Candidates for the Master of Science (MS) in Special Education may be recent college graduates or professionals experienced in fields other than teaching who wish to develop special education careers. The School of Education offers candidates the following options:
- Part-time master's program with a focus in Mild-to-Moderate Disabilities, which can lead to teacher certification. Candidates begin this program in the fall semester. The program can be completed in as few as five semesters, and candidates have a maximum of five years to complete the program requirements.
- Part-time master’s programs with a focus in Severe Disabilities (with Emphasis in Autism Spectrum Disorders or Emphasis in Applied Behavior Analysis). These programs do not lead to teacher certification. Students begin during the fall semester and have a maximum of five years to complete the program requirements.
Master’s Programs Leading to Teacher Certification
The following Master of Science in Special Education programs have been approved by the Maryland State Department of Education (MSDE) for Generic Special Education certification:
- Mild to Moderate Disabilities (Elementary/Middle)—grades one through eight.
- Mild to Moderate Disabilities (Secondary/Adult)—grades six through twelve.
Mild to Moderate Disabilities: Elementary/Middle and Secondary/Adult
This 39-credit program is designed for individuals who are seeking teacher certification to work with students with disabilities.
Special Educator certification options are available at the elementary/middle school (grades one through eight) or secondary/adult levels (grades six through 12). The teacher certification program options provide instruction and applied experiences in legal issues, educational assessment, data-based decision making, instructional programming, behavior management, and collaborative programming among general and special educators. Candidates learn to apply specialized techniques within a continuum of educational settings, with a particular emphasis on urban settings.
Non-Certification Master’s Programs
The School of Education offers a number of program options for students not seeking certification but who want to enhance their skills in a specialized area of special education.
Currently, the School offers four non-certification specializations:
- Severe Disabilities with an Emphasis in Autism Spectrum Disorders
- Severe Disabilities with an Emphasis in Applied Behavior Analysis
- Mild to Moderate Disabilities (Elementary/Middle) --Non-Certification
- Mild to Moderate Disabilities (Secondary/Adult) --Non-Certification
Severe Disabilities with an Emphasis in Autism Spectrum Disorders
The School of Education is not admitting new students into this option, MS Severe Disabilities with an emphasis in Autism Spectrum Disorders, for the academic year 2024-2025.
This 36-credit master’s degree program option prepares individuals to teach students on the autism spectrum—ages birth through adult—whose educational priorities include specialized instruction and support in areas of communication, social/emotional skills, cognitive skills, and adaptive/ independence skills.
Severe Disabilities with an Emphasis in Applied Behavior Analysis
This 36-credit master's degree program option is designed for educators (special educators, general education teachers, behavior specialists, instructional specialists, paraprofessionals, teaching assistants, registered behavior technicians) who are seeking specialized training in special education and evidence-based practice of ABA. Professionals who earn the MS in Special Education-Severe Disabilities with an Emphasis in Applied Behavior Analysis will acquire the competencies to meet the growing needs of students requiring special education and behavioral supports.
Mild to Moderate Disabilities: Elementary/Middle and Secondary/Adult (Non-Certification)
This 36-credit master's degree program is designed for individuals who want to learn to work with students with disabilities and are not seeking teacher certification. Non-certification options are available at the elementary/middle school (grades one through eight) or secondary/adult levels (grades six through 12). The non-certification program options provide instruction and applied experiences in legal issues, educational assessment, data-based decision making, instructional programming, behavior management, and collaborative programming among general and special educators. Students complete one internship.
Admission Requirements
Master’s Programs Leading to Teacher Certification
To be fully admitted, applicants must have earned at least a bachelor’s degree from an accredited college or university and have earned a minimum cumulative average GPA of 3.0 (out of 4.0) in all previous undergraduate and graduate studies (including for incomplete programs of study and for programs still progress). Applicants must complete the online application and submit official transcripts from all accredited post-secondary institutions attended, a resume or curriculum vitae, an essay indicating the candidate’s professional goals, and two letters of recommendation. Any applicant with a GPA below 3.0 must also achieve passing scores on one of the following tests: Praxis I/Core, SAT, ACT, or GRE. (Please visit the Maryland State Department of Education (MSDE) website to view current state requirements.
