, problem solving,
role playing, and videotape analysis of behavior. Usually offered
every fall and summer.
EDU-545 Overview of Exceptionalities: The Arts in Special Education
An experiential course treating a variety of handicapping conditions
and introducing a panoply of art forms. Students learn to program
for success in each art form by building on the abilities, strengths,
and interests of each disabled person, systematically programming
academic material into arts activities, and teaching socialization
and life skills. Usually offered every fall.
OR
EDU-541 Foundations of Special
Education for Exceptional Learners
This survey course examines students with diverse learning needs
and effective programs designed to provide equitable education
for all students. Exceptionalities
of
students with regard to cognitive, behavioral, and psychological/social differences
are the focus of study. Usually offered every spring.
EDU-605 Methods of Psycho-educational Assessment for Learning Disabilities and
Emotional Disturbance
Develops the special educator's knowledge of critical issues and concepts
in the use of standardized tests in the psycho-educational assessment, theoretical
and operational definitions of cognitive abilities and "intelligence" familiarity
with a variety of achievement tests, and introductory practice in test administration
and interpretation. Usually offered every spring. Prerequisite: EDU-645
EDU-606 Theories and Methods in Diagnostic and Remedial Mathematics
Materials and methods for teaching mathematics to students with learning
disabilities. Analysis of current reform models in curriculum, assessment,
and instruction,
including techniques of error analysis and flexible interviewing. Usually
offered every spring.
EDU-607 Research Seminar in Special Education
A case study approach using interdisciplinary research with focus on a specific
child with learning disabilities. Includes interviews with professionals
working with the child, review of confidential files, and research from contemporary
journals on remediation suggestions summarized in a comprehensive report.
Usually
offered every spring. Prerequisite: Permission of instructor.
EDU-620 Theories of Educational Psychology and Human Development
Surveys research literature in learning and human development with an emphasis
on the role of educators as decision makers and change agents who are knowledgeable
about diversity and multiculturalism. Emphasizes the role today's educators
play on advancing knowledge about instructional technology, human relations,
time
management, principles of growth and development, and the processes of memory
and cognition. Usually offered every term.
EDU-644 Language Development and Remediation
How does one learn to use language to express thoughts and feelings? How
does one teach a learning-disabled child to communicate effectively? This
course
discusses the developmental sequence of language learning, the nature of
language disorders,
diagnostic assessment of language disorders, and remedial techniques. Usually
offered every fall.
EDU-645 Learning Disabilities I
Examines neurological and developmental aspects of learning disabilities.
Gives an overview of the field, emotional and social implications of learning
disabilities,
and how current brain research can impact teaching and counseling this population.
Emphasis is on seeking the strengths of the child or adult with learning
disabilities, how to foster the different intelligences, and informally diagnose
the weaknesses.
Usually offered every fall. Prerequisite: permission of instructor.
EDU-646 Learning Disabilities II
Develops diagnostic capabilities in order to select and design materials
and programs for learning disabled children and youth. Diverse methods of
teaching
are introduced. Special problems of learning disabled adolescents and adults
are studied in depth. Post-secondary education, career awareness, and career
development approaches and programs are represented. counseling techniques
for parents and mainstream teachers are also addressed. Usually offered every
spring.
Prerequisite: EDU-645
EDU-671 Foundations of Reading: Diagnosis and Remediation
Broad considerations underlying the teaching of reading with emphasis on
reading disability and problems of the disabled reader. Usually offered every
fall
and summer.
EDU-792 In-Service Training Project: Internship in Education
A two-semester (fall and spring) internship at The Lab School of Washington.
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