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Master of Education

Exceptional Student Education

Raise your profile with the School of Education & Social Science's online M.Ed. with a concentration in exceptional student education. The program is designed for general educators in Florida and nationwide who wish to increase their understanding and experience in special education to expand areas of certification. Students gain the values, knowledge and skills to become educational leaders with vision, engaged in the process of continual professional growth and collaborative reform. The future of every child is important, and regardless of where you teach, you are bound to have a variety of students in your classroom. That is why a master's degree in exceptional student education will make every teacher a better teacher. Coursework is offered through a hybrid format, with classes offered fully online, and expectations for practicum assignments to be completed in K-12 schools in students' local communities. Saint Leo offers two M.Ed. exceptional student education tracks: Track A: A Florida state-approved program leading to certification in Exceptional Student Education (K-12) and Endorsements in Reading and English for Speakers of Other Languages (ESOL). A practicum, to be completed in Florida, is required in the program. In addition, an internship may be required if a K-12 certification is not held. Track B: A program for students anywhere in the U.S. who are already certified in Florida K-12 education and have ESOL and Reading endorsements. Saint Leo has built a solid reputation in the educational community for our quality programs that produce tomorrow's leaders in the classroom. A strong commitment to a set of core values is the cornerstone of Saint Leo University and our mission to offer a practical, effective model for life and leadership in a challenging world. It is a model based on steadfast moral consciousness that recognizes the dignity, value, and gifts of all people. Additionally, the exceptional student education program offers an 18-credit hour Graduate Certificate. Students who are interested in earning this certificate can take classes with degree-seeking students while developing needed skills to be an effective teacher.

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Track A Degree Requirements Exceptional Student Education Concentration Courses Track A: State-approved program leading to certification eligibility in the State of Florida in Exceptional Student Education (K-12) with Reading and ESOL endorsements for teachers who can complete a practicum in Florida. Track A (39-42 Credits) Course Course Name Credits EDU 546 Reading in the Content Areas 3 Students will examine current research and instructional approaches that focus on improving 5-9 student reading skills. This course is designed to address comprehension issues in the content area classrooms. Students will learn to develop an understanding of the challenges 5-9 students face while reading, how to identify reading demands in content areas, and how to develop lessons to include reading skills in the content area classroom. Field experience is required. Prerequisites: Graduate standing EDU 562 ESOL 1: Applied Linguistics 3 This course is designed to provide pre-service teachers at the graduate level a knowledge base in applied linguistics, a broad understanding of the theoretical underpinnings of the field of second language acquisition, and familiarity with issues in cross-cultural communication, language instruction, and assessment in order to meet the educational, linguistic, and cultural needs of English language learners (ELLs) as is mandated by the ESOL Consent Decree in the State of Florida. The course will address theoretical constructs of the field as well as exemplify research-based practical applications in the classroom for meeting the academic and communication needs of ELLs. Field experience is required. Prerequisites: 9 graduate credits or the permission of the Director EDU 563 ESOL 2: Methods of Teaching and Testing/Evaluation 3 This course is designed to provide graduate students the theory and the necessary instructional methodologies to effectively meet the curricular needs of English language learners (ELLs) in the K-12 classroom. Reading and writing instruction, curriculum, testing, and evaluation as well as reading and writing in the content areas will be the emphasis of this course. Field experience is required. Prerequisites: EDU 562 EDU 602 Foundations in Reading 3 This course provides the education major with the investigation of basic theories underlying traditional and recent approaches to the teaching of reading. It includes the study of the five essential components of the reading process: phonemic awareness, phonics, fluency, vocabulary development, and comprehension. This course also provides the opportunity to interpret informal reading inventories and other diagnostic measures used for assessing the major elements of reading growth of the five essential components of reading. Field experience is required. Prerequisites: Graduate standing EDU 620 Special Education: An Introduction to Law, Ethics, Placement, and Diversity 3 Laws governing special education, ethics, and diversity/overrepresentation, and federal classification categories and placement are targeted in this course. Additionally, general information regarding high- and low-incidence disabilities will be covered. EDU 633 Theories and Methods for SLD/EH 3 This course focuses on etiology, theory, and intervention for students with specific learning disabilities and emotional disturbance. Attention is placed on theoretical implications for the educational planning, instructional management, and delivery of educational services in K-12 settings. Field experience is