This MS in Special Education, Mild-to-Moderate Disabilities concentration is for those seeking certification to work with students who have mild-to-moderate disabilities, including emotional, intellectual, and learning disabilities. Candidates learn and apply specialized techniques to support these students in a range of educational settings and complete two field experiences.
Contact Us
Faculty Lead
Tamara Marder, PhD, BCBA-D
tmarder1@jhu.edu
Senior Academic Program Administrator
Camilla Mika Simms
443-927-0145
camilla.mika.simms@jhu.edu
Master of Science in Special Education, Mild-to-Moderate Disabilities
At A Glance
Frequency
PART-TIME
FULL-TIME
Location
JHU APL, Laurel, MD
Credits
39
Start Term
SUMMER
FALL
SPRING
Completion Time
1–5 YEARS
Application Deadline
ROLLING
April 1
for Montgomery County SET-IT Partnership Program
Application Requirements and Deadlines
| Master of Science in Special Education: Mild to Moderate Disabilities | ||
|---|---|---|
| Enrollment: | Part-Time or Full-Time | |
| Start Terms: | Fall and Summer | |
| Application Deadline: | Fall: August 1 Spring: January 1 Summer: April 1 SET-IT: April 1 | |
| Pre-requisite: | Hold a bachelor's degree from a regionally or nationally accredited college or university. | |
| Earned minimum cumulative grade point average of 3.0 (on a 4.0 scale) in all previous undergraduate and graduate studies (including for incomplete programs of study and for programs still in progress). | ||
| Application Requirements: | ||
| Online application form | ||
| $80.00 application fee | ||
| Test Scores: | For candidates intending to submit a standardized testing score for admission, please visit the Maryland Department of Education website for a listing of specific tests accepted. | |
| Resume/CV: | To be uploaded to your online application form. | |
| Official Transcripts: | Official transcripts from all post-secondary institutions attended | |
| Essay: | To be uploaded to your online application form. Upload a 500-word essay discussing why you wish to pursue a degree at Johns Hopkins University, focusing on your long-term goals and how your academic program will complement those goals. Discuss the strengths and weaknesses in your educational background, as well as any additional comments that will assist in evaluating your application materials. Essays should be submitted in a typed format on a separate sheet of paper. | |
| Letters of Recommendation: | Two letters of recommendation from individuals who can speak to your work with children with disabilities. After entering the contact information for your recommendation providers within the online application, each provider will receive an email with instructions about logging onto our system. At that time, they will have the opportunity to fill out the Recommendation Form and upload a recommendation letter. Providers should use the online application form to upload and send their recommendation letters. Applicants should request recommendation letters that directly address their candidacy for admission to this program. Ideally, individuals selected to provide letters should include those from both academic and professional settings. It is acceptable for candidates who have not been enrolled in post-secondary-level courses for several years to substitute letters from professional contexts. | |
| Interview: | Applicants who meet admission requirements will be asked to interview (in-person, via Zoom, or by phone) to ensure that their goals align with the program’s goals before an offer of admission. For SET-IT program, additional interview with JHU SOE and MCPS is required. | |
Tuition and Fees
Tuition and fees are subject to change for ensuing academic years, and will be updated on the School of Education website accordingly.
| Master's Degree and Certificate Programs | |
|---|---|
| Part-Time (Face-to-face/Lecture courses, with the exception of the Counseling and Education Policy programs) | $875 per credit |
| Part-Time (Face-to-face/Lecture courses - Counseling) | $891 per credit |
| Part-Time (Face-to-face/Lecture courses - Education Policy) | $1,300 per credit |
| Online Courses (with the exception of Counseling and DALET programs) *In addition, a $20 per credit technology fee will be assessed. | $926 per credit* |
| Online courses (Counseling and DALET) *In addition, a $20 per credit technology fee will be assessed. | $944 per credit* |
| M.Ed. Education in the Health Professions & Post-Master's Certificate in Evidence-Based Teaching in the Health Professions programs **Classes in the Master of Education in the Health Professions (MEHP) or Post-Master's Certificate in Evidence-Based Teaching in the Health Professions programs are $1,382 per credit, with the exception of Johns Hopkins University and Johns Hopkins Hospital and Health System employees, who pay $850 per credit. | $1,382 per credit** |
| MS in Education (International Teaching and Global Learning) ***In addition, a $1,500 per academic year technology fee will be assessed. | $48,000 per academic year*** |
Webinar
Admissions Information
Being a special education teacher is no small task, and I would argue that success comes from preparation. I left Johns Hopkins fully confident and prepared to embark on the next chapter of my life in special education.
