Master of Education in Special Education (non-special education certified)
Self-Study
Program Description
The M.Ed. in Special Education (non-special education certified) is designed for those
candidates wanting advanced training in special education or individuals who are interested in
working with individuals with disabilities in private service delivery organizations, human
service agencies, or want to increase their knowledge and skills serving students with
disabilities in school settings. The 30 hour program of study provides a foundation in research
methods and foundations of education. While the core focus of the program is on serving
individuals with mild-moderate disabilities (high incidence), the core content area(s) allows the
candidate to choose from one of 7 content strands (Cross-Categorical High Incidence, Early
Childhood Special Education, Disability Policy and Practice, Assistive Technology, Autism
Spectrum Disorders, Culturally and Linguistically Diverse Special Education, and Positive
Behavior Support), each representing a critical knowledge base in all education or human
services settings. The program does not lead to teacher certification.
Brief History of the M.Ed. in Special Education (non-special education certified) Program
The master’s degree in special education was first offered to candidates entering NAU under
the 1986-88 academic catalog. Prior to this academic catalog, candidates interested in pursuing
special education coursework or certification at the graduate level were required to enroll in a
post-baccalaureate program operated by the Department of Curriculum and Instruction (now
Teaching and Learning). The initial master’s degree in special education was a Master of Arts
program. Candidates in this initial program had the option of choosing an emphasis in gifted
education or one of the categorical programs in special education (learning disabilities,
emotional/behavioral disorders, physical disabilities, or mental retardation). An additional
master’s program – Reading and Learning Disabilities – was offered as a separate program. This
initial program served as an initial preparation program for students interested in pursuing
certification as well as an advanced preparation program for those individuals who already had
a special education teaching certificate. In the 1990-92 academic catalog, the degree was
changed from a M.A. to a M.Ed., but retained the same structure and emphasis areas. In the
1996-98 academic catalog, the early childhood special education emphasis was created within
the M.Ed. in Special Education program. The 2005-06 academic catalog is the first to list the
program by its current name, the M.Ed. in Special Education (non-special education certified).
The program maintained its basic structure and emphasis areas until 2011-12 academic year
when the program faculty undertook a revision of the program, resulting in the current
program.
M.Ed. in Special Education--non-certification
Page 1
The previous 36 unit program of study included four major areas.
Research Foundations:
The research foundations requirement for the program is designed to provide candidates with a
firm foundation in educational research so that they can be effective consumers of scholarly
work. Candidates may choose from the following courses:
 Research foundations – EDR 610 Introduction to Research, EDR 611 Action Research, or
EPS 525 Introduction to Statistics
Educational Foundations:
The educational foundations requirement is included in this program of studies to provide
candidates with a firm grounding in the philosophy and/or history of education. Candidates
may choose from the following courses:
 Research foundations – EDF 670 Philosophy of Education, EDF 671 History of American
Education, or EDF 672 Comparative Education
Major Field:
Candidates in the program of study must complete the major field courses. These courses
provide the foundation of special education practice.
 ESE 649 Advanced Foundations of Special Education: LD,ED,MR, OI, OHI, ESE 634
Foundations of Special Education: Low Incidence, ESE 650 Advanced Methods of Special
Education: LD,ED,MR,OI,OHI, ESE 655 Advanced Assessment of Exceptional Learners, ESE
520 Bilingual Aspects of Special Education, ESE 625 Advanced Classroom Management,
ESE 698 Graduate Seminar
The current 30-credit program includes core course requirements and Certificate or Emphasis
coursework:
Core Program Requirements:
The core program courses are required for all candidates in the program of study. This
block of courses includes research methods, survey of special education, a program
elective and a capstone graduate seminar.
