Collaborative Online Education Programs
Selected Educational Outcomes
- Candidates know the content that they plan to teach and can explain important principles and concepts delineated in professional, state, and institutional standards.
- Candidates understand the relationship of content and content specific pedagogy and have a broad knowledge of instructional strategies that draws upon content and pedagogical knowledge and skills delineated in professional, state, and institutional standards to help all students learn.
- Candidates are able to analyze educational research findings and incorporate new information into their practice.
- Candidates assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students.
Examples of Outcome Assessments
- Candidates will demonstrate content knowledge through passing the state-required content assessment.
- Candidates will demonstrate pedagogical content knowledge and knowledge of evidence-based strategies through development of lesson plans identifying use of research-validated procedures and effective content pedagogy.
- Candidates will demonstrate skills in assessment, instructional strategies, use of technology, and monitoring and modifying instruction during observed teaching episodes evaluated by their principal and a university supervisor.
- Candidates will demonstrate their ability to positively impact P-12 learning through documents placed in an electronic portfolio, which may include teacher work samples and a capstone project.
Program Admission Requirements
- Submit two copies of official transcripts from each institution (graduate and undergraduate) previously attended.
- Have a cumulative grade point average of 2.75 on all graduate and undergraduate coursework previously attempted.
- Serve as the teacher for students with disabilities appropriate for the candidate’s selected area of certification (i.e., general or adapted), with a non-renewable non-professional (NNT) certificate. While enrolled in the program, candidates must have a minimum of 20 contact hours per week throughout fall and spring semesters with students who have disabilities appropriate to the teachers’selected area of certification. During the last semester of enrollment, excluding summer, candidates must complete a clinical practice, in which they serve in the role of a special educator. Any candidates not serving in the role of a special educator must provide verification from the school administrator that they will be assigned to this role full-time for 15 weeks (one semester) to complete the clinical practice requirement.
- Provide documentation of passing scores on the GACE Basic Skills Test or documentation of an exemption (e.g., SAT 1000 combined Verbal and Quantitative, ACT 43 combined English and Math, GRE 1030 combined Verbal and Quantitative).
- Provide documentation of a content concentration that consists of 15 semester hours of academic content that conforms to the GaPSC preparation requirements of the content concentrations for middle grades.
Admission Deadlines
Check the website for admission deadlines and application form.
Go to the Dewar College of Education and Human Services website for online programs and select either the Master of Arts in Teaching--Special Education--General Curriculum program or the Master of Arts in Teaching--Special Education--Adapted Curriculum program for admission requirements and program information.
Special Requirements: Students must be employed as teachers (1) with a non-renewable, non-professional certificate; or (2) certified in another field of study (early childhood, secondary math, e.g.); or (3) certified in another field of study but having added on special education certification by passing a special education GACE content assessment; or (4) certified in a different special education certification field (general curriculum seeking adapted curriculum, e.g.).
Candidates must spend a minimum of 20 hours each week (excluding summers) in a classroom setting with students with disabilities appropriate to the candidates’ selected area of certification.
Requirements for the Online M.A.T. Degree with a Major in Special Education — General Curriculum
| Code | Title | Hours |
|---|---|---|
| Core Courses | 9 | |
| SPEC 2999 | Entry to the Education Profession | 0 |
| SEGC 5140 | Collaborative Roles in Education | 3 |
| SEAC 6010 | Integrated Instruction: Individualized Education Program | 3 |
| SEGC 6060 | Transition Planning and Services | 3 |
| Area of Concentration | 21 | |
| SEGC 6000 | Integration and Management of Instruction in the Classroom | 3 |
| SEGC 6020 | Integrated Instruction: Assessment and Learning | 3 |
| SEGC 6030 | Integrated Instruction: Evidence-based Methods and Strategies | 3 |
| SEGC 6040 | Technological Support Planning for Children and Youth with Disabilities | 3 |
| SEGC 6050 | Language and Learning Disabilities | 3 |
| SERD 6030 | Teaching Children to Read | 3 |
| SEGC 6200 | Internship in Special Education-General Curriculum | 3 |
| SPEC 6999 | edTPA Assessment: Candidate Instructions and Resources for Preparation and Submission | 0 |
| Research Core | 6 | |
| SEAC 5030 | Single Subject Research in Special Education | 3 |
| SEGC 6110 | Professional Capstone Course | 3 |
| Total Hours Required for the Degree | 36 | |
Prior to completion of the M.A.T. and recommendation for initial certification, the following additional requirements must be met: Applicant must pass GACE Special Education Adapted Curriculum Tests: Test I (081) and Test II (082). Applicant must complete an Exceptional Child Course and submit either transcripts showing completion of the course or a certificate of completion from the Georgia Professional Standards Commission.
Requirements for the Online M.A.T. Degree with a Major in Special Education — Adapted Curriculum
| Code | Title | Hours |
|---|---|---|
| Core Courses | 9 | |
| SPEC 2999 | Entry to the Education Profession | 0 |
| SEGC 5140 | Collaborative Roles in Education | 3 |
| SEAC 6010 | Integrated Instruction: Individualized Education Program | 3 |
| SEGC 6060 | Transition Planning and Services | 3 |
| Area of Concentration | 21 | |
| SEAC 5050 | Assistive Technology | 3 |
| SEAC 5500 | Characteristics of Students with Low Incidence Disabilities | 3 |
| SEAC 5530 | Systematic Instruction for Students with Significant Disabilities | 2 |
| SEAC 5531 | 1 | |
| SEAC 5540 | Positive Behavior Support | 3 |
| SEAC 5550 | Communication Strategies for Students with Low Incidence Disabilities | 3 |
| SEAC 5570 | Assessment and Curriculum for Students with Low Incidence Disabilities | 3 |
| SEAC 6200 | Internship in Special Education - Adapted Curriculum | 3 |
| SPEC 6999 | edTPA Assessment: Candidate Instructions and Resources for Preparation and Submission | 0 |
| Research Core | 6 | |
| SEAC 5030 | Single Subject Research in Special Education | 3 |
| SEGC 6110 | Professional Capstone Course | 3 |
| Total Hours Required for the Degree | 36 | |
Prior to completion of the M.A.T. and recommendation for initial certification, the following additional requirements must be met: Applicant must pass GACE Special Education Adapted Curriculum Tests: Test I (083) and Test II (084). Applicant must complete an Exceptional Child Course and submit either transcripts showing completion of the course or a certificate of completion from the Georgia Professional Standards Commission.
