Master of Arts (M.A.) in
Special Education
Concentration in Classroom Strategies to Support Neurodiverse Learners
Deepening expertise to support diverse learners across K–12 classrooms
Why Choose the Redesigned MA in Special Education: Concentration in Classroom Strategies to Support Neurodiverse Learners?
- Fully Online Cohort
Study from anywhere while staying connected to a supportive peer group.
- Live Virtual Classes
Just one evening per week—built for working educators.
- 8-Week Courses
Focused, fast-paced, and designed for immediate classroom application.
- Redesigned for Balance
Finish in 2 years—without stepping away from your classroom.
- Innovate Your Practice
Deepen impact with inclusive, research-informed strategies.
- Integrate Technology Tools
Learn how to use emerging technologies to help support students in the classroom.
Save on tuition! This program is eligible for our Values and Vision Scholarship, awarding up to $2,000 annually for up to two consecutive years (up to $4,000 total).
Transformative Learning for Today’s Classrooms
This program is designed for passionate educators who want to increase their knowledge, skills, and evidence-based strategies to support children with disabilities and other neurodiverse learners in general education settings across developmental levels, age groups and content areas. Graduates are prepared to assess the needs of individual students and to design and implement inclusive classroom strategies that support academic, behavioral, and social-emotional growth of every learner.
Graduates are prepared to lead in general or special education settings, applying research-based strategies that foster equity, inclusion, and meaningful access to learning.
Please note: This program does not lead to teacher certification, licensure, or endorsement. It is ideal for educators seeking to strengthen their professional knowledge and instructional practices without pursuing cross-endorsement.
Program Design
Built for working educators, this fully online program combines the flexibility of asynchronous learning with the richness of live, weekly online sessions that promote collaboration and real-time engagement.
- Follows a cohort model for peer support and community
- Courses are offered in eight-week blocks, one at a time
- Live class sessions meet one evening per week from 4:45 PM – 8:45 PM
- Program can be completed in approximately two years
Prerequisites
To be considered for admission, applicants must:
- Hold a bachelor’s degree from a regionally accredited college or university (minimum GPA of 2.5)
- Maintain access to a classroom and students throughout the program to meet field-based learning requirements
What You’ll Learn
This program provides advanced knowledge in:
- Curriculum adaptation for diverse learning needs
- Behavioral intervention and classroom management
- Inclusive instructional strategies
- Legal and ethical foundations of special education
- Evidence-based practices for literacy, math, and assessment
Degree Requirements and Career Outcomes
To earn the Master of Arts in Special Education, students must:
- Successfully complete all required coursework
- Complete a capstone project embedded within the final research course
While this program does not lead to certification or cross-endorsement, it provides valuable professional growth for educators who want to:
- Improve outcomes for students with disabilities
- Enhance their classroom practices
- Deepen their knowledge of inclusive pedagogy, educational assessment, and intervention
Graduates are well-positioned for roles in inclusive classrooms, curriculum development, academic intervention, and other support-based educational positions.
Plan of Study
| Course | Title | Hours | ||
| SPEC 539 | Universal Design for Learning: Proactive Inclusion for All Students Designing curriculum, instruction, and supports to meet the needs of diverse learners in the classroom | 3 | ||
| SPEC 518 | Designing Learning Experiences for Students with Low-Incidence Disabilities Emphasis on research-based interventions that promote full participation for people with moderate to severe disabilities in school, home, and community life. | 3 | ||
| SPEC 565 | Supporting Mental Health Needs of Neurodiverse Learners This course examines the social and mental health challenges commonly associated with autism spectrum disorders and other neurodiverse learners with an emphasis on strategies for successful collaboration with team members. | 3 | ||
| SPEC 554 | Research-Based Math Interventions Task analysis and error analysis followed by evidence-based practices are used to design mathematics interventions and monitor progress of students who show difficulty meeting grade level expectations. Supervised practica included. | 3 | ||
| SPEC 535 | Special Education Law The emphasis of this course is on legislation affecting the planning and delivery of services to children with special education needs. | 3 | ||
| SPEC 540 | Reading Comprehension and Vocabulary Interventions Universal design and evidence-based practices are used to design interventions and monitor progress of students who struggle in meeting grade level comprehension. Course-embedded, supervised field study | 3 | ||
| SPEC 561 | Behavioral Interventions This course will examine the factors that contribute to behaviors demonstrated by students with intensive behavioral needs, and the coordinating of best practices for analyzing student behavior, developing intervention plans and evaluating the effectiveness of these plans. | 3 | ||
| SPEC 526 | Educational Assessment This course prepares candidates to administer, score and interpret a range of criterion-referenced, norm-reference and curriculum-based measurement tools for identifying students with learning disabilities, generating informed educational recommendations, and presenting findings and recommendations to parents and professionals. | 3 | ||
| SPEC 572 | Dyslexia and Reading Disabilities: Connecting Assessment to Instruction An advanced course that focuses on in-depth understanding of diverse reading profiles, including dyslexia and identification and remediation of reading difficulties through structured literacy instruction in phonological and phonemic awareness, phonics and word recognition. | 3 | ||
| SPEC 530 | Research in Special Education This course focuses on research models used in educational settings with emphasis on interpreting and evaluating educational research and examination of current studies, including applications to evidence-based practice, the role of families and effects of disability. | 3 | ||
| Total Credit Hours: | 30 | |||
Please Note:
*Master’s Capstone Project Included
The courses for this program may be offered in a different order. This list should not be considered the finalized course sequence.
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