Non-Certification Master’s Programs
To be fully admitted, applicants must have at least a bachelor’s degree from an accredited college or university and have earned a minimum cumulative average GPA of 3.0 (out of 4.0) in all previous undergraduate and graduate studies (including for incomplete programs of study and for programs still in progress). Applicants must complete an application and submit official transcripts from all accredited post-secondary institutions attended, a résumé or curriculum vitae, an essay indicating your professional goals, dispositions survey, and two letters of recommendation.
Program Requirements
Depending on the specific focus area, students complete 36 or 39 graduate credits for their master’s degrees. Students must work with a faculty advisor to develop a program of study that includes required and elective courses. All face-to-face classes are offered at the JHU Applied Physics Lab in Laurel, Maryland.
Master's Programs Leading to Teacher Certification
Internship Requirements
Students seeking State certification are required to complete two internships during their program. Prior to the first internship, students will be required to undergo a criminal background check. Students wishing to enroll in an internship course must let the special education program coordinator know at least one semester prior to the one in which they plan to complete the internship. Students are responsible for completing all requirements prior to each internship and should frequently review the information shared on the Special Education Program Community Page on our Learning Management System (LMS). The final internship should be completed during the last semester of classes and cannot be taken without first achieving a passing score on the two Praxis II exams.
Students must earn a grade of B or better in each required internship. If a student earns a grade below B in an internship, the student must repeat the internship, and earn a grade of B or A. Students may not register for any other course until they complete the repeated internship. If a student earns a grade below B in subsequent internships, the student may be dismissed from the program.
Program of Study
Depending on the specific area of focus, students complete 36 to 39 graduate credits for their master’s degree. Students must work with a faculty advisor to develop a program of study that includes required and prerequisite courses. (Note: Students who take courses outside their approved program of study do so at their own risk—there is no guarantee that credits earned from unapproved courses will be accepted.) In addition to coursework, students must successfully complete the internships and graduate student project (with presentation), pass the two Praxis II exams and comprehensive examinations, and fulfill any other program-specific requirements prior to graduation. Upon graduation, students will be eligible to apply for Maryland State certification under the appropriate specialization area.
Mild to Moderate Disabilities: Elementary/Middle and Secondary/Adult (MSDE Certification—Generic Special Education)
Graduates of this program are eligible for certification in generic special education in Maryland. Along with the required coursework, graduate students must achieve qualifying scores on the Praxis/Core I exam (or one of the alternative State approved tests) prior to admission (if not acquired 3.0 GPA in Undergraduate Studies) and pass the Special Education Praxis II exams (Special Knowledge and TRE) prior to the second internship. All students must complete two internships, a Graduate Project (with presentation), and pass all required Praxis and Comprehensive exams before program completion.
