- Integrated Program Brochure
- Admission Requirements and Application Instructions
- 2-Year Course Sequence
The Master of Science in Special Education with a concentration in integrated general education and special education is designed for those seeking initial teacher certification in general education and special education. The program has three outcomes:
- USM Master of Science in Special Education
- recommendation for K-8 elementary or 7-12 content area teacher certification
- recommendation for K-8 or 7-12 (282) teacher of students with disabilities. The program begins in May of each year.
- Designed for those seeking initial teacher certification
- Program is based on the belief that a teacher, regardless of appointment as general educator or special educator, is better able to serve students with or without disabilities when their preparation includes the knowledge and skills requisite for teaching students with diverse abilities and backgrounds
- All courses are available online, allowing students the flexibility of working from anywhere.
- Out-of-state students are charged a special e-tuition rate, which is less than the out-of-state tuition rate.
- Options to specialize in grades K-8 or 7-12
- Program can be completed in two to three years
- USM works in partnership with school districts, special purpose schools, and state approved agencies to make the program available to paraeducators and others employed in education.
- 9-credit internship allows for real-world practice and supervision.
This program is ideal for educational technicians as an Individual Internship Plan (IIP) is designed by the school district, university, and candidate to accommodate employment responsibilities, program requirements, and family needs.
The six semester online (synchronous and asynchronous) program will be based on three principles for preparing teachers to serve learners with diverse abilities and backgrounds:
- A teacher, regardless of appointment as general educator or special educator, is better able to serve students with or without disabilities when their preparation includes the knowledge and skills requisite for teaching students with diverse abilities and backgrounds.
- A teacher is better able to contribute to a school-wide system of Response to Intervention or Multi-Tiered Systems of Student Support from core instruction Tier One through more intensive Tier Three and special education services when they are prepared for certification in both areas.
- A district is better able to recruit and retain well-qualified special education and general education teachers through a “grow your own” approach- using a school-university partnership to provide for paraeducators or educational technicians working in a district a pathway to double teacher certification and a Master’s degree.