Special Education - 2020-21 Graduate Catalog

Chair: Trinka Messenheimer
Contact: Brenda Joy
Address: 451 Education
Phone: 419-372-7278
Program Web Page

Degrees Offered
Master of Education

Programs Offered
M.Ed. in Special Education with specializations in Applied Behavior Analysis, Assistive Technology, Autism Spectrum Disorders, or Secondary Transition
Certificate in Applied Behavior Analysis
Certificate in Assistive Technology
Certificate in Autism Spectrum Disorders
Certificate in Secondary Transition

Program Learning Outcomes
Upon completion of the Master's degree, students in the Applied Behavior Analysis program are expected to be able to:

• Examine basic behavior concepts, including behavior-analytic terms and the philosophical and defining characteristics of ABA.
• Apply fundamental elements of behavior change (i.e., procedures and systems) to socially significant behaviors.
• Complete a Functional Analysis for an individual and create programming based on the assessment results and knowledge of appropriate intervention.
• Apply the Professional and Ethical Compliance Code for Behavior Analysts (PECCBA) and relevant state ethical codes to issues of practice in ABA.
• Analyze educational applications of behavior analysis to areas of socially-significant behavior for populations other than individuals with developmental disabilities.
• Design a single-case design research experiment to systematically replicate findings from a study published in a peer-reviewed academic journal based on an experimental question grounded in applied behavior analysis.
• Integrate advanced content knowledge in special education through completion of the master’s capstone experience.
• Interpret research in special education.
• Apply theory to practice through field experience in special education settings.

Upon completion of the Master's degree, students in the Assistive Technology program are expected to be able to:

• Examine the definition and scope of AT devices and services within the context special education service delivery.
• Evaluate and interpret assessment data to properly select AT tools and strategies, make data-based decisions, and monitor student progress.
• Modify instructional methods and materials, including evaluating, assessing, planning, and implementing AT for individuals with disabilities.
• Collaborate effectively with parents/families and other professionals who work with individuals with disabilities across the lifespan.
• Integrate advanced content knowledge in special education through completion of the master’s capstone experience.
• Interpret research in special education
• Apply theory to practice through field experience in special education settings.

Upon completion of the Master's degree, students in the Autism Spectrum Disorders program are expected to be able to:

• Examine the nature and characteristics of students with ASD, including the history and current trends of thinking on ASD.
• Assess the impact of ASD on students' learning and development, social perception, attention and interaction, control and regulation, and communication.
• Analyze behavioral data to identify factors contributing to the behavior of individuals with autism and plan interventions.
• Select effective instructional interventions, support strategies, teaching methodologies and materials, monitoring systems and assistive technologies.
• Collaborate effectively with parents/families and other professionals who work with individuals with ASD across the lifespan.
• Integrate advanced content knowledge in special education through completion of the master’s capstone experience.
• Interpret research in special education.

Upon completion of the Master's degree, students in the Secondary Transition program are expected to be able to:

• Integrate information about students’ strengths, preferences, interests, and needs to develop effective transition plans.
• Apply person-centered planning strategies to actively involve students and families in transition planning and IEP development.
• Plan and implement transition-focused education and services designed to prepare students for competitive employment, postsecondary education, and community living.
• Collaborate effectively with families, school personnel, adult service providers, and community members on behalf of transition-age students with disabilities.
• Integrate advanced content knowledge in special education and secondary transition to complete the master’s capstone experience.
• Interpret research in special education.
• Apply theory to practice through field experience in special education settings.

Accreditation
The School of Counseling and Special Education (CSE) in the College of Education and Human Development offers graduate programs in special education leading to the Master of Education (M.Ed.) and university certificates. The M.Ed. in Special Education has four specializations: Applied Behavior Analysis, Assistive Technology, Autism Spectrum Disorders, and Secondary Transition. Program graduates are prepared to assist individuals with disabilities access a quality education and assume roles as valued, contributing members of their communities.  The program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).

Prerequisites to Graduate Work
Prerequisites for the M.Ed. and certificate programs include a bachelor’s degree from an accredited university.

Admission Procedure
Applicants seeking admission to the graduate programs in special education should follow the instructions outlined in the Graduate Admission webpage and should contact the coordinator of the graduate special education program directly for supplemental application materials.  Degree applicants seeking funding must complete a separate assistantship application. To receive fullest consideration for an assistantship, the completed application must be submitted by February 1 prior to the fall semester a student wishes to enter the program.

Degree Requirements

Master of Education
Candidates must complete a minimum of 33 semester hours of graduate credit. The following nine semester hours of coursework are required: EDFI 6410 or EDFI 6450, EDFI 6420, and EDIS 6490. Candidates must also complete a thesis, final project, or comprehensive examination. Each area of specialization has additional requirements described in the paragraphs that follow.

