Master of Science in Special Education

The Master of Science (MS) in Special Education degree is designed for those who want to work with students who have disabilities, including learning disabilities, emotional disturbances, and mild intellectual disabilities. The MS in Special Education degree is offered with a certification option.

Whether you’re an experienced special education teacher, someone interested in becoming a special education teacher while acquiring your teaching certification, or an educational administrator who wants to acquire a deeper understanding of educating students with special needs, you’re likely to find our special education master’s program fits your educational needs and the demands of your busy life.

If you’re interested in learning more about our special education master’s programs, we invite you explore this website through the links below, view an online information session with Dr. Laurie deBettencourt (debetten@jhu.edu ), or contact Academic Coordinator Camilla Mika-Simms by calling 410-516-9760 or via email (camilla.mika.simms@jhu.edu).

Contact Us

Faculty Contact
Dr. Laurie deBettencourt

Academic Coordinator
Camilla Mika-Simms
410-516-9760

 

Our faculty are recognized as national leaders in special education and our master’s programs train individuals to support students with unique needs.

Our special education programs are unique in that they prepare educators and other related professionals to work with students with disabilities across settings (e.g., general education classrooms, special education resource rooms or self-contained special schools).

We offer master’s degrees emphasizing training in evidence-based practices, behavior management, technology and collaborative practices. We offer two distinct program areas:

  1. Mild/Moderate Disabilities (i.e., learning disabilities, mild emotional disabilities, mild intellectual disabilities) with a focus at the elementary or secondary levels;
  2. Severe Disabilities -with Autism spectrum Disorders(i.e., Autism, significant intellectual disabilities)-Non Certification.

Our applicants may have majored in psychology, sociology, English, religious studies or any of many other disciplines as undergraduates. When they finish our master’s programs, they will be able to apply evidence-based teaching procedures that build on the basic background knowledge acquired during undergraduate studies. With the combination of two supervised internship experiences (6 credits) and 11 course-based instruction experiences (33 credits), our candidates are prepared for success in helping students with disabilities across settings.

Candidates who complete our master’s degree in Mild to Moderate Disabilities are eligible for Maryland State Certification (i.e., generic special education). Our program is approved by Maryland State Department and this approval will allow our graduates to be employed as special educators in 47 states.

Highlights of our Master’s Degree programs:

  • All candidates complete two supervised internships (10 weeks each) with supervision from mentor teachers, university supervisors and faculty instructors.
  • Candidates in the Mild Moderate Disabilities Master’s Program complete two methods courses at the elementary or secondary levels (e.g., Math Methods, and Spoken and Written Language Methods, or Transition/Career Assessment and Diversifying Secondary Content Classes).
  • All candidates receive training in managing behavior and in most programs complete two behavior management courses (e.g., Applied Behavior Analysis and classroom behavior management).

How we measure success of our candidates:

  • All candidates complete four milestones:
  1. Scores on Praxis Core Exams in reading, writing and math at entry,
  2. Passing scores on Praxis II exams in content area of special education, within first two semesters of study,
  3. Passing score on written comprehensive examination during the final half of their study, and
  4. Passing score on Advanced Graduate Project, which includes completing a presentation and a written paper demonstrating their knowledge and application of evidence-based practices in of special education during the final semester of study.
  • All candidates complete course-based assignments that are based on theory and best practices, and provide evidence that our candidates can apply the skills that they are taught.

Jobs after graduation include special education teacher, para-educator in a special education setting, special education leader and special educator within a specialized program such as a hospital, preschool or residential school.