 Research foundations – EDR 610 Introduction to Research, EDR 611 Action
Research, or EPS 525 Introduction to Statistics
 Special Education Foundations - ESE 548 Survey of Special Education, ESE
elective (TBA)
 Capstone Course – ESE 698 Graduate Seminar
M.Ed. in Special Education--non-certification
Page 2
Certificate or Emphasis Area:
The certificate/emphasis area of the program allows the candidate to personalize their
focus area in this program of study. Two focus areas are available or the candidate can
elect to pursue one of five graduate certificate emphases to complete the program of
study.
a) Cross Categorical High Incidence Special Education Emphasis (18 units) – ESE
520 Bilingual Aspects of Special Education, ESE 608 Fieldwork in Special
Education, ESE 625 Advanced Classroom Management, ESE 656 Assessment
Practicum, ESE 660 Advanced Foundations and Methods in Learning
Disabilities, and ESE 660 Advanced Foundations and Methods in Emotional
Disabilities)
b) Early Childhood Special Education Emphasis (18 units). – ECI 620 Early
Childhood Curriculum, ESE 516 Patterns and Variations in Child Development,
ESE 536 Foundations of Early Childhood Special Education, ESE 556 Methods
of Early Childhood Special Education, ESE 585 Introduction to Positive
Behavior Support, and ESE 608 Fieldwork – ECSE.
c) Certificates:
a. Assistive Technology
b. Autism Spectrum Disorders
c. Culturally and Linguistically Diverse Special Education
d. Positive Behavior Support (school-based emphasis)
e. Disabilities Policy and Practice
Background Information
Enrollment
M.Ed. in Special Education (non-special education certified) (PAIR data, unduplicated count
using fall terms of each academic year)
Enrollment in this program was seriously affected by the passing and adoption of the No Child
Left Behind (NCLB) Law which established that by the end of the 2006-2006 academic year,
every teacher in a school receiving funds from Title I needed to be “highly qualified.” Under
NCLB, “highly qualified” generally means that the teacher needs to hold a certification in his or
her area of expertise. Given that this program was not intended to be a teacher-certification
route, the main student population, classroom teachers, became uninterested in pursuing such
a degree. As NCLB laws and other “accountability counts” laws for P-12 education have taken
hold, classroom teachers are becoming progressively more attracted to programs that lead to
M.Ed. in Special Education--non-certification
Page 3
teacher certification and which can make them more appealing to different districts and
different student populations.
Enrollment
Total Students Enrolled in Program
180
160
140
120
100
80
60
40
20
0
Enrollment
Fall 03
Fall 04
Fall 05
Fall 06
Fall 07
Fall 08
Fall 09
Fall 10
Fall 11
162
170
169
133
101
118
109
48
35
*The M.Ed. in Special Education (non-special education certified) degree title was first adopted in 2006-2007
academic year. Prior to the 06-07 AY, students were enrolled in the M.Ed. in Special Education.
Graduation Rates
M.Ed. in Special Education (non-special education certified) Degrees Awarded by Location (PAIR
data)
In accordance with program enrollments, graduation rates have been diminishing over time.
Judging by the number of students enrolled and the number of graduated students, it may also
appear that this program has not been able to retain students from first enrollment to
graduation.
Degree Awarded
200304
0/59
200405
0/57
200506
15/26
200607
37/1
200708
43
200809
32
200910
38
201011
24
201112
11
Community
Campuses
Flagstaff
0/13
0/8
0/5
3/0
2
4
7
9
3
Online
0/4
0/3
0/1
0/0
2
4
5
2
0
Yuma
0/7
0/1
0/1
1/0
1
3
1
1
0
TOTAL
0/83
0/67
15/33
41/1
48
43
51
36
14
*For the academic years 2003-2004 through 2006/2007 degrees awarded are presented by M.Ed. in Special
Education (non-special education certified)/M.Ed. in Special Education. The program conversion was completed by
the 2007-2008 academic year.
M.Ed. in Special Education--non-certification
Page 4
Program Diversity and Student Engagement with Diversity
Number of Students Enrolled in the M.Ed. in Special Education (non-special education certified)
Students’ Ethnicity and Gender (PAIR data, Fall term enrollment for each academic year)
Student population in this program has consistently remained about 75% White, even when the
program has suffered a big dip in enrollment. In the same way, enrollment of minority students
has also remained fairly consistent. Efforts to recruit more minority students in this program
need to be strengthened.
