Special Education, Master of Arts in Education
Offered by Department of Teacher Education
Program Information and Admission Requirements
The degree in Special Education requires four core classes covering the areas of research, democracy, diversity, and technology in accordance with the renewed focus of the College of Education. The program is 36 credit hours; however, additional credit hours may be needed for state certification in some endorsement areas.
Admission requirements include GPA and either the Graduate Record Examination or a Professional Biography. Teacher certification is required for this master’s program.
The Special Education program offers three emphasis areas described below: Advanced Practitioner, High Ability Education (Gifted), and Special Education.
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Advanced Practitioner is designed to extend the expertise of educators with a teaching credential in one or more areas of special education. There are four possible emphasis areas in the Advanced Practitioner program: Behavior Intervention Specialist, Inclusion and Collaboration Specialist, Functional Academic Skills and Independent Living Specialist, and Assistive Technology Specialist. The first three include the required hours necessary for a state Supplementary Endorsement in each area. Assistive Technology does not lead to a supplementary endorsement.
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High Ability Education (Gifted) is designed to prepare educators with the knowledge base and competencies necessary for the appropriate education of gifted and talented learners. It includes the 18 credit hours necessary for the state Supplementary Endorsement in High Ability Education.
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Special Education Generalist is designed to lead to initial certification in special education. This applies to teachers certified in a field of education other than special education. Completion of the undergraduate professional sequence is required in addition to the master's classes for individuals who do not have degree in education.
Successful completion of a comprehensive examination/project is required prior to graduation. There are three parts:
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Program examination/project
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Departmental examination, and
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College of Education survey of Desired Outcomes.
Contact your adviser at least one semester in advance of your planned graduation. Additionally, you must apply for graduation in the first few weeks of the semester in which you intend to graduate even if you will not attend.
High Ability Education (Gifted), Advanced Practitioner, Special Education Emphases
These programs are offered online only.
All students are required to complete an exit survey during the semester of graduation or program completion.
Department Core Courses
| Code | Title | Credit Hours |
|---|---|---|
| Research Course | ||
| TE 800 | Education Research | 3 |
| Democracy | ||
| TE 803 | Philosophy of Education | 3 |
| Diversity | ||
| TE 804 | Curriculum Development in Multicultural Education | 3 |
| Technology | ||
| TE 805P | Overview of Assistive Technology 1 | 3 |
| or TE 886P | Digital Technology for Educators | |
| Emphasis Area | ||
| Select an Emphasis Areas: | 24 | |
| Total Credit Hours | 36 | |
Emphasis Areas
Select one of the following:
High Ability Education (Gifted)
This program focuses on developing instruction for high ability (gifted) learners. Students (program completers) may choose to pursue a supplemental teaching endorsement in High Ability Education. This endorsement requires a person to have, or earn concurrently, an endorsement in a subject or field.
High Ability Education (Gifted) - Non-Thesis2
| Code | Title | Credit Hours |
|---|---|---|
| CSP 800 | Advanced Educational Psychology | 3 |
| TESE 816C | Practicum in Gifted/Talented Education | 3 |
| TESE 822P | Psychology & Education of Gifted & Talented Learners | 3 |
| TESE 823P | Guiding the Social & Emotional Development of Gifted/Talented Learners | 3 |
| TESE 824 | Identification, Assessment, & Evaluation of High Ability Learners | 3 |
| TESE 825 | Curriculum Design & Development for High Ability Education | 3 |
| TESE 826 | Program Design for High Ability Education | 3 |
| Electives | 3 | |
| Total Credit Hours | 24 | |
High Ability Education (Gifted) - Thesis2
| Code | Title | Credit Hours |
|---|---|---|
| TE 896 | Thesis 3 | 6 |
| TESE 816C | Practicum in Gifted/Talented Education | 3 |
| TESE 822P | Psychology & Education of Gifted & Talented Learners | 3 |
| TESE 823P | Guiding the Social & Emotional Development of Gifted/Talented Learners | 3 |
| TESE 824 | Identification, Assessment, & Evaluation of High Ability Learners | 3 |
| TESE 825 | Curriculum Design & Development for High Ability Education | 3 |
| TESE 826 | Program Design for High Ability Education | 3 |
| Total Credit Hours | 24 | |
Advanced Practitioner
Advanced Practitioner - Behavior Intervention Specialist Emphasis4
This program focuses on developing programs and instruction related to behavioral intervention. Students may choose to pursue a supplemental teaching endorsement as a Special Education Behavior Intervention Specialist. This endorsement requires to have, or earn concurrently, an endorsement in special education OR if certified to teach in another area, take an additional 12 graduate hours of special education coursework.
| Code | Title | Credit Hours |
|---|---|---|
| Special Education Core | ||
| TESE 816D | Practicum in Special Education (Practicum will concentrate in the area of emphasis chosen for electives.) 5 | 3 |
| TESE 880 | Critical Issues in Special Education | 3 |
| Behavior Intervention Specialist Emphasis | ||
| TESE 867 | Functional Behavior Assessment and Behavior Intervention Planning | 3 |
| TESE 879P | Teaching Social Skills to Students with Autism Spectrum Disorder | 3 |
| TESE 881 | Characteristics and Strategies for individuals with Emotional and Behavioral Health Disorders | 3 |
| TESE 882 | Applied Behavior Analysis | 3 |
| TESE 883 | Intervention Strategies for Individuals with Behavioral & Emotional Disabilities | 3 |
| TESE 888 | Positive Behavior Intervention and Supports | 3 |
| Total Credit Hours | 24 | |
Advanced Practitioner - Inclusion and Collaboration Specialist Emphasis4
This program focuses on developing instructional programs fostering inclusive education practices through collaboration for students with disabilities. Students (program completers) may choose to pursue a supplemental teaching endorsement as a Special Education Inclusion and Collaboration Specialist. This endorsement requires a person to have, or earn concurrently, an endorsement in special education.
