Many teachers are driven by the desire to impart the knowledge and skills that will help students thrive throughout their lives. However, some students have specialized education needs due to a disability or disorder, which means accomplishing this goal may require additional training. If you’re considering pursuing a graduate degree and eventual career in special education, you have some important choices to make. Some students may want to pursue a general master’s degree program in special education, while others may want to focus on specific types of students or roles within special education.
Your choice depends upon several factors including your passion and your educational background. Naturally, you will need to have a related bachelor’s degree before you can apply for a master’s degree program. Ideally, you should also consider your answers to the following questions before making your decision:
- What’s motivating you to earn a special education master’s degree?
- Do you have a desire to help students who have an emotional disturbance?
- Would you like to concentrate your efforts toward students who have a physical disability such as blindness or deafness?
- Would you prefer to teach students living with intellectual disabilities?
- Do you want to evaluate and diagnose learning disabilities and, in conjunction with a team of other professionals, determine the best type of placement for students with such conditions?
- Would you prefer to teach students who have already been diagnosed with learning disabilities by an educational diagnostician?
While a special education career may include teaching all of these types of students, choosing a program that connects with what really drives you is always a good starting point. Let’s look at some online programs from The University of Texas Permian Basin and consider how the curriculum of a specific program can guide your choice of special education master’s degree track.
Choose From Three Online Special Education Master’s Degree Paths
UT Permian Basin offers three online master’s-level special education degree programs to help you prepare for or advance within a rewarding career in special education. Choose our general master’s program or one of our two specialized tracks:
Master of Arts in Special Education
We designed this program for individuals who want to help students with developmental and learning disabilities enjoy fuller, more independent lives. Our master’s degree in special education emphasizes the critical role of technology and innovation in today’s special education classroom and empowers students to overcome many of the specific issues today’s teachers face, including resource limitations, the struggle to create a diverse, inclusive environment, and determining and meeting the needs of individual students.
Select highlights of this program:
- Finish in as little as one year.
- Get started with no GRE.
- Pay for your program with help from a TEACH grant, if eligible.
Master of Arts in Special Education, Autism Spectrum Disorders track
We created this program for individuals who desire to fulfill the unique needs of students on the autism spectrum. Our MA in special education, autism spectrum disorders track explores the place of technology and innovation in today’s special education classrooms and demonstrates how educators can prevail over contemporary challenges such as resource constraints, parental participation, and diversity and inclusion issues, all with regard to students on the autism spectrum.
Select highlights of this program:
- Finish in as little as one year.
- Get started with no GRE.
- Pay for your program with help from a TEACH grant, if eligible.
Master of Arts in Special Education, Educational Diagnostician track
We developed this program for individuals who wish to focus on diagnosing and assessing the learning requirements of students. Our MA in special education, educational diagnostician track examines the function of technology and innovation in the modern special education classroom and delivers wide-ranging instruction in the use of standardized and curriculum-based methods for recognizing learning or developmental disadvantages in students.
Select highlights of this program:
- Finish in as little as two years.
- Get started with no GRE.
- Pay for your program with help from a TEACH grant, if eligible.
- Become eligible for Texas Educational Diagnostician Certification.
What It’s Like to Earn a Special Education Degree Online From UT Permian Basin
When you choose a master’s degree in special education from UT Permian Basin, you’ll experience many advantages. Our programs are delivered in a 100% online, asynchronous format that gives you the flexibility to complete coursework on your own schedule, from just about anywhere in the world, with no campus visits. You’ll find these benefits invaluable if you’re trying to balance earning a graduate degree with your ongoing work and family commitments.
All of our online courses feature the same curriculum taught by the same renowned faculty who teach on campus. That means you can expect a high-quality educational experience from our program whether online or on campus. Class sessions last just eight weeks—or seven weeks during Summer A and Summer B sessions—enabling you to add new skills at an accelerated pace, with assistance available to you 24/7.
Develop the expertise you need to excel in special education with an online master’s degree from UT Permian Basin!
Sources:
https://www.dodea.edu/dodeaCelebrates/upload/Disabilities_Defined_IDEA.pdf
https://www.cdc.gov/ncbddd/developmentaldisabilities/facts.html
https://www.ncedonline.org/
http://personnelcenter.org/edu_diag.cfm
http://aasep.org/career-center/career-profiles-in-special-education/educational-diagnostician/index.html
Many young students dread stumbling across an unknown word while reading aloud to the class. Looking for context in pictures or surrounding sentences, students in this situation tend to guess and hope that they’ve landed on the correct pronunciation. The key to word recognition, however, lies not in contextual guessing but in decoding. By identifying and manipulating the individual sounds in spoken words, or phenomes, students can overcome literacy challenges and look forward to being called upon to read.
By earning your reading specialist certification in Texas, you can increase students’ phonemic awareness, implement needs-based reading programs, and spark a love of reading in the classroom. The requirements you must meet before taking your certification exam can be extensive. Fortunately, The University of Texas Permian Basin can help you meet them all.
Earn a Master of Arts in Literacy
Accredited by the Council for Accreditation of Educator Preparation (CAEP), UT Permian Basin’s College of Education offers an online Master of Arts in Literacy program aligned with certification competencies established by the Texas Education Agency (TEA). Here’s how earning a master’s degree can help you become a certified reading specialist in Texas.
Complete an EPP and Earn a Degree
Reading specialist certification programs like our online literacy program are considered educator preparation programs (EPPs). Our online program is approved by the TEA, ensuring its quality, and is designed to prepare teachers for the rigors of instructing young readers. By graduating from our EPP and earning a master’s degree, you’ll be knocking out two of TEA’s certification requirements.
Have a Teaching Certificate and Two Years of Experience
You must have a valid classroom teaching certificate in the state of Texas before you can be authorized to register for the certification exam. If you’re reading this, chances are that you’re already a certified teacher with experience under your belt. Our practicum courses—Vocabulary and Spelling Practicum, Reading Diagnosis Practicum, Clinical and Remedial Reading Practicum, and Reading Practicum—will further ensure that you have the necessary classroom teaching experience: two years in a public or accredited private school.
