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 that can lead to teacher certification with two focus areas: Elementary/Middle and Secondary/Adult. 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 program with a focus area of Applied Behavior Analysis. This program does not lead to teacher certification. Candidates begin this program in the fall semester. The program can be completed in as few as six semesters, and candidates have a maximum of five years to complete the program requirements.
- Part-time master's program in Severe Disabilities (with an Emphasis in Autism Spectrum Disorders). This program does not lead to teacher certification. Currently not admitting new students for the academic year 2026-2027.
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:
- Elementary/Middle - grades one through eight
- Secondary/Adult - grades six through twelve
MS Special Education: Elementary/Middle or 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 level (grades one through eight) or secondary/adult level (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.
Non-Certification Master’s Programs
The School of Education offers 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 program options:
- MS Special Education: Applied Behavior Analysis
- MS Special Education: Elementary/Middle - Non-Certification
- MS Special Education: Secondary/Adult - Non-Certification
- MS Special Education: Severe Disabilities with an Emphasis in Autism Spectrum Disorders
MS Special Education: Applied Behavior Analysis
This 36-credit master's degree program option is designed for educators (e.g., special education teachers, general education teachers, behavior specialists, instructional specialists, paraprofessionals, teaching assistants, registered behavior technicians) who are seeking specialized training in special education and the evidence-based practice of applied behavior analysis. Professionals who earn the MS in Special Education: Applied Behavior Analysis will acquire the competencies for eligibility for certification in applied behavior analysis.
MS Special Education: Elementary/Middle or Secondary/Adult (Non-Certification)
This 36-credit master's degree program is designed for individuals who want to learn to support students with disabilities and are not seeking teacher certification. Non-certification options are available at the elementary/middle school level (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.
Visit the School of Education website for more information about the Master of Science in Special Education: Elementary/Middle or Secondary Adult.
Visit the School of Education website for more information about the Master of Science in Special Education: Applied Behavior Analysis.
MS Special Education: Severe Disabilities with an Emphasis in Autism Spectrum Disorders
The School of Education is not admitting new students into this option, MS Special Education: Severe Disabilities with an emphasis in Autism Spectrum Disorders, for the academic year 2026-2027.
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.
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 in 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 seeking teacher certification 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 their professional goals, and two letters of recommendation.
Candidates for the Master of Science in Special Education complete 36 or 39 graduate credits in their degree programs. Students must work with a faculty mentor to develop a program of study that includes required and elective courses. All courses are offered online, either synchronously or asynchronously. Please see additional GPA and Grade Requirements on the Graduation page. Options within the Special Education Program are detailed below.
Master's Options Leading to Teacher Certification:
- MS Special Education: Elementary/Middle
- MS Special Education: Secondary/Adult
Master's Options Not Leading to Teacher Certification:
- MS Special Education: Applied Behavior Analysis
- MS Special Education: Elementary/Middle - Non-Certification
- MS Special Education: Secondary/Adult - Non-Certification
- MS Special Education: Severe Disabilities with an Emphasis in Autism Spectrum Disorder
Master's Options Leading to Teacher Certification
MS Special Education: Elementary/Middle or Secondary/Adult
Depending on the specific area of focus, students complete 39 graduate credits for their master’s degree. Students must work with a faculty mentor 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, pass the two Praxis II exams, and fulfill any other program-specific requirements prior to graduation. Upon graduation, students will be eligible to apply for Maryland State Department of Education certification under the appropriate specialization area.
Non-Course Requirements
These assessments and other requirements must be completed before your final semester in the program (typically in December of the second year).
- Praxis II Special Education: Foundational Knowledge – 5355 (qualifying score: 145)
- Praxis II Teaching Reading: Elementary (TRE) – 5205 (qualifying score: 159)
- edTPA during final internship
Passing scores on both Praxis exams must be completed prior to enrolling in ED.874.860 or ED.874.870. Completion of all prerequisite courses is required prior to enrolling in ED.874.861 or ED.874.871.
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. They should frequently review the information shared on the Special Education Program Community Page via the program's 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.