Brooke Supinski, MS ’17
Learning for Independence Teacher
Master of Science in Special Education, Mild-to-Moderate Disabilities
Program Description
Candidates in this concentration of the MS in Special Education learn and apply specialized techniques to support students with disabilities within a range of educational settings. The program provides instruction and applied experiences in legal issues, psychoeducational assessment, data-based decision making, instructional programming, behavior management, and collaborative programming among general and special educators.
Two focus areas are available: elementary/middle school (grades 1–8) and secondary/adult levels (grades 6–12). All candidates complete two field experiences: the Graduate Student Project (with presentation) and the Internship Portfolio. Graduates are eligible for Maryland state certification in special education, which is reciprocated by many other states.
In addition, the program offers a Special Education Teacher Immersion Training cohort for current Montgomery County Schools paraeducators or long-term substitutes. With flexible enrollment options for full- or part-time study, the program can be completed in as little as six semesters, although eight is typical. Coursework must be completed within five years.
Master of Science in Special Education: Mild-to-Moderate Disabilities
CORE FACULTY
Rebecca Cruz
Tamara Marder
Alexandra Shelton
Master of Science in Special Education, Mild-to-Moderate Disabilities
Tuition Support
SPECIAL EDUCATION
Tuition support for qualified MD paraeducators to earn master’s + certificate
Master of Science in Special Education, Mild-to-Moderate Disabilities
PROGRAM PLAN
Program Requirements
Students must work with a faculty adviser 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 Praxis II 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.
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 inform Alexandra Shelton at the start of the semester prior to the one in which they plan to complete the internship (e.g., in January for a summer internship). Students are responsible for completing all requirements prior to each internship. 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 and completing all prerequisite course requirements. Students must earn a grade of B- or better in each required internship. If a student earns a grade below a B- in an internship, the student must repeat the internship to earn a qualifying grade. 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.
Coursework
Elementary/Middle School Focus
Pre- or co-requisite courses
Pre- or co-requisite courses (15 credits hours)
871.501 Introduction to Children and Youth with Exceptionalities
882.511 Human Growth and Development: A Lifespan Perspective
884.500 Introductory Processes and Acquisition of Reading
884.502 Diagnosis/Assessment for Reading Instruction
884.505 Materials for Teaching Reading
Required courses
Required courses (39 credits hours)
871.510 Legal Aspects, Service Systems, and Current Issues in Special Education
871.511 Instructional Planning and Management in Special Education
871.512 Collaborative Programming in Special Education
871.513 Applied Behavioral Programming
874.512 Characteristics of Students with Mild-to-Moderate Disabilities: Learning Disabilities, Behavioral Disorders, and Intellectual Disabilities
874.513 Educational Assessment of Students with Mild-to-Moderate Disabilities: Elementary/Middle
874.526 Classroom Management: Methods for Students with Mild-to-Moderate Disabilities
874.541 Reading: Methods for Students with Mild-to-Moderate Disabilities
874.524 Spoken and Written Language: Methods for Students with Mild-to-Moderate Disabilities
874.525 Mathematics: Methods for Students with Mild-to-Moderate Disabilities
874.860 Mild-to-Moderate Disabilities Internship: Induction – Elementary/ Middle
874.861 Mild-to-Moderate Disabilities Internship: Culmination – Elementary/Middle
892.562 Access to General Education Curriculum with Technology Accommodations
Example of typical course sequence
Flexibility is allowed in scheduling and is determined in consultation with your adviser and can be completed within a 5-year timeline.
