Program Contact: Jacqueline Lubin 203-582-8868
The purpose of Quinnipiac’s graduate Master of Arts in Teaching Special Education program is to prepare graduates with the perspectives, knowledge, and skills needed to become master special educators. The School of Education views the role of a special educator as three-dimensional, encompassing teaching, learning, and leadership within inclusive and diverse educational settings. Therefore, graduates of the Master of Arts in Teaching Special Education program are teachers who design and deliver individualized, evidence-based instruction to support students with diverse learning needs; reflective learners who continuously refine their practice through collaboration, data-informed decision making, and ongoing professional growth; and committed leaders who advocate for students with disabilities, foster inclusive school communities, and promote equitable and effective practices in teaching and learning.
The program reflects the spirit and mission of Quinnipiac University with close attention to the teaching standards for the state of Connecticut and to the standards of the Council for the Accreditation of Educator Preparation (CAEP). The three values of “excellence in education, a sensitivity to students, and a spirit of community” which are at the heart of Quinnipiac’s mission statement are woven through the program.
General Information
The Quinnipiac University special education curriculum is an intensive fifteen-month program of study consisting of core certification courses that provide eligibility for teacher certification, advanced coursework in literacy, numeracy and pedagogy to satisfy master’s degree requirements, and a unique internship/residency experience which provides pre-service teacher candidates the opportunity to learn about schools, students and teaching.
The graduate MAT Special Education program offers Quinnipiac teacher candidates a Master of Arts in Teaching degree leading to initial certification in special education through the Connecticut State Department of Education. Consistent with the university’s mission, arts and sciences studies are integrated with professional studies to prepare graduates who have depth and breadth of content knowledge and strong pedagogical skills.
Internship/Residency
Candidates may participate in an internship or residency during the fall and spring semesters of the program. Quinnipiac University has developed collaborative partnerships with school districts throughout central and southern Connecticut to provide graduate candidates with guided, hands-on professional practice and to defray some costs of the program.
Candidates who are not employed by a school district will be placed as either an intern or a resident. These candidates will receive a reduction in tuition by means of a tuition remission for serving in such capacity.
- Interns serve in area schools in a variety of capacities and as substitute teachers with guidance from an on-site adviser and from a Quinnipiac faculty member. Each intern has the opportunity to participate in staff meetings and take part in all school operations, becoming a valued member of the school faculty.
- Residents spend the entire school year with one teacher in one classroom in the role of co-teacher. The classroom teacher and a Quinnipiac faculty member will provide guidance throughout the school year. Each resident can participate in staff meetings and take part in all school operations, becoming a valued member of the school faculty.
- School employees continue working in the capacity in which they were hired.
Classes are held in the evenings on the North Haven Campus.
After successfully completing one year of studies in the MAT program, a candidate can be hired as a teacher of record under a Resident Educator Certificate issued by the State of Connecticut while enrolled in the MAT program. After successfully completing the MAT program requirements, including passing all licensure tests, a candidate can apply for an Initial Certification in Special Education PK-12 under the State of Connecticut.
Master of Arts in Teaching Special Education Curriculum
To complete all requirements of the MAT SPED program, a candidate must complete all coursework and successfully complete all performance tasks to qualify for teacher certification.
| Code | Title | Credits |
|---|---|---|
| Required Courses | ||
| ED 544 | Developing Literacy in the Primary Grades | 3 |
| ED 555 | Graduate Seminar II and Career Development | 1 |
| ED 556 | Teaching Literacy in Grades 4-6 | 3 |
| ED 571 | Learning and Teaching the Developing Child | 3 |
| ED 577 | Teaching English Language Learners in the Mainstream Classroom | 3 |
| SPED 501 | Graduate Seminar I (Fall I) | 1 |
| SPED 502 | Research and Graduate Seminar II | 1 |
| SPED 545 | Introduction to the Exceptional Child | 3 |
| SPED 564 | Teaching Students with Reading and Math Disorders | 3 |
| SPED 565 | Specific Learning Disabilities: Identification, Instruction and Assessment (LD) | 3 |
| SPED 566 | Autism Spectrum Disorders | 3 |
| SPED 568 | Assessment/Program Planning and Evaluation of Children with Special Needs | 3 |
| SPED 570 | Special Education Law | 3 |
| SPED 571 | Emotional and Behavioral Disorder Identification, Management, and Assessment | 3 |
| SPED 572 | Educating Young Children with Special Needs | 3 |
| SPED 575 | Working with Gifted and Talented Students | 3 |
| SPED 576 | Designing and Utilizing Assistive Learning Technologies | 3 |
| SPED 582 | Research in Special Education | 2 |
| Personalized pathway: Need to take SPED 650 or ED 605 (to be determined by director) | 3-6 | |
| Student Teaching/Special Education | ||
or ED 605 | Teacher Induction Support | |
| Total Credits | 50-53 | |
Student Learning Outcomes
Upon completion of the Master of Arts in Teaching Special Education program, teacher candidates will demonstrate the following competencies:
- Ethical and Legal Practice: Apply ethical principles and adhere to legal policies and procedures in special education practice while maintaining professional integrity. (CEC 1.1)
- Advocacy for Diverse Learners and Families: Advocate for equitable access, inclusive practices, and improved outcomes for individuals with exceptionalities and their families, with attention to diverse social, cultural, and linguistic backgrounds. (CEC 1.2)