Prerequisite Course Requirements1
The following prerequisite courses are required for teacher certification.
| Code | Title | Credits |
|---|---|---|
| ED.871.501 | Introduction to Disability in Education | 3 |
| ED.884.502 | Assessment of Literacy | 3 |
| ED.884.505 | Materials for Teaching Literacy (Elementary/Middle Only) | 3 |
| Introductory Processes and Acquisition of Reading | 3 | |
| Human Growth and Development: A Lifespan Perspective | 3 | |
- 1
Prerequisite Courses for both Elementary/Middle focus area (15 credits) and Secondary/Adult focus area (12 credits). Prerequisite courses must be completed prior to enrolling in Culmination Internship.
- Note:
Prerequisite coursework may be completed at institutions outside of Johns Hopkins University School of Education. Such coursework must be equivalent in content to the required prerequisite(s) and must have been completed within the past ten (10) years at the time of enrollment. The Special Education Program reserves the right to review and approve all external coursework.
Course Requirements
| Code | Title | Credits |
|---|---|---|
| ED.871.510 | Legal Aspects, Service Systems, and Current Issues in Special Education | 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 Disabilities | 3 |
| ED.874.526 | Classroom Management Methods | 3 |
| ED.892.562 | Access to General Education Curriculum with Technology Accommodations | 3 |
| Complete Focus Area - Select one of the following: | 18 | |
| Elementary/Middle | ||
| Educational Assessment Elementary/Middle | ||
| Spoken and Written Language Methods | ||
| Mathematics Methods | ||
| Reading: Methods | ||
| Induction Internship Elementary/Middle | ||
| Culmination Internship Elementary/Middle | ||
| Secondary/Adult | ||
| Educational Assessment Secondary/Adult | ||
| Career Assessment and Programming | ||
| Diversifying the General Education Curriculum | ||
| Reading, English, and Language Arts: Methods for Secondary Students | ||
| Induction Internship Secondary/Adult | ||
| Culmination Internship Secondary/Adult | ||
| Total Credits | 39 | |
Programs Without Teacher Certification Pathway
MS Special Education: Elementary/Middle or Secondary/Adult (Non-Certification)
Students pursuing the MS Special Education degree may opt to pursue a track that does not lead to teaching certification. While the other course requirements are the same, students only need to complete the induction internship. Students are not required to complete the Praxis exams; however, they are required to complete a graduate project with presentation. These students graduate with 36 credits, instead of 39.
Internship Requirement
Students pursuing the MS Special Education degree without certification will be required to complete a one-semester 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 the 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 the 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.
OTHER Requirements
- Graduate project with presentation
MS Special Education: Applied Behavior Analysis
This 36-credit master's degree program is designed for educators (e.g., special education teachers, general education teachers, behavior specialists, instructional specialists, paraprofessionals, teaching assistants, registered behavior technicians) who are seeking specialized training in special education and the evidence-based practice of applied behavior analysis. Professionals who earn the MS Special Education: Applied Behavior Analysis will acquire the competencies for eligibility for certification in applied behavior analysis.
Practicum Option
Students enrolled in the MS in Special Education, Applied Behavior Analysis, will have the opportunity to complete 4 elective practicum courses during which candidates can accrue hours toward the experience requirements for the 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 settings and includes a face-to-face seminar with an instructor. Placements for each student are coordinated through the Practicum Coordinator and the faculty mentor. 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. For those completing the practicum electives through JHU, the courses numbers are ED.873.610, ED.873.611, ED.873.612, and ED.873.613.
