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About the Master of Arts: Special Education  

The Master of Education in Special Education at the Catholic College of Mandeville prepares you for teaching diverse students in the Jamaican education system . The programme does not prepare you for licensure in Special Education. It prepares you for the roles you may undertake as a special education teacher through the research, implementation and evaluation of effective models of teaching to optimize learning. 

This program is designed for working professionals, with 100% coursework that you can complete in as few as 20 months. While the course does not offer specializations, the focus will be on Autism and Dyslexia which are the two major areas impacting learning in the Jamaican among students with exceptionalities in the Jamaican education system 

The M.Ed.SE provides opportunity for you to develop specialized knowledge and experience applying tools, technology and techniques to adapt course content and activities in order to meet the diverse needs of exceptional students. 

The Mico University College

Master of Science in Mathematics Education /*! elementor - v3.22.0 - 17-06-2024 */ .elementor-heading-title{padding:0;margin:0;line-height:1}.elementor-widget-heading .elementor-heading-title[class*=elementor-size-]>a{color:inherit;font-size:inherit;line-height:inherit}.elementor-widget-heading .elementor-heading-title.elementor-size-small{font-size:15px}.elementor-widget-heading .elementor-heading-title.elementor-size-medium{font-size:19px}.elementor-widget-heading .elementor-heading-title.elementor-size-large{font-size:29px}.elementor-widget-heading .elementor-heading-title.elementor-size-xl{font-size:39px}.elementor-widget-heading .elementor-heading-title.elementor-size-xxl{font-size:59px} Overview

The Master of Science in Mathematics Education (MSME) programme is designed to promote excellence in mathematics content, pedagogy and leadership. The courses in the programme cover topical issues in pure and applied mathematics, mathematics curriculum planning, and mathematics coaching and they offer participants opportunities to undertake research in schools and related institutions. Consequently, the programme is ideal for those who would like to pursue a career in advanced mathematics teaching, mathematics coaching, and/or mathematics curriculum and policy development.

The graduates of this programme will be highly motivated to revolutionize the teaching of mathematics and provide leadership in mathematics education.

Programme Aims

The Master of Science in Mathematics Education will seek to:

• Prepare a cadre of teachers who will provide leadership for the effective teaching and learning of mathematics at the primary, secondary and post-secondary levels
• Provide the educational environment in which teachers and learners can advance the exploration and development of mathematics skills through experience and research
• Influence the development of graduates for leadership in the promulgation of mathematics education
• Foster the development of research in mathematics education

Mode of Delivery

The programme is delivered fully online. Online delivery is both synchronous and asynchronous. Classes are conveniently scheduled from 5:00 p.m. to 8:00 p.m. on weekdays.

Duration of Study & Credit Load

The programme is scheduled to be completed in two years (six semesters including two summer semesters). Students will complete 42 credits for the award of the degree.

Entry Requirements

In order to pursue the MSc in Mathematics Education, candidates must:

Satisfy the School’s requirements for normal matriculation:

• B. Ed. in Mathematics or BSc. in Mathematics
• A GPA of at least 3.0 from an accredited institution

Satisfy the School’s requirements for lower level matriculation:

• Bachelor’s degree in an area that has a considerable mathematics content (e.g. finance, accounting, engineering etc.). Entry via lower level matriculation is subject to evaluation /approval by the Academic Board and the candidates may be offered provision entry until pre-requisite courses from the Bachelor of Education in Mathematics Programme have been completed.

Courses in the Programme

Prerequisites.

• Problem-Solving & Mathematical Investigation
• Mathematics Teaching, Learning & Research
• Trigonometry
• Abstract Algebra
• Linear Algebra
• Discrete Math
• Probability and Statistics 1
• Probability and Statistics 2
• Probability and Statistics 3

Year 1 Semester 1

• ZOGM5101 Orientation to the Graduate Mathematics Education (0 Credits)
• ZLFM5101 Leadership for Mathematics Teachers (3 Credits)
• ZMMC5101 Managing the Mathematics Curriculum (3 Credits)

Year 1 Semester 2

• ZIDE5101 Introduction to Differential Equations (3 Credits)
• ZDRL5101 Diagnosis and Remediation of Learning Difficulties in Mathematics (3 Credits)
• ZMCD5101 Mathematics Curriculum: Design and Development (3 Credits)

Year 1 Semester 3

• ZELA5101 Elements of Linear and Abstract Algebra at the Advanced Level (3 Credits)
• ZITP5101 Issues and Trends in Teaching Primary and Secondary Mathematics (3 Credits)
• ZPSA5101 Problem-solving and Assessment Strategies in the 21st Century Mathematics Classroom (3 Credits)

Year 2 Semester 1

• ZCSL6101 Changing School Culture, Climate and Leadership (3 Credits)
• ZTDI6101 Theory of Differentiation and Integration (3 Credits)
• ZCSE6101 Coaching, Supervising and Evaluating Mathematics Teachers (3 Credits)

Year 2 Semester 2

• ZITT6101 Introduction to Topology (3 Credits)
• ZREM6101 Research in Education for Mathematics Practitioners (3 Credits)
• ZCAM6101 Complex Analysis for Mathematics Teachers (3 Credits)

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Master of Education - Inclusive and Special Education

The Master of Education (Inclusive and Special Education) is underpinned by the following basic premises:

• every child has an inherent right to an education which will enhance the development of maximum capability regardless of gender, ethnic, economic, social, religious, and linguistic background;
• every child has the ability to learn and we must build on this positive assumption;
• children vary in natural ability and schools therefore should provide for all students; programmes which are adapted to varying abilities and which provide opportunities to develop differing and socially useful talents. (Ministry of Education, 2008, p. 18)

Inclusive education is viewed as an approach that seeks to find ways to transform the education system so as to respond to a diversity of learning needs, thereby providing the most appropriate education for individual needs. Special education is specially designed instruction and related services that targets the individual needs of the child in the least restrictive environment. This programme seeks to operationalize these ideas by focusing on transforming traditional notions of teaching and learning. Teachers are conceptualized as highly skilled practitioners who can confidently treat with individual needs by effectively combining strategy, technique, and leadership.

