CSU Academic Programs

Special Education (Certification)

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The Master of Education in Special Education is a standards-based professional degree which is strongly oriented towards preparing individuals to serve students enrolled in elementary and/or middle grades (K-8) who have been diagnosed with mild to moderate exceptionalities and their families through understanding direct experiences in schools with diverse population. Course work in the various academic program tracks is designed to emphasize critical thinking, breadth and depth of theoretical methods of inquiry in education and ample academic opportunities that lead to scholarly production. The curriculum meets the standards for special education dictated by the National Council for the Accreditation of Teacher Education, the Council for Exceptional Children and Maryland State Department of Education for certification. All graduate special education courses are offered in the evening.

The Department of Special Education currently offers two academic program tracks that lead to the Master of Education in Special Education Degree and two academic specialization programs for students interested in specializing in Adapted Physical Education or Certification only. 

Track 1: Teaching the Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades: Initial Certification and Master of Education Degree Program

This track applies to persons holding a baccalaureate degree in any discipline who wish to obtain certification in special education while earning a Master of Education Degree in Special Education. 

Course work in this track is designed to prepare individuals to effectively assess, teach and manage learners with mild to moderate disabilities in the elementary or middle grades. Additionally, this academic program is meant to provide regular classroom teachers with the knowledge, skills, and attitudes necessary to work effectively with learners with special learning needs in all classrooms while enriching their overall instructional, management, and diagnostic competencies. Moreover, this program places a strong emphasis on viewing the family as a partner in education. Finally, Track 1 is generic and prepares teachers to work with learners who are learning disabled, emotionally disturbed, mentally impaired, or physically challenged.

Initial Certification-Only Specialization

Students may select an Individualized Approach to Track 1. This approach entails the modification of the course work in Track 1 and applies to persons holding a baccalaureate degree who wish to seek certification. Students electing this approach should strongly consider completing the program of study in Track 1, since all courses taken can be applied to the Master of Education in Special Education.

To pursue the Master of Education Degree after completing twelve (12) hours of course work, students must obtain a recommendation from a special education faculty member, apply to the School of Graduate Studies for degree-seeking status, and meet the Department of Special Education admission requirements.

Requirements for Admission to Track 1 and Specialization Options

Students apply to the Coppin State University School of Graduate Studies through the Office of Graduate Admissions. Admission decisions are made by the Dean of the Graduate Division in cooperation with chairpersons of the academic departments. These persons constitute the Graduate Admission Committee.

In addition to the official transcripts and three (3) letters of recommendation, the Department of Special Education requires that all applicants selecting admission to Track 1 must have passed PRAXIS I (Academic Skills Assessments) with the following MSDE cut-off scores: Reading 177, Writing 173, and Mathematics 177, or a composite score of 527.

Applicants who have been admitted to the School of Graduate Studies and have not passed PRAXIS I (a Department of Special Education admission requirement) must complete nine (9) graduate credit hours with a minimum cGPA of 3.0 and have passed PRAXIS I before admission to the Department of Special Education is granted. Applicants with a cGPA below 2.5 will not be admitted. Applicants with a cGPA below 3.0 (2.5 - 2.99) will be denied admission initially. However, these applicants may reapply after the completion of nine (9) graduate credit hours with a minimum cGPA of 3.0. Applicants must have passed PRAXIS I before admission to the Department of Special Education is granted. 

M.Ed. and Initial Certification Requirements  (51 - 54 Total Credit Hours)

  1. Prerequisite Courses (6 Credit Hours)
  2. Students who have not completed one or more of the following courses or their equivalent within the past five (5) years must enroll and complete them satisfactorily:
 SPED 507

Techniques of Measurement and Evaluation of Learners with Mild and Moderate Disabilities (Fall/Summer)

 3
 SPED 510

Seminar in Psychology of Exceptional Individuals (Fall/Summer)

 3
OR

 SPED 587

Teaching Learners with Exceptionalities in the Regular Classroom 3 (Fall/Spring/Summer)

 3

Educational Foundations Area (9 Credit Hours)

 EDUC 537 Development Bases of Behavior (Fall/Spring/Summer)  3
 EDUC 581 Statistics in Social and Behavioral Sciences (Fall/Spring/Summer)   3

Students who have not had a statistics course at the undergraduate or graduate levels must enroll in this course. EDUC 581 is a prerequisite to EDUC 582: Research Methods in the Social and Behavioral Sciences, SPED 669: Research Design and Program Evaluation in Special Education, EDUC 583: Master’s Thesis I, and EDUC 584: Master’s Thesis II.

