M.Ed. in Special Education

Grounded in current research and best practices, this focus of study prepares educators to build safe, structured learning environments by teaching and supporting student self-management skills. Participants examine the developmental foundations of self-regulation, cultural and contextual factors that influence behavior, and evidence-based frameworks. Trauma-informed approaches and strategies for fostering executive function, goal setting, self-monitoring, and emotional regulation across multiple learning contexts are addressed.

Building on classic concepts, the Differentiated Instruction focus of study recognizes how the mental landscape of current learners has been shaped by multimedia, changing how they think and reason when learning. Key components of differentiated instruction are revisited in relation to how new literacies have influenced changes in learner needs. Integrating theory and practice, students create professional learning communities, establish approaches for learner collaboration, and explore current frameworks to deliver content and concepts to meet the wide range of learning needs. Throughout the coursework, students shift perspectives to view differentiation as a scholarly practitioner and academic leaders, shaping instruction to create educational opportunities for 21st-century learners.

Young learners with special needs require knowledgeable guidance to acquire critical foundational skills necessary for future learning. This coursework helps to establish understanding of assessment and intervention practices while building skills in research. By engaging families and communities, young learners are exposed to language as an essential skill for reading. This focus of study is designed to meet some of the Illinois requirements for endorsement.

Instructional or organizational leaders must be able to assist their schools, organizations, and communities in moving away from less effective traditional views of teaching and learning by embracing a more proactive approach of using formative assessment data to build curriculum, design instructional delivery, and teach with the future in mind instead of solely relying on summative evaluations measuring only what has already been taught in the past. Educational and organizational leaders can then make informed decisions and learner-centered adjustments much earlier in the process, maximize all available resources, and ultimately, foster higher levels of achievement and performance within their schools or organizations.

The ability to build relationships and establish connections across ideas is a function of integration. This focus of study provides a foundational understanding of how to think about integration and guides in the development of skills necessary to create critical connections. By establishing principles and demonstrating how to implement them, a framework is created which can be utilized in a variety of circumstances.

Literacy is critical for future endeavors. This focus of study establishes the foundational elements required for effective reading and explores skill development across the formal educational experience. Attention is given to strategies and approaches required for a range of student needs.