coursework in special education

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Online Master of Science in Education in Special Education

Purdue University West Lafayette (Main Campus)

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Taking Giant Leaps to Improved Life-Long Outcomes

Exceptional children require highly skilled educators that can plan and administer special education curricula while facilitating a safe and effective classroom. Whether you are a licensed teacher, looking to become a teacher or licensed in Special Education we have a pathway for you.

Six learning pathways to meet your professional goals

1:1 Academic and Career Support

#13 best Online Master's in Special Education Program  U.S. News & World Report 2024 

20 months to complete 

Meet Your Career Goals Through Licensure and Non-Licensure Pathways

Expand your expertise and position yourself as a leader in the field. This advanced special education degree is for passionate educators who value all students and want to help them achieve their academic and behavioral potential.

You’ll learn to use the latest instructional, behavioral, and communication strategies with the latest technology and research to meet the unique needs of students with learning disabilities, mild developmental disabilities, emotional behavioral disorders and high functioning autism. Find more information on the licensure-only programs here .

Learning Pathways and Interventions

• Convenient online classes
• Interact with peers across the state and beyond in engaging online courses that are aligned to CEC 2020 Standards
• Add a Blended and Online Teaching License without additional courses
• Alignment with edTPA measures
• 1-on-1 support through a dedicated licensure office
• Assistance with field placement for student teaching and/or practicum

Click to see Program Roadmap for each Learning Concentration:

The programs listed below are for candidates seeking a Master's degree in special education with licensure and non-licensure options. Candidates looking for licensure only can learn more about the Special Education Licensure Only Program .

Master's Only:

• MSEd in Special Education — Non-Licensure

Initial Licensure (for teachers not currently licensed):

• MSEd in Special Education — Initial Mild Only Licensure
• MSEd in Special Education — Initial Mild & Intense Licensure

Additional Licensure (for teachers already licensed looking to add special education licensure):

• MSEd in Special Education — Additional Mild Only Licensure
• MSEd in Special Education — Additional Mild & Intense Licensure
• MSEd in Special Education — Additional Intense Only Licensure

Licensure Only:

• Special Education — Licensure Only

See the  courses page  for details.

Unsure of which path to choose? Access our pathway resource to determine which program and/or licensure is best for you.

Are you an Administrator or Superintendent?

Learn more about our versatile licensure option for Indiana Teachers

View a Virtual Information Session

Hear directly from our directors of admissions, program directors and faculty to learn more about the program’s objectives, what it’s like to learn online, the resources we have to assist you throughout your education, and career paths after graduation.

• Access the Recording

Complete Your edTPA

Purdue’s online special education programs incorporate the Education Teacher Performance Assessment (edTPA) measures. You’ll complete your program ready for this multi-measure assessment that requires new teachers to demonstrate the knowledge and skills needed to teach according to state and national standards – including:

• Common Core State Standards
• Interstate Teacher Assessment and Support Consortium (InTASC)

As a graduate of Purdue's online special education program, you will be empowered to teach students effectively.

Attention Indiana Teachers!

Purdue’s Special Education program has been selected to receive funding by the Indiana Department of Education Indiana Special Education Assisted Licensure (I-SEAL) program for 2024. With documentation from your school district and the program director, candidates can apply to receive the ISEAL funds to pay program tuition costs after they begin the program. Request information to learn more.

Earn Additional Credentials as You Work Towards Your Degree

Purdue's Online Special Education Program offers candidates the opportunity to earn additional credentials while completing their advanced degree or licensure. Learn more about our Blended and Online Teaching State Licensure, Google and Apple Certification, and the Orton Gilligham Credential below. 

When you complete a non-intense intervention special education program online with Purdue, you'll graduate with the requirements to earn an Indiana licensure in Blended and Online Teaching. While not a stand-alone content area or exclusive to a specific age group, the online Blended and Online Teaching licensure prepares teachers for online and blended classrooms.

Purdue's non-intensive intervention online programs utilize Blended and Online Teaching standards along with International Society for Technology in Education (ISTE) standards to develop specific competencies that students will master upon completing their programs. With this approach, additional courses or field experiences are not required beyond those in their current plan of study. Instead, these experiences will be modified to emphasize diverse learning environments.

The Apple Teacher certification and the Google Workspace for Education Certification material is integrated into the coursework of the program. Candidates are required to obtain the necessary technology to complete the material. In EDPS 57701, candidates will develop a portfolio that will showcase their certificates and competencies they collect throughout the program.

Learn more about Apple Teacher

Learn more about the Google Workspace for Education – Basic

The Orton Gillingham Online Academy is partnering with Purdue University to bring the OG Approach to pre-service teachers as a Master's degree requirement. The course ( EDPS 52400 - Effective Instruction For Students with Significant Reading Difficulties ) will explore significant reading difficulties, such a dyslexia, and essential components of effective reading instruction. This course will investigate scientifically-based reading research (SBRR), evidence-based and developmentally appropriate reading instruction and interventions to support students with exceptionalities.

Candidates completing this course will obtain an Orton Gillingham Certificate of Completion. This certificate may result in a candidate’s ability to secure an additional reading credential within his/her state.  Please contact your state’s Dept of Education or speak with your school district officials to see how this additional certificate will be viewed within their district/state.

We Build A Resourceful Community of Teachers

The online MSED in Special Education Faculty and Staff are committed to providing essential support to each candidate as they complete the program and move into a full-time role as a special education instructor. With a variety of resources and events offered through this program, candidates will be able to step confidently into a special education teacher role and provide an impactful learning experience to students with exceptional needs.

Mentor & Induction Program

Purdue's Mentor and Induction Program provides a series of seminars to help you connect content from course to course, integrate technology tools and provide networking opportunities beyond the classroom with alumni, guest speakers from the field, faculty members and course instructors and university supervisors.

Practicum & Licensure Support

Collaborate one on one with the Clinical Practice Coordinator to help you and your administration design a clinical practice experience(s) that works for your licensure area.

Education Professional Dispositions

What is Special Education? 

Additional Resources

Application Requirements

Admissions Requirements

Admissions decisions are based on individual experience and the applicant’s fit with the program.

To be considered for admission, students must complete a phone interview with an admissions advisor and submit a completed application as well as the following items:

• A bachelor’s degree from a regionally accredited institution with a 3.0 GPA
• An updated resume
• (3) letters of recommendation from individuals familiar with your abilities
• Two Statements
• Academic Statement of Purpose - View Prompts & Requirements
• Personal History Statement - View Prompts & Requirements
• Official transcripts from all universities attended, including transfer credits*
• Transcript Evaluation & Credential Review (TECR) – For All Licensure Track Applicants
• An application fee of $60 ($75 for international students)

*Coursework used to satisfy the requirements of a conferred master’s degree from an institution other than Purdue may not be used as transfer credit.

