Home » M.S. in Ed. Special Education K-12 » SPED: Special Educator 2

M.S. in Education: Special Education K-12

Special Educator 2 (for students without a teaching license)

60-63 credits, license only

Credit Summary: Special Educator II (for those who do not hold a current teaching license)

  • Required Core Curriculum (30 credits)
  • TSPC required psychology class (3 credits)
  • Authorization for Elementary or Middle/High School (27 credits); for K-12 {Elem & M/HS} (30 credits)
  • Optional continuation for Master’s Degree (9 credits)
  • Total Authorization for Special Educator II without Master’s Degree (60 or 63 credits)
  • Total Authorization with Master’s Degree (69 or 72 credits)

Common Core (Special Educator I and II): 30 credits

  • SPED 518 Survey of Special Education (3 credits)
  • SPED 620 Content Reading and Instructional Planning (3 credits)
  • SPED 622 Reading Remediation (3 credits)
  • SPED 623 Behavior Support (3 credits)
  • SPED 625 Assessment for Instruction (3 credits)
  • SPED 628 Mathematics Remediation (3 credits)
  • SPED 634 Medical Aspects & Low Incidence Disabilities Methods (3 credits)
  • SPED 636 Managing Communication Systems (3 credits)
  • SPED 642 Standardized Assessment (3 credits)
  • SPED 646 Law and Special Education (3 credits)

Early Childhood/Elementary Authorization (27 credits)

  • ED 611 Theories of Teaching and Learning (3 credits)
  • SPED 607 Seminar: Academic (1 credit)
  • SPED 609 Practicum: Academic -or- SPED 610 Internship (3 credits)
  • SPED 607 Seminar: Low Incidence (1 credit)
  • SPED 609 Practicum: Low Incidence-or- SPED 610 Internship (3 credits)
  • SPED 639 Student Teaching: EC/Elementary Special Educator -or- SPED 610 Internship (9 credits)
  • SPED 607 Seminar: FSFE (1 credit)
  • SPED 671 Foundations in Early Intervention/Early Childhood Special Education (3 credits)
  • SPED 677 Collaborative Services in EI/ECSE (3 credits)

Middle School/High School Authorization (27 credits)

  • ED 611 Theories of Teaching & Learning (3 credits)
  • SPED 547 Partnerships in Special Education (3 credits)
  • SPED 607 Seminar: Academic (1 credit)
  • SPED 609 Practicum: Academic -or- SPED 610 Internship (3 credits)
  • SPED 607 Seminar: Low Incidence (1 credit)
  • SPED 609 Practicum: Low Incidence-or- SPED 610 Internship (3 credits)
  • SPED 639 FSFE: Middle/High School Special Educator -or-SPED 610 Internship (9 credits)
  • SPED 607 Seminar: FSFE (1 credit)
  • SPED 672 Transition and Self-Determination (3 credits)

Early Childhood/Elementary & Middle/High School (K-12) Authorization (30 credits)

  • ED 611 Theories of Teaching & Learning (3 credits)
  • SPED 607 Seminar: Academic (1 credit)
  • SPED 609 Practicum: Academic -or- SPED 610 Internship (3 credits)
  • SPED 607 Seminar: Low Incidence (1 credit)
  • SPED 609 Practicum: Low Incidence-or- SPED 610 Internship (3 credits)
  • SPED 639 FSFE: Middle/High School Special Educator -or-SPED 610 Internship (9 credits)
  • SPED 607 Seminar: FSFE (1 credit)
  • SPED 671 Foundations in Early Intervention/Early Childhood Special Education (3 credits)
  • SPED 677 Collaborative Services in EI/ECSE (3 credits)
  • SPED 672 Transition and Self-Determination (3 credits)

 

This endorsement may be part of an initial teaching license, or an add-on endorsement to an existing teaching license. Although some course work may be completed at the undergraduate level, it requires graduate study for completion. The graduate program content may be incorporated into a Master’s Degree Program which requires 9-12 additional credits. The Special Educator Endorsement qualifies teachers to serve students with both mild and severe disabilities. This endorsement was formerly called the Handicapped Learner and Severely Handicapped Learner Endorsements.

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"The WOU SpEd program provided me the experience and knowledge to become the best teacher I could be. The program provided me with opportunities to grow and expand in my teaching skills. The support and encouragement from my professors, helped foster the strength and determination to grow in my leadership skills. The small cohort sizes helped create an environment of collaboration and diversity, to impact my future students for the better. Everyone within the SpEd program have a similar vision. This vision is: to provide students with opportunities to grow their minds, hearts and independence skills; in order for students to have a positive impact on the community and world in which they live."

Katelyn Coburn

M.S. in Ed. Special Education

"When I joined the Special Educator program at WOU, I could not have been more pleased with how well it prepared me for a professional career as a teacher. Everything in our preservice training was about high performance and gaining an honest familiarity with this discipline, and yet it was blended with a freedom to be connected to our own individualism. Every lecture, every teaching strategy presented, was ultimately about the goal of equipping us to transform the lives of students and meet their needs in profound ways. Western Oregon respects the diversity and autonomy of its students, but also equips each person to become an expert in their chosen field. Through exposure to cutting edge best practices, growth opportunities in student teaching, and guidance from some of the nation’s top professors, WOU has truly found a way to send out the best of the best."

Jake Dorr

M.S. in Ed. Special Education

"I could not be happier with the decision to earn my bachelor's and master's degrees from WOU's teaching and special education programs. While I am no longer teaching special education, I continue to utilize the skills and knowledge I gained at Western in my position as Assistant Principal and Athletic Director at Dallas High School. I am thrilled with the level of instruction, dedication and support I received from every instructor at WOU."​

Tim Larson

M.S. in Ed. Special Education

"Being a student in the M.S. in SpEd program at Western Oregon University gave me the opportunity to acquire knowledge and skills that equipped me to become an effective teacher. The professors in this program provide both challenge and motivation in the classroom setting through the support, knowledge, and enthusiasm that they exhibit in their teaching practices. Aside from establishing positive relationships with the professors, I also had the opportunity to build relationships with mentors in a nearby school district, while completing my field experience requirements. Receiving mentorship and guidance in the special education field before beginning my teaching career, helped me apply the knowledge that I had gained in my classes to support students in their academic and/or functional development. Overall, this program helped me grow so much as a person and a teacher, and I know it will do the same for you."

Nicolette Wise

M.S. in Ed. Special Education