Fall I
- Characteristics of Students with Mild/Moderate Disabilities (874.512)
- Instructional Planning (871.511)
Spring I
- Legal Issues (online) (871.510)
- Applied Behavioral Programming (871.513)
Summer I
- Collaborative Programming (871.512)
- Access to Technology (online) (892.562)
- Classroom Management (874.526)
Fall II
- Internship: Induction I (874.860)
- Reading Methods (874.541)
Spring II
- Educational Assessment (Elementary/Middle ) (874.513)
- Spoken and Written Language Methods (874.524)
Summer II
- Math Methods (874.525)
- Internship: Culmination (874.861)
Secondary/Adult Focus
Pre- or co-requisite courses
Pre- or co-requisite courses (12 credits hours)
871.501 Introduction to Children and Youth with Exceptionalities
882.511 Human Growth and Development: A Lifespan Perspective
884.500 Introductory Processes and Acquisition of Reading
884.502 Diagnosis/Assessment for Reading Instruction
Required courses
Required courses (39 credits hours)
871.510 Legal Aspects, Service Systems, and Current Issues in Special Education
871.511 Instructional Planning and Management in Special Education
871.512 Collaborative Programming in Special Education
871.513 Applied Behavioral Programming
874.512 Characteristics of Students with Mild-to-Moderate Disabilities: Learning Disabilities, Behavioral Disorders, and Intellectual Disabilities
874.514 Educational Assessment of Students with Mild-to-Moderate Disabilities: Secondary/Adult
874.526 Classroom Management: Methods for Students with Mild-to-Moderate Disabilities
874.542 Reading, English, and Language Arts: Methods for Secondary Students with Mild-to-Moderate Disabilities
874.527 Career Assessment and Programming: Education of Students with Mild-to-Moderate Disabilities
874.528 Diversifying the General Education Curriculum: Methods for Secondary Students with Mild-to-Moderate Disabilities
874.870 Mild-to-Moderate Disabilities Internship: Induction – Secondary/Adult
874.871 Mild-to-Moderate Disabilities Internship: Culmination – Secondary/Adult
892.562 Access to General Education Curriculum with Technology Accommodations
Example of typical course sequence
Fall I
- Characteristics of Students with Mild/Moderate Disabilities (874.512)
- Instructional Planning (871.511)
Spring I
- Legal Issues (online) (871.510)
- Applied Behavioral Programming (871.513)
Summer I
- Collaborative Programming (871.512)
- Access to Technology (online) (892.562)
- Classroom Management (874.526)
Fall II
- Internship: Induction I (874.870)
- Reading, English, and Language Arts: Methods for Secondary Students with Mild-to-Moderate Disabilities (874.542)
Spring II
- Educational Assessment (Secondary/Adult) (874.514)
- Career Assessment and Programming: Education of Students with Mild-to-Moderate Disabilities (874.526)
Summer II
- Diversifying the General Education Curriculum: Methods for Secondary Students with Mild-to-Moderate Disabilities (874.528)
- Internship: Culmination (874.871)
Montgomery County Schools Collaboration Cohort
The School of Education is collaborating with the Montgomery County Public School (MCPS) system in Maryland to train and create a pipeline for paraeducators to become highly qualified special education teachers for Montgomery County. A two-year program has been developed to accommodate paraeducator’s professional needs and schedule.
