Curriculum

What can I do with this program after I graduate?

  • Upon completion of the program, graduates will qualify for the North Carolina Standard Professional 2 (SP2) Professional Educator’s License.

Demand for special education services and teachers should rise as children with disabilities are increasingly being identified earlier and enrolled into special education programs. According to the Bureau of Labor Statistics, overall employment of special education teachers is projected to grow 8 percent from 2016 to 2026, about as fast as the average for all occupations.

The courses are delivered in a combination of synchronous and asynchronous modes. Synchronous online learning involves live, online teaching in recurring weekly time slots.

Core Courses (9 credit hours)

  • EDUC 6254 Individualizing Instruction for Diverse Learners
  • SPED 6502 Advanced Classroom Management
  • SPED 6503 Instructional Design in Special Education

Introductory Research Course (3 credit hours)

  • RSCH 6101 Research Methods

Research Courses (9 credit hours)

  • RSCH 7113 Single-Case Research
  • SPED 6692 Research Proposal
  • SPED 6693 Research Implementation
  • SPED 6694 Research Dissemination and Leadership

Specialty Track Courses (12 credit hours) Select elective courses within a single specialty track:

  • Adapted Curriculum (add-on license) Specialty Track
  • Exceptional Children Program Administrator (add-on license) Specialty Track
  • Autism Spectrum Disorders (graduate certificate) Specialty Track
  • General Curriculum (add-on license) Specialty Track
  • Or other graduate level courses offered in the Cato College of Education, as developed with approval of advisor

The program’s rigorous courses are designed to support candidates in developing the skills, knowledge, and competencies to be excellent educators, leaders and professionals. Designed with the career-oriented professional in mind, classes provide an environment that stimulates engaging and challenging discussions. Students will learn how to design effective academic instruction and develop strategies that will help promote the social behaviors of students with disabilities.