Master of Science in Special Education: Mild-to-Moderate Disabilities

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.

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Contact Us

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Faculty Lead
Tamara Marder, PhD, BCBA-D
[email protected]

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Senior Academic Program Administrator
Julianne Taylor
443-927-0142
[email protected]

Master of Science in Special Education, Mild-to-Moderate Disabilities 

At A Glance

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Frequency

PART-TIME
FULL-TIME

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Location

JHU APL, Laurel, MD

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Credits

39

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Start Term 

SUMMER
FALL 

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Completion Time

1–5 YEARS

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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
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

Click here for more information on 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.

Brooke Supinski

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

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Rebecca Cruz

Tamara Marder Professional Headshot

Tamara Marder

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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?

Evening classes are offered in Laurel, Maryland during the summer, fall, and spring semesters. Instruction is delivered in face-to-face, hybrid, and online formats.

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.