Licensing Info

Currently on an Alternative Special Education Licensure? As of July 1, 2022, many states, including the State of Indiana, are requiring permit holders to enter a professional license preparation program. Come see what Purdue can offer you!

Purdue’s special education online degree program is designed to give you the skills and training needed for licensure in the state of Indiana. The State of Indiana has a compact agreement with most states, meaning a student with a valid Indiana teaching license can obtain a license in another state. Specific coursework, testing, or grade point averages may be required.

For current information regarding out-of-state licensing, please visit the  National Association of State Directors of Teacher Education and Certification  (NASDTEC) website.

To learn more about each state’s requirements for licensing, please contact the Department of Education in your desired state or visit the  United States Department of Education website for license requirements and application procedures.

View additional information regarding licensing .

View additional information regarding accreditation, standards, and program recognition .

In addition to the admission requirements noted on the first tab, international students must also provide the following information.

• Official transcripts from all universities attended in the original language as well as English translation for transcripts and diplomas not in English.
• Minimum Overall: 80
• Writing: 18
• Speaking: 18
• Listening: 14
• Reading: 19
• Minimum Overall: 6.5
• Writing: 6.5
• Speaking: 6.0
• Listening: 6.0
• Reading: 5.5
• Duolingo test scores that are less than two years old and meet the following requirements:
• Total score of 115 and 115 on each subscore 

How to Apply

Prior to starting your online application, you must first complete a phone interview with an admissions advisor. To schedule your phone interview, call 877-497-5851 .

Once you have completed your phone interview, you are ready to complete the  online application .

If you have any questions about filling out the application, contact us  online or call us at 877-497-5851 to speak with an admissions advisor.

Send All Other Application Materials To: Purdue University Online Programs Admissions Processing Center 851 Trafalgar Court, Suite 420  West Maitland, FL 32751

Tuition and Fees* for MS in Education in Special Education

Tuition and fees* (licensure).

*Additional program costs related to licensure, testing, course materials and books may apply depending on program track. Estimated additional costs over the course of the whole program ranges from $500–$2200 depending on the track and preference of book format, paper (higher end) or electronic (lower end). Tuition and fees are charged on a per credit hour basis and are subject to annual increases. Annual increases may change the total program cost. Purdue faculty and staff fee remissions may not be available to the online MSEd in Special Education program.

Career Outlook

Advance today.

If you would like to advance your teaching career and gain the skills necessary to become an effective special educator, discover the possibilities of distance learning through Purdue University online.

To learn more about the program, request more information or call 877-497-5851 to speak to an admissions advisor.

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Master of Arts

Teaching – Special Education Master's (K-12)

Leads to Teacher Licensure

Become a Special Education Teacher and Create an Inclusive Classroom

Teachers are vital for the future, and this is especially true for special education. Students in special ed programs need teachers who are well trained and who care about their success. This online special education master's degree program prepares you to become a teacher who can make a difference in the lives of your students. This degree program is perfect for current teachers who already have their license and want to add special education certification, and for those with a bachelor's degree who want to become a licensed teacher. Whatever your current career, this degree program can prepare you to become licensed in special education and get started in the classroom.

In this online master's degree program you will be trained in special education and prepared for teacher licensure in your state. In this cross-categorical program, you’ll be trained to teach students with varying disabilities (from mild to moderate) and learning needs, with ages ranging from grades K–12.

The special education program includes coursework, carefully designed assessments, and completion of clinical experiences. While you’ll study and submit your coursework online, you’ll also complete Student Teaching.

64% of graduates finish within 

WGU lets you move more quickly through material you already know and advance as soon as you're ready. The result: You may finish your teaching degree online faster.

*WGU Internal Data

Tuition per six-month term is

Tuition charged per term—rather than per credit—helps you control the ultimate cost of earning your teaching degree online. Finish faster, pay less!

Average salary increase

School of Education graduates report an average salary increase of $10,916 after completing their WGU degree.

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Special Education Courses

Curriculum that ensures you’ve mastered the skills you’ll need as a special ed teacher..

Program consists of 24 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

This online master's degree in special education provides you with the essential skills, knowledge, and field experience needed to become a special education instructor for students with mild to moderate disabilities. This degree program is also AAQEP and CAEP accredited and recognized.

The WGU special education master’s degree program was designed (and is regularly updated) with input from the experts on our  Education Program Council . These experts know exactly what it takes for a graduate to qualify for a successful career teaching elementary school students with diverse learning abilities and styles.

The M.A. Teaching–Special Education program at WGU is a mostly online degree program that you will complete by working and studying independently with support and instruction from WGU faculty.

This program comprises the following courses. You will typically complete them one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. As soon as you’re ready, you’ll pass the assessment, complete the course, and move on. This means that you can finish as many courses as you're able in a term at no additional cost.

Special Education Practices: Professional, Ethical and Legal Guidelines prepares candidates to apply practice within ethical and legal guidelines in day-to-day teaching, stakeholder interactions, and other complex situations. This course provides an overview of the professional ethics and standards from the Council for Exceptional Children (CEC), which guide candidates to act in a professionally conscientious manner. This course also explores the transition planning requirements in IDEA, which include development of an individualized transition plan and ensures that planning is initiated in elementary (such as from K to elementary), middle school and continued through high school and post-secondary education. Candidates will explore the legal foundations and case laws related to special education to gain understanding of how legislation influences teaching and learning. Candidates will advocate for improved outcomes for students with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds. Candidates will engage in three hours of preclinical experiences, which include an interview with a special educator to gain insight on how these topics affect and inform teaching practice. This course is designed to be taken after successful completion of Essential Practices for Supporting Diverse Learners.

Management Strategies for Academic and Social Behavior prepares candidates to work effectively with students exhibiting behavior in the classroom that is below age and cultural norms. This course provides an overview of behavior disorders and their causes, and appropriate research-based intervention strategies, including positive behavior intervention and supports, multitiered systems of support (MTSS), applied behavior analysis, replacement behavior and reward strategies, culturally responsive practices, and data collection and assessment methods. Candidates emerge prepared to strategize and recommend adjustments to the learning environment that support positive behavior and student success in the classroom and beyond. This course also examines behavioral assessment and analysis, including the creation of a functional behavior assessment (FBA) and the creation and monitoring of behavioral improvement plans (BIPs) in an authentic learning environment. The candidates will determine effective strategies to promote active student engagement, increase student motivation and opportunities to respond, and enhance self-regulation of student learning. This course is designed to be taken after successful completion of Creating and Managing Engaging Learning Environments.

Assessment and Evaluation Procedures in Special Education prepares candidates to use multiple methods of assessment and data sources in making educational decisions about the student and the learning environment. This course is designed to help provide an understanding of how assessment data is used during screening in multitiered systems of support (MTSS), the eligibility process, the evaluation process, progress monitoring, and data-based instructional decision making. Candidates analyze informal assessments to determine how students access and demonstrate knowledge in the core curriculum. This course is designed to be taken by candidates after they have completed Special Education Practices: Professional, Ethical, and Legal Guidelines.

