M.Ed. in Learning Disabled (LD)

LD M.Ed. Course Requirementsf

The special education program at Greensboro College is designed to facilitate the development of appreciation for human difference and sensitivity to exceptionalities. The program recognizes the need for special educators to examine the multiple frames of reference that inform their practices. Consequently, the Greensboro College special education program explores the impact of medicine, psychology, sociology, behaviorism and psychoanalysis upon the continually developing understandings of who our exceptional populations are. Within the larger themes of lifelong inquiry, liberating practice, and valuing of difference, the Greensboro College special education program is committed to developing special educators who are reflective practitioners; having the specialized skills of task analysis, knowledge of the brain and understanding of various management and instructional techniques.

In valuing differences, the Greensboro College special education program facilitates the awareness of and appreciation for the multicultural society in which candidates currently live and teach. Courses are designed with the following aims in mind: to recognize the diversity that exists among us; to involve teachers in collaborative partnerships dealing with global concerns; to expose candidates to multicultural literature; to teach in schools that reflect economic, cultural, and ethnic diversity; and to engage in on-going dialogue about what it means to value difference.

Competencies required for initial licensure are at a basic level. Content in the graduate courses includes a more in-depth study of basic concepts and requires the candidate to examine historical, psychological, sociological and philosophical issues as well as current trends in education. The master curriculum provides opportunities for candidates to become actively involved in identifying programs researching these problems and subsequently making needed changes in public school classrooms. The curriculum expands the knowledge base of the teachers so they can begin to think in terms of best practices and reflect upon their own professional instructional growth and leadership development. The master curriculum leads candidates to become critical and reflective practitioners who examine best practices from a perspective of equity and inclusion.

The graduate program builds upon but extends the initial “A” licensure requirements for candidates in a number of specific ways. First the graduate program emphasizes research by requiring candidates to interpret, judge the quality and apply research findings to actual classroom issues. Graduate candidates demonstrate their knowledge of research through case study analysis and action research projects. Second, the graduate program focuses upon professional development and leadership skills. Graduate candidates demonstrate their growth in these areas through self-selected initiatives and community involvement. Third, the graduate program concentrates upon understanding oneself as a learner, teacher and leader. Graduate candidates engage in on-going reflection upon practice, learn to work collaboratively with colleagues, and to use assessment to study their practice in systematic ways to guide their decision making. Ultimately, the graduate program is designed to guide and recognize teacher development.