- Reflective Practice and Professional Growth: Engage in ongoing self-reflection and use data, research, and professional standards to inform and implement continuous professional learning. (CEC 1.3)
- Developmentally Responsive Instruction: Design and implement developmentally appropriate, strengths-based learning experiences that address the individualized needs of learners with exceptionalities. (CEC 2.1)
- Culturally Responsive and Inclusive Practice: Plan, create, and implement inclusive learning environments that reflect an understanding of diversity, including family, cultural, linguistic, and community influences on learning. (CEC 2.2)
- Curriculum Access and Adaptation: Apply knowledge of general and specialized curricula to adapt, modify, and scaffold instruction to ensure learners with exceptionalities can access and master academic standards. (CEC 3.1, 3.2)
- Data-Based Decision Making and Assessment: Use multiple methods of assessment to evaluate student learning, contribute to eligibility decisions, and guide instructional planning and progress monitoring. (CEC 4.1, 4.2, 4.3)
- Evidence-Based Instructional Practices: Implement explicit, systematic, and evidence-based instructional strategies that promote engagement, motivation, and self-regulated learning for individuals with exceptionalities. (CEC 5.2, 5.3, 5.6)
- Behavioral and Social-Emotional Support: Design, implement, and evaluate positive behavioral interventions and supports using data to promote safe, inclusive, and productive learning environments. (CEC 6.2, 6.3)
- Collaboration and Teaming: Collaborate effectively with families, educators, paraprofessionals, and community agencies using culturally responsive communication and team-based problem-solving to support student success. (CEC 7.1–7.4)
Admission
Applicants are accepted for admission to the summer semester only and are expected to enroll as full-time graduate students. To ensure admission into the program with a placement in an internship/residency, applicants should complete the application process as early as possible. Admission to the graduate MAT Special Education (SPED) program is based on a holistic review by program faculty of the following admission requirements:
- A 3.00 minimum overall undergraduate GPA (from all colleges and universities attended) with a subject area major or appropriate interdisciplinary major.
- A transcript review that indicates a B or better performance in courses related to mathematics as well as English/language arts. (Students whose transcripts do not meet this criteria will be required to provide proof of basic math/reading competencies as determined by the MAT SPED program director.)
- At least two written recommendations from individuals who have recent knowledge (within the last two years) of the applicant’s suitability as a prospective educator.
- Evidence of strong basic skills in math, reading and writing. Evidence of strong basic skills can be provided through SAT or ACT scores. Alternatively, evidence may also be provided through completion of the Praxis Core Academic Skills Test. SAT, ACT or Praxis Core results will be reviewed by the program director. Any MAT SPED candidate whose scores indicate an area of weakness will be required to participate in a non–credit bearing remediation program that addresses any area of underperformance in math, reading or writing. Once completion of the remediation process is done by the candidate, the status of the candidate will be reviewed. All candidates will be considered probationary status until the improvement of basic skills is documented and remediated.
- A formal interview during which the applicant is expected to demonstrate: an ability to communicate clearly, a demeanor appropriate to the teaching profession, and a maturity and attitude necessary to meet the demands of the MAT SPED program.
- Effective July 1, 2010, Connecticut law requires all teacher candidates to undergo a criminal background check prior to being placed in a public school setting for field study, internship and student teaching. Because a clinical experience is an integral part of each semester, failure to abide by this law will make an applicant ineligible for admission to the program. The School of Education has procedures in place to assist candidates in obtaining the background check. The cost of the background check is the responsibility of the teacher candidate.
Retention
Teacher candidates in the MAT SPED program at Quinnipiac are expected to demonstrate the professional behaviors and dispositions articulated in both the School of Education’s Professional Attributes and Dispositions document and the CT Code of Professional Responsibility for Teachers. Candidates must maintain a GPA of 3.00 or higher for graduate courses in each semester with at least a B- or better in any education course. A grade of C+ or below in any education course (including the graduate content area courses) requires the candidate to retake the course at their expense and earn the minimum B- grade.
If the candidate, once formally accepted into the MAT SPED program, fails to maintain the minimum GPA, that candidate may be allowed to remain in the program for a single semester on probationary status. If a candidate on probation fails to meet the minimum GPA by the end of the single probationary semester, that candidate is dismissed from the program. Granting of probationary status is subject to the director’s approval and is neither automatic nor guaranteed.
Candidates failing to meet professional standards in the program may be subject to suspension or dismissal. In addition, candidates who exhibit a lack of effort or responsibility in the program, or who reveal interpersonal skills unsuited or inappropriate for teaching, will be required to meet with the MAT SPED program director to discuss continuation in the program.
The School of Education is fully accredited by the Council for the Accreditation of Educator Preparation (CAEP). The U.S. Department of Education recognizes CAEP as a specialized accrediting body for schools, colleges and departments of education.
Note: Because the education program is subject to state review on a regular basis, prospective and current students are advised to see the School of Education for up-to-date program information.