Master of Arts in Education major in Special Education
The Master of Arts in Education major in Special Education with thesis, introduced in 2014, is designed to prepare special education teachers in assessment, individualized instruction, curriculum preparation, and innovative teaching strategies for students with special needs. It equips the students with theoretical, pedagogical, and practical training to handle differently-abled individuals and groups.
Specifically, the program focuses on imbuing pre-service teachers, in-service teachers, and other professionals with theoretical groundings, management skills, and research skills through the program’s varied delivery modes.
Through this program, the students will master core subjects in teaching and learning and special education. The degree will be awarded upon completion of 36 units comprised of 30 units or 540 hours of academic coursework and six units of thesis writing (Thesis 1 and 2).
Please click or tap on the sections below for more detailed information about the MA SPED program.
Pre-Service teachers: Newly graduated students with a degree course on teacher education who aspire to specialize in special education to equip them to handle differently-abled learners.
In-Service Teachers: Those who are already in the teaching and training workforce but would like to develop expertise in handling differently-abled learners.
Professionals from Various Fields of Specialization: Students who graduated in any four-year college degree course can apply for the program granted that they will be taking the Teacher Certificate Program (TCP) as a bridging program as a requirement for admittance.
The IE-GS seeks to develop research-oriented professionals with an articulated philosophy of education, committed to a life of service for the development of the country in general and learning communities specifically. These professionals include:
Effective teachers who are prepared to take on leadership roles in educational institution;
Educational planners and managers who contribute to the growth and improvement of the educational system to address challenges of diverse cultures;
Competent teachers updated in current trends and methods in teaching multicultural settings;
Special education teachers capable of organizing and managing facilities for persons with disabilities;
Physical education managers equipped with advanced knowledge and skills in teaching, administering, and evaluating PE and sports programs;
Creative and efficient educators who use competency and outcomes-based standards and other alternatives modes of instruction delivery, equipped with skills in research, publications, and blended educational technology;
Globally-oriented teachers capable of establishing partnerships and linkages with fellow educational leaders both local and international; and
Service-oriented and environment-conscious educational practitioners who are committed to establish optimum development of the community through community service guided by the ethical practice of the teaching profession.
Upon successful completion of the 36-unit graduate degree program with thesis designed to prepare special education teachers in assessment, individualized instruction, curriculum preparation, with modified and innovative teaching strategies for students with special needs, MA SPED students are expected to:
Compare the historical, legal, philosophical, and sociological foundations of SPED in local and international settings. Courses that contribute: EDUC 242, SPED 243 Linked to FEU Core Competencies: Critical thinking, Intellectual curiosity, Problem solving
Explain the nature, characteristics, causes, and educational implications of each exceptionality to maximize learning opportunities for students with additional needs. Courses that contribute: EDUC 242, SPED 243, SPED 249, SPED 244 Linked to FEU Core Competencies: Problem solving, Persuasive communication, Critical thinking
Design appropriate instructional materials according to various type of exceptionality, learning area, short term objective, annual goals, and learner characteristics. Courses that contribute: SPED 244, SPED 247, SPED 248, SPED 249 Linked to FEU Core Competencies: Professionalism, Problem solving, Critical thinking
Evaluate learners of different exceptionalities applying all the knowledge learned from the major courses. Courses that contribute: SPED 243, SPED 244, SPED 247, SPED 248, SPED 249, SPED 246 Linked to FEU Core Competencies: Professionalism, Intellectual curiosity, Critical thinking
Produce scholarly outputs applying all the knowledge learned from the major courses and on current issues and trends in SPED in the Philippines using the APA format. Courses that contribute: SPED 243, SPED 244, SPED 247, SPED 248, SPED 249, SPED 246, MA 240, MA 241, THESIS 1, THESIS 2 Linked to FEU Core Competencies: Intellectual curiosity, Persuasive communication, Professionalism, Responsible digital citizenship, Critical thinking
Publish scholarly outputs applying all the knowledge learned from the major courses and on current issues and trends in SPED in the Philippines. Courses that contribute: SPED 243, SPED 244, SPED 247, SPED 248, SPED 249, SPED 246, MA 240, MA 241, THESIS 1, THESIS 2 Linked to FEU Core Competencies: Intellectual curiosity, Persuasive communication, Professionalism, Responsible digital citizenship, Critical thinking
Evaluate pedagogical content knowledge skill in teaching children with special needs. Courses that contribute: SPED 243, SPED 249, SPED 244, SPED 247 Linked to FEU Core Competencies: Professionalism, Intellectual curiosity, Critical thinking
Design appropriate curriculum for learners with different exceptionality according to varying needs, placement, and characteristics of students using various teaching and learning methods. Courses that contribute: SPED 248, SPED 243, SPED 249, SPED 244, SPED 247 Linked to FEU Core Competencies: Critical thinking, Intellectual curiosity, Problem solving
Assess the different domains of different individuals with exceptionality using appropriate, valid, and varied tools and strategies. Courses that contribute: SPED 247, SPED 244 Linked to FEU Core Competencies: Critical thinking, Professionalism
Examine a behavior management plan in relation to inclusion, mainstreaming, and transition programs. Courses that contribute: PSY 251, SPED 244, SPED 248 Linked to FEU Core Competencies: Intellectual curiosity, Problem solving, Critical thinking, Professionalism
Implement individualized educational programs for learners with special educations needs using evaluation and observation forms. Courses that contribute: SPED 246, SPED 248, SPED 247, SPED 244 Linked to FEU Core Competencies: Professionalism, Critical thinking
Upon completion of the program, graduates can be employed special education teachers, school administrators, department heads, consultants, academicians, and researchers. Likewise, the student can proceed to a doctorate program in special education, curriculum and instruction or educational management.