Pass Your Exam
When you’re ready, your professors will authorize you to register for the Texas Examinations of Educator Standards (TExES) Reading Specialist (151) test. Designed to test educators’ knowledge and skills in a number of areas, chiefly components of literacy, this test is the final obstacle on your path to becoming a dual-certified instructor.
A Flawless Pass Rate
Worried about acing the exam? Don’t be. To date, every graduate of our online literacy program who has taken the reading specialist certification test has passed: a 100% pass rate. In addition to our graduate students’ passion for literacy, this flawless pass rate can be attributed the combined efforts of Literacy Program Coordinator Tara Wilson, EdD, and Assistant Professor Shelly Landreth, EdD. Rather than teach to the test, Dr. Wilson and Dr. Landreth design courses to align with the standards of the reading specialist test. They welcome any questions regarding the literacy program and its impact on their graduates’ careers. Dr. Wilson can be reached at wilson_t@utpb.edu, and Dr. Landreth can be reached at landreth_s@utpb.edu.
Passing your certification exam is only one step on your journey to becoming a more effective advocate for students’ literacy needs. Throughout our literacy program, you’ll collaborate with your fellow educators while engaging with course material that incorporates the latest in literacy education and online best practices. Graduate with the ability to assess students’ reading strengths, create intervention plans for at-risk readers, and recommend district-level change.
Better yet, our entirely online courses will enable you to pursue your degree and certification while you continue to teach. Apply your expanded literacy knowledge to the classroom, and help your students read challenging passages and understand the meaning behind them.
Pursue Your Reading Specialist Certification at UT Permian Basin
We’ll leave you with one final reason why you should earn your master’s degree and pursue a reading specialist certification at UT Permian Basin. In 2017, 32% of fourth graders and 24% of eighth graders performed below the Basic level on the National Assessment of Educational Progress (NAEP). Flying under the radar, these students are given the increasingly difficult task of keeping up with their peers and instructional content, and their development is the worse for it.
UT Permian Basin’s online program will empower you to improve literacy rates in your classroom and school. The next time you notice one of your students struggling to grasp an essential concept, you’ll be able to step in and provide them with the literacy tools they’ll use throughout their academic, personal, and professional lives. Your newly acquired skills and credentials will also allow you, if you so desire, to transition into a literacy career, where you can make the greatest impact on the lives of at-risk readers.
Interested in earning your reading specialist certification in Texas? Apply to our online Master of Arts in Literacy program to become a dual-certified instructor and advocate for student literacy.
The terms mainstreaming (integration) and inclusion are often used interchangeably. The careful implementation of these contrasting teaching approaches, however, can have a profound impact on the academic outcomes of students with disabilities. Knowing the difference between inclusion and mainstreaming can help you better reach students with and without disabilities, so we encourage you to join us on this exploration.
What is mainstreaming in education? Essentially, mainstreaming requires that exceptional learners adapt to the rigors of the general education classroom, whereas an inclusive classroom adapts to the needs of individual students, including those with disabilities.
As we discuss the purpose of mainstreaming, consider how students’ lives are shaped by the efforts of general and special educators. Their dedication, compassion, and knowledge help ensure that there will always be a place for exceptional learners in the classroom, regardless of setbacks or limitations.
Mainstreaming
Mainstreaming consists of integrating students with disabilities into general education classrooms during specific times of the day. Students study subjects like reading, writing, or math with their nondisabled peers if their skills indicate that they can benefit from the lesson. Otherwise, they are taught by a special educator in a separate classroom. Detractors assert that mainstreaming assumes a child’s limitations must be addressed before they can be integrated into a general education classroom.
Inclusion
Inclusion involves systemic reform and altering teaching methods to ensure that all students are able to engage with learning materials. Rather than remove students with disabilities from the general classroom, special and general educators work collaboratively to provide them with individualized instruction. Research has shown that students with disabilities experience substantial short- and long-term cognitive and social development when taught in a general education classroom.
Determining Whether a Student Is Included or Integrated
7.1 million public school students received special education services during the 2018-2019 school year, according to the National Center for Education Statistics (NCES). During the same school year, 64% of students with disabilities spent the vast majority of their school day in general education classrooms. Unfortunately, that leaves millions of students who are unable to take full advantage of an inclusive classroom, which brings us to the topic of the Individuals with Disabilities Education Act (IDEA).
Least Restrictive Environment
Enacted in 1975, IDEA entitles students with disabilities—regardless of their severity—to speech-language pathology, physical therapy, psychological services, and other special education and related services. Under section 300.224 of IDEA, students with disabilities have a right to be educated in the least restrictive environment (LRE) available. The LRE for a student with disabilities is the environment that will, to the maximum extent appropriate, allow them to interact with and learn alongside nondisabled students. Students are to be removed from the traditional classroom if and only if their disability is severe enough to warrant special schooling or placement in a special education classroom.
Who determines whether a student is mainstreamed or placed in an inclusive classroom? A team comprised of parents, general education teachers, special education teachers, and other parties with an understanding of the services the child needs. Along with the student (when appropriate), this team will develop an Individual Education Plan (IEP): a unique document that, among other determinations, outlines to what extent a child can participate in a regular classroom.
Deciding What’s Best for Students
In an inclusive learning environment, students with disabilities experience improved academic outcomes, have fewer absences, and receive better instruction. Furthermore, they are more likely to complete secondary school, enroll in post-secondary education, obtain employment, and live independently. Individualized instruction provided in an inclusive classroom also benefits nondisabled students, and exposure to their disabled peers can help them grow more accepting of others.
The benefits of an inclusive classroom are manifold. However, students with severe disabilities may spend far less time in general education classrooms, where they are integrated only when appropriate. The purpose of mainstreaming students isn’t to isolate students from their peers. Rather, it’s to help ensure that they are receiving the individualized attention they deserve. The extent to which a child is mainstreamed is dependent on their IEP team, including their special education teachers.
Enrich the Lives of Students With Disabilities
One of the few criticisms of an inclusive classroom is that it requires general education teachers to possess the necessary skills and qualifications to effectively teach students with disabilities. To foster inclusivity, teachers must be able to meet the challenges presented by diversity, inadequate support, and barriers to learning opportunities as well as students’ emotional, behavioral, and learning disorders. At UT Permian Basin, teachers can learn how to overcome these challenges and cater to the needs of students with and without disabilities.