Collaborative Techniques with Partners for Effective IEPs prepares candidates to apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraeducators, and other professionals (within the school, other educational settings, and the community) to plan programs and access services for students with exceptionalities and their families. The course introduces ways to enhance parental involvement and family engagement while teaching families and students advocacy throughout the Individualized Education Program (IEP) and transition planning processes. Candidates will develop plans for transition services that focus on a coordinated set of student-centered activities designed to facilitate the student's movement from school to post-school activities, including post-secondary education. This course also focuses on the components of the IEP and how the practice of effective communication and collaboration skills is key to the program's development and implementation. The candidates will actively seek information from and about families and take primary responsibility for maintaining respectful, ongoing, open communication to jointly identify and meet learning goals that are informed by assessment data. Candidates will engage in three hours of preclinical experiences that includes a simulated collaborative experience in which skills learned can be applied. This course is designed to be taken after successful completion of Special Education Practices: Professional, Ethical and Legal Guidelines.

Special Education Methods of Instruction and Intervention introduces candidates to a repertoire of evidence-based instructional strategies to advance the learning of students with exceptionalities. The course focuses specifically on strategies for intensifying and individualizing instructional interventions; making instructional decisions based on progress-monitoring data; collaborating with general education teachers and paraeducators; teaching to mastery; promoting generalization of learning; and teaching students with exceptionalities how to use self-assessment, problem solving, and other cognitive strategies to organize critical content and meet their needs. This course will also focus on the interrelationship between curriculum, instruction, and assessment, with emphasis on the role of assessment and student data in planning, designing, delivering, and modifying instruction in accordance with diverse learner needs. Candidates will know and understand how learning occurs, how students construct knowledge, acquire skills, and develop disciplined thinking processes. This course is designed to be taken after successful completion of Curriculum, Instruction, and Assessment, Mathematics Methods and Instruction for Students with Mild/Moderate Disabilities, and Language Arts Instruction and Interventions.

Designing Instruction for Elementary Learners with Mild to Moderate Exceptionalities prepares candidates to use evidence-based instructional practices appropriate for elementary students receiving special education services. The course includes cognitive and metacognitive strategies that elementary students can use to acquire new content knowledge and generalize skills across learning environments. It also provides opportunities for candidates to incorporate intensive instructional strategies and practice making accommodations to elementary math, reading, and language arts lesson plans based on learner characteristics, performance data, and individualized education program (IEP) goals. In addition to discussing how to make appropriate accommodations, the course teaches candidates how to assess student learning through progress monitoring and apply intensive interventions when warranted. Candidates apply their understanding of academic subject content specifically focusing on reading, writing, and math curricula of the general curriculum to inform instructional decisions for individual with exceptionalities. Candidates design appropriate learning and performance accommodations and modifications for individuals with exceptional learning needs in academic subject matter content of the general curriculum curricula. This course is designed to be taken after successful completion of Special Education Methods of Instruction and Intervention.

Educational Psychology and Human Development of Children and Adolescents is a key component of WGU’s Professional Core and is a required course for all Master of Arts in Teaching candidates. This course introduces candidates to research-validated theories of human development and psychology, spanning from early childhood through adolescence, and their applications in teaching practice. Candidates will explore how linguistic, physical, cognitive, and social development influence the learning process and inform educational approaches. This course will also cover appropriate instructional and assessment strategies that can be used to support learning for developmentally diverse student populations. The course will culminate in analysis of learning theories related to educational psychology in order to develop a personal educational philosophy. Candidates will engage in four hours of preclinical experiences, which include virtual classroom observations from the perspective of educational psychology and learner development. Cross-cutting themes of technology and diversity are interwoven for further development.

Mathematics Methods and Instruction for Students with Mild/Moderate Exceptionalities helps candidates learn how to implement effective math instruction in today’s diverse classrooms in both the elementary and secondary settings. Topics include differentiated math instruction, mathematical communication, mathematical tools for instruction, assessing math understanding, integrating math across the curriculum, critical thinking development, standards-based mathematics instruction, and mathematical models and representation for students with mild to moderate exceptionalities.

Language Arts Instruction and Intervention helps students learn how to implement effective language arts instruction and intervention in the elementary classroom. Topics include written and spoken English, expanding students' knowledge, literature-rich environments, differentiated instruction, technology for reading and writing, assessment strategies for reading and writing, and strategies for developing academic language. There are no prerequisites for this course.

Elementary Reading Methods and Interventions provides candidates with an in-depth look at best practices for developing reading and writing skills. Course content examines the science of reading, the stages of and approaches to literacy development, differentiation, technology integration, literacy assessment, and Multitiered Systems of Supports (MTSS), including the comprehensive response to intervention (RTI) model used to identify and address the needs of learners who struggle with reading comprehension. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment.

Schools as Communities of Care is a key component of WGU's Professional Core and is a required course for all Master of Arts in Teaching candidates. This course introduces candidates to strategies for providing a culturally inclusive learning environment that meets the social and emotional needs of learners while taking into account theories and philosophical perspectives on child and adolescent development and learning. Emphasis is placed on fostering a collaborative relationship with families, caregivers, and community stakeholders, and on leveraging community resources to support each learner’s growth and well-being to build a strong foundation for their academic and personal success. Topics addressed include culturally responsive practice, social and emotional learning (SEL), youth mental health, substance abuse, suicide awareness and prevention, abuse within families, and professional responsibilities to ensure student wellbeing. The course will culminate in evidence-based, practical application of strategies that support the whole child in a community of care. Candidates will engage in seven hours of preclinical experiences, include virtual observations of learning environments that involve parents and families in their children's education and an interview with an educational professional. Cross-cutting themes of technology and diversity are interwoven for further development.

Fundamentals of Diverse Learners is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to consider and address the wide range of learning needs in the classrooms of today. This course teaches candidates to identify and support the needs of diverse populations of learners, including, for example, students with disabilities (Including Dyslexia), students who are English language learners, and students who are gifted and talented. Practical strategies for differentiating instruction while creating a safe, inclusive, and culturally responsive learning environment are explored. This course helps candidates develop skills for partnering with parents and advocating for all students, particularly those impacted by provisions of IDEA and Section 504 of the Rehabilitation Act. Multitiered systems of support are addressed to prepare candidates for their future classrooms as they seek to select appropriate instructional practices and interventions to best serve their students. Candidates will engage in four hours of preclinical experiences that include a simulated teaching experience in which skills learned can be applied. Cross-cutting themes of technology and diversity are interwoven for further development.

