The Master of Arts in Teaching (traditional program) is a great option for individuals considering a career change. An undergraduate degree in education is not required. The program can be completed in two years (five semesters: fall, spring, summer, fall, spring).
The Master of Arts in Teaching (accelerated program) is for Winthrop graduates holding a B.S. in Educational Studies. This program can be completed in one year (three semesters: summer, fall, spring).
Both programs prepare students for South Carolina initial teacher certification in PK-12 Multicategorical Special Education. All classes, except Internship I and II, are available as 7-week (half-semester) online, asynchronous classes. Certain classes are available in-person, on-campus.
The M.A.T. in Special Education is an approved SC CREATE program. Learn how you can complete your degree for free here!
Although most M.A.T. courses can be taken in any order, we recommend this sequence to best support your learning:
Summer Year 1SPED 681 (3) SPED 507 (3)
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Fall Year 1EDCO 601 (3) READ 605 (3) SPED 515 (3) |
Spring Year 1READ 570 (3) EDCI 591 (1) SPED 580 or EDCI 560 (3) |
Summer Year 2READ 645 (3) SPED 591 (3) SPED 510 (3)
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Fall Year 2EDCO 685 (1) SPED 596 (0) EDCO 602 (2) READ 580 (3) SPED 509 (3) SPED 585 (3) |
Spring Year 2EDCO 690 (7) SPED 597 (0) EDCO 695 (1) SPED 593 (1)
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Introduction to Disability and Accessible Education is designed to introduce the student to modles of disability, ableism, history of the disability rights movements, major areas of disability, and the educational programs, services, agencies, legal regulations for individual disabilities. Students on the traditional path typically take SPED 681 during their first summer semester. Students on the accelerated path take SPED 281 during their undergraduate program.
Characteristics of Students with Disabilities examines characteristics of students with special needs and differentiated instruction in schools and classrooms. Participatns review the legal foundations and requirements of special education, characteristics of each disability category as defined by IDEA, and the collaborative role of general and special educators in the implementation of individualized instructional programs. Students on the traditional path typically take SPED 507 during the summer semester of year one. Students on the acclerated path typically take SPED 507 during their undergraduate program.
Students on the traditional path typically take EDCO 601 during their first fall semester. Students on the accelerated path take EDCO 101 during their undergraduate program.
Students on the traditional path typically take READ 605 during their first fall semester. Students on the accelerated path take READ 330 during their undergraduate program.
Consultation and Collaboration in Special and General Education focuses on effective collaboration and consultation skills required to enable candidates to address the diverse needs of individuals with disabilities across settings. Students on the traditional path typically take SPED 515 during their first fall semester. Students on the accelerated path take SPED 515 during their undergraduate program.
Students on the traditional path typically take READ 570 and EDCI 591 during their first spring semester. Students on the accelerated path take READ 570 and SPED 390 during their undergraduate program.
Students on the traditional path typically take ECED 300 during their first spring semester. Students on the accelerated path take ECED 300 during their undergraduate program.
Students on the traditional path typically take SPED 509 during their first spring semester. Students on the accelerated path take SPED 509 during their undergraduate program.
Mathematics Interventions for Students with Learning Difficulties focuses on mathematics interventions and instructional supports for students who struggle acquiring and maintaining mathematics skills. Course content includes evidence-based instruction, interventions, and assessments addressing early numeracy through secondary mathematics. Students on the traditional path typically take SPED 580 during their first spring semester. Students on the accelerated path either take EDCI 360 or SPED 580 during their undergraduate program.
Students on the traditional path typically take READ 645 during the summer semester of year two. Students on the accelerated path typically take READ 345 during their undergraduate program or READ 645 during the summer semester.
Advanced Formative Asessment in School-Based Intervention focuses on the use of assessment to drive instruction and intervention. Emphasis is placed on curriculum-based assessment and measurement and error analysis procedures to monitor student progress during the implementation of research-based interventions. Students on the traditional path typically take SPED 591 during the summer semester of year two. Students on the accelerated path typically take SPED 591 during their undergraduate program or SPED 591 during the summer semester.
Students on the traditional path typically take READ 580 during their second fall semester, at the same time as Internship I. Students on the accelerated path typically take READ 380 or READ 580 during their undergraduate program.
Students on the traditional path typically take EDCO 685 during their second fall semester, at the same time as Internship I. Students on the accelerated path typically take EDCO 685 during their fall semester, at the same time as Internship I.
Positive Behavioral Interventions and Supports for the Classroom Teacher provides an overview of applied behavior analysis (ABA) and its application to classroom settings. Procedures for establishing a positive classroom climate and designing and implementing positive behavioral interventions and supports is studied. Students may take SPED 510 in-person or online. Students on the traditional path typically take SPED 510 online during their second fall semester, at the same time as Internship I. Students on the accelerated path typically take SPED 510 in-person during their fall semester, at the same time as Internship I.
Students on the accelerated path typically take EDCO 600 during their fall semester.
Methods of Teaching Students with Emotional Behavioral Disorders, Learning Disabilities, Intellectual Disability, and Autism Spectrum Disorder prepares special education majors to provide leadership in maximizing learning experiences of students with disabilities through effective teaching, curriculum planning, modification, and adaptations of teaching materials and use of technology. SPED 585 is offered in-person (fall only) or online. Students on the traditional path typically take SPED 585 online during their second fall semester, at the same time as Internship I. Students on the accelerated path typically take SPED 585 in-person during their fall semester, at the same time as Internship I.
Internship I Seminar provides a professional learning comunity (PLC) to allow for placement based collaborative problem solving and engagement in professional development opportunities in the field of special education. Students on the traditional path typically take EDCO 602 and SPED 596 during their second fall semester. Students on the accelerated path typically take EDCO 602 and SPED 596 during their fall semester. This course meets three times during the semester, on-campus.
Students on the traditional path typically take EDCO 695 during their second spring semester, at the same time as Internship II. Students on the acclerated path typically take EDCO 695 during their spring semester, at the same time as Internship II.
Students on the traditional path typically take SPED 593 during their second spring semester, at the same time as Internship II. Students on the accelerated path typically take SPED 593 during their spring semester, at the same time as Internship II.
Students on the traditional path typically take EDCO 690 and SPED 597 during their second spring semester. Students on the accelerated path typically take EDCO 690 and SPED 597 during their spring semester.