 EDUC 582 Research Methods in the Social and Behavioral Sciences (Fall/Spring)  3

Special Education Core Area (12 Credit Hours)

 SPED 501 Curriculum Development for Learners with Mild and Moderate Disabilities inthe Elementary/Middle Grades (Fall/Summer)  3
 SPED 502 Human Learning and Child Development (Spring/Summer)  3
 SPED 503 Diagnostic Teaching of Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)  3
 SPED 662 Communicating with Parents, School Personnel and Other Professionals and the Community in the Education of Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Spring/Summer)  3
 SPED 501 Curriculum Development for Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)  3
 SPED 502 Human Learning and Child Development (Spring/Summer)  3
 SPED 503 Diagnostic Teaching of Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)  3
 SPED 662 Communicating with Parents, School Personnel and Other Professionals and the Community in the Education of Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Spring/Summer)  3

Special Education Major Area Credits (18 Credit Hours)

 REED 504 Processes and Acquisition of Reading Skills (Semesters T.B.A)  3
 SPED 505 Seminar in Diagnostic Teaching of Mildly and Moderately Disabled Students in Elementary/Middle Grades (Spring/Summer)  3
 REED 505 Strategies and Materials for Reading Instruction (Semesters T.B.A)  3
 REED 508 Reading and Literacy Instruction in Early Childhood/Elementary Grades (Semesters T.B.A)  3
 SPED 521

Teaching Cognitive, Self-Care, Motor, and Prevocational Skills to Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)

 3
 SPED 531

Teaching Learners with Mild and Moderate Disabilities with Academic Discrepancies and Language and Learning

Disabilities in the Elementary/Middle Grades (Fall/Summer)
 3
 SPED 541 Classroom Organization and Teaching Social and Emotional Skills to Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)  3
 REED 603 Diagnostic Teaching of Reading (Fall/Summer)  3 
 REED 504 Processes and Acquisition of Reading Skills (Semesters T.B.A)  3 
 SPED 505 Seminar in Diagnostic Teaching of Mildly and Moderately Disabled Students in Elementary/Middle Grades (Spring/Summer)  3 
 REED 505 Strategies and Materials for Reading Instruction (Semesters T.B.A)  3 
 REED 508 Reading and Literacy Instruction in Early Childhood/Elementary Grades (Semesters T.B.A)  3 
 SPED 521

Teaching Cognitive, Self-Care, Motor, and Prevocational Skills to Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)

 3 
 SPED 531 Teaching Learners with Mild and Moderate Disabilities with Academic Discrepancies and Language and Learning Disabilities in the Elementary/Middle Grades (Fall/Summer)  3 
 SPED 541 Classroom Organization and Teaching Social and Emotional Skills to Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)  3 
 REED 603 Diagnostic Teaching of Reading (Fall/Summer)  3 

Clinical Experiences (6 Credit Hours)

All students must enroll in the following courses. Please confer with your advisor before registering for the following courses:

 SPED 655 Supervised Practicum I: Elementary Grades (Fall/Spring)  3
 SPED 656 Supervised Practicum II: Middle Grades (Fall/Spring)  3

Initial Certification-Only Specialization

Students may select an Individualized Approach to Track 1 that leads to Initial Certification only:

Certification Category I:

Philosophical, Historical and Legal Foundations of Special Education (3 Credit Hours)

 SPED 510 Seminar in Psychology of Exceptional Individuals (Fall/Summer)  3
OR

 SPED 587 Teaching Learners with Exceptionalities in the Regular Classroom (Fall/Spring/Summer)  3

Certification Category II:

Human Growth and Development(6 Credit Hours)

 SPED 502 Human Learning and Child Development (Spring/Summer)  3
 EDUC 537 Developmental Bases of Behavior (Fall/Spring/Summer)  3

Certification Category III:

Assessment, Diagnosis and Evaluation(9 Credit Hours)

 SPED 507 Techniques of Measurement and Evaluation of Learners with Mild and Moderate Disabilities (Fall/Summer)  3
 SPED 503 Diagnostic Teaching of Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)  3
 SPED 505 Seminar in Diagnostic Teaching of Mildly and Moderately Disabled Students in Elementary/Middle Grades (Spring/Summer)  3

Certification Category IV:

Curriculum and Instructional Methodology (21 Credit Hours)

 SPED 501 Curriculum Development for Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)  3
 REED 504 Processes and Acquisition of Reading Skills (Semesters T.B.A.)  3
 REED 505 Strategies and Materials for Reading Instruction (Semesters T.B.A.)  3
 REED 508 Reading and Literacy Instruction in Early Childhood/Elementary Grades (Semesters T.B.A.)  3
 SPED 521 Teaching Cognitive, Self-Care, Motor, and Prevocational Skills to Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)  3
 SPED 531 Teaching Learners with Mild and Moderate Disabilities with Academic Discrepancies and Language and Learning Disabilities in the Elementary/Middle Grades (Fall/Summer)  3
 SPED 541 Classroom Organization and Teaching Social and Emotional Skills to Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)  3
 REED 603 Diagnostic Teaching of Reading (Fall/Summer)  3

Certification Category V:

Communication Credits (3 Credit Hours)

 SPED 662 Communicating with Parents, School Personnel and Other Professionals and the Community in the Education of Learners with Mild and Moderate Disabilities in the Elementary/Middle Grades (Fall/Summer)  3

Certification Category VI:

Practicum (6 Credit Hours)

 SPED 655 Supervised Practicum I: Elementary Grades (Fall/Spring)  3
 SPED 656 Supervised Practicum II: Middle Grades (Fall/Spring)  3

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