required. EDU 634 Theories and Methods of Intellectual and Developmental Disabilities 3 This course focuses on etiology, theory, and intervention for students who are cognitively impaired, developmentally delayed, and/or physically impaired. Special attention is placed on theoretical advances in the treatment, prevention, and remediation of organic impairments in the K-12 setting, including assistive technology and adaptive curricula. Field experience is required. EDU 640 Managing Students with Exceptionality 3 This course examines the theories of behavior management in exceptional student education, with a focus on positive behavioral support. Students learn how to apply behavior management principles in the K-12 exceptional education classroom, to collect and analyze data, and to select appropriate interventions. Field experience is required. EDU 646 Assessment for ESE: Evaluation, Interpretation, and Placement 3 This course introduces the basic concepts of testing and measurement theory and explains the nature of assessment and evaluation. The course presents commonly used testing instruments and assessment procedures (both formal and informal and traditional and alternative assessments) used with exceptional students (K-12). Emphasis is on the selection of an appropriate comprehensive battery of tests and assessment measures, practice in administration and assessment activity, practice in scoring and interpretation for diagnosis and instruction, practice in reporting results, ability to establish a test environment, and training in ethics and requirements of fair testing, assessment, and evaluation. Field experience is required. Prerequisites: Twelve graduate hours EDU 653 Collaborating in Inclusive Settings 3 This course is designed to prepare special education majors with the knowledge of theories and research pertaining to consultation, working with teams of other professionals and collaborating with parents and professionals. Additionally, this course is designed to teach special education teachers skills for working with others in both collaborative and consultative models. Field experience is required. Prerequisites: Twelve graduate hours EDU 656 Transition Planning for Students with Exceptionality 3 This course explores the process through which students with exceptionality make the transition from school to adult life. The stages of career development, domains of transition planning, family and community roles in transition, and transition IEPs are discussed. Prerequisites: Twelve graduate hours EDU 672 Instructional Design for ESE 3 The purpose of this course is to equip educators with valuable instructional strategies for working with diverse learners with exceptionalities. Methods from a broad domain of effective teaching practices will be identified, developed, and implemented in the teacher's classroom. Teachers will collect data on students' performance to evaluate their teaching strategies and improve their practice. This course will be offered in a 16 week format and must be taken concurrently with EDU 674. Prerequisites: 24 graduate hours or permission from the Office of Graduate Studies in Education and passing scores on the FTCE and the ESE Subject Area Exam.; Corequisites: EDU 674 EDU 674 Practicum in ESE: Action Research in the Classroom 3 Exceptional education students are required to complete a supervised practicum in a pre-K-12 classroom that serves the needs of students with exceptionality. This practicum may be completed in an inclusive or a self-contained environment. During this practicum, students are expected to complete an action research project that has been approved by the University supervisor. This project must focus on improving outcomes for students with exceptionality. Grading is pass/fail. This course is offered across two consecutive terms and must be taken concurrently with EDU 672. Prerequisites: 24 graduate hours or permission from the Office of Graduate Studies in Education and passing scores on the FTCE and the ESE Subject Area Exam.; Corequisites: EDU 672 EDU 580 Internship 3 The internship is a full-time practice teaching experience in the classroom, which is taken in one of the two final semesters under the supervision of a qualified teacher and a University supervisor. Students apply the knowledge and skills acquired in professional preparation. The program of study involves a time block coinciding with daily schedules of teachers, usually from 8:00 a.m. to 3:30 p.m. The course is available only to students who have applied and been approved for student teaching through the office of Graduate Studies in Education. This is a pass/fail course. This course is offered over two consecutive terms. Prerequisites: 27-30 (depending on content specialty) hours completed in program or permission of the Director; passing score on FTCE: General Knowledge and Professional Education.; Corequisites: EDU 550 Passing scores on the Florida Teacher Certification Exam (FCTE): Professional Education, General Knowledge, and the ESE (K-12) Subject Area Exam Total Semester Credits 39-42 Track B Degree Requirements Track B: For students who are already certified in K-12 education with ESOL endorsement or who cannot complete a practicum. Track B (36 Credits) Course Course Name Credits EDU 546 Reading in the Content Areas 3 Students will examine current research and instructional approaches that focus on improving 5-9 student reading skills. This course is designed to address comprehension issues in the content area classrooms. Students will learn to develop an understanding of the challenges 5-9 students face while reading, how to identify reading demands in content areas, and how to develop lessons to include reading skills in the content area classroom. Field experience is required. Prerequisites: Graduate standing EDU 