Gender
Female
Male
TOTAL
Race/Ethnicity
African
American
Asian
American
Hispanic
Native
American
International
White
Other/Not
Specified
Two or More
TOTAL
Spring
04
148
Spring
05
161
Spring
06
129
Spring
07
102
Spring
08
92
Spring
09
90
Spring
10
93
Spring
11
46
Spring
12
25
(81%)
(79%)
(78%)
(82%)
(79%)
(79%)
(85%)
(92%)
(93%)
34
43
37
23
24
24
17
4
2
(19%)
(21%)
(22%
(18%)
(21%)
(21%)
(15%)
(8%)
(7%)
182
204
166
125
116
114
110
50
27
Spring
04
6 (3%)
Spring
05
11(6%)
Spring
06
8 (5%)
Spring
07
4 (4%)
Spring
08
5 (4%)
Spring
09
5 (4%)
Spring
10
6 (5%)
Spring
11
4 (8%)
Spring
12
3 (11%)
6 (3%)
4 (2%)
2 (1%)
1 (>1%)
1 (1%)
1 (1%)
3 (3%)
2 (4%)
8 (4%)
17 (9%)
16
15
9 (8%)
7 (6%)
7 (6%)
1 (2%)
(10%)
(12%)
12 (9%)
14 (12%)
10 (9%)
3 (6%)
1 (1%)
81 (74%)
0
38
10
25
19
13
(5%)
(12%)
(11%)
(10%)
2 (2%)
146
1 (>1%)
143
1 (>1%)
116
1 (>1%)
88
1 (1%)
84
1 (1%)
85
(80%)
(70%)
(70%)
(71%)
(73%)
(75%)
3 (3%)
2 (1%)
3 (2%)
2 (2%)
2 (2%)
0
1 (1%)
1 (2%)
1 (>1%)
182
0
204
1 (>1%)
166
1 (>1%)
125
2 (2%)
116
1 (1%)
114
1 (1%)
110
1 (2%)
50
1 (4%)
22 (81%)
(76%)
1 (4%)
27
Self-Study Summary
The self study should address the following central questions (as relevant):
What is the relationship of the M.Ed. in Special Education (non-special education certified)
program to NAU’s mission and strategic goals?
NAU's mission focuses on excellence, student success, educational access, diversity, integrity
and civility. Recent revisions of this program were designed to cater to professionals who may
be working in a public school setting but did not need a special education certification or to
those who are interested in working in private service organizations and whom need some kind
M.Ed. in Special Education--non-certification
Page 5
of specialization in a specific field. Some students served by this program are from reservation
communities.
The most recent strategic plan for NAU identified seven goals. This program meets at least
three of NAU strategic goals: Learning-centered University (Be a learning centered university
that promotes high levels of student success, engagement, and achievement): this program
provides a learner-centered education by offering seven different emphases to accommodate
to different specialization needs. Inclusion, Civility, and Respect (Create a culture of inclusion
that contributes to a rich learning experience and helps prepare students for engaged social
responsiveness in a global environment): the nature of this program is to teach inclusion,
civility, and respect to all people regardless of ability. Innovative, Effective, and Accountable
Practices (Exemplify an innovative, effective, and accountable learning community): this
program is innovative in that students can earn a master’s degree and a certificate degree at
the same time, as some of the seven emphases in the program lead to earning a certificate
degree. Other goals that are partially addressed are Commitment to Native
Americans (Become the nation’s leading university serving Native Americans) as the program
serves Native Americans from the Navajo and Hopi reservations and from reservations close to
Yuma where the program is also offered; and Student Access, Progress, and Affordability
(Provide responsive educational programs to Arizona citizens wherever they live and work) as
the program was offered in different statewide locations and it continues to be offered in
Yuma.