Entirely online and featuring asynchronous elements, our master’s degree programs can help you expand your teaching skill set without having to leave your current teaching position. As a graduate student, you’ll learn to diagnose learning difficulties, provide classroom interventions, and prescribe IEP plans, among other learning outcomes. Lessons taught in our online classrooms are immediately applicable to your career, helping you become a more effective, well-rounded educator.
UT Permian Basin’s College of Education offers the following online special education programs:
- Master of Arts in Special Education
- Master of Arts in Special Education, Autism Spectrum Disorders track
- Master of Arts in Special Education, Educational Diagnostician track
Earning a master’s degree in special education can help you not only reach a broader range of students but also transition into a career as a special educator, if you so desire. Moreover, a master’s degree in special education will empower you to take a more active role in deciding to what extent an exceptional learner can be taught alongside their nondisabled peers.
Interested in helping exceptional learners realize their academic potential? Apply to one of UT Permian Basin’s online special education programs and become an advocate for each and every one of your students.
Sources:
https://cdss.ca/wp-content/uploads/2016/06/CDSS-integration-vs-inclusion.pdf
https://files.eric.ed.gov/fulltext/ED596134.pdf
https://www2.ed.gov/parents/needs/speced/iepguide/index.html#team
https://files.eric.ed.gov/fulltext/ED501775.pdf
Superintendents oversee virtually every aspect of a school district, from ensuring that its curriculum meets approved standards to meeting with parents regarding their child’s education. As leaders, superintendents can enact positive, lasting change that benefits the lives of students, teachers, and administrators. They must be able to set an example, inspire others, encourage teamwork, and celebrate successes and failures. Success as a superintendent depends on these qualities, qualities that are clearly not limited to any one race, gender, or professional background. And yet, one demographic remains underrepresented in superintendency in the State of Texas and the nation at large.
Despite the fact that the majority of K-12 educators are women, only 24% of superintendents are women. Why is the percentage of female superintendents so low, and how does gender impact leadership style? As we answer these questions, consider that informed, passionate educators and administrators are increasingly making inroads toward closing this gap, and every day brings us closer to parity in superintendency. We still have a long way to go, but the path to becoming a superintendent has never been clearer.
The Gender Gap in School Superintendents
The underrepresentation of women in superintendency can’t be attributed to any single barrier. Barriers between women and leadership roles lie in societal norms and beliefs—conscious and unconscious—regarding leadership. School board members and headhunters alike can question whether a woman can handle the demands of being a superintendent. These gatekeepers sometimes perceive women as wives, mothers, and caregivers before they are seen as leaders. Women are also more likely than men to set self-imposed barriers on their professional prospects, such as opting not to relocate because of their family or spouse, or assuming that they are underqualified for a role and therefore not applying.
The path to becoming a superintendent is another barrier separating women from leadership roles. While there are exceptions, prospective superintendents in Texas must hold a Principal certificate or equivalent issued by the Texas Education Agency. This certification requirement is common across the nation, as over 80% of superintendents were previously middle and high school principals. The problem? The majority of high school and middle school principals are male, whereas women make up the majority of elementary school principals.
It’s clear that women possess the training and experience necessary to succeed as superintendents, but they’re rarely given the opportunity to prove themselves, and the education field is the worse for it.
Women as Superintendents
When a woman does land the role of superintendent, she can still encounter challenges navigating a male-dominated workplace. Work harder, be stronger, look happier—female superintendents can sometimes feel that they are judged by a different standard than their male counterparts, and for good reason. Everything from their professional dress to their perceived family obligations is under scrutiny.
Female superintendents can be perceived as “emotional,” presumably leading with their hearts instead of their heads. This notion is reflected in a comparative study on gender bias within the superintendency. When asked about their experience as superintendents, female participants described having to be strategic in order to get their point across to men. According to one participant, female superintendents don’t have the luxury of waking up in a bad mood: “Especially for women, you have to self-talk, all the time; it never goes away. You have to put yourself in check all the time.”
All participants, however, shared a passion for their work and a commitment to improving school environments and fostering student learning. Male and female superintendents alike noted the importance of gaining self-knowledge, having a shared vision, and improving the lives of children. Female superintendents may face increased scrutiny where none is warranted, but their commitment to the field of education remains resolute.
Leadership Qualities
Women face an uphill battle becoming and being superintendents, which is a shame considering the unique leadership qualities they possess. A study conducted by Dr. Jessica Garrett, a recently retired associate professor at The University of Texas Permian Basin’s College of Education, looked at the leadership practices of female superintendents in Texas. Participants were asked to rate how frequently they exhibit the five practices of exemplary leadership:
- Model the Way
- Inspire a Shared Vision
- Challenging the Process
- Enabling Others to Act
- Encourage the Heart
While all superintendents value these practices, everyone has their own strengths and weaknesses. Researchers found that female superintendents rated themselves higher in areas that have been shown to have the greatest positive impact on institutions: encourage the heart and inspire and share a vision. Superintendents who inspire a shared vision create a goal-oriented system where others are inspired to contribute to an envisioned future. Superintendents who encourage the heart recognize the gifts of others and celebrate their contributions.
Helping others feel not only valued for their unique qualities but also included in the pursuit of a common goal are some of the most important traits a leader can have. While women continue to be underrepresented in superintendency, entire school districts are missing out on individuals with qualities that can inspire students, teachers, and administrators to reach new heights. Moreover, administrators are most often mentored by male superintendents, meaning that the leadership practices that female superintendents excel at might not be passed down to new superintendents. As the number of female superintendents continues to rise, albeit gradually, the leadership qualities they possess can be passed down to new superintendents of either gender.
Becoming a Superintendent
The path to becoming a superintendent is fraught with challenges, but it remains a rewarding career like no other. As a superintendent, you can shape the future of your school district and ease the path towards superintendency for other female educators and administrators. At UT Permian Basin, we want to make your transition into the role of superintendent as smooth as possible. Our superintendent certification program is 100% online and designed to develop effective school leaders who are able to envision, articulate, and implement a vision of student success. Apply to our online Superintendent Certification program and become a leader in the Texas public school system.
