Admission Requirements:

The graduate student seeking admission to the master of arts in learning disabilities program in the Department of Special Education is required to:

1. Possess valid Michigan teacher certification;
2. Submit two letters of recommendation to include one letter verifying professional competence and one letter from a faculty member or other person knowledgeable of candidate’s academic competence;
3. Achieve a cumulative GPA of 2.7 as an undergraduate (including “last-half GPA”) or 3.0 in graduate level coursework (degree or non-degree) or receive acceptable scores on the Graduate Record Examination (GRE).
4. Have a successful personal interview, if requested, with an assigned advisor;
5. Submit a personal statement of purpose, describing why the applicant would like to pursue graduate studies in the area of learning disabilities and how he/she hopes to benefit from these studies; and
6. In the case of International students, provide a score of 90 on the Michigan English Language Assessment Battery (MELAB).

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Program Requirements:

The graduate student seeking a master of arts degree in learning disabilities through the Department of Special Education must:

1. Successfully complete an approved master’s degree program that has been planned with a special education graduate advisor;
2. Successfully complete a competency examination at 90 percent or better.
3. Have on file with an advisor two evaluations of teaching effectiveness/professional competence. These evaluations are to be completed by supervisors/administrators in public or private schools at the conclusion of the internship experience;
4. Successfully complete a supervised practicum experience;
5. Successfully complete the degree requirements within six years of enrolling for the first class applicable to the degree program; and
6. Meet all other requirements of the Graduate School.

Exit Requirements:

Exit criteria include demonstration of acceptable levels of performance in the following areas:

1. Ability to carry out suitable procedures for assessment of listening, thinking, talking, reading, spelling, writing, mathematics or other skill deficiencies;
2. Ability to specify in behavioral terms instructional objectives that are appropriate to the skill needs and entry-level characteristics of an individual student;
3. Ability to set up and maintain conditions and procedures of instruction suitable to the learning goals set for the individual student;
4. Ability to assess instructional outcomes in terms of the student’s behavior change and use this data in the formulation of an on-going instructional plan adjusted to changed student conditions;
5. Ability to use appropriate techniques with the student to help develop the self-management skills required for constructive social participation and independent learning; and
6. Ability to function as a member of interdisciplinary teams and maintain effective liaison with parents and others working with the student.

Acceptable levels will be determined by course grades, GPA, competency examination, practicum evaluations and performance in research colloquium, including production at the end of practicum of a comprehensive written document which demonstrates the understanding, synthesis of knowledge and the practical applications of diagnostic-prescriptive planning for K-12 students with disabilities. This product is considered a culminating activity for the degree program.

Department Information:

Special Education - College of Education

Advisor Information:

Loreena Parks, Sp.A.

128 Porter
(734) 487-2769
lparks1@emich.edu

Master of Arts in Learning Disabilities