What is the quality of the program?
Faculty: Quality of the Faculty and Curricular Offerings
The core faculty members for this program all have terminal degrees in special education or a
closely related area (educational psychology, counseling, speech & language pathology). A
similar pattern is noted in both the faculty member’s master’s and bachelor’s degree programs
all of which are closely aligned to their primary teaching assignments. Faculty member have an
average of 5.1 years of teaching experience in public or private school settings (range 7 years to
1 year). Several of the core faculty members have additional K-12 experiences including,
counseling assignments, working as a diagnostician for schools, bilingual teaching experience,
or serving as a speech/language therapist. Combined, the core faculty members have an
average tenure in higher education of 22 years (range 32 years to 11 years). Core faculty
members in the program continue to be active in their scholarship and regularly present at
local, regional, national, and international professional meetings.
This program is the result of collaborations between the Special Education sub-area and the
Institute for Human Development (IHD). The latter contributes with content and faculty for the
M.Ed. in Special Education--non-certification
Page 6
Disability Policy and Practices, Assistive Technology, Autism Spectrum Disorders, and Positive
Behavior Support (school-based option) certificates. Most of the faculty members in the special
education program are tenured, full professors and the quality of faculty in IHD is very similar,
minus tenure. Besides that, faculty in charge of the emphases and certificates are constantly
updating course offerings to keep them at the forefront in the different fields.
The table below indicates faculty teaching core courses:
Special Education
Core Faculty
J’Anne Affeld
Susan Marks
Catherine Medina
Patricia Peterson
Greg Prater
Karen Sealander
Rank
Special Education Courses Taught
Professor
Professor
Professor
Professor
Professor
Professor
ESE 625, ESE 649
ESE 634
ESE 649, ESE 698
ESE 520, ESE 608, ESE 650, ESE 698
ESE 548, ESE 608, ESE 650, ESE 698
ESE 608, ESE 655, ESE 698
Core Course Designers & Primary Instructors
Special Education Core Course
ESE 649 Foundations of Special Education: LD,ED,MR, OI, OHI
ESE 634 Foundations of Special Education: Low Incidence
ESE 650 Method of Special Education: LD, ED, MR, OI, OHI
ESE 655 Advanced Assessment of Exceptional Children
Designer
C. Medina (online)
S. Marks
G. Prater
K. Sealander
ESE 625 Advanced Classroom Management
ESE 520 Bilingual Aspects of Special Education
ESE 698 Graduate Seminar
J. Affeld
P. Peterson
P. Peterson
Instructors
C. Medina, J. Affeld
S. Marks
G. Prater
K. Sealander, A. ***,
K. Lilly
J. Affeld
P. Peterson,
G. Prater, C. Medina,
K. Sealander, P.
Peterson
Evidence of Teaching Effectiveness and Innovation
Student course evaluations for the numerous courses in the M.Ed. in Special Education (nonspecial education certified) program of studies vary greatly. Below are course evaluations for
Fall 2011 and Spring 2012 core courses in the program with response rates and 5-point Likert
scale ratings on two variables: “the course increased my knowledge in this area” and “the
course was worthwhile.” A “5” is an excellent rating and a “1” is unsatisfactory.