Creating and Managing Engaging Learning Environments is a key component of WGU's Professional Core and is a required course for all Master of Arts in Teaching candidates. This course provides candidates with research-based strategies and approaches to establishing and maintaining a safe and productive learning environment that supports the success and well-being of all P-12 learners. Topics addressed include consistent routines and expectations, student engagement, positive behavior support, motivation and its effect on student achievement, active learning and self-direction, and fostering a sense of community through collaboration. Candidates will design a classroom management plan for their future classroom based on theory and high-leverage practices for meeting the diverse needs of learners in a productive and collaborative learning environment. The course will culminate in evidence-based, practical application of current strategies to motivate and engage students in specific content areas. Candidates will engage in seven hours of preclinical experiences that include both virtual observations of classroom settings and time in a simulated classroom environment where theory can be put into practice. Cross-cutting themes of technology and diversity are interwoven for further development.

Curriculum, Instruction, & Assessment is a key component of WGU's Professional Core and is a required course for all Master of Arts in Teaching candidates. This course provides candidates with theoretical foundations and strategies for creating engaging and standards-aligned lessons that meet the needs of all learners in the P-12 classroom. This course focuses on the interrelationship between curriculum, instruction, and assessment, with emphasis on the role of assessment and student data in planning, designing, delivering, and modifying instruction in accordance with diverse learner needs. This course will culminate in the application of evidence-based strategies related to the interdependence of and alignment among curriculum, instruction, and assessment in student-centered P-12 teaching and learning. Candidates will engage in three hours of preclinical experiences, which include conducting virtual classroom observations and recording a short teaching segment. Cross-cutting themes of technology and diversity are interwoven for continued development.

Using Educational Technology for Teaching and Learning is a key component of WGU's professional core and is a required course for all Master of Arts in Teaching candidates. This course presents strategies for integrating technology into classroom practices to improve instruction and student learning according to the International Society for Technology in Education (ISTE) standards. Candidates will evaluate digital tools and their potential classroom applications such as enhancing curriculum, enabling communication with students and families, and increasing student engagement. Topics covered include ethics, equity and access to technology, and appropriate use of technology by P–12 students. Assistive technologies to meet the needs of a diverse learner population also will be addressed. The course will culminate in evidence-based, practical application of current standards, strategies, theories, or philosophical perspectives related to the use of technology in teaching and learning. Candidates will engage in three hours of preclinical experience that include virtual observations of classroom practices incorporating technology to support educational goals. Cross-cutting themes of technology and diversity are interwoven for further development.

Secondary Reading Instruction and Intervention explores the comprehensive, student-centered Response to Intervention (RTI) assessment and intervention model used to identify and address the needs of learners in middle school and high school who struggle with reading comprehension and/or information retention. Course content provides educators with effective strategies designed to scaffold instruction and help learners develop increased skill in the following areas: reading, vocabulary, text structures and genres, and logical reasoning related to the academic disciplines. This course has no prerequisites.

Disciplinary Literacy examines teaching strategies designed to help candidates to develop the literacy skills necessary to read, write, and think critically while engaging content in different academic disciplines. Course content highlights strategies to help candidates distinguish between the unique characteristics of informational texts while improving comprehension and writing proficiency across the curriculum. Strategies to encourage inquiry and cultivate skills in critical thinking, collaboration, and creativity also are addressed. This course is designed to be taken after successful completion of the Introduction to Curriculum, Instruction, and Assessment course OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Special Education.

Pre-Clinical Experiences in Special Education provides candidates the opportunity to observe and participate in a wide range of in-classroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. Candidates will reflect on and document the 75 hours of in-classroom observation and experience in their performance assessments. Prior to entering the classroom for the observations, candidates will be required to include a cleared background check, passing scores on the state or WGU required basic skills exam and a completed resume.

Teacher Performance Assessment in Special Education course is a culmination of the wide variety of skills learned during your time in the Teachers College at WGU. In order to be a competent and independent classroom teacher, you will showcase a collection of your content, planning, instructional, and reflective skills. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Professional Portfolio requires candidates to create an online teaching portfolio that demonstrates professional beliefs, growth, and effective teaching practices from the Demonstration Teaching experience. The portfolio includes reflective essays (educational beliefs, professional growth, and collaboration with stakeholders) and professional artifacts (resume and artifacts with commentary on academic language, systems of student support, education technology, and professional communication with families) developed and acquired during Demonstration Teaching. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Cohort Seminar in Special Education provides mentoring and supports teacher candidates during their demonstration teaching period by providing weekly collaboration and instruction related to the demonstration teaching experience. It facilitates their demonstration of competence in becoming reflective practitioners, adhering to ethical standards, practicing inclusion in a diverse classroom, exploring community resources, building collegial and collaborative relationships with teachers, and considering leadership and supervisory skills. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Program consists of 24 courses

Professional Portfolio

Special requirements for this program

Your portfolio will include your résumé and Philosophy of Teaching Statement and serve as a way to showcase the skills you have acquired throughout your degree program and Student Teaching.

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Lesson Planning: Successfully designed mastery-focused lessons for students with exceptionalities, fostering an inclusive and supportive classroom environment.
• Special Education: Successfully implemented personalized accommodations for students with exceptionalities, tailored to their individual characteristics and circumstances, leading to an inclusive and supportive learning environment.
• Classroom Management: Created a safe and caring classroom environment to promote optimal learning experiences.
• Teaching: Implement diverse learning opportunities for students to demonstrate their comprehension of subject matter.
• Professionalism: Engage in professional activities while adhering to relevant federal and state special education laws and regulations.
• Writing: Communicated ideas with clarity and precision through written communication techniques.

“I am SO much more marketable since I am officially licensed and have the degrees to back me up. I already had years of life experience. The official papers have given my more credibility.”

—Jessica McFarland M.A. Teaching, Elementary Ed & M.S. Special Education

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 2 years, minimal acceleration options

As quickly as you can master the material, can finish programs in under 2 years

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you chart your courses, answer your questions, and ensure you can go through your program. You're not alone when you choose an online degree at WGU.

Flexibility You Need

Students choose WGU for their online degree program because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

Strong Alumni Network

When you enroll in an online master's degree program at WGU, you join an impressive network of teachers. Over 13,000 students graduated from the Teachers College in 2021 alone, taking their skills and impacting the educational system all around the United States.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

When We Say Affordable We Mean It

By charging per six-month term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A Master's Degree Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

A Different Way to Learn: Degree Programs Designed to Fit Your Life—and All the Demands on Your Time

Professional responsibilities. Family obligations. Personal commitments. At WGU, we understand schedules are tight and often unpredictable for adult students. That’s why we offer a flexible, personalized approach to how education should be. No rigid class schedules. Just a solid, career-focused principal preparation program that meshes with your current lifestyle. You'll be challenged. You'll work hard. But if you commit yourself and put in the hours needed, WGU makes it possible for you to earn a highly respected degree as a busy working adult.

"The BEST online school! The registration process is easy. There are numerous people there to help you. You are never alone and are supported every step of the way. If you are an independent achiever, this is the route to go!”