Course Requirements
| Code | Title | Credits |
|---|---|---|
| Applied Behavior Analysis - 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 | Philosophical Foundations in ABA: Integrating Theory and Practice | 3 |
| ED.873.607 | Supervision and Organizational Behavior Management | 3 |
| Special Education Coursework Electives (5 courses/15 credits required) | 15 | |
| Introduction to Disability in Education | ||
| Legal Aspects, Service Systems, and Current Issues in Special Education | ||
| Collaborative Programming in Special Education | ||
| Instructional Planning and Management in Special Education | ||
| Survey of Autism and Other Pervasive Developmental Disorders | ||
| Teaching Communication and Social Skills | ||
| Inclusive Practices for Autism Spectrum Disorders | ||
| Education of Students with Severe Disabilities: Augmentative Communication Systems | ||
| Characteristics of Students with Disabilities | ||
| Educational Assessment Elementary/Middle | ||
| Educational Assessment Secondary/Adult | ||
| Spoken and Written Language Methods | ||
| Mathematics Methods | ||
| Career Assessment and Programming | ||
| Diversifying the General Education Curriculum | ||
| Reading: Methods | ||
| Reading, English, and Language Arts: Methods for Secondary Students | ||
| Access to General Education Curriculum with Technology Accommodations | ||
| Total Credits | 36 | |
MS Special Education: Severe Disabilities with an Emphasis in Autism Spectrum Disorders Option
The School of Education is not admitting new students into this option, MS Special Education: Severe Disabilities with an emphasis in Autism Spectrum Disorders, for the academic year 2026-2027.
Course Requirements
| Code | Title | Credits |
|---|---|---|
| Prerequisite or Corequisite Courses 1 | ||
| ED.871.501 | Introduction to Disability in Education | 3 |
| Human Growth and Development: A Lifespan Perspective | 3 | |
| Required Courses | ||
| ED.871.510 | Legal Aspects, Service Systems, and Current Issues in Special Education | 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.877.514 | 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 | 3 |
| ED.877.553 | Classroom Programming for Students with Autism | 3 |
| ED.877.555 | Teaching Communication and Social Skills | 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 mentor.
MS Special Education: Elementary/Middle or Secondary/Adult (Odd Year Plan)
| First Year | ||
|---|---|---|
| Fall | Credits | |
| ED.871.511 | Instructional Planning and Management in Special Education | 3 |
| ED.874.526 | Classroom Management Methods | 3 |
| Credits | 6 | |
| Spring | ||
| ED.871.513 | Applied Behavioral Programming | 3 |
| ED.874.528 | Diversifying the General Education Curriculum 1 | 3 |
| Credits | 6 | |
| Summer Term | ||
| ED.871.510 | Legal Aspects, Service Systems, and Current Issues in Special Education | 3 |
| ED.874.512 | Characteristics of Students with Disabilities | 3 |
| ED.874.527 | Career Assessment and Programming 1 | 3 |
| Credits | 9 | |
| Second Year | ||
| Fall | ||
| ED.874.514 | Educational Assessment Secondary/Adult 1 | 3 |
| ED.874.542 | Reading, English, and Language Arts: Methods for Secondary Students 1 | 3 |
| ED.874.870 | Induction Internship Secondary/Adult 1 | 3 |
| Credits | 9 | |
| Spring | ||
| ED.871.512 | Collaborative Programming in Special Education | 3 |
| ED.874.871 | Culmination Internship Secondary/Adult 1 | 3 |
| ED.892.562 | Access to General Education Curriculum with Technology Accommodations | 3 |
| Credits | 9 | |
| Total Credits | 39 | |
- 1
Course is specific to the secondary/adult focus area. Equivalent or alternative courses are offered for the elementary/middle focus area.
- Note:
Most courses are offered every other year.
MS in Special Education: Elementary/Middle or Secondary/Adult (Even Year Plan)
| First Year | ||
|---|---|---|
| Fall | Credits | |
| ED.874.514 | Educational Assessment Secondary/Adult 1 | 3 |
| ED.874.542 | Reading, English, and Language Arts: Methods for Secondary Students 1 | 3 |
| Credits | 6 | |
| Spring | ||
| ED.871.512 | Collaborative Programming in Special Education | 3 |
| ED.892.562 | Access to General Education Curriculum with Technology Accommodations | 3 |
| Credits | 6 | |
| Summer Term | ||
| ED.871.510 | Legal Aspects, Service Systems, and Current Issues in Special Education | 3 |
| ED.874.512 | Characteristics of Students with Disabilities | 3 |
| ED.874.527 | Career Assessment and Programming 1 | 3 |
| Credits | 9 | |
| Second Year | ||
| Fall | ||
| ED.871.511 | Instructional Planning and Management in Special Education | 3 |
| ED.874.526 | Classroom Management Methods | 3 |
| ED.874.870 | Induction Internship Secondary/Adult 1 | 3 |
| Credits | 9 | |
| Spring | ||
| ED.871.513 | Applied Behavioral Programming | 3 |
| ED.874.528 | Diversifying the General Education Curriculum 1 | 3 |
| ED.874.871 | Culmination Internship Secondary/Adult 1 | 3 |
| Credits | 9 | |
| Total Credits | 39 | |
- 1
Course is specific to the secondary/adult focus area. Equivalent or alternative courses are offered for the elementary/middle focus area.