M.Ed. in Special Education--non-certification
Page 7
Educational Research Courses
Fall 2011
Spring 2012
EDR 610
Introduction
to Research
Section 1
Section 2
Section 3
Section 4
Section 5
Section 6
Section 7
Section 8
Section 9
Section 10
Section 11
Section 12
Section 13
Section 14
Section 15
Section 16
Response
Rate
Increased
Knowledge
Course
Worthwhile
Response
Rate
Increased
Knowledge
Course
Worthwhile
40%
54%
100%
64%
42%
84%
0%
33%
52%
59%
86%
45%
35%
42%
44%
61%
3.25
4.92
3.45
4.29
4.20
3.86
0.00
3.67
3.60
4.46
3.61
4.44
3.00
2.50
2.86
3.27
3.00
4.92
3.00
4.43
3.80
3.86
0.00
3.17
3.18
4.54
3.56
4.11
3.12
2.00
2.14
2.91
75%
33%
67%
71%
65%
59%
39%
57%
25%
0%
38%
41%
4.67
3.80
4.17
4.00
2.85
4.46
4.50
3.83
3.00
0
4.50
3.67
4.56
3.40
4.33
4.33
2.54
4.38
4.78
3.75
4.00
0
4.25
3.56
AVERAGE
55%
3.77
3.57
48%
3.99
3.97
Educational Foundations Courses
Fall 2011
EDF 670
Philosophy of
Education
Section 1
Section 2
Section 3
Section 4
Section 5
Section 6
Spring 2012
Response
Rate
Increased
Knowledge
Course
Worthwhile
Response
Rate
Increased
Knowledge
Course
Worthwhile
54%
47%
26%
0%
0%
32%
4.71
4.14
3.80
0
0
3.83
4.57
3.83
3.67
0
0
3.67
35%
56%
4.14
4.80
4.00
4.80
AVERAGE
27%
4.00
3.96
41%
4.42
4.33
EDF 671
History of
American
Education
Section 1
Section 2
Section 3
Section 4
Section 5
Response
Rate
Increased
Knowledge
Course
Worthwhile
Response
Rate
Increased
Knowledge
Course
Worthwhile
70%
36%
0%
46%
53%
5.00
4.56
0
4.69
4.50
4.86
4.33
0
4.69
4.50
48%
100%
4.55
4.87
4.27
4.87
Fall 2011
Spring 2012
M.Ed. in Special Education--non-certification
Page 8
Section 6
62%
4.50
4.38
AVERAGE
45%
4.64
4.56
68%
Response
Rate
Increased
Knowledge
Course
Worthwhile
Response
Rate
Increased
Knowledge
Course
Worthwhile
25%
3.00
3.00
25%
3.00
3.00
13%
13%
5.00
5.00
5.00
5.00
4.73
Fall 2011
EDF 672
Comparative
Education
Section 1
AVERAGE
Spring 2012
Core Special Education Courses:
Course/Section
Fall 2011
ESE 649
Foundations of
Special
Education:
LD,ED,MR,OI,OHI
Section 1
AVERAGE
Response
Rate
Increased
Knowledge
Summer 2012
Course
Worthwhile
Response
Rate
Increased
Knowledge
N/A
AVERAGE
56%
4.40
4.30
0%
4.40
4.30
%
Response
Rate
Increased
Knowledge
Course
Worthwhile
Response
Rate
Increased
Knowledge
Course
Worthwhile
50%
3.38
3.00
50%
5.00
5.00
50%
3.38
3.00
50%
5.00
5.00
Course/Section
ESE 625
Advanced
Classroom
Management
Section 1
Section 2
AVERAGE
Summer 2012
Fall 2011
Spring 2012
Response
Rate
Increased
Knowledge
Course
Worthwhile
Response
Rate
Increased
Knowledge
Course
Worthwhile
33%
4.33
4.17
50%
45%
5.00
5.00
5.00
4.80
33%
4.33
4.17
47%%
5.00
4.90
Course/Section
ESE 650
Advanced
Methods of
Special Ed:
ED,LD,MR,OI,OHI
Section 1
Course
Worthwhile
56%
Fall 2011
ESE 634
Foundations of
Special
Education: Low
Incidence
Section 1
4.62
Fall 2011
Response
Rate
Increased
Knowledge
AVERAGES
M.Ed. in Special Education--non-certification
Summer 2012
Course
Worthwhile
Response
Rate
Increased
Knowledge
Course
Worthwhile
50%
50%
5.00
5.00
5.00
5.00
Page 9
Course/Section
ESE 655
Advanced
Assessment of
Exceptional
Learners
Section 1
Section 2
AVERAGES
Fall 2011
Summer 2012
Response
Rate
Increased
Knowledge
Course
Worthwhile
Response
Rate
Increased
Knowledge
Course
Worthwhile
100%
20%
4.00
5.00
4.00
5.00
0%
47
60%
4.50
4.50
44%
N/A
4.83
4.83
N/A
4.71
4.71
Course/Section
Fall 2011
Spring 2012
ESE 520
Bilingual
Aspects of
Special
Education
Section 1
Section 2
Response
Rate
Increased
Knowledge
Course
Worthwhile
Response
Rate
Increased
Knowledge
Course
Worthwhile
38%
4.83
4.83
50%
45%
5.00
5.00
5.00
4.80
AVERAGE
38%
4.83
4.83
47%%
5.00
4.90
Faculty Contributions to Discipline or Profession through Scholarly, Creative or Professional
Activity
Faculty contributions to this program are varied. As mentioned before, there is a faculty or
faculty set that are dedicated to each emphasis or certificate to ensure that they are kept
current and meeting the standards of the discipline. Faculty members in this curriculum area
have conducted 136 presentations at local, regional, national, and international professional