602 Foundations in Reading 3 This course provides the education major with the investigation of basic theories underlying traditional and recent approaches to the teaching of reading. It includes the study of the five essential components of the reading process: phonemic awareness, phonics, fluency, vocabulary development, and comprehension. This course also provides the opportunity to interpret informal reading inventories and other diagnostic measures used for assessing the major elements of reading growth of the five essential components of reading. Field experience is required. Prerequisites: Graduate standing EDU 620 Special Education: An Introduction to Law, Ethics, Placement, and Diversity 3 Laws governing special education, ethics, and diversity/overrepresentation, and federal classification categories and placement are targeted in this course. Additionally, general information regarding high- and low-incidence disabilities will be covered. EDU 621 Psychology of Learning 3 This course provides an overview of the cognitive and social/emotional development of the child, young adult, and adult. The major focus of the course is a study of current psychological theories of learning, including motivation, cognitive processing, brain-based theories, recent concepts of intelligence, and the role of the education leader in fostering student learning and effective teaching. EDU 633 Theories and Methods for SLD/EH 3 This course focuses on etiology, theory, and intervention for students with specific learning disabilities and emotional disturbance. Attention is placed on theoretical implications for the educational planning, instructional management, and delivery of educational services in K-12 settings. Field experience is required. EDU 634 Theories and Methods of Intellectual and Developmental Disabilities 3 This course focuses on etiology, theory, and intervention for students who are cognitively impaired, developmentally delayed, and/or physically impaired. Special attention is placed on theoretical advances in the treatment, prevention, and remediation of organic impairments in the K-12 setting, including assistive technology and adaptive curricula. Field experience is required. EDU 640 Managing Students with Exceptionality 3 This course examines the theories of behavior management in exceptional student education, with a focus on positive behavioral support. Students learn how to apply behavior management principles in the K-12 exceptional education classroom, to collect and analyze data, and to select appropriate interventions. Field experience is required. EDU 646 Assessment for ESE: Evaluation, Interpretation, and Placement 3 This course introduces the basic concepts of testing and measurement theory and explains the nature of assessment and evaluation. The course presents commonly used testing instruments and assessment procedures (both formal and informal and traditional and alternative assessments) used with exceptional students (K-12). Emphasis is on the selection of an appropriate comprehensive battery of tests and assessment measures, practice in administration and assessment activity, practice in scoring and interpretation for diagnosis and instruction, practice in reporting results, ability to establish a test environment, and training in ethics and requirements of fair testing, assessment, and evaluation. Field experience is required. Prerequisites: Twelve graduate hours EDU 653 Collaborating in Inclusive Settings 3 This course is designed to prepare special education majors with the knowledge of theories and research pertaining to consultation, working with teams of other professionals and collaborating with parents and professionals. Additionally, this course is designed to teach special education teachers skills for working with others in both collaborative and consultative models. Field experience is required. Prerequisites: Twelve graduate hours EDU 656 Transition Planning for Students with Exceptionality 3 This course explores the process through which students with exceptionality make the transition from school to adult life. The stages of career development, domains of transition planning, family and community roles in transition, and transition IEPs are discussed. Prerequisites: Twelve graduate hours EDU 672 Instructional Design for ESE 3 The purpose of this course is to equip educators with valuable instructional strategies for working with diverse learners with exceptionalities. Methods from a broad domain of effective teaching practices will be identified, developed, and implemented in the teacher's classroom. Teachers will collect data on students' performance to evaluate their teaching strategies and improve their practice. This course will be offered in a 16 week format and must be taken concurrently with EDU 674. Prerequisites: 24 graduate hours or permission from the Office of Graduate Studies in Education and passing scores on the FTCE and the ESE Subject Area Exam.; Corequisites: EDU 674 EDU 674 Practicum in ESE: Action Research in the Classroom 3 Exceptional education students are required to complete a supervised practicum in a pre-K-12 classroom that serves the needs of students with exceptionality. This practicum may be completed in an inclusive or a self-contained environment. During this practicum, students are expected to complete an action research project that has been approved by the University supervisor. This project must focus on improving outcomes for students with exceptionality. Grading is pass/fail. This course is offered across two consecutive terms and must be taken concurrently with EDU 672. Prerequisites: 24 graduate hours or permission from the Office of Graduate Studies in Education and passing scores on the FTCE and the ESE Subject Area Exam.; Corequisites: EDU 672 Total Semester Credits 36