The masterate program is composed of 12 courses or 36 units on theories and principles of special education, pedagogical strategies, assessment and curriculum for exceptional students, trends and issues in the education system, and principles of research which are applied in developing, implementing and evaluating inclusive and research-oriented special education program for differently-abled learners.
In the program, students will delve deeper into the
current issues and trends in the national and international education systems
and its impact to special education through scholarly outputs. This exploration
trains students to become experts in the field and prepares them to become special
education teachers and work alongside their colleagues in improving the current
education system in the country.
The students’ learning and progress will culminate with a research output in Thesis 1 and 2 which are scaffolded by lecture series, round table discussions, and masterclasses in the duration of the masterate program.
The graduate studies program of the Institute puts premium on in-depth and adequate knowledge and understanding of academic and theoretical frameworks which are translated into research-based academic tasks.
This specialized nature of the program prepares the students to become thinking teacher professionals as they collaborate and co-construct knowledge by investigating educational and societal trends and issues using different disciplinal lenses, frameworks and paradigms. Specifically, the program will be delivered using the following modes:
To address the distinct needs of the graduate studies, the courses are designed for the learners to collaborate and co-construct knowledge with their colleagues and professors through research-based activities. This approach is rooted on the learning paradigm of the university where critical, reflective, and creative thinking is fostered.
Through this approach, the
students explore and investigate educational and societal trends and issues
using different disciplinal lenses to make sense of the different perspectives
and make connections of their learnings on different courses. In addition,
students develop the capacity to understand concepts in multiple viewpoints and
the ability to integrate these viewpoints into a broader conceptual framework
The courses are delivered using a
combination of face-to-face and online discussions using the learning
management system or Canvas. Face-to-face discussions are done on a designated
class schedule, while the readings, videos, and other learning materials are
made available in the learning management system. Likewise, extended
assessments and discussions are given through Canvas.
Discovery and Self-Directed Learning
The courses are taught using the
combination of the two modes where students will be given opportunities for
mentorship through various supplementary activities in the department. The
students will also work with their fellow graduate studies students and faculty
members through consultations and discourses.
Assessment and Research
The completion of courses under the program is dependent on the accomplishment of assessment tasks negotiated by the professor and the students for the semester. The program makes use of research-based outputs and community and field exposures as forms of assessments. These course outputs prepare students for the comprehensive examination and thesis writing towards the end of the program.
The comprehensive examination measures the students’ ability to synthesize their learning throughout the program through a publishable research or an empirical essay. This same research or essay can be expounded further in writing their thesis, which is a final requirement for awarding of the degree.
Through these assessments, students will be trained to produce quality publishable research papers and will enable them to understand and appreciate research as a way of life in the teaching profession.
The university offers various scholarship programs for teachers from the government and private institutions as well as alumni of FEU.
Institute of Education
Room 604 - Sixth Floor, Education Building
Room 604 - Sixth Floor, Education Building
Office Hours8:00AM - 5:00PM
Tel(02)8849-4000 to 30 loc. 254/255/257
Harold John D. Culala, PhD
Dean, Institute of Education
Percival S. Paras
Department Chair, Undergraduate Studies
Princess Zarla J. Raguindin, PhD
Department Chair, Graduate Programs & Transnational Education