Sources:
https://www.usatoday.com/story/news/education/2020/02/20/female-school-district-superintendents-westchester-rockland/4798754002/
https://awl-ojs-tamu.tdl.org/awl/index.php/awl/article/view/142
https://files.eric.ed.gov/fulltext/EJ1158072.pdf
Over five million students in American public schools are English language learners (ELL), students who are studying to become fluent English speakers. While Spanish is by far the most commonly spoken language by K-12 students with limited English proficiency, other common languages include Vietnamese, Chinese, Arabic, and Hmong. In total, over 400 different languages are spoken by ELLs in public schools across the United States.
The inclusion of ELLs into classrooms has transformed the education landscape for native and non-native English speakers alike. How to best accommodate the needs and diverse backgrounds of ELLs has been a challenge for the public education system for decades—and a growing challenge as the number of ELLs continues to rise. Let’s look at the impact immigration has had on bilingual/English as a second language (ESL) education and see how educators are learning to provide a more inclusive classroom environment for students of all backgrounds.
Enveloped by English
How does language affect immigrants? More often than not, America’s English-only mentality has had an adverse effect on immigrants. Within the past century alone, states repressed the use of foreign languages by passing laws requiring English-only instruction in public schools. In the early-to-mid 20th century, immigrants, especially Mexican children, were often segregated until they were taught English and “Americanized.” The level of education they received was subpar, and few immigrants went on to high school as a result. Due to the Naturalization Act of 1906, immigrants didn’t even have a chance of becoming United States citizens unless they learned English.
During the civil rights era of the 1960s, people began to accept that being ashamed of one’s own native language and culture is counterproductive to learning. Congress finally took note of the struggles facing immigrants and the advantages of bilingual education, passing the Bilingual Education Act in 1968 and the Equal Educational Opportunities Act (EEOA) in 1974. The EEOA, in particular, requires school districts to take appropriate action “to overcome language barriers that impede [ELL] students from participating equally in state and district educational programs.” What’s considered “appropriate action” remains a hotly debated topic to this day.
Throughout American history, foreign languages have largely been seen as nothing more than a problem for schools to solve. Hence, the goal of bilingual education has been to teach English rather than encourage biliteracy. This prevailing sentiment was the driving force behind the “English Language Acquisition, Language Enhancement, and Academic Achievement Act,” which passed in 2001. Replacing the Bilingual Education Act, this new legislation instead gave priority to English-only instruction.
Over 31 states have passed laws naming English the official language, with several states approving ballot measures to replace bilingual education with English-only education. Even now, our education system struggles with how to best help immigrants assimilate into American life while respecting their native culture and language. Teachers are often at the heart of this debate, helping students learn a new language while they themselves navigate a divisive, shifting educational landscape.
The Changing Profile of ELLs
Immigrants have had an incredible impact on bilingual education. However, immigrants are no longer the driving force behind changes to prominent bilingual education programs: their children are. As reported by the Pew Research Center, 72% of public school students between the ages of 5 and 17 who report speaking English “less than very well” are American citizens. Moreover, a number of foreign-born students are born abroad to American parents and naturalized citizens. Less than a quarter of ELLs between the ages of 5 are 17 are noncitizens, and that percentage is even lower for older public school students.
Dual Language Classrooms
The inclusion of ELLs into classrooms has a measurable impact on education, especially in dual language classrooms. These classrooms offer a bilingual experience in which all students—native English speakers and ELLs alike—are taught in English and a target language, usually Spanish. The goal is to help all students achieve biliteracy. In an article published by NPR, researchers looked at eight million student records and observed that dual language students had higher test scores, higher parent involvement, better attendance, and fewer behavioral problems when compared to students in English-only classrooms or in one-way immersion.
In inclusive classrooms, ELLs can build upon the language skills they already possess without abandoning their native language or feeling excluded. Dual language classrooms can help ELLs feel more accepted and allow non-English-speaking parents to participate more in their child’s education. “Maintaining a student’s native language is vital to their self-esteem, family heritage, and identity,” says See Pha Vang, a teacher with Minnesota’s Saint Paul Public Schools Office of Teaching and Learning. “German, French, Spanish … all native languages are critical to who we are as individuals.”
The advantages of bilingual education apply to native English speakers as well. Not only do native English speakers enjoy the same benefits as their English-learning peers in dual language classrooms, but they can also become more comfortable around people whose race, culture, and native language are different from their own. When the unique needs of ELLs are considered and provided for, all students benefit.
ESL Classrooms
This isn’t to say that ESL classrooms that provide English-only instruction are inherently bad. Far from it. The majority of bilingual education programs in the U.S. fall under this category and are able to serve any non-English speaking student. Both ESL and dual language education can help students learn English. Student success will depend on not only the type of program but also the teacher leading it, which is why the ongoing teacher shortage is so problematic.
Bilingual and ESL Teachers Are Needed
From sparking educational reform to enriching the lives of native English speakers, immigrants have had a profound impact on education. The public education system has struggled to address this impact and is now grappling with a shortage of bilingual teachers. As asylum seekers flee from Central America, demand for dual language education is growing, and with bilingual teachers retiring en masse, there simply aren’t enough qualified teachers to lead bilingual education programs effectively.
At The University of Texas Permian Basin, we offer an online Master of Arts in Bilingual/ESL Education program for teachers and administrators interested in educating immigrants and other ELLs. Whether English is your only language or you speak a foreign language fluently, you can make a much-needed difference in the lives of these students. Online courses like Cultural Diversity in Education and the Social Sciences can empower you with the knowledge and skills needed to foster inclusive classrooms where differences are celebrated and embraced. Apply to our online MA in bilingual/ESL education program and teach the next generation of ELLs.
Sources:
https://www.researchgate.net/profile/Kathy_Escamilla/publication/312265592_Bilingual_Education_in_the_United_States/links/59f88bc80f7e9b553ec0b58a/Bilingual-Education-in-the-United-States.pdf
https://www.npr.org/sections/ed/2016/11/29/497943749/6-potential-brain-benefits-of-bilingual-education#:~:text=In%20studies%20covering%20six%20states,problems%20fewer%2C%20parent%20involvement%20higher.
