Master of Education in Special Education - Assistive Technology Specialization
The Assistive Technology Program is designed to prepare teachers and other professionals to support students by using assistive technology. Access to assistive technology enables individuals with disabilities to participate more fully in their homes, schools and communities.
The College of Education and Human Development, BGSU has adopted four core values: inquiry; risk-taking; and collaboration and partnerships. Each of these core values is integrated within the core courses of this program.
Each candidate will take a series of courses developed to obtain the necessary hours required for a degree. Along with the degree, candidates will receive the skills needed to work effectively with individuals with special needs, their parents, teachers, professionals, and school districts seeking to introduce assistive technologies into multiple environments.
To be accepted into this program, applicants must meet the following prerequisites:
- Have a Bachelor's degree from an approved undergraduate program.
- Have completed EDIS 5310 Teaching Students with Special Needs (3 Hours) OR its equivalent course.
- Have an undergraduate cumulative GPA of 2.7 or a graduate cumulative GPA of 3.0
Who should consider this degree?
Anyone supervising individuals with special needs, or who works with their parents teachers, professionals, and school districts, seeking to introduce assistive technologies into multiple environments. Anyone interested in learning more about assistive technology.
Masters Courses (9 hours)
Fall, Summer. For leaders and resource personnel in special education services: consideration of critical issues and policies in special education and disability services.
Statistics as a tool in education and research, descriptive statistics, transformation of scores, sampling and probability, linear correlation and regression, introduction to statistical inference, basic tests of significance, and effect size. Approved for Distance Ed.
Identification and evaluation of research problems, research designs, use of library resources, data gathering, and writing research reports.
On demand. Analysis of the research methodology relation to rehabilitation. Emphasis is on applied rather than basic research. Prerequisite: EDFI 6410 or equivalent.
Special Education Courses (15 hours)
The aim is (a) to assist students in gaining an awareness of low and high tech systems and their features (b) to provide students with a wide variety of technological solutions in the following areas: computer access, technologies for individuals who are blind or who have low vision, technologies for individuals who are deaf or hard of hearing, seating and positioning technologies, mobility technologies, augmentative communication and aids for daily living.
The aim is: (a) to examine different instruments designed and adapted for data collections, (b) to emphasize importance of team decision-making in the assessment process is investigated to determine appropriate assistive technology solutions, and (c) facilitate a local collaborative team process for an individual, which culminates in a recommendation for an appropriate technology system.
The aim is (a) to assist students in exploring the multi-dimensional aspects of successful implementation of assistive technology, (b) funding options for the acquisition of specific types of technology, (c) legal implications related to service delivery, (d) strategies for on-going team involvement, and (e) support and training. Specific data gathering strategies will be explored as a tool for classroom utilization and monitoring of student progress in the general curriculum will be included. Family participation and the Individual Education Plan (IEP) process are emphasized as a means to ensure long-range goals.
The aim is to assist students in exploring assistive technology applications that can be integrated in universally designed learning environments and differentiated classrooms. Low tech solutions and modifications, customization of classroom computers and software programs, as well as assistive technology tool options will be explored with relevance to individual student goals that have been addressed in the Individual Education Plan (IEP). Local technology plans will be examined as a means to address needs of all students through inclusion of assistive technologies.
Fall, Summer. Concepts and strategies for identifying, selecting, modifying, and designing applications of assistive and facilitative technologies. The course will survey a broad range of computer and technology applications.
OR Approved Courses
Elective Courses (9 hours)
In consultation with Coordinator of Graduate Studies, Special Education, other electives may be selected based on their connection to special education and/or assistive technology.
Fall, Spring, and Summer. Workshops, directed readings, and supervised study of selected problems. Proposed program of study must be approved by instructor prior to registration. May be repeated upon approval of student’s advisor if department credit desired, or at discretion of student for recertification or personal growth.
On demand. The Classroom Technology for Teachers course is an introduction to computers in education with hands-on experience. The purpose of the course is to introduce technology skills and integration strategies to the educator. The course participants will become aware of several applications of technology and integration methods in the elementary and secondary classroom. The participant will also develop skills and strategies in using Internet resources in the classroom. Approved for Distance Ed.
Explores the “BEST” Web resources available to use in one specified content area (e.g., science, math, assistive technology, etc.). Topics also include electronic collaboration, critical literacy skills, use of Internet teaching strategies and topical issues related to use of the Internet. As a culminating project, students will complete a collaborative inquiry-based Internet project.
Introduction to leadership principles and practices for technology integration professional developers working within an educational environment. Prerequisites: EDTL 6310 and EDTL 6360. Approved for Distance Education.
On demand. Introduction to the theory and practice of distance education. Experience with teaching in a distance learning environment. Comparison of distance learning to other forms of education.
On demand. Selected topics within the discipline. Content varies from one year or semester to the next. Must have approval of graduate coordinator if graduate program credit is desired or at discretion of student for recertification or for personal growth.
Masters Project/Thesis/Exam (1 hour)
On demand. Supervised study of selected problem and written product in fulfillment of requirement for graduate degree. Prerequisite: Graduate status and approval of Program Coordinator or School Chair.
Supervised independent readings in preparation for the master’s comprehensive examination. Graded S/U.
On demand. Credit for thesis study. An enrollment in excess of six hours is acceptable for a master’s degree, but no more than six hours are creditable toward the degree. The minimum acceptable total for the degree is three hours. Graded S/U.
- Go to: /content/bgsu/en/admissions/apply-now.htmlonline/?graduate
- Click APPLY NOW
- Enter a username and password
All graduate level programs use the same Graduate College Application. Note: There is a non-refundable application fee.
Have two official transcripts from every college or university you have attended and GRE or PRAXIS II scores sent directly to:
Office of Admissions
ATTN: Graduate Admissions
110 McFall Center
Bowling Green State University
Bowling Green, OH 43403
Test scores can not be more than ten years old and non-original scores must be notarized. TOEFL scores are required from applicants whose native language is not English. For information on the GRE/PRAXIS/TOEFL tests, visit the Educational Testing Service website.
In addition to submitting the online application and transcripts to the Graduate College, applicants must submit the following to the School of Intervention Services:
- SIS Program Information Sheet
- Three letters of reference
- Position paper detailing why applicant is interested in graduate program, plans for future, and personal qualifications
School of Intervention Services
College of Education and Human Development
451 Education Building
Bowling Green State University
Bowling Green, Ohio 43403