ADMISSIONS REQUIREMENTS
  • Completion of online application
  • Submission of application fee
  • Official transcripts from all post-secondary institutions attended (Cumulative GPA must be 3.0 or better)
  • An essay describing your goals and how the program will assist meeting those goals
  • A current resume or CV
  • Two (for part-time program options) or three (for the full-time program) letters of recommendation from individuals who can speak to your work with children with disabilities
  • Test Score requirements for certification programs:
    • Full-time master’s degree–submission of GRE scores is required
    • Part-time master’s degrees / Montgomery County partnership program–submission of passing scores on Praxis I, SAT, ACT, or GRE
    • For information on passing score requirements, please refer to the Maryland State Department of Education website
  • Applicants invited for interview will be asked to provide a written response to a prompt and will be asked to “audition” by responding to classroom scenarios provided by faculty interviewers

For more information on the application process, please view the SOE admissions page.

PROGRAM MISSION, GOALS & OBJECTIVES

Mission Statement:

To prepare exemplary special education professionals (teachers and related services personnel) who can provide all students with quality educational experiences and serve as positive agents of change within their educational environments.

Goals:

  1. Secure recognition from the Council for Exceptional Children (CEC) and approval by the Maryland State Department of Education (MSDE).
  2. Graduate highly qualified special educators as measured by the successful completion of coursework, comprehensive exams, graduate projects and presentations, and required state Praxis exams.
  3. 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.

Objectives:

  1. To prepare qualified and credentialed special education professionals who are prepared to apply evidenced-based strategies.
  2. To provide multiple opportunities to bridge theory with practice.
  3. To prepare qualified and credentialed special education professionals who possess and exhibit collaborative and ethical behaviors with students and colleagues.
  4. To prepare qualified and credentialed special education professionals have acquired the knowledge to access necessary resources and the professional networks that will further their professional development.
  5. To provide cutting edge research and excellent instruction as evidenced by faculty scholarship and teaching evaluations.
STUDENT OUTCOMES

The expected 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, 2012).

INTERNSHIPS & PRACTICUMS

Field Experience Office

The Field Experience Office coordinates the internship and practicum placements for students participating in the Teaching and Learning, Special Education, Counseling and Human Development, and School Administration and Supervision programs, within Professional Development Schools, partner private schools and in surrounding cooperating public school districts.

Placement in practicum and internship field experiences is an integral part of your program of study at the JHU School of Education. Information on this site is relevant for students whose program of study requires an internship or practicum placement.  The field experience process begins one term prior to placement and the first step is to contact with your faculty advisor. Placement in school and community settings provides the opportunity for you to put your coursework knowledge into practice while refining your skills and collaborating with other professionals in your field.

Visit the Field Experience Office for more information.

COMPREHENSIVE EXAM

Upon completion of 4 core courses (12 credit hours) and 6 Program Specific courses (18 credit hours for a total of 30 completed credit hours; not including the internships) students must successfully complete a 3-hour Comprehensive Exam.

The Comprehensive Exam assesses general and specific knowledge of special education. The three hour on-site sit-down Comprehensive Exam allows faculty to evaluate courses, programs, and the knowledge base gained by individual and groups of students during their Masters studies. The Comprehensive Exam also allows faculty to determine that all students have a knowledge base to prepare them to be successful educators. The questions on the comprehensive exam will be aligned with the Council for Exceptional Children (CEC) standards.

Students should contact their advisor for more information about the comprehensive exam.

GRADUATE PROJECT/PRESENTATION

The graduate project and presentation serve as a culminating activity for students to demonstrate application of knowledge and competency in the field of special education. Since the graduate project is individualized, the graduate project will be aligned to CEC standards based on the focus of the project. The final product will be decided upon between the student and the faculty advisor. 

Students should plan to complete their graduate project during their last semester of enrollment. The graduate project can be completed during the same semester the student completes the culmination internship.

During the first two weeks of the their last semester of enrollment, students must meet with their faculty advisor to discuss the type of graduate project they will complete and fill out the Special Education Master’s Degree Graduate Project form. The student and faculty advisor will sign the form. Once the form is complete, students can begin working on their graduate project. The final due date for the graduate project will be agreed upon by the student and faculty advisor and will be listed on the form.