- Note:
Most courses are offered every other year.
MS in Special Education: Applied Behavior Analysis - with Practicum Electives
| First Year | ||
|---|---|---|
| Fall | Credits | |
| ED.873.601 | Introduction to Applied Behavior Analysis and Special Education | 3 |
| ED.873.602 | Research Methods: Evaluation, Measurement and Single Case Design | 3 |
| Credits | 6 | |
| Spring | ||
| ED.873.605 | Ethics and Professional Conduct for Behavior Analysts | 3 |
| ED.873.603 | Behavioral Assessment and Intervention for Challenging Behaviors | 3 |
| Credits | 6 | |
| Summer Term | ||
| Elective Course #1 | 3 | |
| Elective Course #2 | 3 | |
| Credits | 6 | |
| Second Year | ||
| Fall | ||
| ED.873.604 | Behavioral Assessment and Instructional Strategies | 3 |
| ED.873.610 | Applied Behavior Analysis Practicum I (Elective) | 3 |
| Credits | 6 | |
| Spring | ||
| ED.873.611 | Applied Behavior Analysis Practicum II (Elective) | 3 |
| Elective Course #3 | 3 | |
| Credits | 6 | |
| Summer Term | ||
| Elective Course #4 | 3 | |
| Elective Course #5 | 3 | |
| Credits | 6 | |
| Third Year | ||
| Fall | ||
| ED.873.607 | Supervision and Organizational Behavior Management | 3 |
| ED.873.612 | Applied Behavior Analysis Practicum III (Elective) | 3 |
| Credits | 6 | |
| Spring | ||
| ED.873.606 | Philosophical Foundations in ABA: Integrating Theory and Practice | 3 |
| ED.873.613 | Applied Behavior Analysis Practicum IV (Elective) | 3 |
| Credits | 6 | |
| Total Credits | 48 | |
MS Special Education: Applied Behavior Analysis - without Practicum Electives
| First Year | ||
|---|---|---|
| Fall | Credits | |
| ED.873.601 | Introduction to Applied Behavior Analysis and Special Education | 3 |
| ED.873.602 | Research Methods: Evaluation, Measurement and Single Case Design | 3 |
| Credits | 6 | |
| Spring | ||
| ED.873.603 | Behavioral Assessment and Intervention for Challenging Behaviors | 3 |
| ED.873.605 | Ethics and Professional Conduct for Behavior Analysts | 3 |
| Credits | 6 | |
| Summer Term | ||
| Elective Course #1 | 3 | |
| Elective Course #2 | 3 | |
| Credits | 6 | |
| Second Year | ||
| Fall | ||
| ED.873.604 | Behavioral Assessment and Instructional Strategies | 3 |
| ED.873.607 | Supervision and Organizational Behavior Management | 3 |
| Credits | 6 | |
| Spring | ||
| ED.873.606 | Philosophical Foundations in ABA: Integrating Theory and Practice | 3 |
| Elective Course #3 | 3 | |
| Credits | 6 | |
| Summer Term | ||
| Elective Course #4 | 3 | |
| Elective Course #5 | 3 | |
| Credits | 6 | |
| Total Credits | 36 | |
Learning Outcomes
MS Special Education: Elementary/Middle or Secondary/Adult
- 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.
MS Special Education: Applied Behavior Analysis
- 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 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 Ethics 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).