M.A.T.: Special Education - General Curriculum

Admission Requirements | Program of Study | Apply Now! | Get Financial Aid | Retention Policies

The MAT program in Special Education General Curriculum is designed for teachers of students with mild to moderate disabilities who are not currently certified in special education general curriculum. The program focuses on the knowledge and skills necessary to implement evidence-based interventions for a positive impact on PK-12 learners.

• Special Requirements: Candidates must be employed as the special education teacher and must spend a minimum of 20 hours each week (excluding summers) in a classroom setting with students who have mild to moderate disabilities. Candidates must (1) hold an Induction certificate (IN4T); or (2) be certified in another field of study (early childhood, secondary math, e.g.); or (3) be certified in another field of study but hold special education certification through passing a special education GACE content assessment; or (4) be certified in a different special education certification field (e.g., adapted curriculum seeking general curriculum).

• Delivery: The program is fully online, with no on-campus attendance requirements. Students conduct all work online, including team projects, exams, discussion posts, and case studies. Students have access to online academic resources, such as the library. Courses are asynchronous; there are no scheduled online meetings except those you might make with peers for group work.

• Cost: Please see the Fees / Aid link for details.

• Financial Aid: Student loans are available through the VSU Office of Financial Aid - 229-333-5935. Though limited, there are potential scholarship opportunities, such as the Teach Grant.

Admission Requirements: Graduate School

• Online application for admission - a non-refundable application fee must be paid online by debit or credit card.
• Submit two (2) official transcripts from each school (undergraduate and graduate) where you have previously enrolled.  VSU transcripts will be obtained by the Graduate School.
  • Applicants must have a cumulative grade point average of at least 3.0 on all attempted, college-level undergraduate and graduate coursework. 
  • Transcripts must provide documentation of a content concentration consisting of fifteen (15) semester hours of academic content that conforms with the GAPSC preparation requirements of content concentrations for middle grades.
• Provide documentation of passing scores on the GACE Program Admission Assessment or documentation of an exemption based on the GAPSC exemption criteria (documented with score report directly from SAT, ACT, or GRE testing services, or college or high school transcript with posted test scores):
  • SAT - A minimum SAT score of 1000 on  Evidence-Based Reading and Writing & Math on score reports dated before July, 1, 2019; a minimum SAT score of 1080 on Evidence-Based Reading and Writing & Math on score reports dated on or after July, 1, 2019
  • ACT - 43 English plus Math
  • GRE - For tests taken after August 1, 2011: 297 Verbal plus Quantitative. For tests taken prior to August 1, 2011: 1030 Verbal plus Quantitative.
• Complete the Verification of Employment as a Teacher Form. This form must be completed by the candidate’s school principal. The form certifies that the candidate is employed as a special education teacher who spends a minimum of 20 hours each week (excluding summers) in a classroom setting with students who have mild to moderate disabilities. This form also certifies that the candidate holds an Induction certificate (IN4T); or a certificate in another field of study (early childhood, secondary math; or is certified in another field of study but holds special education certification through passing the GACE special education general curriculum content assessment; or (4) is certified in a different special education certification field (e.g., adapted curriculum certification seeking general curriculum certification).
  • Verification of Employment as a Teacher Form (PDF)
• Complete the student information section (top of page) and distance learning exemption (bottom of page) on the VSU Medical Form
  
  
  For additional admission information, please contact the VSU Graduate School at (229) 333-5694 or by email gradschool@valdosta.edu. All required documents must be submitted prior to close of business on the application deadline.  For semester deadlines visit the VSU GOML Calendar.

  Submit all admissions documentation to:
  Graduate School
  Valdosta State University
  1500 N. Patterson Street
  Valdosta, GA 31698-0005
  Fax: 229 -245 -3853
  Email: gradschool@valdosta.edu

Program of Study

Special certification requirements:

Prior to completion of the M.A.T. and recommendation for initial certification, the following additional requirements must be met:

• Applicant must complete an Exceptional Child course and submit either transcripts showing completion of the course or a certificate of completion to the Georgia Professional Standards Commission.
• Prior to completion of the M.A.T. and recommendation for initial certification, applicants must pass the Georgia Assessment for the Certification of Educators Content Assessment appropriate to their area of certification: GACE Special Education General Curriculum Tests: Test I (081) Test II (082).
• Once a candidate has completed the M.A.T. program, he/she must apply for certification. Certification applications are available at the GAPSC website.
• Completed applications should be sent to VSU’s certification office, as VSU must recommend each candidate for certification. Information about applying for certification can be found here: https://www.valdosta.edu/colleges/education/pes/clinical-experiences/educator-certification/general-certification-information.php
• SEGC 6040 is designed to meet the computer competency requirement.

