Special Education, M.S.Sp.Ed. — Non Credential
The Master of Science in Special Education develops technical skills, such as special education pedagogy, assessment, behavior management, curriculum design, diagnosis, remediation, consultation, collaboration, and instructional techniques to assist students with mild to moderate support needs.
Program Learning Outcomes
Upon completion of the Master of Science in Special Education, students will be able to:
- Analyze, evaluate, and apply knowledge of current educational issues, settings, and legislative requirements from a biblical perspective (ULO 1).
- Identify personal assumptions and generalizations related to diversity (e.g., gender, ethnicity, religion, socioeconomic status, sexual orientation, and [dis]abilities) while affirming that all students are valued as image bearers of God (ULO 2).
- Demonstrate Christian attitudes and actions conducive to the development of professional excellence and witness to the community (ULO 3).
- Exhibit growth in one’s professional practice by utilizing professional databases, conducting empirical research, and articulating findings through effective communication in both speaking and writing (ULO 1, 2, and 3).
- Evaluate qualitative and quantitative journal articles based on standard criteria within the profession (ULO 3).
- Exercise discernment, individually and in team settings, creatively solving problems as contextual needs emerge within the educational community (ULO 2 and 3).
- Demonstrate God's calling to maximize one's leadership skills, demonstrating the qualities of a constructive change agent in the educational community to advance the Kingdom of God (ULO 3).
- Synthesize knowledge, skills, and perspectives from concentration-specific content of the master of science program to determine implications for professional practice (ULO 2).*
Each Program Learning Outcome (PLO) listed above references at least one of the University Learning Outcomes (ULO 1, 2, 3), which may be found in the General Information section of this catalog.
*Evidence for proficiency of the SPED PLOs is provided in the SPED portfolio.
- Applicants must have completed all bachelor's requirements prior to the start of the program and must have a bachelor's degree conferred from a regionally accredited institution prior to the start of the second term.
- Foreign transcripts must be evaluated by an approved organization and verified equivalent to a U.S. bachelor's degree.
- Have a minimum 3.0 cumulative GPA on a 4.0 scale.
- Writing proficiency will be evaluated for each applicant in one or more of the following ways: a cumulative GPA of 3.5 or above; passage of the CBEST or all CSET subtests, an academic paper, the application essays, or the GRE.
- Hold a preliminary credential or provide verification of the equivalent professional experience.
- Applicants for whom English is not a primary language must verify a score of 100 iBT on the TOEFL exam.
- Complete Biola University’s Graduate Education application.
- Interview with a member of the School of Education.
- California residents must verify possession of a Certificate of Clearance from the California Commission on Teacher Credentialing and submit valid TB tests results.
Students enrolling in online programs will need all of the above listed admissions requirements as well as the following:
- Verify computer literacy sufficient to become actively engaged in learning online by passing an online proficiency test offered by Biola University’s Distance Learning Department or providing proof of successful online learning in a prior course.
- Verify access to a computer and the Internet sufficient to engage in Biola University’s Distance Learning Programs.
Official documents presented for admission or evaluation become part of the student’s academic file and normally cannot be returned or copied for distribution.
- M.S.Sp.Ed. program courses must be passed with a grade of “B” or higher.
- Candidates must complete the Master of Science in Special Education with a 3.0 cumulative GPA.
- Candidates must successfully complete one Capstone, participate on a research team, and fulfill all professional requirements (e.g., portfolio, including key assignments) related to the coursework and learning outcomes.
- Candidates must demonstrate professional behavior as an important aspect of their preparation to effectively impact the field of education (inside and beyond the classroom). For candidates on probationary status, or where a candidate has struggled with professional dispositions (scores of 1 or 2), these concerns may prevent the candidate from moving forward in the program and graduation.
- A minimum of 40 credits is required for the Master of Science in Special Education.
- Candidates must complete the program within six years of continuous enrollment. Candidates who are not continuously enrolled must complete the program within eight years total.
- Candidates must meet with a department advisor and Graduate Graduation Counselor in the Office of the Registrar one year prior to graduation to declare intent to graduate. (See Graduate Graduation Check description in the Admission, Enrollment and Graduation Requirements section.)
Transfer of Credits
Students transferring from an accredited graduate program may transfer a maximum of 6 approved credits for their Master of Science in Special Education. Courses transferred must be equivalent to Biola University’s and have direct applicability to the student’s program design. Only courses with a grade of “B” (3.0) on a 4.0 grade scale or higher will be considered for transfer towards the Master of Science in Special Education degree; a grade of “B-” or lower is not transferable. Credits considered for transfer must have been taken within five years prior to the date of admission.
Candidates must have a paid subscription to Taskstream while taking special education courses and during student teaching or intern support seminar.
|SEED 501||Philosophy and Values in Schools and Society||3|
|SEED 503||Educational Research and Statistics||3|
|SEED 524||Research in Culture and Intercultural Instruction||3|
|SEED 532||Diagnosis and Remediation in Reading||3|
|SEED 548||Collaborative Research 1||1|
|SEED 553||Writing Literature Reviews 2||2|
|SEED 561||Issues in Special Education||3|
|Select 9 credits from the following:||9|
|Assessment and Evaluation of Exceptional Learners|
|Teaching Students with Mild to Moderate Support Needs in Inclusive Settings|
|Behavior and Classroom Management for Students with Special Needs|
|Introduction to Autism Spectrum Disorders|
|SEED 582||Consultation, Collaboration, and Communication for the Education Specialist||3|
|SEED 583||Curriculum Design for Students with Mild to Moderate Support Needs||3|
|SEED 596||Professional Development Module||1|
|Select one of the following:||3|
|Exposition of New Testament Segments or Themes (taken as "Life of Christ")|
Other approved TTBE 3-credit course
|Select one of the following:||3|
|Curriculum Research Project 3|
SEED 548 Collaborative Research will be ongoing throughout the program. Students must enroll and participate for a minimum of two terms totaling 1 credit, including the final semester for the the M.S. degree in Special Education program.
This course must be completed in the final semester. To produce quality research, it is recommended to be taken only with SEED 548 in the final semester.