—Jacie Sambola M.A. Teaching, Special Education

CAREER OUTLOOK

With a Master’s in Special Education, You’ll Be a Vital Resource for Students with Disabilities

Find a rewarding career teaching students with diverse challenges. You’ll gain expertise in instructional design, IEP development, and behavioral management. Graduates of this program work in a variety of school settings, including inclusionary K–12 classrooms or resource rooms. Grade-level eligibility will depend on your state’s requirements.

The courses in M.A. Teaching–Special Education—based on effective instruction and national and state standards—are designed to help you efficiently teach kids from diverse backgrounds with a variety of learning disabilities. A special education teacher should be patient, engaging, supportive, and bright. If you possess these qualities, the next step is a proper education. You've come to the right place. You're on the fast track to the gratifying job of your dreams. 

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

Job demand for special education teachers is predicted to increase 4% through the year 2031.

—U.S. Bureau of Labor Statistics

WGU Has Alumni Teaching Across the Country

Graduates of WGU's online Teachers College have found meaningful, rewarding teaching careers in classrooms at:

• Inclusionary K–12 classrooms
• Middle/junior high schools
• High schools
• Private and charter schools

Impressive Class of Graduates

Graduates of the WGU Teachers College include recipients of many professional honors, including:

• Gates Millennium Scholars
• Intel Grant for Mathematics and Technology
• Claes Nobel Educator of Distinction Award
• Milken Family Foundation National Educator Award
• Association of Public Charter Schools Educator of the Year Award

Master of Teaching, Special Education Admission Requirements

To be considered eligible for enrollment into this M.A. in Teaching, Special Education (K-12) degree program, you must provide official transcripts that demonstrate you have earned a bachelor’s degree from a recognized, institutionally accredited (also known as regionally accredited) university and earned a GPA of at least 2.5 (or higher, depending upon your state), or the competency-based equivalent, in that program. Applicants with a GPA lower than a 2.5 but a 2.0 or above may seek admission by submitting passing scores from the WGU program required basic skills test (e.g. Praxis CORE). 

Students who are seeking initial teacher licensure in a bachelor’s, post-baccalaureate, or master’s program must also pass a state-specific basic skills test for the state in which they live as a prerequisite to Student Teaching . (Registering and paying for the test is the student’s responsibility.) This requirement can be met either prior to admission or before beginning the Foundations of Teaching subject area once you are in your WGU program.

WGU’s teacher licensure programs also include Student Teaching. You must be at least 18 years of age before you may begin the application process or participate in Preclinical Experiences and Student Teaching. You must also submit to a criminal background check prior to entering the classroom for this component of your program.

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

Transfer Credits

MORE DETAILS

Becoming a Licensed Teacher

State-specific licensure requirements : Each state in the U.S. has specific testing requirements that must be met or completed in addition to completing your teaching degree program at WGU. Teacher licensure requirements vary depending on state laws and may include a number of factors, such as:

• Completion of a bachelor’s degree program
• Submission of transcripts
• Completion and clearance of a background check
• Passing of required entrance exams and basic skills tests

Preclinical Experiences    

As part of this program, you'll participate in a wide range of in-classroom teaching experiences through at least 75 hours of in-classroom observation.

Student Teaching

To help you prepare to work in classrooms, this program includes a student teaching component. Student Teaching is a full-time, supervised, in-classroom experience of a minimum of 12–20 weeks during which you will be hosted by an experienced teacher and observed by a Clinical Supervisor. Your host teacher will evaluate your performance based on accepted professional standards. Learn more about teacher licensure.

More About the M.A. in Teaching, Special Education

• More About Teacher Licensure
• More About Paying for School

What grades will I be able to teach?

It depends on your state and which Teachers College program you complete, so it is best to ask your Enrollment Counselor. Typically, teachers with an elementary education license can teach anywhere from kindergarten through 8th grade, and secondary teachers in math, English, or science can teach anywhere from 5th to 12th grades. K–12 special education licenses typically enable teachers to work with students from kindergarten through 12th grade.

How long is Student Teaching?

It depends on your state and your program, but for most Teachers College programs, Student Teaching is typically about the length of one full traditional school semester. Student teaching is a minimum of 12–16 weeks, but it can be longer in other programs.

How do I set up my Student Teaching?

WGU has a team that works with you to connect you with schools in your area, and with host teachers that will support you through your Student Teaching.

Can I use my own classroom for the Student Teaching placement?

Your Enrollment Counselor can provide more details about your specific situation. While you can provide recommendations of a school you want to be placed in, generally, our Field Placement Office will be selecting and setting up the placement in the end.

Will this program lead to a teaching license in my state?

Your Enrollment Counselor has access to an up-to-date database that tracks requirements and eligibility for all WGU programs and all US states and territories, so a conversation with your Enrollment Counselor can quickly verify this for you based on where you live and your desired program.

Does WGU offer financial aid?

WGU is approved to offer  federal student aid . You will need to apply using the FAFSA, which is used to determine your eligibility for aid. WGU’s FAFSA school code is 033394.

Are there scholarships available?

Scholarships are available for new WGU students and returning graduates.  This video shows more  about scholarship opportunities and how they can help you pay for school. Get information on:

• How to apply
• Eligibility requirements
• Examples of scholarships
• What happens after you apply
• Other financial aid options

How does tuition work at WGU?

WGU's tuition is a flat rate that is charged every six months. You can take as many courses as you are able in that six-month term—with no extra cost. You simply pay for the term and do as much work as you can or want to during that time. This means that finishing faster helps you save money—a major benefit you won't find at most other schools. 

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Special Education Courses

The center for teaching excellence offers special education and professional studies courses online and on a rotating schedule..

Taught by UVA Wise adjunct faculty and supported by online learning specialists at the CTE, all coursework is offered completely online at the undergraduate non-degree-seeking level. 

Courses are open to:

• provisionally licensed teachers who need special education or professional studies coursework,
• to general education teachers seeking to add special education to their licensures,
• and to teachers seeking courses for recertification points.

Course Alignment for Special Education

As of September 1, 2019, VDOE course requirements have been revised. 

If you have been evaluated by the VDOE and hold an evaluation or provisional license dated prior to September 1, 2019 , the courses below will align with your paperwork.

If your evaluation is dated after September 1, 2019 , you will notice differences in course needs and should contact the CTE academic advisor  to align your coursework.

• Updated January 2020
• Special Education Add on Coursework
• Regulations Prior to September 2019

Not Offered Through CTE

• State Assessment Testing: Virginia Communication and Literacy Assessment (VCLA)
• State Assessment Testing: Reading & Writing for Virginia Educators (RVE)
• For more information, review the Overview of Virginia Testing Requirements
• Supervised Classroom Experience: The student teaching experience should allow the prospective teacher to be in classrooms full time for a minimum of 300 clock hours (including pre- and post-clinical experiences) with at least 150 clock hours spent supervised in direct teaching activities (providing direct instruction) at the level of endorsement. CTE courses do not fulfill this requirement.

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Fall licensure classes.

The Center for Teaching Excellence offers a wide array of courses to meet your professional learning needs. Registration for fall courses is now closed.