Program Plan
| Code | Title | Credits |
|---|---|---|
| Prerequisite Courses 1 | ||
| ED.871.501 | Introduction to Children and Youth with Exceptionalities | 3 |
| ED.884.502 | Assessment of Literacy | 3 |
| ED.884.505 | Materials for Teaching Literacy (required for Elementary/Middle candidates only) | 3 |
| Introductory Processes and Acquisition of Reading | 3 | |
| Human Growth and Development: A Lifespan Perspective | 3 | |
| Focus | ||
| Select one of the following: | 39 | |
| Total Credits | 54 | |
- 1
Prerequisite Courses for both Elementary/Middle (15 credits) and Secondary/Adult Focus (12 credits) (may be taken elsewhere)
Elementary/Middle Focus
| Code | Title | Credits |
|---|---|---|
| ED.871.510 | Legal Aspects, Service Systems, and Current Issues in Special Education (online course) | 3 |
| ED.871.511 | Instructional Planning and Management in Special Education | 3 |
| ED.871.512 | Collaborative Programming in Special Education | 3 |
| ED.871.513 | Applied Behavioral Programming | 3 |
| ED.874.512 | Characteristics of Students with Mild to Moderate Disabilities: Learning Disabilities, Behavioral Disorders, and Intellectual Disabilities | 3 |
| ED.874.513 | Educational Assessment of Students with Mild to Moderate Disabilities: Elementary/Middle | 3 |
| ED.874.524 | Spoken and Written Language: Methods for Students with Mild to Moderate Disabilities | 3 |
| ED.874.525 | Mathematics: Methods for Students with Mild to Moderate Disabilities | 3 |
| ED.874.526 | Classroom Management: Methods for Students with Mild to Moderate Disabilities | 3 |
| ED.874.541 | Reading: Methods for Students with Mild to Moderate Disabilities | 3 |
| ED.874.860 | Mild to Moderate Disabilities Internship: Induction - Elementary/Middle | 3 |
| ED.874.861 | Mild to Moderate Disabilities Internship: Culmination - Elementary/Middle | 3 |
| ED.892.562 | Access to General Education Curriculum with Technology Accommodations (online course) | 3 |
| Total Credits | 39 | |
Secondary/Adult Focus
| Code | Title | Credits |
|---|---|---|
| ED.871.510 | Legal Aspects, Service Systems, and Current Issues in Special Education (online course) | 3 |
| ED.871.511 | Instructional Planning and Management in Special Education | 3 |
| ED.871.512 | Collaborative Programming in Special Education | 3 |
| ED.871.513 | Applied Behavioral Programming | 3 |
| ED.874.512 | Characteristics of Students with Mild to Moderate Disabilities: Learning Disabilities, Behavioral Disorders, and Intellectual Disabilities | 3 |
| ED.874.514 | Educational Assessment of Students with Mild to Moderate Disabilities: Secondary/Adult | 3 |
| ED.874.526 | Classroom Management: Methods for Students with Mild to Moderate Disabilities | 3 |
| ED.874.527 | Career Assessment and Programming: Education of Students with Mild to Moderate Disabilities | 3 |
| ED.874.528 | Diversifying the General Education Curriculum: Methods for Secondary Students with Mild to Moderate Disabilities | 3 |
| ED.874.542 | Reading, English, and Language Arts: Methods for Secondary Students with Mild to Moderate Disabilities | 3 |
| ED.874.870 | Mild to Moderate Disabilities Internship: Induction - Secondary/Adult | 3 |
| ED.874.871 | Mild to Moderate Disabilities Internship: Culmination - Secondary/Adult | 3 |
| ED.892.562 | Access to General Education Curriculum with Technology Accommodations (online course) | 3 |
| Total Credits | 39 | |
Non-Certification Master’s Programs
Internship Requirements
Students will be required to complete an internship as part of their master’s program. Prior to the internship, students will undergo a criminal background check. Students wishing to enroll in an internship course must let the special education program coordinator know at least one semester prior to the one in which they plan to complete the internship. Students are responsible for completing all requirements prior to each internship and should frequently review the information shared on the Special Education Program Community Webpage in our Learning Management System (LMS).
Students must earn a grade of B or better in each required internship. If a student earns a grade below B in an internship, the student must repeat the internship, and earn a grade of B or A. Students may not register for any other course until they complete the repeated internship. If a student earns a grade below B in subsequent internships, the student may be dismissed from the program.
Practicum Elective Requirements (ABA program only)
Students enrolled in the ABA focus area, will have the opportunity to complete 4 elective practicum courses during which candidates can accrue hours toward the experience requirements for Concentrated Fieldwork Experience as outlined by the Behavior Analyst Certification Board; BACB. The practicum electives provide supervised experiences in the application of behavior analytic services in a variety of educational setting and includes a face-to-face seminar with an instructor. Placements for each student are coordinated through the Practicum Coordinator and the faculty advisor. Practicum is completed during the second and third year of the program. The option to enroll in practicum is limited to candidates in the Maryland/DC area.
