Administration of Special Education

MA, Administration of Special Education (MAASE)

You were made for more.

Become empowered as an educator, leader, and director in special education. The Master of Arts in Administration of Special Education seamlessly blends theories and practices with authentic and meaningful coursework to make sure you excel at what you do. 

Master of Arts in Administration of Special Education (MAASE) is for special education teachers that want to extend their education and earn a Master’s degree that includes Special Education with administration and leadership emphasis. MAASE will include theory and practice of program development, evaluation and assessment, law and policy, management of IEPs, staff, parents as well as students. The curriculum will include community relations and communications, budgeting and ethics.

Learn from current leaders in Special Education, and gain a practical, invaluable experience that you will carry with you for the rest of your life.

**If you are interested in completing Boot Camp for special education provisional certification or if you need continuing education credit hours for special education standard certification, please visit our website to learn about opportunities available to you.

Coursework will cover a range of areas in special education. The Special Education Practicum is embedded throughout your program of study for experiences that are authentic and meaningful to your professional future. All courses are designed and taught by experts in the field.

Program Curriculum

ED-5013   Foundation/Characteristics of Mild/Moderate Disabilities – This course will include an advanced study of persons with learning disabilities. This study may include, but not be limited to, development, theoretical models, intervention, issues and trends, and legislation pertinent to this category.

ED-5023   Foundation/Characteristics of Severe/to Low Incidence Disabilities – . The term ‘low incidence’ includes the traditional profound diagnosis, but could also introduce students to the medical and physical needs of students with multiple disabilities. This has implications for the educational model of intervention and service delivery of programs. Advanced adaptations and structural modifications will be researched for individuals under this category.

ED-5063  Educational Research – An introductory course that will focus on basic educational research and evaluative assessment, methodology, and the application of research. An idea may be to integrate segments of: introduction of research, action research, and applications of research for this course.

ED-5033  Assessment, Evaluation, and Identification of Exceptional Individuals -This course will explore the educational assessment procedures for exceptional individuals. An overview of the norm-referenced and curriculum-based measurement and observation rating skills will be introduced. Response to Intervention (RtI) will be including in this course as a part of the identification process of mild disabilities.

ED-5043  Collaboration/Interdisciplinary Teaching Supportive Practices – This course will address the theoretical frameworks and assessments for consultation and collaboration including paraprofessionals and student families. Professional relationships with teaching faculty will be targeted as academic and behavioral supports are needed to ensure student success.

ED-5053 Academic Instruction for Inclusive Students – This course will conduct an analysis of research-based intervention strategies for students with varying disabilities. Content will include, but not be limited to literary and reading comprehension, written composition, and mathematics. Portfolio and curricular options will also be a component of the course. There will be an emphasis on Reading Assessment and Instruction in this course.

ED-5073  Positive Behavior Support/Management of Students with Disabilities – This course will explore the introductory knowledge of current research in applied behavior analysis, the application of learning theories and examine functional relationships. This course will include the creation of behavioral/learning plans to optimize the success of student learners with disabilities.

ED-5093 Transition Planning/Interagency Resources – This course will begin the process of building a working network of state and local agencies who assist in the transition planning stages for students with disabilities. Guest speakers representing agencies and their specific services will provide teachers with helpful information for parents and caregivers as the process requires early planning and direction.

ED-5083  Assistive Technology/Curricular Adaptations and Modifications – This course will deepen the knowledge of assistive technology with the overview of assistive technology for communication, education, employment, recreation, and daily living activities. Developing modifications for students as they identify their least restrictive environment will be a priority for this course. This focuses on the planning for student need, evaluating and implementing student plans by establishing appropriate classroom adaptations/modifications for students with disabilities.

ED-5103   Special Education Law – Sped Law is a moving target as far as proficiency. Case studies designed around the basic premise of the federal law will add to the instructional strength of this course. This course will include the analysis and practical application of legal and ethical issues in the field of special education.

ED-5113   Special Educational Leadership and Advocacy – This course strengthens the specific special education federal and state policy and procedural knowledge required for leadership within the area of special education administration. This course will include working with federal programs and school finance.

ED-5123  Practicum – Three to six hours will be a practicum that is embedded into coursework throughout the program. The practicum will include activities focused on topics such as analysis of the organizational structure in Special Education program, methodologies, behavior modification and curriculum, test eligibility and assessment, contemporary issues outside of typical families, socialization, teacher burnout, recruiting special education teachers, survival toolkits, education camps, supporting teachers in class, communications, visual schedules, autism, differentiating instruction, IEPs, accommodations et cetera.

(SNU graduates need not request the SNU transcript)

Orientation  – Wednesday, January 22, 2020 – Bethany
First Night of Class – Wednesday, February 5, 2020 – Bethany

Orientation – Monday, August 31, 2020 – Tulsa/Online
First Night of Class – Monday, September 7, 2020 – Tulsa/Online

Program Cost

Program Length: 36 Credit Hours

Tuition: $490/Credit Hour

Tech Fee: $37.00/Credit Hour

Tuition and Tech fee include: a MacBook Air laptop, membership to the Council for Exceptional Children (CEC) and the Cooperatiave Council for Oklahoma School Administrators (CCOSA), advisement, student services, library fees, portfolio hours, cap and gown for graduation, etc. Total program cost is locked in at the program start and good for the duration of a program if the program is completed according to the original program of study.

*Effective July 1, 2019 – June 30, 2020

NOTE: Tuition and any program fees are due at the Organizational Meeting. This includes the first installment, if you are on a payment plan.

Contact MAASE:
Jasmyn Carter

For Financial Aid:
Financial Aid Counselor:
Jan Green

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