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Grad. Certificate in Special Ed. General Curriculum

Transfer credits, next start date, gain a new licensure endorsement in special education with a graduate certificate.

Do you want to gain new training so you can help students with special needs? Liberty University offers a Graduate Certificate in Special Education General Curriculum so you can learn the skills you need while gaining a special education add-on endorsement. With graduate-level courses that cover advanced special education tools and teaching methods, you can start a new career or enhance your current teaching practice.

The median annual salary for special education teachers in 2020 was $61,420.**

World-class learning for anyone, anywhere

14,300 new special education teaching jobs are expected to be created between 2019 and 2029.**

*Some exclusions apply. Please refer to our  exclusions page  for more information.

**Bureau of Labor Statistics, U.S. Department of Labor,  at  Special Education Teachers, 2020   (viewed online June 22, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

With a short 15-credit-hour course sequence, you can add to your teaching skill set and gain an add-on endorsement for special education in as little as 1 year. You can also transfer these courses into a master’s degree, such as the MEd in Curriculum and Instruction – General Education , at a later time, so you can use these new skills for your career and leave the door open to a future degree. Liberty’s Graduate Certificate in Special Education General Curriculum is a practical and fast way to get the special education studies you need to help students with special needs.

Potential Career Options with a Graduate Certificate in Special Education Our special education general curriculum certificate can help you prepare for several career paths. Depending on your current knowledge, education level, and experience, there are many different positions that could benefit from our accredited certificate: Instructional coordinator K-12 curriculum developer and manager Special education teacher Teaching product developer The skills that you gain from our certificate in special education general curriculum can be an asset in many other aspects of the education world as you pursue positions of added responsibility. Additionally, the credits from this certificate may transfer directly into the MEd in Curriculum and Instruction – General Education . Take the next step towards your personal and professional goals with a special education certificate from Liberty University. Additional education or training may be required for some jobs or occupations. Conferral of a certificate does not guarantee job placement.

Upon successful completion of Liberty University’s Virginia state-approved Graduate Certificate in Special Education — General Curriculum program, you may apply for the add-on endorsement in another state through reciprocity, which may or may not result in additional requirements based on your state’s Department of Education regulations .

Why Choose Liberty’s Special Education Endorsement Certificate?

Liberty’s Graduate Certificate in Special Education General Curriculum can help you prepare for a rewarding career in a field that needs qualified, effective teachers. Through this program, you will earn a teaching licensure add-on endorsement in special education curriculum while studying under professors who understand your passion and can mentor you throughout your degree.

Building on your teaching experience and previous training, you will apply your new special education knowledge to a real classroom near you with a 45-hour practicum. This hands-on experience paired with advanced special education course content will help you apply for special education add-on licensure in a faster timeframe than you could with a full degree.

With excellent and affordable online education, Liberty’s online Graduate Certificate in Special Education General Curriculum will help you meet licensure requirements and set you up for success in your teaching career.

What Will You Learn in Our Graduate Certificate in Special Education General Curriculum?

This certificate is designed to give you a specialized and in-depth study of special education teaching practice while fulfilling add-on licensure requirements. Through this program, you can learn how to provide individualized education support and care for students with significant disabilities. You can learn to create lesson plans and provide intellectual stimulation for students with special needs while encouraging growth.

Topics covered within this program include educational behavior and development, theories and methodologies of education, current trends in the education field, and methods of teaching with classroom management. You will also learn how to make decisions about student progress, instruction, program, placement, and transitional services.

Our courses are taught from a Christian perspective by educators equipped with years of experience teaching in the field of special education. You can learn how to apply a biblical worldview to your classroom in Christian, private, public, or homeschool settings.

This certificate includes a 45-hour practicum, which will provide hands-on experience that will help you meet licensure requirements for the special education add-on endorsement.

Here are some of the specific subjects you will study throughout your program:

• Educational behavior and development
• Theories and methodologies of education
• Current trends in the education field
• Methods of teaching and classroom management

Required Courses

• EDLC 530 – Teaching Mathematics
• EDLC 554 – Reading and Language Acquisition
• EDSP 521 – Foundations of Exceptionality
• EDSP 524 – Collaborating for Successful Inclusive Classrooms
• EDSP 525 – Transition & Assessment for Exceptional Learners
• EDSP 545 –  Practicum – Elementary 
• EDSP 546 – Practicum – Middle Grades
• EDSP 547 – Practicum – Secondary

Highlights of Our Graduate Certificate in Special Education General Curriculum

• We are recognized by multiple institutions for our academic quality, affordability, and accessibility . Our commitment to excellence also helped us rank in the top 10% of Niche.com’s best online schools in America . Earning your special education certificate from a nonprofit university with this kind of recognition can help set you apart from others in your field.
• Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.
• You can complete this certificate program in as little as 1 year.
• This graduate certificate is designed to fulfill add-on licensure requirements for special education.

Our Graduate Certificate in Special Education General Curriculum Information

• This program falls under the School of Education .
• Download and review the Certificate Completion Plan for this program.
• Students in this program will complete a 45-hour practicum.
• This graduate certificate program will help you gain add-on licensure for special education.
• Review state-specific state requirements .
• Review the State-Specific Approval Disclosures .
• Additional program details are available in the Online Graduate Advising Guide .
• View the Graduate Education Course Guides (login required).

Apply Now     Request Info

Military Benefits for Our Online Graduate Certificates

Liberty University is dedicated to providing world-class educational experiences to military students across the globe. Whether you are a current service member, discharged or retired from service, or the spouse of a service member or veteran, we are here to support you every step of the journey.

As a thank-you for your dedication and service to our country, Liberty is honored to serve and support you in your pursuit of online education by offering the following benefits:

• Tuition discounts – $275 per credit hour for graduate courses
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

Admission Requirements for Our Online Graduate Certificate in Special Education General Curriculum

A regionally or nationally accredited bachelor’s degree with a 2.0 or above GPA is required for admission in good standing. Please visit our  admission requirements page  for more detailed admissions-related information.

All applicants must submit the following:

• Admission application
• Application fee*
• Official college transcripts**
• Proof of a current initial teaching license issued by the Virginia Department of Education in elementary education, middle grades education, or secondary education***
• Proof of English proficiency (for applicants whose native language is other than English)

*There is no upfront application fee; however, a deferred $50 application fee will be assessed during Financial Check-In. This fee is waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required.

**Please note: You cannot be accepted into this program until Liberty has your official transcripts.

***If you hold licensure in another state, you may apply for reciprocity in Virginia. See the admission requirements page for a list of specific endorsement areas.

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, Non-Degree Seeking, DGIA, Continuing Education, WSB, and Certificates.

Apply FREE This Week*

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You have to have a lot of self-motivation and self-discipline when you are going to school online, but the amazing thing is at Liberty you do not need to do it by yourself. You really do have resources like someone who is going to school on campus.

