The Master of Arts in Teaching (M.A.T.) degree in Special Education provides initial teacher preparation at the master's degree level for qualified candidates who hold a bachelor's degree from a regionally accredited institution.
Most candidates do not currently hold clear, renewable certification; some candidates hold clear, renewable certificates in distantly related teaching fields (e.g., Physical Education, Business Education). Students are expected to begin and matriculate with their cohort for satisfactory completion of the degree program. Cohorts start each June and the program is 100% online.
Admissions
- Graduate admissions application form
- Hold a bachelor’s degree from an accredited college or university
- Minimum GPA 2.75 or higher
- Two professional recommendations
- Resume
- Pass Georgia Assessments for the Certification of Educators (GACE 360 Ethics)
- Official transcripts from all colleges and universities attended
For the Special Education MAT
- Candidates must hold an IN4T or Pre-Service certification in the area in which they are seeking certification.
- All candidates, including those who are teacher-of-record, must teach in an alternate grade band for a specified period of time.
Contact
Special Education M.A.T.
Education
PhD, University of Alabama; MEd, Georgia College & State University; BS, Auburn University
Education
PhD, Texas A&M University; MA, University of St. Thomas; BA, Salem College
Research
Instructional coaching methods that positively impact the implementation of research based instructional practices; Call to vocation’s impact on teacher retention; Teacher knowledge and beliefs about pedagogical principles and the impact on the provision of differentiated instruction.
Ms. Shanda Brand
Director of Graduate Programs
217A Kilpatrick Hall
478-445-1383
Education
PhD, University of Alabama; MEd, Georgia College & State University; BS, Auburn University
Education
PhD, Texas A&M University; MA, University of St. Thomas; BA, Salem College
Research
Instructional coaching methods that positively impact the implementation of research based instructional practices; Call to vocation’s impact on teacher retention; Teacher knowledge and beliefs about pedagogical principles and the impact on the provision of differentiated instruction.