conferences and/or meetings. Presentation topics have ranged from inclusive practices to
bilingual aspects of providing special education services, from autism spectrum disorders to
culturally and linguistically diverse exceptional learners, and from models of service delivery to
behavioral interventions. In addition, faculty members have published 42 articles, reports,
book chapters, or books on special education. A full listing of faculty presentations and
publications is included in the Appendices file.
Mentoring and Research Activity of Graduate Students
Given that the majority of the courses in this program are offered online, its students do not
live in close proximity to the university and faculty. The closest to mentoring and research come
from the ESE 608, Practicum, ESE 698, Graduate Seminar, where students are required to
engage in literature research and in writing scholarly papers.
M.Ed. in Special Education--non-certification
Page 10
What does the program contribute to the region, state or local community?
This program is unique in the sense that it offers an advanced degree and earning a certificate
at the same time. Also, the program provides the foundations of Special Education and then it
allows students to engage in different specialties within the discipline of special education.
Individuals interested in working in community centers, and for profit and not-for-profit
organizations benefit from the different emphases and certificates in the program. Although
the program is housed under the department of Educational Specialties, this program is not
strictly a teacher preparation program because it does not lead to certification. Not having to
meet set standards give faculty more freedom about what they need to teach to reach
excellence in the program’s graduates.
What are the program’s strategic plans for the future?
Future improvements for the M.Ed. in Special Education (non-special education certified) fall
into four broad categories: Students, faculty/staff, program enhancements, and program
delivery system.
Students:
1. Marketing and recruitment needs to be more targeted to minority students.
2. Students would benefit from adding an extended period of field work experience so
career changers find themselves immersed in the school culture before they are in their
own classroom.
Faculty/Staff
1. More coordination needs to exist among all faculty involved in teaching for this
program, even at the interdepartmental level.
2. Faculty could build in more field work experiences into their courses even outside the
practica courses. Then, detailed feedback needs to be provided to students so they
become proficient in classroom management, content knowledge, etc.
Program
1. The program design that allows students to specialize in an area is both a strength and a
weakness of the program. A strength because, as mentioned many times before, the
program allows for specialization. A weakness because this program wants to be all of
everybody. A strategic plan for the future is to give the program a self-identity and a
M.Ed. in Special Education--non-certification
Page 11
goal. This can be accomplished by changing from many foci to one that is very much
needed in schools or in service centers.
2. Another possibility for the program is to admit only students who hold a teaching
certification. That way the program can serve as an actual enrichment program for
classroom teachers.
Delivery System:
Plans for the future need to include moving all of the curriculum to an online mode. This will
allow students who live in remote areas to continue their education while keep going with
their lives.
1. There are some courses that can be offered in 8-week format while others require
the entire semester. Develop or modify courses whose content can fit in a shortened
semester so the program is streamlined and students can earn the degree faster.
M.Ed. in Special Education--non-certification
Page 12