The United States is in desperate need of qualified teachers—so much so that schools have started hiring teachers from half a world away. School districts are searching for fully certified professionals, preferably those who are certified to teach two subjects, but what’s the purpose of dual certification if schools are going to such extremes to hire teachers?
Why would an educator need to earn a dual certification to advance their career?
By earning a dual certification, educators prove that they have the skills, knowledge, and experience to lead a classroom. Once certified in their particular areas of study, an educator can advance their career, and one day they may find themselves leading an entire school. Let’s explore how earning a master’s degree and certificate can help emerging and established teachers advance their careers.
Advance Your Career Through Certification
How does certification help in career advancement? For many teachers, being able to guide young learners through essential life lessons is one of the most rewarding aspects of their career. Thus, the problem: how can educators advance their career without abandoning the classes and students they adore? Certification allows teachers to do just that. Through dual certification, educators can expand their responsibilities and earn higher salaries, and they can complete the certification process while continuing to teach.
Reading and Language Roles
For example, teachers who want to strengthen their understanding of literacy can earn a Master of Arts in Literacy from The University of Texas Permian Basin. Educators who join our online program understand just how important reading is for young children. More than a third of American fourth graders can’t complete their schoolwork successfully due to their poor reading ability. By earning an MA in literacy, teachers can earn a higher salary while ensuring at-risk students aren’t left behind. Moreover, with the addition of two courses, Texas candidates may qualify for the English as a Second Language (ESL) supplemental teacher certification, further increasing career mobility.
Administrative Roles
If an administrator is interested in advancing their career by becoming a principal, certification allows them to work toward state requirements while remaining in their current position and gaining necessary leadership experience. Principals take an active role in shaping the academic lives of students; however, candidates must obtain the proper certification as well as a master’s degree.
UT Permian Basin offers Texas administrators an affordable, flexible path to principal certification through our online Master of Arts in Educational Leadership program. Program participants learn to become 21st-century educational leaders while taking courses aligned with the State Board for Educator Certification (SBEC) for Principal and Superintendent Competencies and the standards set by the Educational Leadership Constituent Council. Obtaining a principal certificate in Texas often leads to a six-figure salary, but principals aren’t the only certified professionals who can maximize their earning potential.
Earn a Higher Salary
Dual certification is especially important in Texas, where teacher salaries lag behind those in states with similar employment levels like California and New York. Like many states, Texas uses a “step and lane” salary schedule for teachers. Depending on the district, teachers can earn a higher starting salary, but it can take well over a decade for a Texas teacher’s salary to peak.
Why get certified? By earning a master’s degree and certifications in specific academic areas, Texas teachers can be paid premiums in some school districts and outearn their peers. A prime example of this is the new initiative to reward Texas’ highest-rated educators. Although the initiative, which is enabling top teachers to earn six-figure salaries, is currently only in effect in select school districts in the Houston area, the push for a modern pay-for-performance system is in full swing.
Provide High-Quality Education
The purpose of certification goes beyond increasing salaries and career options. The more high-quality a teacher’s education, the better education they’re able to provide to students. Multiple studies have explored the relationship between teacher education and teacher effectiveness. In one study, researchers looked at a data set consisting of information from Houston Independent School District (HISD) teachers and fourth- and fifth-grade students and found that certified teachers who graduated from an approved teacher education program were more effective at stimulating student achievement gains in both reading and mathematics.
Researchers cautioned, however, that “certification is only a proxy for the real variables of interest that pertain to teachers’ knowledge and skills.” In addition to subject matter knowledge, this includes the ability to teach and manage a classroom of unique learners, design and implement instruction, and work with students, teachers, and other professionals.
Advance Your Career at UT Permian Basin
Don’t be alarmed by this extensive list of teaching credentials. Like their students, every educator has to start somewhere. In Texas, it starts by earning a master’s degree and becoming certified in an area of interest. Even teachers with years of experience can earn dual certification, advance their career, earn a higher salary, and offer education of the highest quality. If you’re interested in seeing just how far your career path can take you, explore UT Permian Basin’s numerous online programs. Whether your career interests lie in bilingual/ESL education, educational leadership, literacy, or special education, UT Permian Basin has the online degree program for you.
Sources:
https://www.bls.gov/oes/current/oes252031.htm
https://www.ed.gov/teaching/national-conversation/vision/section-vi-career-pathways-and-professional-advancement
When our ancient ancestors began painting horses and mammoths on cave walls, they couldn’t have fathomed that by communicating through symbols, they were helping mankind take its first steps towards literacy. From clay tablets to computer tablets, literacy has come a long way and is now a critical predictor of success in school and life after graduation. It’s now the responsibility of teachers and reading specialists to ensure that students are given every opportunity to succeed when it comes to reading and writing.
Let’s take a look at the history of literacy and see how the lessons of the past are shaping lessons taught in the classroom. Today’s teachers are learning to shape lessons and tasks to accommodate students’ needs, rather than forcing students to achieve identical reading levels at the same pace. If you’re interested in following in their footsteps, The University of Texas Permian Basin’s online Master of Arts in Literacy program may be right for you.
The History of Literacy Education
What is literacy in education? Literacy is defined as “the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context.” Literacy has been applied to a diverse array of activities (e.g., computer literacy and dietary literacy). However, for the purposes of this article, we’ll be focusing on literacy in the context of reading and writing and literacy education, which by extension is the process of receiving instruction in how to read and write.
From Clay Tablets to the Printing Press
The origins of literacy can be traced back to southern Mesopotamia circa 3,000 BCE. Ancient Sumerians began writing on clay tablets and subsequently invented cuneiform script, the first known writing system. While this early writing was comprised of rudimentary symbols, it would be a precursor to full scripts and modern language.
For centuries, only a select few were taught to read and write. That changed with the invention of the printing press by Johannes Guttenberg in the 1450s. Books went from being hand-copied, rare commodities to common items. The invention of the printing press kicked the renaissance into high gear, and literacy suddenly became a gift for the masses, rather than a luxury for the wealthy elite.
