Home / Special Education / Master of Science in Special Education / Master's Programs - Non Certification
Severe Disabilities
Adviser: Tamara Marder (Montgomery County), 301-294-7197
This 36-credit program is designed for special educators and related service practitioners seeking to broaden their skills in their work with children, youth, and adults with severe disabilities. Physical, occupational, and speech therapists; nurses; parents; community residence staff members; teachers; and program directors are some of the groups currently represented in the program.
It is recommended that applicants confer with a program adviser to plan a program of study before applying for admission. All students must also complete a Professional Portfolio before program completion.
Number of Credits Required: 36
Prerequisite or Co-Requisite Courses (may be taken elsewhere)
871.501 Introduction to Children and Youth with Exceptionalities
Students investigate the major areas of exceptionality addressing the characteristics and educational needs of students with a broad range of special instructional needs. Students review incidence and etiology, diagnostic and instructional services, educational continuum of programs, and findings of recent research. (3 credits)
882.511 Human Growth and Development: A Lifespan Perspective
Students consider an overview of the physical, social, and emotional aspects of human development throughout the lifespan. The course considers developmental theory and reviews current areas of research.
Required Courses (36 credits)
871.510 Legal Aspects, Service Systems, and Current Issues in Special Education
This survey course reviews litigated and legislated standards for special education and related services for persons with disabilities. Students explore current issues in the provision of services for persons with disabilities, including inclusion, the response to intervention (RTI), and regulations for eligibility. (3 credits)
871.512 Collaborative Programming in Special Education
This course focuses on collaboration themes common to various educational settings: interpersonal communication, problem solving, cultural diversity, teamwork, and family systems theory. Students examine techniques that promote effective communication between teachers, school administrators and related professionals, and families of students with special needs. Co-teaching models that work effectively are also discussed. (3 credits)
871.513 Applied Behavioral Programming
This course will focus on the methodology of applied behavior analysis including how the principles of behavior can be used to make changes and improvements in classroom behavior. Observational methods, single-subject designs, behavior promotion and reduction, and generalization strategies are reviewed in relation to the needs of students with disabilities. Students assess and develop individual behavior projects that demonstrate their ability to design, implement, and evaluate behavioral support programs in an ethically responsive manner. (3 credits)
871.514 Medical and Physical Aspects of Disabilities
This survey course provides students with information from the medical sciences concerning the etiologies and treatments of disabilities. Topics include human genetics and embryology; the newborn period; the structure, functions, and interrelationships of the major systems of the human body; infectious diseases; and emergency procedures. The relationship between students’ medical issues and classroom activities is discussed. (3 credits)
877.513 Education of Students with Severe Disabilities: Augmentative Communication Systems
Students examine the design of augmentative communication systems that include use of graphic symbols for individuals with severe disabilities. Participants design and construct communication aids and develop strategies for integrating augmentative communication into the curriculum.
877.514 Community and Independent Living Skills
This course reviews the philosophical movements that have fostered the improvements to the instruction of children, youth, and adults with disabilities. Participants (a) apply the principles of ecological assessment in the development of curriculum sequences for children and youth with severe disabilities; and (b) examine current research based teaching practices designed to promote the adaptive skills that contribute to the social competence and community acceptance of individuals with severe disabilities.
877.515 Education of Students with Severe Disabilities: Hearing and Vision Impairments
Participants review suitable methods of assessing the visual and auditory capabilities of students with severe and multiple disabilities and the instructional adaptations necessary to increase their function in daily activities. Topics include ocular and auditory pathologies and their educational implications, functional vision evaluation, and behavioral audiometry.
877.518 Education of Students with Severe Disabilities: Management of Motor Skills
This course examines atypical variations in the motor development of students with severe disabilities, with an emphasis on the remediation of abnormal patterns in the performance of daily activities. Participants gain information about specific remediation strategies and the appropriate use of assistive equipment to promote functional positioning, movement, and oral motor skills.
877.555 Teaching Communication and Social Skills
This course examines the assessment and instructional strategies that have been shown to be effective in promoting the development of cognitive, language, and social skills by students who have severe disabilities, including those diagnosed with autism, Asperger’s Syndrome, or other pervasive developmental disorders. Participants examine the instructional adaptations needed to promote the development of cognitive, communicative, and social skills in students with severe disabilities, and review the relevant empirical literature.
877.810 Internship in Severe Disabilities: Induction
Designed for severe disabilities program participants on the Maryland State certification and Non-Certification track, this internship provides supervised field experiences in the application of instructional strategies and curriculum adaptations needed to teach children with severe disabilities. Students completing the induction internship gradually assume leadership responsibilities in their placement setting and are expected to demonstrate fluency of applied instructional and behavioral skills. Note: Praxis 1, a minimum of 12 credits of required courses, a minimum of one portfolio meeting, and advisor approval are required before completing the induction internship.
871.511 Instructional Planning and Management in Special Education
Students focus on the instructional and organizational skills necessary for teaching students who receive special education services. Topics of primary emphasis include developing effective individualized education plans; preparing and delivering exemplary lesson plans; and identifying instructional best practice strategies that promote effective classroom organization and instruction. Students create lesson plans using best practice strategies. (3 credits)
877.830 Graduate Project in Severe Disabilities
Students of demonstrated ability with special interest in services for persons with severe and multiple disabilities study under the direction of a faculty member in the School of Education. Applicants must meet with their faculty adviser and prepare an outline of their proposed projects prior to registration. (3 credits)