Special Education Teacher Immersion Training (SET-IT) Program
The program provides students with the following:
- Master of Science in Special Education with a concentration in mild-to-moderate disabilities
- Eligibility for generic special education certification at the elementary/middle school (grades 1–8) OR secondary/adult level (grades 6–12)
- Two-year course of study delivered in a prescribed series of courses within the special education program in collaboration with MCPS
- Extensive supervision from the Johns Hopkins University Program coordinator, faculty, and supervisors as well as MCPS educators throughout the program
- Internships will be allowed during the paraeducator’s spring semesters in their place of employment
- Salary and benefits as a MCPS paraeducator (employee); partial tuition support
The program is designed for applicants who:
- Hold a bachelor’s degree but are not certified in special education
- Are not currently employed as classroom teachers in MCPS
SET-IT Program Summary
Students in the SET-IT program option may have classroom experience. They may also be employed by MCPS as special education paraeducators. They are allowed to do internships experiences in their current work site. Students in the SET-IT program receive salary and full benefits as a paraeducator with MCPS and receive partial tuition reimbursement by MCPS during the two years of study. Applicants do not need to be current MCPS paraeducators.
Course Information
Course descriptions, locations, and availability
Master of Science in Special Education: Mild-to-Moderate Disabilities
WHAT TO EXPECT
Student Outcomes
As a graduate student in our program, you’ll combine coursework with applied experiences/projects to develop your competencies in:
- Understanding the legal issues and federal requirements involved in educating students with disabilities
- Assessing and evaluating student performances using formal and informal assessments
- Collecting and analyzing data to make evidence-based decisions across academic and behavioral domains
- Developing effective and innovative individualized instructional programs across various content areas including math, literacy, and written language
- Managing and charting challenging student and classroom behaviors
- Collaborating effectively with fellow educators, parents, itinerant teachers, and other specialists, administrators, and students
- Reflecting on your own ethical practices while becoming a lifelong member of the special education professional community
Field Experience
In addition to your coursework, you will complete two supervised internship experiences with guidance from university supervisors, mentor teachers, and faculty advisers. Each internship will require you to earn a minimum of 150 hours of hands on experience working with students with Individualized Education Programs for mild-to-moderate disabilities. Candidates on the elementary/middle track must earn these hours working with students in grades 1-8. Candidates on the secondary/adult track must earn these hours working with students in grades 6-12. For more information, please email Alexandra Shelton.
Master of Science in Special Education: Mild-to-Moderate Disabilities
FREQUENTLY ASKED QUESTIONS
Where are classes offered?
Classes are offered at Columbia, Md. The classes are held in the evenings from 4:15 to 6:45 p.m., or 7 to 9:30 p.m., during the spring and fall semesters. Most students are in classes two nights a week during the fall and spring semesters. The summer classes are a bit longer each night and meet for approximately seven weeks.
Are applicants eligible for generic special education certification at the elementary/middle school (grades 1–8) OR secondary/adult level (grades 6–12)?
Yes, candidates will finish an MSDE-approved program. Please see the MSDE website for more information.
How many internships are scheduled? Where do I do my internships?
There are two internships. Internships are completed in the school in which you are employed during the spring semesters. If you are not currently employed at a school, we will help you find an internship placement.
Master of Science in Special Education: Mild-to-Moderate Disabilities
State Authorization Disclosure Regarding Educational Prerequisites
Federal regulations require Johns Hopkins to disclose to students considering enrollment or enrolled in this program whether or not it meets educational prerequisites for licensure or certification by state.
Educational Prerequisites for Professional Licensure or Certification
Program meets licensure requirements in the following States: Maryland. Maryland has a licensure agreement that provides for reciprocity with Alaska, Arizona, Arkansas, California, District of Columbia, Florida, Hawaii, Louisiana, Maine, Michigan, Minnesota, Mississippi, Missouri, New Hampshire, New Jersey, New Mexico, North Dakota, Oklahoma, Rhode Island, South Carolina, Tennessee, West Virginia, Vermont. The licensure agreement provides for reciprocity with conditions in the following states: Colorado, Delaware, Idaho, Indiana, Nevada, North Carolina, Wyoming, Wisconsin, Virginia, Alabama, Connecticut, Georgia, Illinois, Iowa, Kansas, Kentucky, Massachusetts, Montana, Nebraska, New York, Ohio, Oregon, Pennsylvania, South Dakota, Texas, Utah and Washington.