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Master of Education
THIS IS A DELAWARE LICENSURE/CERTIFICATION PROGRAM WITH CONTENT KNOWLEDGE AND PERFORMANCE ASSESSMENT REQUIREMENTS. Students taking courses to satisfy certification requirements are personally responsible for verifying with the Delaware Department of Education (or the appropriate licensure/certification authority in another state) that such course work is applicable and acceptable. Students are also responsible for meeting all state-mandated testing requirements and/or teaching experience requirements, and for applying for credentials. Wilmington University has not made determinations for licensure in states outside of Delaware. For state-by-state contact information for inquiring about individual state licensure requirements, please visit NC-SARA's Professional Licensure Directory.
Praxis Testing Requirements
Prior to enrollment in Student Teaching in special education, candidates must pass the ETS Praxis II #5354: Special Education Core Knowledge and Applications or ETS Praxis II #5355: Special Education Foundational Knowledge and meet the qualifying score on an ETS PRAXIS II content knowledge exam for licensure/certification as a secondary teacher (grades 6-8 or 6-12), the content knowledge exam specified for elementary teachers (grades K-6), OR the exam for Education of Young Children (Birth - Grade 2) as defined by your program concentration
Please note that state-mandated licensure/certification exams and minimum score requirements are subject to change by the Delaware Department of Education. Any changes mandated by the Department of Education will be implemented as required by state regulation.
Test takers should designate Wilmington University and the Delaware Department of Education as score recipients. This enables scores to be sent directly, confidentially, and electronically to the University and to the DE Department of Education.
NOTE: Wilmington University is obligated to modify educator preparation program requirements to comply with any regulatory mandates/changes of the Delaware Department of Education.
Performance Assessment
The College of Education and Liberal Arts at Wilmington University requires candidates pursuing teacher preparation degrees to take the Praxis Performance Assessment for Teachers (PPAT) in order to qualify for program completion and degree conferral. The performance assessment is not scored by any employees of the University. It is scored by Nationally Certified ETS Reviewers not associated with Wilmington University. Completing this assessment is a student teaching requirement. Candidates must check with their supervisors, program advisors or program chairs to obtain current and accurate information related score expectations.
Program Changes
Master of Education degree programs in the College of Education and Liberal Arts, which contribute to eligibility for initial licensure and certification as Delaware educators, are approved by the Delaware Department of Education. Any changes that are mandated by the Delaware Department of Education or the Delaware General Assembly will be implemented in accordance with state regulations.
Program Purpose
The purpose of the Master of Education in Special Education licensure/certification degree program is to prepare candidates for positions teaching students with exceptionalities in specific content/subject areas and grade levels.
Students with exceptionalities must be taught by professionals who are trained in the identification, assessment, and teaching of individuals with exceptionalities. To reach this goal, the Master of Education in Special Education program provides candidates with the opportunity to complete the coursework with assignments and performance tasks aligned to the appropriate standards. This program reflects Wilmington University’s advocacy of an inclusion model of special education service delivery.
Program Competencies
The Master of Education in Special Education (MSE) degree program is built around standards developed by the Council for Exceptional Children, in addition to the Delaware Professional Teaching Standards/InTASC Model Teaching Standards, and reflects the College of Education and Liberal Arts Program Attributes and Conceptual Framework. Those standards can be accessed below:
CEC STANDARDS
INTASC STANDARDS
ATTRIBUTES AND FRAMEWORK
Outcomes Assessment
The assessment of content knowledge, pedagogy, learning theory, and performance competencies is accomplished through satisfactory attainment of specific course objectives; satisfactory performance on tests of general and content-related knowledge, as well as performance assessments, successful completion of assignments linked to program competencies and graduation competencies; fieldwork evaluations from advisors and school-based mentors; and evaluations and post-graduation surveys.
Program Design
The M.Ed. in Special Education is for candidates who have completed a bachelor’s degree in a field other than education who wish to obtain a master’s degree and eligibility for a state of Delaware initial teaching license and certification as a Teacher of Students with Disabilities and who also desires to meet the requirements for a standard certificate in a core content area or concentration. At entry, previous transcript(s) of teacher candidates will be carefully reviewed to determine if they have completed the necessary core content area or concentration area coursework for the area in which they intend to teach children with exceptionalities. Any omissions in such content area coursework must be completed before Student Teaching/Teaching Internship.
Concentration Requisite Coursework
Candidates will complete 12-13 credits in a chosen concentration, aligned to the content subject area/grade level certification the candidate is pursuing. These courses are to be taken during the program prior to student teaching/internship.
Program Requirements
Teacher candidates are required to register for and activate MSE 6102, E-Folio as the initial course in the program as this course will allow them to document various course requirements needed to satisfy individual program competencies.
Teacher candidates are expected to complete all requirements associated with the Master of Education in Special Education degree, including content course work, required special education courses, and clinical experiences.
Teacher candidates must apply to the Office of Clinical Studies for a Student Teaching/Teaching Internship placement for the Fall semester by February 1 or for the Spring semester by August 1. Practicum and Student Teaching/Teaching Internship applications are to be submitted electronically in SL&L. Applications do NOT take the place of registering for Practicum or Student Teaching/Teaching Internship. Registration and payment of all fees, including laboratory fees for Student Teaching/Teaching Internship, are still required. Successful completion of all sections of ETS PRAXIS II category and content tests, a 3.0 grade point average, and approval from the Office of Clinical Studies are required for Student Teaching/Teaching Internship.
The College of Education and Liberal Arts sets a required minimum grade of “C-” for all education core courses as well as courses needed to satisfy the content major. However, an overall GPA of 3.0 is required for program completion.
