MASTER OF EDUCATION

Coursework in this program focuses on fulfilling the subject matter knowledge requirements for teaching students with moderate disabilities in grades PreK-8 and 5-12. Successful completion of the program provides qualified Massachusetts teachers the OPPORTUNITY TO ADD ON A LICENSE in this high need area through a Massachusetts Department of Elementary and Secondary Education Competency Review and passing the appropriate MTEL tests.


Application Requirements
The items listed below are required for admission consideration for applicable semesters of entry during the current academic year. Submission instructions, additional details, and changes to admission requirements for semesters other than the current academic year can be found on The Graduate College's website (http://www.gradcollege.txstate.edu). International students should review the International Admission Documents webpage (http:// mycatalog.txstate.edu/graduate/admission-documents/international/) for additional requirements.
• completed online application • $20 nonrefundable certificate fee (if applying to one of the certificate programs)* and either • $55 nonrefundable application fee or • $90 nonrefundable application fee for applications with international credentials • baccalaureate degree from a regionally accredited university • official transcripts from each institution where course credit was granted • minimum 2.75 GPA in the last 60 hours of undergraduate course work (plus any completed graduate courses) • copies of certifications or licensures (if applicable) • resume/CV (include licenses or certificates and all previous teaching or other education-related experiences) • statement of purpose, clear and concise, addressing the following: reasons the applicant chose Texas State University's graduate program in special education and the specific area of special education selected; types of professional and/or personal interactions with people who have learning, behavioral, developmental and/or intellectual disabilities; career goals and professional achievement goals in the next 5 years; attributes the applicant has that will empower the student to excel academically if admitted into the program; and experiences in collaborative professional and/or academic settings and how these experiences have prepared the applicant for the demands of this program.
• two letters of recommendation from persons familiar with the applicant's professional work, including at least one supervisor. The letter should include an assessment of the applicant's potential to meet the academic and professional demands of a rigorous graduate program and ability to manage the social and professional demands of graduate school (e.g., getting along with peers and professors, participating in class discussions and activities, attending class, meeting deadlines, responding to feedback). In this course, students will examine theories, research, and practice in writing instruction in P-12 classrooms. Students will reflect on process and subsequently use this information for their own practice and instruction. They will also examine and develop standards, curricula, and policies at district, state, and national levels. Prerequisite: RDG 5340 with a grade of "C" or better.

RDG 5345. Assessment-Driven Literacy Instruction.
Course focuses on classroom literacy assessment, interpretation of assessment results, and designing and implementing effective literacy instruction based on assessment results. Course concentrates on the special needs of individual readers within the classroom setting and includes interpretation of formal assessments. Prerequisite: RDG 5322 with a grade of "C" or better.

RDG 5380. Independent Study in Reading Research.
In-depth analysis and interpretation of selected research topics of great current interest in reading and language arts. Topics and instructors will vary from semester to semester. May be repeated with different topics for additional credit.

SPED 5333. Measurement and Experimental Design in Applied Behavior
Analysis. This course covers content that allows for systematic progress monitoring and experimental analysis of data by professional behavior analysts and teachers. Topics include operational definitions of behavior, direct and indirect measurement of behavior, design and implementation of experimental designs, graphing and interpretation of data, dependent and independent variables, internal and external validity, and types and uses of various single subject research designs. This course is most applicable to students in the Autism/Applied Behavior Analysis concentration; those students will be given priority for enrollment. Corequisite: SPED 5316 with a grade of "B" or better.

SPED 5334. Assessment and Evaluation of Students with Disabilities.
The course provides information about formal and informal assessment for the identification of cognitive aptitude, academic achievement, social, emotional, and motor development, as well as the implications of these results for instruction and remediation. (MULT).

SPED 5336. Behavior Assessment in Applied Behavior Analysis.
This course is designed for individuals who will be responsible for assessment of behavior from a behavior analytic perspective. Topics will include reviewing records, documenting the need for behavior analytic services, conducting preference assessments, identifying functions of problem behavior, conducting functional assessment/analyses, and interpreting functional assessment data. This course is most applicable to students in the Autism/Applied Behavior Analysis concentration; those students will be given priority for enrollment. Prerequisite: SPED 5316 and SPED 5333 both with grades of "B" or better. Corequisite: SPED 5328 and SPED 5378 both with grades of "B" or better. This course will provide students with a history of special education litigation and legislation. Specifically, students will gain a deep understanding of the Individuals with Disabilities Education Improvement Act, along with other major legislation and policy governing the provision of special education services. Students will become familiar with federal statutes and regulations concerning assessment and evaluation procedures, due process and mediation, discipline, individual education plans (IEP's), free appropriate education (FAPE), and least restrictive environment (LRE).

SPED 5354. Advanced Studies in School Discipline, Order, and Safety.
This course provides advanced study of issues related to school discipline, order, and safety. Topics include historical perspectives, studies of school discipline and safety, effects of school disorder, policies and practices in school discipline, disproportionality in school discipline, school-wide positive behavior supports, and trans-disciplinary and comprehensive approaches to school discipline. (MULT). This course provides an in depth examination of best practices relative to supervision and management of both individual client programs and personnel within the field of applied behavior analysis. The course covers monitoring client progress, making data-based decisions, and collaborating with other professionals and families. Students will also learn effective staff training techniques, methods of reinforcing staff behavior and increasing staff motivation, designing group contingencies and self-management, collecting and analyzing data on staff performance, addressing challenging issues/behaviors among staff, and ethical and supervisory requirements of the Behavior Analyst Certification Board. This course is most applicable to students in Autism/ ABA. Prerequisite: SPED 5316 and SPED 5333 both with grades of "B" or better. Corequisite: SPED 5328 and SPED 5336 both with grades of "B" or better.