– Janae Fleming ’15, B.S. in Education

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Enhance your knowledge and expertise in the field of special education. Advance your knowledge of the skills and best practices involved in successfully supporting individuals with special needs. Engage in doctoral-level studies without writing a dissertation and become a more effective leader, able to improve outcomes for your students. 

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Your Guide on How to Become a Special Education Teacher

In the 2021-2022 school year, 7.3 million students—representing 15% of all public school students—received services under the Individuals with Disabilities Education Act (IDEA). 1 Special education teachers enrich the lives of students who face cognitive, physical, or emotional challenges by helping them access the general curriculum or develop essential life skills. Because of the unique needs of these students, it takes tremendous dedication and energy to be a special education teacher.

As highly-trained professionals, special education teachers balance meeting the needs of students in the classroom with managing the administrative work of creating and complying with multiple individualized education plans (IEPs). 2

Keep reading to learn more about what a special education teacher does and how you can obtain the education needed to become one.

What does a special education teacher do?

A special education teacher usually works in an elementary, middle, or high school to support students with dis/abilities. While special education teachers have many of the same duties as traditional teachers, because their students have additional needs, they also have additional responsibilities. 3 Some of the specific job requirements of a special education teacher are discussed below.

Develop Individualized Education Plans (IEPs)

An IEP is a legally-binding document outlining the educational goals, accommodations, and services a student with special needs requires to succeed academically. IDEA mandates that public schools offer a “free appropriate public education” to eligible students with dis/abilities. Schools must develop an IEP for each student who qualifies for special education services. Special education teachers work with parents, caregivers, and other professionals to develop an effective IEP for each student. 4

Plan lessons and adapt curriculum

Like other teachers, special education teachers plan lessons for the students in their classes. However, they have to adapt the curriculum to meet the needs of their students and comply with the IEP accommodations and goals.

Before adapting the curriculum, the special education teacher first identifies each student's unique needs—ranging from cognitive and learning challenges to sensory impairments and behavioral issues—covered in the IEP. The special education teacher then sets achievable learning objectives tailored to each student, providing a roadmap for what the adapted lessons should achieve.

Textbooks, worksheets, and other educational resources may need modification. For example, a student with reading difficulties might require audio books or simplified text, while a visually impaired student may need Braille materials. Special education teachers often work with professionals, such as speech therapists or occupational therapists, to incorporate their expertise into lesson plans. 5

Manage behavior

Special education students often face behavioral challenges that can interfere with their learning and social development. Special education teachers typically approach behavioral management by assessing the root causes of a student’s behavior. This may be done in conjunction with the student’s academic assessment.

They may consult psychologists or behavioral therapists to identify triggers, patterns, and underlying issues contributing to specific behaviors. As with academic goals, behavioral goals are often incorporated into a student’s IEP. 6

To help students meet their behavioral goals, a special education teacher may use techniques such as positive reinforcement, visual or auditory cueing, and social skills training. 7 They continuously assess the effectiveness of their strategies and make adjustments as needed, often revisiting and revising the behavioral goals set in the IEP.

Education requirements to teach special education

Becoming a special education teacher requires specialized training to develop the skills and knowledge needed to meet the needs of students with dis/abilities. The general process typically includes a combination of formal education and practical experience.

Bachelor’s degree

You can obtain a four-year bachelor of special education that offers general and special education coursework. A bachelor’s degree will generally cover not only general education, but also topics such as assessing students, modifying the curriculum and learning environment to meet their needs, and special education law. 8

Practical experience

As part of your bachelor’s degree, you’ll complete a practicum or internship for 16 weeks. 8 Through this experience, you’ll gain hands-on practice working with children with special needs with the supervision of an experienced special education teacher. The practicum usually begins with a period of observation, followed by a period of co-teaching or teaching small groups in the mentor teacher’s classroom. 9

State exams and certification

Each state has its own guidelines, and you can check with your state Board of Education to find the licensing requirements for your state. Many states use the Praxis II exams, which test your knowledge in specific areas. The special education Praxis II exam tests core knowledge and applications. The test includes 120 questions, and you have two hours to take it. It covers the following content categories: 10

• Development and Characteristics of Learners
• Planning and the Learning Environment
• Instruction
• Foundations and Professional Responsibilities

Graduate degree

If your undergraduate degree isn’t in special education, or you want to advance your career, pursuing a master’s degree can be an excellent option. A master’s in special education can open doors to specialized and higher-paying positions. 11

Board certification

National Board Certification is a voluntary process which establishes national standards for what teachers should know and be able to do. Teachers who want to pursue National Board Certification can apply to the National Board for Professional Teaching Standards (NBPTS). The certification process is demanding, but challenges teachers to grow and improve even further. 12

Exploring the opportunities and challenges for special education teachers today

Being a special education teacher is both rewarding and challenging. Most special education teachers work in public schools, but there are also ample opportunities in private schools. Private schools typically have different hiring requirements, and some might offer smaller class sizes or more specialized programs.

Job growth and salary for special education teaching careers

The demand for specialized educators remains high due to persistent shortages in the special education teaching field. 13 According to the U.S. Department of Education, 42 states and Washington, D.C. face a shortage of special education teachers. 13 Denise Marshall of The Council of Parent Attorneys and Advocates (COPAA) points out the repercussions, such as schools limiting crucial services in students' IEPs. 13

With an increase of 800,000 special education students over a decade and anticipated teacher retirements, there's an urgent call for more investment in special education training. 13

While the special education teacher salary varies based on location, experience, and education level, having advanced degrees or additional certifications can potentially increase earning potential and helps to ensure special education teachers are fully prepared for diverse classroom settings and the field’s unique challenges.

Collaborative efforts: How special education teachers work with general education teachers

A special education teacher works not only in traditional classroom settings but also in resource centers, residential facilities, and inclusive learning environments. They often collaborate with other teachers, especially general education teachers, to ensure that students with dis/abilities have access to the general education curriculum.

This collaboration is critical, as it allows for the integration of specialized techniques into the mainstream classroom, benefitting all students.

Additional training and endorsements

Beyond a bachelor's degree and state-required certification, many special education teachers opt for continuing education courses to stay updated on teaching methods, classroom management, and special education law. Some also pursue a special education endorsement, which further qualifies them to work with students with specific conditions like autism spectrum disorders.

The reward of teaching special education

Teaching special education is not just about following the education requirements; it's a profound commitment to shaping the futures of exceptional students. Special education teachers provide valuable resources and tailored support, ensuring that their students not only grasp the general education curriculum but also develop essential basic life skills.

Understanding the range of learning dis/abilities and conditions, from autism spectrum disorders to physical impairments, is paramount. This understanding allows these educators to craft individualized strategies, fostering environments where students develop both academically and personally.

Moreover, many special education teachers work collaboratively with other staff members and professionals. By teaming up with general education teachers, they ensure that special education students are integrated and have equitable access to learning opportunities in mainstream classrooms. Their role often extends beyond traditional classroom teaching, delving into areas of counseling, mentorship, and life coaching.