| Code | Title | Credit Hours |
|---|---|---|
| Special Education Core | ||
| TESE 816D | Practicum in Special Education 5 | 3 |
| TESE 880 | Critical Issues in Special Education | 3 |
| Inclusion and Collaboration Specialist Emphasis | ||
| TESE 840 | Bilingual Special Education | 3 |
| TESE 863 | Research-Based Instructional Strategies for Students with Disabilities | 3 |
| TESE 867 | Functional Behavior Assessment and Behavior Intervention Planning | 3 |
| TESE 881 | Characteristics and Strategies for individuals with Emotional and Behavioral Health Disorders | 3 |
| TESE 885 | Inclusion and Differentiation Strategies for the 21st Century Classroom | 3 |
| TESE 886 | Co-Teaching & Collaborative Services | 3 |
| Total Credit Hours | 24 | |
Advanced Practitioner - Assistive Technology Specialist Emphasis
This program focuses on developing effective assistive technology service delivery for persons with disabilities. This program does not require teacher certification and does not lead to a Nebraska Endorsement. Individuals may choose to pursue the Assistive Technology Practitioner credential through RESNA.
| Code | Title | Credit Hours |
|---|---|---|
| Special Education Core | ||
| TESE 816D | Practicum in Special Education 5 | 3 |
| TESE 880 | Critical Issues in Special Education | 3 |
| Assistive Technology Specialist Emphasis | ||
| CDIS 840P | Augmentative Alternative Communication | 3 |
| TE 829 | Implementing Universal Design for Learning in School Settings | 3 |
| TESE 885 | Inclusion and Differentiation Strategies for the 21st Century Classroom | 3 |
| TESE 891 | Assistive Technology Assessment | 3 |
| TESE 882 | Applied Behavior Analysis | 3 |
| TESE 894 | Research in Assistive Technology | 3 |
| Total Credit Hours | 24 | |
Advanced Practitioner - Functional Academic Skills and Independent Living Specialist Emphasis
This program focuses on developing instructional programs focused on functional academic and independent living skills for students with disabilities. Students (program completers) may choose to pursue a supplemental teaching endorsement as a Special Education Functional Academic Skills and Independent Living Specialist. This endorsement requires a person to have, or earn concurrently, an endorsement in special education.
| Code | Title | Credit Hours |
|---|---|---|
| Special Education Core | ||
| TESE 816D | Practicum in Special Education 5 | 3 |
| TESE 880 | Critical Issues in Special Education | 3 |
| Functional Academic Skills and Independent Living Specialist Emphasis | ||
| CDIS 840P | Augmentative Alternative Communication | 3 |
| TESE 872 | Strategies for Teaching Students with Intellectual Disabilities | 3 |
| TESE 875P | Preparing Adolescents for the Post-Secondary World | 3 |
| TESE 879P | Teaching Social Skills to Students with Autism Spectrum Disorder | 3 |
| TESE 882 | Applied Behavior Analysis | 3 |
| TESE 885 | Inclusion and Differentiation Strategies for the 21st Century Classroom | 3 |
| Total Credit Hours | 24 | |
Special Education Generalist 6
This program focuses on developing the skills necessary for delivering high-quality K-6 or 7-12 special education instruction. Students (program completers) may choose to pursue an additional teaching endorsement as a Special Education Generalist. This endorsement requires a person to possess previous teaching certification.
| Code | Title | Credit Hours |
|---|---|---|
| Prerequisites | ||
| TESE 330 | Collaboration, Consultation, and Co-Teaching | 3 |
| or TESE 830 | Consult & Collaboration with Families & Agencies Serv Individuals with Disabilities | |
| TESE 437 | Medical Aspects of Individuals with Disabilities | 3 |
| or TESE 837P | Medical Aspects of Individuals with Disabilities | |
| Code | Title | Credit Hours |
|---|---|---|
| Requirements | ||
| TESE 861 | Legal Issues in Special Education and IEP Development | 3 |
| TESE 862 | Formal and Informal Assessment in Special Education | 3 |
| TESE 863 | Research-Based Instructional Strategies for Students with Disabilities | 3 |
| TESE 867 | Functional Behavior Assessment and Behavior Intervention Planning | 3 |
| TESE 879P | Teaching Social Skills to Students with Autism Spectrum Disorder | 3 |
| TESE 872 | Strategies for Teaching Students with Intellectual Disabilities | 3 |
| TESE 875P | Preparing Adolescents for the Post-Secondary World | 3 |
| TESE 816D | Practicum in Special Education 5 | 3 |
| Total Credit Hours | 24 | |
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TE 805P is recommended.
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Prerequisite - Introduction to Exceptionalities or equivalent completed at the undergraduate or graduate level.
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Students always have the option of completing a thesis. Students will register for TE 896 for six credit hours based on the recommendation of their advisor. These six credit hours will be in lieu of the elective and CSP 800.
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This emphasis area results in a NDE supplemental endorsement.
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Practicum will concentrate in the area of emphasis chosen for electives.
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Students also wishing to pursue an additional endorsement or initial certification should consult with an advisor.