Special Education Curriculum Outcomes


Master of Education in Special Education – Initial Licensure

Total Credit Hours Required for Graduation: 33 credit hours

Sample Curriculum Courses

EDU 678 Foundations of Education of Individuals with Exceptionalities (3)

EDU 679 Collaboration between Schools, Families, and Community Support Service (3)

EDU 680 Positive Behavioral Interventions for Individuals with Exceptionalities (3)

EDU 681 Instructional Interventions for Individuals with Exceptionalities (3)

EDU 682 Reading Diagnoses and Assessment (3)

EDU 683 Special Education Law and Policy (3)

EDU 684 Assessment and Diagnosis (3)

EDU 685 Reading Comprehension Skills, Strategies and the Writing Process in Inclusive Classrooms (3)

EDU 686 The Role of Phonics and the Foundations of Reading and Writing (3)


Initial Licensure Students
EDU 690 Student Teaching (6)
EDU 690 requires a 75-day (Approx. 15-week) field placement

Those with current teaching license
Graduate Elective Courses (6)

Master of Education in Special Education – Licensure with M.Ed.

Total Credit Hours Required for Graduation: 33 credit hours

The Master of Education – Special Education with Mild to Moderate Intervention Specialist Licensure is designed for individuals who hold a teaching license in Early, Middle or Adolescence to Young Adult Education who wish to obtain an Ohio K-12 Mild-Moderate Intervention Specialist teaching credential and a M.Ed. – Special Education. The program can be completed in two and a half years.

The Ohio Department of Education requires a minimum of 12 semester hours of reading coursework (9 semester hours in the teaching of reading and 3 semester hours in the teaching of phonics). EDU 681 and 682 fulfill 6 of the 12 literacy hours. Options for additional required reading courses can be discussed with the program director.

Applicants may submit unofficial transcripts for review prior to admission into the program. Literacy credit hour equivalency will be determined on an individual basis. Upon successful completion of all required coursework, teacher candidates must pass the OAE assessment for Mild to Moderate Intervention Specialists to receive an Ohio license.


  • Recognizing that all students are unique gifts of God, graduate candidates will demonstrate an understanding of contemporary curriculum teaching and learning theories and will be able to apply these to promote learning for all.
  • Grounded in the Franciscan values of learning, reverence, and service, graduate candidates will demonstrate a commitment to social responsibility, global diversity, and the standards of their discipline.
  • Promoting the use of research-based instructional practices, graduate candidates will incorporate the use of instructional technologies to support student learning and literacies as well as, their own professional development.
  • Grounded in 21st Century skills and dispositions, graduate candidates will demonstrate value and respect for global diversity in order to promote inclusive and responsive educational practices.
  • Demonstrating effective oral and written communication forms, graduate candidates will exhibit proficiency in the specific knowledge-bases and dispositions which form their areas of specialization.
  • Demonstrating proficiency in specific areas of specialization and research methodology, Masters of Education candidates will develop and present a capstone project.


M.Ed. – Special Education candidates should master the Course Objectives and Standards as identified by the Council for Exceptional Children.

Standard 1
Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.

Standard 2
Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional wellbeing, positive social interactions, and self-determination.

Standard 3
Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.

Standard 4
Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.

Standard 5
Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

Standard 6
Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform a special education practice, to engage in lifelong learning, and to advance the profession.

Standard 7
Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.