Literacy Education in America
Fast forward to colonial America, where literacy education was motivated by the belief that salvation required the ability to read the bible. Children were taught to read at an early age—sounding out syllables before learning the meaning of a word—but most weren’t taught to write until around the age of seven. In these early years, literacy education was taught by mechanical repetition and harsh discipline, without much emphasis given to a student’s capacity for understanding. It wasn’t until the 1970s that educators began to decipher how the mind receives, processes, stores, and retrieves information. Since that time, passionate debates have been continuously held regarding the most effective methods for teaching reading and writing.
The Most Effective Teaching Approach
What’s the best way to teach literacy to children? In 1997, the National Reading Panel was formed to answer that very question. The panel reviewed decades of research and found that the most effective approaches were well-planned, consistent, and clear and incorporated:
- Explicit instruction in phonemic awareness;
- Systematic phonics instruction;
- Methods to improve fluency; and
- Ways to enhance comprehension.
Today, we know that the ideal approach to teach and learn literacy depends on the student. Every student is an individual with unique strengths, weaknesses, interests, and ways of learning. Literacy educators have the challenge of making instruction relevant and meaningful to students who may be at different stages of development. Rather than trying to “fix” students, this student-centered approach tasks teachers with guiding students as they navigate the stages of literacy development.
The Five Stages of Literacy Development
The five stages of literacy development begin at six months of age and continue all the way into adulthood. Learning to read and write is a lifelong process, and barriers at any stage can be detrimental no matter where an individual is in their development.
1. The Emergent Pre-Reader
The early stages of literacy development are crucial for children, as this is when the connections in their brain—the foundation for learning, behavior, and health—are most adaptable. During the emergent pre-reader phase, which spans from six months to six years of age, a child is like a sponge, absorbing sounds, words, and images they encounter. While trying to teach a child to read before the age of four of five can be counterproductive to their development, they should already understand thousands of words by the end of this stage.
2. The Novice Reader
Between the ages of six and seven, a novice reader is beginning to learn the relationships between letters and sounds (phonics). During this brief yet important stage, children are figuring out the alphabetic principles that took our ancestors thousands of years to develop. They are learning new words by sounding them out, building upon prior concepts to learn new concepts. Reading out loud is one of the most important things an educator can do to help novel readers bridge the gap between oral and written language.
3. The Decoding Reader
Decoding readers are able to read simple, familiar stories with ease. Between the ages of seven and nine, children are able to not only understand words but also their components, including their letters, meanings, and grammatical functions. Moreover, they are able to understand how words with similar components and meanings relate to each other despite being pronounced differently, such as “sign” and “signature.”
4. The Fluent, Comprehending Reader
Between the ages of nine and 15, a child becomes a fluent, comprehending reader, able to fluently comprehend what they read from any source. They are able to access knowledge at any time to help them interpret what their reading. While a child may be able to accurately pronounce words with ease by this stage, it doesn’t guarantee comprehension. The goal by this stage is for a child to be able to look beyond surface meaning and read between the lines. Guidance from teachers along with a genuine interest in reading can help fluent readers become expert readers.
5. The Expert Reader
Fiction, science, politics—no subject or viewpoint is beyond the comprehension of an expert reader. In the fifth stage of literacy development, reading comprehension finally surpasses listening comprehension, and expert readers are better able to understand complex concepts by reading. After the age of 16, an expert reader continues their development, which depends largely on how and what they read. However, their journey is never complete, as learning to read and write is an endlessly rewarding, lifelong pursuit.
Sources:
https://books.google.com/books?hl=en&lr=&id=rHNK8j_RrkkC&oi=fnd&pg=PA224&dq=history+of+reading+instruction&ots=3SMVI30lpJ&sig=s3VSVUxvOyjuF4T2Sm0kykIWNig#v=onepage&q&f=false
https://www.psychologytoday.com/us/blog/statistical-life/201612/the-evolution-the-written-word
https://www.theliteracybug.com/stages
For over half a century, our nation has committed to closing achievement gaps by providing all students with equal access to high-quality education. The Every Student Succeeds Act (ESSA) was signed into law in 2015, reauthorizing the 50-year-old Elementary and Secondary Education Act (ESEA). The ESSA includes provisions to uphold “critical protections for America’s disadvantaged and high-need students,” including students with developmental and learning needs. Although many impassioned educators and administrators have done their best to push this issue to the forefront, the measurable progress in the last half-century towards closing the achievement gap for students with disabilities has been modest.
There are a variety of developmental and learning disabilities that can affect student achievement, including dyslexia, autism spectrum disorder (ASD), and ADHD. Some students with disabilities are able to excel in general education classrooms, while those with severe disabilities may best achieve their potential in special education classrooms. As we’ll see below, a one-size-fits-all approach is ineffective at closing the achievement gap for special education students. Let’s take a look at the achievement gap affecting students with disabilities and the role that individuals with a Master of Arts (MA) in Special Education play in closing the gap.
How Large Is the Achievement Gap?
In an article published in the academic journal Exceptional Children in 2018, researchers noted a significant achievement gap in American students in grades K-12. This meta-analysis of 23 studies found that on average, students with disabilities performed more than three years below their nondisabled peers. This achievement gap suggests that students with disabilities still have limited access to the instruction needed to succeed in school.
The researchers also explored why a reading gap still exists despite federal policies aimed at improving the reading skills of students with disabilities. Their meta-analysis concluded that accountability-based policies focused on reporting achievement gaps are not enough to strengthen academic outcomes. As the article states, “the goal of access to the general education curriculum for [students with disabilities] is commendable, but this access will only be achieved when special education is actually special, that is, individualized and intensive for the many who require it.”
Students With Disabilities are Unable to “Catch Up” Without Intervention
Once an achievement gap is present, it’s nearly impossible to overcome. One research study published by the American Psychological Association in 2016 looked at the reading comprehension growth trajectories of nearly 100,000 students in grades three through seven. The study found that “achievement gaps for [students with disabilities] changed very little across grades, and group rankings for the exceptionality groups also remained stable. After four years, none of the groups [of students with disabilities] had “caught up” with the students in [general education] in their reading comprehension achievement.” Expecting all students to reach the same reading level ignores how serious and complex achievement gaps are by the third grade.