Goals of the Programme

On completion, participants will be able to assume critical roles in and outside the classroom to promote and sustain Inclusive and Special Education in the Caribbean by:

• Maintaining challenging expectations for individuals with exceptionalities;
• Engaging in the improvement of the profession through active participation in professional organizations - locally, regionally, and internationally;
• Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities;
• Using evidence, instructional data, research, and professional knowledge to inform practice;
• Creating supportive environments that safeguard the legal rights of students and their families;
• Developing relationships with families based on mutual respect; and
• Practicing within the professional ethics and standards of special education; upholding laws, regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies

This programme will prepare participants to practice at advanced levels of inclusive and special education and/or function in advanced inclusive/special education roles.

Target Population

The programme targets the following:

• In-service graduate teachers who have completed the Bachelor of Education (Special Education) and are desirous of enhancing their qualifications and skills.
• Individuals who are working in the field of Special Education and/or graduates with bachelor’s degrees in related areas such as Primary Education, Secondary Education, Psychology or Speech and Language.

Entry Requirements

Candidates must possess the following:

• A Bachelor’s degree in Inclusive / Special Education from an approved University with at least a lower second class standing
• A Bachelor’s degree with at least a lower second class standing in a related area such as Primary Education or Secondary Education, Psychology, Speech and Language
• Must possess any other qualifications deemed equivalent to the above

Structure of the Programme

This part-time programme will be delivered over the course of two academic years (two semesters in each year). The programme comprises the following major components: (I) Three compulsory core courses for M.Ed. programmes (12 credits)

• EDFA 6207: Education and the Development of Social Competencies (4 credits)
• EDRS 6208: Fundamentals of Educational Research I (4 credits)
• EDRS 6210: Fundamentals of Educational Research II (4 credits)

(II) Four (new) compulsory specialization courses (16 credits)

• EDSE6001: Nature and Needs of Exceptionalities (4 credits)
• EDSE6002: Inclusive Classrooms: Policy and Practice (4 credits)
• EDSE6003: Assessment in Inclusive and Special Education (4 credits)
• EDSE6004: Collaboration, Consultation, and Inclusivity (4 credits)

(III) One Elective course chosen by the student with the approval of the School of Education (4 credits) (IV) Graduate Research Seminars: EDRS 6203. These do not count for credit but are graded on a pass/fail basis. The requirement is that students must fulfill a 75% attendance requirement. (V) EDRS6900: Research Project – 15,000 words (10 credits) TOTAL: 42 credits

Programme Sequence

Non-exhaustive career options for those pursuing the MEd Inclusive and Special Education

• Inclusive education administrator
• Inclusive education teacher
• Special education teacher
• Intervention specialist
• Curriculum development specialist
• Para-professional - individualized support 
• Support services provider (physical therapy, occupational therapy, autism)

Contact Information

Ms. Vitra Ramcharan

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Phone: (868) 662-2002; Ext.: 82163; Fax: (868) 662-6615

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Education ministry now recognises on-the-job training

ROSE HALL, St James — After years in the making, the Ministry of Education and Youth has rolled out its Prior Learning Assessment and Recognition (PLAR) initiative which is aimed at providing recognition and credit for skills obtained over the years without certification.

The revelation was made by Minister of Education and Youth Fayval Williams during a post-Cabinet media briefing held at the Montego Bay Convention Centre in St James on Wednesday.

“The best way to explain this exciting initiative is to consider the following example. Imagine you’ve been providing care for elderly persons in their homes and you have been doing this consistently for the past 10 years. You have gained very useful experience in how to care for the elderly. The issue is that after 10 years of working in this field, despite the very real experience, you have no certification,” explained Williams, who joined the media briefing remotely.

“This programme, Prior Learning Assessment and Recognition, would allow your 10 years of experience to be assessed and recognition of credits — as they would say in the United States — would be given. You would know where on our national qualification framework of Jamaica your experience ranks,” the minister added.

Williams said the initiative will align general education with technical and vocational education with occupational and tertiary degrees.

She noted that the initiative is also applicable to thousands of young people who may have acquired experience in various areas of work and have no certification.

“The Prior Learning Assessment and Recognition allows our young people to gain recognition or credits for the skills and knowledge they already possess and, as such, enhance their educational and career opportunities,” stressed the minister.

“The good news is you don’t have to start over. Your years of experience can be recognised under this programme and mapped into Jamaica’s national qualification framework, which itself is mapped to the national qualification framework in countries such as the US,” she added.

Williams also pointed out how employers can benefit from the initiative. She noted that, through the Jamaica Tertiary Education Commission (JTEC), an entity of the Ministry of Education and Youth, “it ensures compliance with standards and gives guidance to employers as they do the assessment against the national qualifications framework of Jamaica”.

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