Program Requirements
Depending on the specific focus area, students complete 36 to 39 graduate credits for their master’s degree. Students must work with a faculty advisor to develop a program of study that includes required and elective courses. All students (with the exception of ABA program candidates) must complete a Graduate Student Project (with presentation) and pass Comprehensive exams before program completion.
Severe Disabilities with an Emphasis in Autism Spectrum Disorders Option
Program Plan
| Code | Title | Credits |
|---|---|---|
| Prerequisite or Corequisite Courses 1 | ||
| ED.871.501 | Introduction to Children and Youth with Exceptionalities | 3 |
| Human Growth and Development: A Lifespan Perspective | 3 | |
| Required Courses | ||
| ED.871.510 | Legal Aspects, Service Systems, and Current Issues in Special Education (online course) | 3 |
| ED.871.511 | Instructional Planning and Management in Special Education | 3 |
| ED.871.512 | Collaborative Programming in Special Education | 3 |
| ED.871.513 | Applied Behavioral Programming | 3 |
| ED.877.513 | Education of Students with Severe Disabilities: Augmentative Communication Systems (online course) | 3 |
| ED.877.514 | Community and Independent Living Skills | 3 |
| ED.877.550 | Inclusive Practices for Autism Spectrum Disorders | 3 |
| ED.877.551 | Survey of Autism and Other Pervasive Developmental Disorders (online course) | 3 |
| ED.877.553 | Classroom Programming for Students with Autism (online course) | 3 |
| ED.877.555 | Teaching Communication and Social Skills (online course) | 3 |
| ED.877.810 | Internship in Severe Disabilities: Induction | 3 |
| ED.87x.xxx | Elective 2 | 3 |
- 1
May be taken elsewhere.
- 2
Subject to the approval of the faculty adviser.
Severe Disabilities with an Emphasis in Applied Behavior Analysis
Program Plan
| Code | Title | Credits |
|---|---|---|
| ABA Required Coursework | ||
| ED.873.601 | Introduction to Applied Behavior Analysis and Special Education | 3 |
| ED.873.602 | Research Methods: Evaluation, Measurement and Single Case Design | 3 |
| ED.873.603 | Behavioral Assessment and Intervention for Challenging Behaviors | 3 |
| ED.873.604 | Behavioral Assessment and Instructional Strategies | 3 |
| ED.873.605 | Ethics and Professional Conduct for Behavior Analysts | 3 |
| ED.873.606 | Applications of Applied Behavior Analysis in the Classroom | 3 |
| ED.873.607 | Supervision and Consultation in ABA | 3 |
| Special Education Coursework (5 courses/12 credits required) | ||
| ED.871.510 | Legal Aspects, Service Systems, and Current Issues in Special Education | 3 |
| ED.871.512 | Collaborative Programming in Special Education | 3 |
| ED.871.511 | Instructional Planning and Management in Special Education | 3 |
| ED.877.551 | Survey of Autism and Other Pervasive Developmental Disorders | 3 |
| ED.877.555 | Teaching Communication and Social Skills | 3 |
| ED.877.550 | Inclusive Practices for Autism Spectrum Disorders | 3 |
| ED.877.513 | Education of Students with Severe Disabilities: Augmentative Communication Systems | 3 |
| ED.874.512 | Characteristics of Students with Mild to Moderate Disabilities: Learning Disabilities, Behavioral Disorders, and Intellectual Disabilities | 3 |
| ED.874.513 | Educational Assessment of Students with Mild to Moderate Disabilities: Elementary/Middle | 3 |
| ED.874.514 | Educational Assessment of Students with Mild to Moderate Disabilities: Secondary/Adult | 3 |
| ED.874.524 | Spoken and Written Language: Methods for Students with Mild to Moderate Disabilities | 3 |
| ED.874.525 | Mathematics: Methods for Students with Mild to Moderate Disabilities | 3 |
| ED.874.527 | Career Assessment and Programming: Education of Students with Mild to Moderate Disabilities | 3 |
| ED.874.528 | Diversifying the General Education Curriculum: Methods for Secondary Students with Mild to Moderate Disabilities | 3 |
| ED.874.541 | Reading: Methods for Students with Mild to Moderate Disabilities | 3 |
| ED.874.542 | Reading, English, and Language Arts: Methods for Secondary Students with Mild to Moderate Disabilities | 3 |
| ED.892.562 | Access to General Education Curriculum with Technology Accommodations | 3 |
| Electives | ||
| ED.873.610 | Applied Behavior Analysis Practicum I | 3 |
| ED.873.611 | Applied Behavior Analysis Practicum II | 3 |
| ED.873.612 | Applied Behavior Analysis Practicum III | 3 |
| ED.873.613 | Applied Behavior Analysis Practicum IV | 3 |
Learning Outcomes
Master's Programs in Special Education
Program Goals
The goals of the School of Education’s Master of Science in Special Education certification programs are to:
- Secure recognition from the Council for Exceptional Children (CEC) and approval by the Maryland State Department of Education (MSDE).