The study also notes that, by the third grade, there is already a significant achievement gap in reading comprehension that naturally and gradually increases over time. This is especially concerning because reading comprehension is so crucial for children’s development and is considered a critical outcome of early education. Without early, aggressive intervention, students with disabilities will continue to lag behind their nondisabled peers, which is why special education plays such a vital role in leveling the academic playing field.
Closing the Achievement Gap for Special Education Students
Implementing effective special education programs does not come without its own challenges, however. In an op-ed piece published by The Washington Post, former superintendent of the Arlington, Mass., school system Nathan Levenson writes that special education can sometimes hurt students if implemented poorly. He writes that students with special needs can be pulled out of core classes and not given the instructional time they need. Alternatively, they are sometimes placed in the care of paraprofessionals without the expertise or experience needed to assist them. As Levenson states, “Achievement of students with disabilities is low, the achievement gap is high, and despite heroic efforts by schools and teachers, the gap isn’t closing.” When students with developmental and learning disabilities are given access to a strong, adaptable curriculum and highly skilled teachers, particularly those who are capable of giving them individualized education, they learn more and the achievement gap closes.
Measuring the achievement gap between students with and without disabilities can help identify the problem. However, it’s important to take a holistic approach that considers the whole child in all of his or her complexity and not just look at a test score; otherwise, students in need of help may be left behind. There is perhaps no one in a better position to help these students than special education teachers. By intervening early, special education teachers can make a real difference in the lives of students with disabilities.
Enriching the Lives of Students
If you’re interested in closing the achievement gap for special needs students and working in the special education field as a special education teacher, educational diagnostician, or director of special education, you’ll first need to earn a master’s degree in special education. At The University of Texas Permian Basin, our online MA in special education program will empower you with the skills needed to enrich the lives of students with developmental and learning disabilities. In special education courses like Characteristics of ASD and Developmental Disorders, you will learn:
- The characteristics of developmental disorders.
- Procedures for identifying developmental disorders.
- Appropriate intervention programs.
You don’t need a teaching certificate to apply for our program, and GRE requirements are waived for candidates with a 3.0 grade point average. Our program is affordable, 100% online, and can be completed in as few as 12 months, which means that in as little as one year, you could be entering the growing field of special education. UT Permian Basin also offers an MA in special education with an emphasis on autism for individuals interested in a career serving students on the autism spectrum.
Equipped with the lessons learned in UT Permian Basin’s online MA in special education program, you’ll be able to identify learning and developmental disorders and intervene before a student is left behind. There are few things in life more rewarding than playing an instrumental role in a child’s academic success. Before you lead your own class, enroll in ours and earn your master’s degree in special education.
Learn more about UT Permian Basin’s online MA in special education program.
Sources:
https://www.ncaase.com/docs/JEP_topost_2.pdf
https://www.washingtonpost.com/education/2018/09/26/special-ed-needs-change-vermont-shows-how/
Aspiring special education teachers often pursue a master’s degree in special education to expand their skill sets and make a difference in the lives of students with disabilities. However, this only scratches the surface of what can be done with this prestigious degree. Graduates of The University of Texas Permian Basin’s online Master of Arts (MA) in Special Education program join a growing field of advocates, behavior intervention specialists, and educational diagnosticians. An MA in special education can also be a stepping stone to a career as a school counselor, instructional coordinator, or principal. No matter what you do with your master’s degree, you’ll be making real change in an in-demand field.
As we discuss why you should get a master’s in special education, consider how your life and the lives of your students can benefit from the lessons taught in UT Permian Basin’s online MA in special education program. Whether you’re interested in starting a career in special education or want to advance in your current position, an MA in special education can help you achieve your goals.
Gain the Skills Needed to Assist Students With Disabilities
Students in special education classes are affected by a wide variety of disabilities, including learning disabilities, speech or language impairment, and autism spectrum disorder (ASD). In order to address each student’s unique needs, special education professionals must provide high-quality, individualized education. This flexible, tailored approach is a crucial part of overcoming the achievement gaps that cause vulnerable students to fall behind their nondisabled peers.
By the end of UT Permian Basin’s online MA in special education program, you’ll be able to identify the specific characteristics of developmental disorders and intervene at a crucial time in a student’s education. Our course Programs and Practices for Exceptional Learners will instruct you on the unique needs of students with cognitive-behavioral needs, while program courses like Behavioral Management and Social Skills, Methods for Teaching Exceptional Learners, and Technology and School Change will teach you how to address a variety of other special needs.
With your help, students can go on to have improved academic outcomes that would otherwise be unobtainable. This is one of the chief motivating factors for students pursuing a master’s in special education: to help students who are unable to help themselves.
Make Every Day a Victory for You and Your Students
In addition to the life-altering services you’ll provide to students, there are the everyday benefits of having an MA in special education to think about. For example, a typical day in the life of a special education teacher entails:
- checking in on students during their morning routine;
- working and sharing resources with general education teachers to assist students; and
- meeting with students for one-on-one or group instruction.
Every day is spent building relationships with students and fellow teachers and watching students grow and overcome challenges that seemed impossible the day before. If you’d like to transition into a rewarding teaching position, an MA in special education can help you achieve this goal.
Advance Your Career in a High-Paying Field
Many students who enter our online MA in special education program already have established careers in special education, whereas others have yet to take their first steps into this rewarding field. Graduates of our program, no matter their motivation, are entering a field where their in-demand skills are rewarded with high salaries.
According to the U.S. Bureau of Labor Statistics (BLS), special education teachers earn annual salaries of about $61,000—as much if not more than kindergarten, middle school, and high school teachers—while still enjoying summer and winter break. Special education teachers in the highest 10% earned nearly $100,000 a year, and this is only one possible career path for professionals with an MA in special education.
Educational diagnosticians, also known as learning consultants, work with a multidisciplinary team to diagnose learning disabilities. Remember, early diagnoses are critical for closing achievement gaps and helping students with disabilities realize their academic potential. Once a student’s development and abilities have been assessed, educational diagnosticians take on the role of case manager and work with special education teachers to monitor their progress and ensure proper implementation of educational processes. According to PayScale, educational diagnosticians earn annual salaries of about $60,000, with top earners making over $70,000 per year.