Course Descriptions

SEAC 6010 Integrated Instruction IEP   3 cr.
The theoretical and practical basis of curriculum design for individuals with disabilities throughout the life cycle. Individualized Education Plan (IEP) development and program planning that incorporates student access to the general education curriculum are components of this course.

SEGC 5140 Collaborative Roles in Education  3 cr.
A critical analysis of issues, research, implementation approaches, and recommended practices for employing collaborative models to support learning. Evaluation and accessing community resources, and developing and maintaining interdisciplinary and interagency partnerships will be studied.

SEGC 6050 Language/Learning Disabilities  3 cr.
The study of the foundation and sequence of language and communication development, characteristics of language and communication disorders and differences, and selected intervention strategies for improving that language and communication skills of PK-12 students.

SEGC 6000 Integration of Instruction and Management   3 cr.
Identification and implementation of management and instructional strategies that have demonstrated effectiveness. Through applied projects focused on K-12 student learning, students will demonstrate the ability to evaluate intervention efficacy.

SEGC 6020 Integrated Instruction: Assessment & Learning   3 cr.
Formal assessment, processes and classroom assessments unique to evaluating the developmental level and potential achievement of children with exceptionalities. Emphasis is on the use of these tools in planning and selecting curricular programs and activities.

SEGC 6030 Integrated Instruction: Evidence Based Methods   3 cr.
Research-based instructional strategies for enhancing the ability of students with mild disabilities to acquire, retain, and demonstrate academic and social competence across academic and social content areas as addressed in the general school curriculum.

SEGC 6040 Tech Support Planning for Youth with Disabilities   3 cr.
An introduction to computers, related hardware, and software as they relate to the individualized education program and needs of individuals who require intermittent or limited supports. The course emphasizes classroom applications and technology in support of the needs of students with disabilities.

SEGC 6100 Reading & Applying Research in Special Education   3 cr.
Study and application of fundamental characteristics of quality research across a number of methodologies in special education. Emphasis is placed students’ development of an evidence-based research proposal to be implemented in the capstone course (SEGC 6110) that has the potential to impact programs or practices that affect students.

SEGC 6110 Capstone Course in General Curriculum  3 cr.
Culminating course. Students will implement a project that demonstrates their ability to apply evidence-based research to impact programs or practices that affect k-12 students.

SEGC 6200 Internship 3cr.
A clinical practice experience completed in the last semester of program and designed for candidates in the online M.A.T. program in special education, general curriculum who are seeking initial certification. Candidates will complete a minimum of four weeks of full-time teaching in the role of a special educator, with supervision provided by a university supervisor and the school principal or the principal’s designee.

SERD 6030 Teaching Children to Read   3 cr.
An introduction to methods of teaching children to read with an emphasis on balanced reading instruction. Major topics include building a literacy foundation, phonic and contextual analysis, comprehension instruction, and guided reading instruction.

SERD 6040 or SERD 6060 Reading elective

• SERD 6040: Effective diagnosis, remediation, and management of varying reading competences in emergent
  and early readers, categorized from Tiers 1 through 3 on the Georgia Response to
  Instruction pyramid.
• SERD 6060: Methods of teaching children to read, with an emphasis on balanced reading instruction and
  evidence-based reading strategies. Major topics include building a literacy foundation, phonics
  and contextual analysis, comprehension instruction, and guided reading instruction.

Retention, Graduation, Dismissal & Readmission Policies

1. The maximum time allowed for completion of the master’s degree is seven calendar years.  No work completed more than seven years prior to degree completion will be accepted toward the degree, except with special permission from the candidate’s  advisor, Dean of the College of Education & Human Services, and approval from the Dean of the Graduate School.
2. No more than 6 semester hours of academic work may be transferred from another institution into the M.A.T. program.  Transfer credit will be evaluated after admission, by the academic advisor.
3. To graduate from this program, a student must have a cumulative institutional graduate GPA of 3.0 or higher.
4. Earning grades below “B” in graduate courses will result in the following consequences:
   • Students admitted Fall 2011 and thereafter will be dismissed from the Graduate School if they accumulate three or more academic deficiency points unless otherwise indicated by individual program policy. A grade of “C” (although it may be credited toward a degree) equals one deficiency point. A grade of “D,” “WF” or “F,” or “U” (none of which will be credited toward a degree) equals two deficiency points.
   • Candidates admitted BEFORE Fall 2011 and receiving two grades below “C” (“D”, “F”, “WF”,“U”) will be dismissed from the program. One grade below a "C" results in a warning.
5. If dismissed from the program a student must not be enrolled for two semesters. Application for readmission may be initiated during the second semester. Readmission is not guaranteed, and prior academic performance and student conduct/disposition in the program will be considered. The academic program reserves the right to place specific conditions and contingencies on any offer of readmission.