Applied Behavior Analysis: The ABA Specialization program is intended for individuals who are interested in professional careers in educational, health care, and/or other settings in which they work with children, adolescents, and/or adults who have behavioral challenges. Many of these clients may be identified with developmental disabilities (e.g., Autism Spectrum Disorders, Intellectual Disabilities), emotional disturbances (e.g., mental health diagnoses), or learning disabilities (e.g., dyslexia, Attention-Deficit Hyperactivity Disorder). This fully online program can be completed in a minimum of 34 semester hours. The program includes six core ABA courses. Candidates in the proposed specialization will gain the knowledge and skills in order to pursue the supervised fieldwork that leads towards the Board-Certified Behavior Analyst (BCBA) professional credential. This credential is currently verified through the Behavior Analyst Certification Board, and earning the BCBA allows one to become a Certified Ohio Behavior Analyst (COBA) within the state of Ohio.

Assistive Technology: Students in the Assistive Technology Specialization program will develop the skills needed to work effectively with individuals with assistive technology needs, their parents, teachers, professionals, and school districts seeking to introduce assistive technologies into multiple environments. This fully online program can be completed in a minimum of 33 semester hours. Five core courses in assistive technology provide the foundation for the program. The Assistive Technology program does not lead to state teaching licensure or endorsement.

Autism Spectrum Disorders (ASD): The ASD Specialization program is intended for individuals who are interested in expanding their knowledge and skills for understanding, identifying, and working effectively with individuals on the autism spectrum. This fully online program can be completed in a minimum of 34 semester hours. The program includes five core autism courses. The ASD program does not lead to state teaching licensure or endorsement.

Secondary Transition: Students in the Secondary Transition Specialization program will develop the knowledge and performance skills to support youth with exceptional learning needs as they transition to adult life. Fifteen credit hours of core courses in secondary transition provide the foundation for the program. Students can select from among online and face-to-face courses to complete the 33 semester hours required for the master’s degree.

Graduate Certificate Programs
Individuals who wish to receive specialized, graduate-level training in applied behavior analysis, assistive technology, autism, or secondary transition without pursuing the master’s degree may enroll in one of four certificate programs offered through the School of Intervention Services. These certificate programs consist of 15 semester hours of coursework and are delivered online. Students enter the program as part of an online cohort of learners that moves through the program coursework together. Students must maintain a cumulative GPA of 3.0 or higher in core courses to continue in the program and to receive the certificate.

Applied Behavior Analysis
This certificate will appeal to prospective students who are interested in professional careers in educational, health care, and/or other settings in which they work with children, adolescents, and/or adults who have behavioral challenges. Candidates in the proposed certificate will gain the knowledge and skills in order to pursue the supervised fieldwork that leads towards the Board-Certified Behavior Analyst (BCBA) professional credential. This credential is currently verified through the Behavior Analyst Certification Board, and earning the BCBA allows one to become a Certified Ohio Behavior Analyst (COBA) within the state of Ohio. The graduate certificate will be submitted to the Behavior Analyst Certification Board to be validated as a Verified Course Sequence (VCS), a necessary program designation in order for candidates to use the certificate to be eligible to become a BCBA.

Assistive Technology
The focus of this certificate program is on developing a knowledge base for working with Individuals with assistive technology needs, to help such individuals increase, maintain, or improve their functional abilities. Certificate core courses include EDIS 6400, 6410, 6420, 6430, and one course from a list of approved electives.

Autism Spectrum Disorders
The focus of this certificate program is on developing a knowledge base for working with individuals on the autism spectrum. The program is intended for educators (general and special), school psychologists, counselors, speech-language pathologists, occupational and physical therapists, medical personnel, and educational consultants. The program is comprised of the following five courses: EDIS 6440, EDIS 6460, EDIS 6480, EDIS 6700, and EDIS 6750.

Secondary Transition
This certificate program prepares educators, rehabilitation professionals, and others with the knowledge and performance skills to support youth with exceptional learning needs as they transition to adult life. Students take 15 credit hours of core coursework: EDIS 6450, EDIS 6610, EDIS 6620, EDIS 6901, EDIS 6902, EDIS 6903, and either EDIS 5310 or EDWF 6700. Program completers who hold a current Intervention Specialist or Career-Technical teaching license will be recommended for the State of Ohio Transition-to-Work (TTW) Endorsement.

Graduate Courses
Please access graduate courses online at http://www.bgsu.edu/registration-records/courses-and-classes/class-course-information.html. Graduate courses in Special Education use the prefix: EDIS.