Transition Into a Career Where You Can Make Lasting Change
Graduates of UT Permian Basin’s online MA in special education can also transition into a supervisory or administrative role if desired. Although this role has less one-on-one interaction with students, special education administrators are able to enact lasting change on a larger scale. Special education directors, for example, oversee special education programs, providing assistance to principals, teachers, and students. These professionals must possess extensive knowledge of special education programs, best practices, and laws—all topics covered in our online MA in special education program. As administrators, special education directors make an average annual salary of $104,000. If you’re interested in setting the standards for special education programs, this may be the career for you.
Earn Your MA in Special Education Completely Online
Why get a master’s in special education? You can expand your teaching skills, improve your employability, and advance your career in a program tailored to your needs. Our online MA in special education program is 100% online, so you can continue your education while attending to personal and professional responsibilities. A master’s degree can be earned in as little as 12 months; however, our program’s flexible 8-week courses allow you to complete the program at your own pace. This convenient online program is also affordable, with a total tuition cost of about $12,000. Financial aid is also available for those who qualify, and qualified applicants in certain programs may qualify for the TEACH Grant.
If you’re interested in a degree that will benefit not only you but the students under your care, enroll in UT Permian Basin’s online MA in special education program.
Learn more about UT Permian Basin’s online MA in special education program.
Sources:
https://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm#tab-5
https://www.payscale.com/research/US/Job=Educational_Diagnostician/Salary
https://www.salary.com/research/salary/posting/director-of-special-education-salary
Every teacher has their own tried-and-true methods for managing a classroom. Common strategies include commending a student’s good behavior in front of their classmates or speaking to a disruptive student in private. Spoken praise or a stern warning can go a long way towards communicating with students of any age, but how do you connect with students who have mental or physical limitations inhibiting their ability to communicate?
Nonverbal cues are used to communicate with and ultimately educate students with disabilities. Although the classroom cues discussed throughout this article can be helpful for communicating with students of any age, grade level, or academic ability, they are most often used to reach students with disabilities, allowing these students to engage with teachers and peers in a way that would otherwise be out of reach due to cognitive, hearing, speech, or other impairments.
How Are Nonverbal Cues Helpful?
Nonverbal communication is symbolic. It allows teachers to convey entire concepts with a single gesture, and these simplified cues are easily understood by students with disabilities. When a teacher raises their hand, it can tell students that now is the time to remain silent and pay attention—all without a single word passing between them. A student may use cues, such as sign language, to quietly request a bathroom break or communicate with a fellow student without disrupting the class. Nonverbal cues bridge the gap between students with disabilities and the world around them.
The benefits of using nonverbal communication are explored in a review article published in the Journal of Advances in Medical Education and Professionalism in 2017. This article revealed that students’ academic progress improved with increased use of verbal and nonverbal communication by their teachers and that nonverbal communication had a “positive and profound effect on the students’ mood.” By incorporating classroom cues into their lessons, teachers can not only boost classroom productivity but also make a positive change in the lives of students with developmental disabilities.
Examples of Nonverbal Cues
If you’re a teacher, you already use nonverbal cues in the classroom. Eye contact, facial expressions, and posture are types of nonverbal cues that students pick up on whether you intend them to or not. However, there are nonverbal cues you can use intentionally to tip the scales in your favor. What are visual cues in education? Here are some common nonverbal cues you can use in your classroom.
Hand Gestures
With practice, a hand gesture can be all it takes to get students to quiet down, line up, or pay attention. For example, when you raise your hand for attention and several of your students raise their hands in response, the rest will quickly follow suit. You can even turn nonverbal communication into a game by rewarding students if they are able to remain productive for a certain amount of time.
Printed Pictures
Many special educators hold up printed pictures when they want to convey a concept to their entire class. A red stop sign may indicate that the class is too loud, while a pencil can remind students that their peers are still working on a task. Another advantage of using printed pictures for nonverbal communication is that the images can be substituted if students become disinterested with frequently used pictures.
American Sign Language
When you teach American Sign Language, not only will your students be learning cues, they’ll be learning a second language. Simple words you can teach your class in ASL include bathroom, help, play, sit, and stop. Don’t be surprised when parents report back that their son or daughter has started signing at the dinner table.
Using Cues in the Classroom
There are a number of things to consider before formally implementing nonverbal communication in your classroom, not the least of which is how to convey cues to students with special needs. First, it’s important to carefully explain nonverbal cues as if you were teaching a lesson. You’ll also need to discuss the benefits of following classroom cues and slowly demonstrate every cue until students are able to follow with ease. Finally, it’s important to review nonverbal cues regularly to ensure that they’re fresh in students’ minds, perhaps by rewarding your class for quickly responding when they see a cue.
As with any rule, you’ll want to ensure that cues, whether used to encourage or discourage behavior, are administered fairly. No one has a more emphatic sense of fairness than a grade-schooler. If students begin thinking that cues are biased toward certain students, they’ll be less likely to follow along. You must be consistent and even-handed in all aspects of teaching, including the use of nonverbal cues.
Considering the Needs of Individual Students
Nonverbal classroom cues help teachers effectively manage large groups of students, but they can also be tailored to the needs of individual students. Students with disabilities, in particular, may have difficulty maintaining focus or controlling their emotions. These students can benefit from nonverbal cues that are personalized for them. For example, if a student is known to have outbursts, you can develop a nonverbal cue that will inform them that their behavior is unacceptable without the need to reprimand them in front of their peers.
Other students may have physical limitations that prevent them from participating with the rest of their classmates. For example, not every student is going to have the fine motor skills needed to form signs when learning American Sign Language. Teachers in this situation may accept an approximation of the sign or explore a different nonverbal cue.
Expand Your Skills as a Special Educator
Nonverbal communication is just one of the many skills you’ll need as a special educator. In addition to utilizing nonverbal cues, you’ll need to be able to recognize developmental disorders, provide for students’ unique needs, and help students with disabilities reach their full academic potential. These are all fundamentals covered in our online Master of Arts (MA) in Special Education program. If you’re interested in learning more about the techniques employed by special education professionals, consider enrolling in the online MA in special education program at The University of Texas Permian Basin.
Learn more about UT Permian Basin’s online MA in special education program.
Sources: