Office: Beatty Hall, Room 104
Interim Chair: Robert J. Helfenbein, Jr., Associate Professor
Graduate Program Directors
Literacy: Dana M. Reinhardt
Special Education: Cathy A. Rosensteel
Teacher Education: Robert J. Helfenbein, Jr.
Master of Education (M.Ed.), Literacy Teacher - 33 credits
Master of Education (M.Ed.), Reading Specialist - 39 credits
Certificate in Teaching English Language Learners (TELL) - 15 credits
Master of Education (M.Ed.), Elementary/Middle Special Education (Grades 1-8) - 39 credits and prerequisites (as needed)
Master of Education (M.Ed.), Secondary Special Education (Grades 6-12) - 39 credits and prerequisites (as needed)
Certificate of Advanced Study (C.A.S.) - 30 credits beyond master's degree
The M.Ed. in Special Education can be used to meet requirements for initial certification in special education at the early childhood, elementary/middle, or secondary levels and is also appropriate for teachers seeking advanced professional development. These special education graduate programs prepare both beginning and advanced professionals with full qualifications to provide effective services to students with disabilities and to take leadership roles in the field of special education. The programs emphasize proven strategies, specialized instructional methods, legal issues, service delivery models, and advanced professional skills necessary to promote the provision of quality services to students with special needs.
Loyola's graduate degree and certificate programs in special education have been approved and accredited by the Maryland Higher Education Commission (MHEC), the Maryland State Department of Education (MSDE), the National Council for the Accreditation of Teacher Education (NCATE), and the Council for Exceptional Children (CEC). The programs include the Maryland-approved reading courses and lead to eligibility for Maryland certification in special education at the corresponding age/grade level. Transcripts of program completers will indicate that they are eligible for certification in special education from a Maryland-approved licensure program using recognized state and national standards. This transcript stamp provides reciprocity with all other states and seven U.S. territories under the National Association of State Directors of Teacher Education and Certification Interstate Agreement (NASDTEC).
Students from a variety of academic backgrounds and careers are eligible to apply to the graduate programs in special education. Students do not need to complete the prerequisite requirements before applying and being accepted into the master's programs. However, evidence of a passing score in each area of the Praxis Core Academic Skills for Educators (Core) Tests (Reading, Math, and Writing) is required for admission. Students may substitute qualifying scores on the Praxis I, SAT, ACT, or GRE for any area. An SAT score of 550 or more (500 if taken prior to April 1995) may be substituted for each corresponding area: reading, math, or writing. An ACT score of 24 in an area will substitute for the corresponding Praxis I area. Similarly, GRE scores of 500 verbal, 550 quantitative, and 4.5 on the writing essay may be substituted. Similarly, GRE scores (taken as of September 2011) of 150 verbal, 153 quantitative, and 4.5 on the writing essay may be substituted. Once accepted, each student will meet with an academic advisor to develop an individualized program plan of prerequisite and program courses and experiences.
In accordance with the School of Education guidelines, a QPA of 3.000 in undergraduate coursework or master's degree from an accredited institution is required for full acceptance into the special education program. Students with a QPA of 2.750 to 3.000 may be given a provisional acceptance status. While letters of recommendation are not an overall requirement for this program, they may be requested for students who are being considered for provisional acceptance due to a QPA lower than 3.000.
Detailed admission information (application procedures, required documents, deadlines, etc.) can be found under Admission.
Prerequisite courses are intended to provide key foundational coursework and school experiences for all students, particularly those who are not currently certified in an area of education. Students may demonstrate completion of prerequisite coursework at the undergraduate or graduate level. Prerequisite experience with children with (and without) disabilities may be demonstrated through prior work or volunteer activities. If needed, students may participate in a supervised, school-based placement or complete requirements by teaching, volunteering, or serving in other capacities in regular and special education school programs. Observation and participation may be met through a variety of classroom experiences or through SE 900 . Students must demonstrate appropriate computer skills including word processing, internet usage, and database searching. These skills may be assessed through personal interview, hands-on demonstration, or product illustration. A noncredit computer workshop on uses of the internet and database searching may be provided for students.