- Graduate highly qualified special educators, as measured by the successful completion of coursework, comprehensive exams, graduate projects and presentations, and required state Praxis exams.
- Graduate highly qualified special educators who possess the requisite competencies to effectively educate students with exceptionalities from a diverse range of backgrounds and needs in a variety of educational settings.
Program Objectives
The learning objectives of the School of Education’s MS in Special Education certification programs are:
- To prepare qualified and credentialed special education professionals who are able to apply evidenced-based strategies across settings in which students with disabilities are served.
- To provide multiple opportunities to bridge research and theory with reflective practice.
- To prepare qualified and credentialed special education professionals who possess and exhibit collaborative and ethical behaviors with students and colleagues.
- To prepare qualified and credentialed special education professionals who have acquired the knowledge to access necessary resources and the professional networks that will further their professional development and support their advocacy for children with disabilities and their families.
- To provide cutting edge research and excellent instruction, as evidenced by faculty scholarship and teaching evaluations.
Learning Outcomes
The learning outcomes for graduates of the School of Education’s MS in Special Education certification programs are measured across seven content standard areas, as outlined by the Council for Exceptional Children (CEC, 2015; standard updates in progress).
ADDITIONAL OUTCOMES FOR THE MS SEVERE DISABILITIES With EMPHASIS IN APPLIED BEHAVIOR ANALYSIS
The broad educational objectives of the Master of Science in Special Education-Applied Behavior Analysis are to prepare educators to become effective teachers and leaders in applied behavior analysis and special education. The specific program learning outcomes are:
- To define, demonstrate, and apply the concepts and principles of behavior analysis within an educational setting as evidenced by successful completion of coursework and when elected, practicum requirements.
- To utilize research methods to evaluate and measure the effectiveness of intervention and instructional procedures within an educational setting as evidenced by successful completion of coursework and when elected, practicum requirements.
- To conduct and complete behavioral assessments in order to identify the effective instructional program or behavior reduction plan in an educational setting as evidenced by successful completion of coursework and when elected, practicum requirements.
- To design, implement, and evaluate an instructional program based on assessment results to increase a desired behavior/skill for an individual student or a group of students in an educational setting as evidenced by successful completion of coursework and when elected, practicum requirements.
- To design, implement, and evaluate a behavior reduction program based on assessment results to decrease inappropriate behaviors for individual students or a group of students in an educational setting as evidenced by successful completion of coursework and when elected, practicum requirements.
- To define and practice within the Professional and Ethical Compliance Code for Behavior Analysts, as evidenced by successful completion of coursework and when elected, practicum requirements.
- To implement, manage, and practice applied behavior analysis in an educational setting as evidenced by successful completion of coursework and when elected, practicum requirements.
- To demonstrate knowledge and skills as outlined by the CEC’s Advanced Specialty Set: Special Education Behavior Intervention Specialist
- With the successful completion of coursework and practicum requirements, candidates will take and successfully complete the Behavior Analyst Certification Board (BACB) exam as evidenced by a passing score (set by the BACB).