Admission Requirements:

The graduate student seeking admission to the master of arts in learning disabilities program in the Special Education Department 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).

Applicants who have earned a teaching certificate, but no special education endorsement, will be required to complete additional deficiency and/or elective courses, as determined by their advisor.

Department Information:

Special Education - College of Education

Advisor Information:

LD Area Advisors:  

Program Requirements:

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

Deficiency and Elective Courses:

To be determined with advisor approval. Courses below 500 will not count towards a graduate degree and will not appear on a graduate transcript.

• SPGN 390 - Measurement and Diagnosis in Special Education  3 hrs
• SPGN 510 - Introduction to Inclusive Education and Disability Studies 3 hrs
• SPGN 581 - Assistive and Instructional Technology in Special Education 3 hrs
• SPGN 615 - Families, Disability, and Schools: Collaborating for Success 3 hrs

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  Students who choose to pursue a dual endorsement in Emotional Impairment or Cognitive Impairment may have to take additional deficiency or elective courses.

  Emotional Impairment:

• SPGN 561 - Classroom Management and Intervention Strategies for Students with Disabilities 3 hrs
• SPGN 571 - Curriculum and Transitions for Secondary Special Education 3 hrs

• Cognitive Impairment:

• PHED 578 - Motor Development and Learning 3 hrs
• SPGN 271 - Speech and Language Development in Children, Adolescents and Young Adults with Exceptional Learning Needs  2 hrs
• SPGN 561 - Classroom Management and Intervention Strategies for Students with Disabilities  3 hrs
• SPGN 571 - Curriculum and Transitions for Secondary Special Education  3 hrs

Degree Requirements: 30 hours

Students must complete a minimum of 30 credit hours, however exact coursework requirements will be determined based on the student’s previous coursework and experience

Dual Endorsement

Students pursuing this degree program, are eligible for an additional endorsement in either Cognitive Impairment or Emotional Impairment.

Required coursework for a dual endorsement consists of the 30 credit hour minimum required for the MA in Learning Disabilities, and an additional 15 (EI) or 19 (CI) credit hours. Total hours required for the additional endorsement will vary, additional deficiency courses may be needed or in rare cases students end up with less than 15 (EI) or 19 (CI) hours as a result of previous coursework completed (as determined by their advisor). To earn both endorsements a student must complete their program in its entirety.

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  Required for Both Endorsements:

• SPGN 586 - Practicum in Special Education 4 hrs

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  Emotional Impairment Courses:

• SPEI 501 - Programming, Methods and Curriculum for Elementary Students with Emotion Impairment 4 hrs
• SPEI 510 - Theories of Emotional-Behavioral Impairments 4 hrs
• SPEI 694 - Seminar: Students with Emotional Impairment 3 hrs

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  Cognitive Impairment Courses:

• SPCI 529 - Education for Teachers of Individuals with Mild Cognitive Impairment in Inclusive Settings 4 hrs
• SPCI 557 - Cognitive Impairment Theory 4 hrs
• SPCI 583 - Education of Students in Programs for Moderate or Severe Cognitive Impairment 4 hrs
• SPGN 694 - Seminar: Interdisciplinary Special Education 3 hrs