Fieldwork Requirements
All fieldwork placements are arranged by the Office of Clinical Studies in accordance with school district partnership agreements and placement protocols. However, final placement decisions are made by school district officials in coordination with placement specialists and are based on school and district needs and the availability of school-based mentors who are rated as highly qualified and effective. Candidates are not permitted to seek their own placements.
PRACTICUM COURSES (PRACTICUM I, II, III)
Each of these three courses requires 60 hours of field experience in an approved school setting plus 30 hours of required seminars. Although Practicum courses only require candidates to register and pay for one (1) credit for each course, the courses are structured as three (3) credit courses. The reason for this approach is to keep the total credit hours required for the degree as low as possible and still meet state certification requirements. Otherwise, candidates would have to register and pay for an additional 6 credits. This benefit represents a tuition cost savings of more than $2,000.
All practicum placements are arranged by the Office of Clinical Studies in accordance with school district partnership agreements and placement protocols. Final placement decisions are made by school district officials in coordination with the Office of Clinical Studies placement specialists. Candidates are not permitted to seek their own placements. The 60 hours of field experience required for each practicum will usually take place in the county where the candidate resides, although this may vary depending on availability of practicum placement classrooms.
To be considered for placement in a K-6 school setting, teacher candidates must complete the Practicum Fieldwork application in SL&L by the deadlines of February 1 for placement in Fall (September) and August 1 for placement in Spring (January). At the time of application, a Federal and Delaware CBC (Criminal Background Check) Report, a recent TB/PPD (less than a year old) and a completed CPR (Child Protection Registry Form) are required. To be eligible for registration into Practicum III, all required Praxis exams must have been attempted.
CAPSTONE CLINICAL EXPERIENCE (STUDENT TEACHING/INTERNSHIP)
The capstone clinical experience is a full-time, full-day, Monday through Friday, placement of 80 school days in an approved setting and in a content area/grade level that corresponds to a candidate's program concentration. A full immersion, Yearlong Residency option may also be available. Check with a Program Chair for more information.
Teacher candidates must apply to the Office of Clinical Studies for a Student Teaching/Internship placement for the Fall semester (September) by February 1 or for the Spring semester (January) by August 1. Student Teaching/Teaching Internship applications are to be submitted electronically in SL&L. Applications do NOT take the place of registering for Student Teaching/Internship. Registration and payment of all fees, including laboratory fees for Student Teaching/Internship, are still required. At the time of application, a new Federal and Delaware CBC (Criminal Background Check) Report, a new TB/PPD, a completed health form, and a completed CPR (Child Protection Registry Form) are required. For Practicum I and Student Teaching Internship. Clearances submitted for Practicum I hold firm for all three Practica: I, II, and III unless otherwise specified by a particular school or district.
Placement and registration requirements include the following: Passing and/or Qualifying scores (see above) on the relevant PRAXIS II exam, a 3.0 grade point average, completion of all teacher preparation and content coursework, and a completed application in SL&L and all required clearance items. All placements are arranged by placement specialists in the WilmU Office of Clinical Studies in accordance with school district partnership agreements and protocols. However, final placement decisions are made by school district officials in coordination with the Office of Clinical Studies placement specialists and are based on school and district needs and the availability of school-based mentors who are rated as highly qualified and effective. Candidates are not permitted to seek their own placements.
NOTE: Registration for MSE 8802, Student Teaching/Internship, requires a 3.00 grade point average, successful completion of all other coursework, passing scores on all required Praxis exams, and an approved application from the Office of Clinical Studies.
MED 6102 E-Folio
MSE 7100 Foundations of Special Education: Historical, Legal, and Theoretical Perspectives
MSE 7604 Technology for Instruction
MSE 7403 Diagnosis/Assessment/IEP Development for Exceptionalities
MSE 7402 Applied Behavior Analysis
MEE 7632 Language and Literacy
OR
MAS 7652 Reading in Content Areas
MSE 7901 Diagnosis/Assessment of Reading Difficulties for Non-Reading/Literacy Majors
MSE 7405 Curriculum in Special Education
MSE 8102 Legislation and Implementation of Policy and Procedure
MED 6000 Elementary Mathematics for Teachers
MAS 7801 Practicum/Pedagogical Approaches to Teaching in the Middle and High School
MSE 7991 Practicum I in Special Education
MSE 7992 Practicum II in Special Education
MSE 7993 Practicum III in Special Education
MSE 8805 Performance Assessment
MSE 8802 Student Teaching in Special Education
Early Childhood and Elementary Content Area candidates should take MEE 7632 AND MED 6000. Secondary Content Area candidates should take MAS 7652 AND MAS 7801.
MSE 7502 Educating Preschoolers with Special Needs
MSE 7603 Assessment of Young Children
MSE 7605 Differentiation of Instruction for Young Children
MSE 7607 Emergent Literacy for Young Children
MSE 7407 Teaming/Collaboration with Families & Communities
MEE 7603 Instructional Strategies in Elementary Education
MEE 7631 Child Growth and Development
MEE 7633 Integrated Methods to Teaching Elementary Language Arts/Reading
MEE 7637 Integrated Methods for Teaching Elementary Mathematics
MAS 7603 Instructional Strategies in Secondary Education
MAS 7651 Adolescent Growth and Development
MAS 7701 Classroom Culture and Student Behavior
MED 6801 Building a Responsive Classroom
This information applies to students who enter this degree program during the 2024-2025 Academic Year. If you entered this degree program before the Fall 2023 semester, please refer to the academic catalog for the year you began your degree program.
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