Students who have not completed the required coursework or mastered all of the prerequisite skills may be accepted into the program but will need to take the appropriate courses (or complete the appropriate experiences) before beginning program coursework. These courses do not count as credits completed toward the 39-credit degree requirement.
Accelerated Master's Option
The accelerated master's option encompasses all of the components of the traditional Master of Education (M.Ed.) in Special Education within a concentrated period of time. Individuals who have already completed education programs, including the Maryland required reading courses, can complete the M.Ed. in four semesters (summer, fall, spring, summer) by carrying 9-12 credits each semester.
Students who are interested in the accelerated master's option should meet with an advisor one full semester before beginning the program in order to discuss course and placement options. Students are encouraged to seek full-time employment as an instructional assistant for the duration of the program. Loyola's partnerships with local public and nonpublic schools provide paid positions as special education paraprofessionals and may provide some tuition remission.
Required Examinations and Practicums
Students must complete all coursework to be eligible for the practicum. Practicum placements involve intensive experiences and teaching in schools or other programs serving young children. Extended daytime availability is required. Students who are teaching may be eligible to complete one practicum experience in their own school. Practicums may also be scheduled in the summer to accommodate working students.
In order to be eligible for graduation, students must complete all program requirements and passed the Praxis II pedagogy test in special education.
Master of Arts in Teaching (M.A.T.), Elementary Education (Grades 1-6) - 38 credits
Master of Arts in Teaching (M.A.T.), Secondary Education (Grades 7-12) - 34 credits
Master of Arts in Teaching (M.A.T.), Secondary Education (Grades PK-12) - 34 credits
- Elementary Education, Grades 1-6, M.A.T.
- Elementary/Middle Special Education (Grades 1-8), M.Ed.
- Literacy Teacher, M.Ed.
- Reading Specialist, M.Ed.
- Secondary Education, Grades 7-12, M.A.T.
- Secondary Education, Grades PK-12, M.A.T.
- Secondary Special Education (Grades 6-12), M.Ed.
- SE 720 - Child and Adolescent Development
- SE 761 - Introduction to Special Education
- SE 769 - Teaching Students with Special Needs in the Regular Classroom
- SE 780 - Practicum for Students with Special Needs (Infant/Toddler)
- SE 781 - Practicum for Students with Special Needs (Preschool)
- SE 800 - Teaching Students with Special Needs in the Music Class
- SE 900 - Observation and Participation in Special Education
- SE 901 - Applied Behavioral Programming
- SE 902 - Reading Methods for Students with Mild and Moderate Disabilities
- SE 905 - Characteristics of Learners with Mild and Moderate Disabilities
- SE 907 - Developmental, Remedial, and Corrective Mathematics
- SE 909 - Instruction in Elementary Content Areas for Students with Mild and Moderate Disabilities
- SE 911 - Assessment, Diagnosis, and Evaluation of Learning and Behavior Problems
- SE 912 - Instructional Planning, Adaptations, and Learning Strategies for Students with Special Needs
- SE 913 - Comprehensive Classroom Management for Teachers of Students with Special Needs
- SE 914 - Communication, Collaboration, and Consultation with Parents and Professionals Serving Students with Disabilities
- SE 916 - Promoting Successful Transitions to Postsecondary Settings for Students with Mild and Moderate Disabilities
- SE 917 - Instruction in Secondary Content Areas for Students with Mild and Moderate Disabilities
- SE 918 - Practicum I: Teaching Students with Special Needs
- SE 919 - Practicum II: Teaching Students with Special Needs
- SE 921 - Autism: Characteristics, Research, and Interventions
- SE 922 - Medical Aspects of Developmental Disabilities
- SE 923 - Assessment and Intervention for Young Children with Special Needs: Birth through Age 2
- SE 924 - Assessment and Intervention for Young Children with Special Needs(Focus: Ages 3-5)
- SE 925 - Assessment and Intervention for Young Children with Special Needs (Focus: Ages 5-8)
- SE 926 - Communication Development and Early Literacy: Materials, Resources, and Instructional Strategies (Focus: Birth to Age 5)
- SE 930 - Induction Internship in Special Education
- SE 931 - Culmination Internship in Special Education
- SE 932 - Special Education Law and Compliance for School Leaders
- SE 933 - Promoting Social-Emotional Competence