For those pondering on how to become a special education teacher, it's crucial to appreciate that the profession demands immense patience, empathy, and continuous learning. From navigating special education law to staying updated with innovative teaching methods, it's a career that calls for dedication and passion.

However, the rewards are immeasurable. Whether it's witnessing a student overcome a learning obstacle or being a pillar of support for families navigating the challenges of dis/abilities, the impact of a special education teacher is profound and lasting.

In this noble profession, educators don't just teach; they transform lives, ensuring that every student, irrespective of their challenges, has the tools and encouragement to succeed in the classroom and the broader world.

In conclusion, with the right training, passion, and dedication, you can truly make an impact in the lives of students as an exceptional special education teacher.

Advance your teaching career with KU, the leader in special education

If you’re ready to take the next step in becoming a special education teacher, the University of Kansas School of Education and Human Sciences offers the #1 Online Master's in Special Education program . 14 KU's experienced faculty members will help you develop the skills you need to become a leader in special education.

You can customize your learning path by choosing from one of four specialties, including:

• Autism spectrum disorder
• Leadership in inclusive and special education
• High incidence disabilities
• Secondary special education and transition

Contact one of our admissions outreach advisors today to learn more.

• Retrieved on September 25, 2023, from nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities#:~:text=In%202021%E2%80%9322%2C%20the%20number,of%20all%20public%20school%20students
• Retrieved on September 25, 2023, from careerexplorer.com/careers/special-education-teacher
• Retrieved on September 25, 2023, from bls.gov/ooh/education-training-and-library/special-education-teachers.htm#tab-2
• Retrieved on September 25, 2023, from www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html
• Retrieved on September 25, 2023, from fullspedahead.com/9-ways-to-adapt-curriculum-in-special-education/
• Retrieved on September 25, 2023, from behaviorist.com/what-is-a-functional-behavior-assessment-fba-in-special-education
• Retrieved on September 25, 2023, from insightstobehavior.com/blog/special-education-classroom-behavior-management-strategies-k12
• Retrieved on September 25, 2023, from indeed.com/career-advice/career-development/how-to-become-a-special-education-teacher
• Retrieved on September 25, 2023, from files.eric.ed.gov/fulltext/EJ937171.pdf
• Retrieved on September 25, 2023, from ets.org/content/dam/ets-org/pdfs/praxis/5354.pdf
• Retrieved on September 25, 2023, from epicspecialeducationstaffing.com/how-to-become-a-special-education-teacher-in-4-steps
• Retrieved on September 25, 2023, from nea.org/professional-excellence/professional-learning/teacher-licensure/national-board-certification
• Retrived on September 25, 2023, from disabilityscoop.com/2023/08/17/special-education-teacher-shortage-persists-nationally/30500/
• Retrieved on September 25, 2023, from usnews.com/education/online-education/education/online-special-education-rankings

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NASET Professional Development Program (PDP)

NASET has always provided an online platform that supplied the resources required for Special Education Professional Development. Over the years, we have added numerous courses, lectures, PowerPoint presentations, resources and e-Publications. In fact, the sheer volume of content has reached a point where another approach to maximize the primary function of professional development was needed. From this need for a better layout to allow for easier access and use of our website for Professional Development we created the PDP. To learn more - Click here

NASET e-Publications

Hundreds of e-Publications available for online viewing and as PDF files for downloading. All past articels are archived. Take a moment to review the large list of our e-Publications that grows monthly. - To learn more - Click here  

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Comprehensive resources from audio lectures, databases of informational resources, IEP development tool, Conferences, Teacher Forum and Much More...To learn more - Click here

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From the latest job listings to professional development courses, NASET 's Career Center provides you with tools and information to further your Career as a Special Educator. To learn more - Click here

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Latest Issue of JAASEP

(journal of the american academy of special education professionals).

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NASET's Career Center showcases the latest job openings in special education.

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* Special Education Teacher - Ready to join a team of exceptional certified educators at Paterson Public Schools – the fourth largest school district in New Jersey. We are looking for teachers who are experts in their content area, are committed to improving student achievement, and will bring enthusiasm to the classroom.  To be considered for an interview, please apply! To learn more- Click here

* Ed Specialist - Provide assessment services and,  if needed,  develop,  implement,  and supervise  Individualized  Education  Plans  (IEPs). In collaboration with classroom teachers and parents/guardians, Education Specialists support and monitor student progress towards IEP goals, and play a crucial role in communicating needs, services, and accommodations to staff and  parents/guardians. To learn more- Click here

* Special Education Teacher - SSFUSD is seeking a dynamic, equity-focused, and inclusive special education teacher to join our school community. SSFUSD refuses to accept that the educational outcomes of students in our district are overwhelmingly predictable based on students’ race, socioeconomics, ethnicity or learning differences. To learn more- Click here

* Teacher of Special Education - The job of Special Education Teacher for the purpose of providing support to the instructional program with specific responsibility for assisting in the supervision, care, and instruction of students with special needs in the general education setting classroom. To learn more- Click here

* Exceptional Student Education (Special Needs) Teachers - Hillsborough County Public Schools (HCPS) is recruiting talented, compassionate teachers dedicated to helping every student in the district succeed. Successful applicants will share a commitment to excellence in the classroom and a belief that great teaching is the key to unlocking student success. To learn more- Click here

* Teachers - Special Education (All Exceptionalities) (SY 2024-25) - We are looking for highly motivated, skilled, and equity-minded Special Education teachers to join our team at District of Columbia Public Schools (DCPS) for the 2024-25 school year. We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of our public school students, parents, and the greater DC community. To learn more- Click here

* Special Education Teachers - The Newark Board of Education is where passion meets progress. We want you to discover a rewarding career with us.  If the opportunity to make learning limitless excites you then, join our community of educators. To learn more- Click here

* 24/25 Special Education Teachers - In collaboration with the general education staff plan and deliver specialized instruction and assessment aligned with District learner outcomes and State achievement standards. Supervise assigned students and maintain a positive learning environment. To learn more- Click here

* Special Education Teaching Position in the Greater Boston Area - Reed Academy in Framingham, MA, offers a structured and therapeutic environment to boys with variety of education needs. Teach in a small and family-like, nurturing environment for Students with Moderate Needs. To learn more- Click here

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Here's What NASET Has to Offer

Take a moment to review the various e-Publications, professional development and special education resources.

NASET is proud to offer its' members free access to one of the most extensive and comprehensive sources of Professional Development courses available today. With over 100 courses ranging from 1 to 3 hours each, NASET provides it's members the opportunity for over 100 hours of professional development included with your membership in NASET.

Professional Development Courses (101 courses) - Free with Membership!

Board certification in special education (b.c.s.e.).

Board Certification in Special Education establishes a much needed standard for professionals, across disciplines, who work with exceptional children.

IEP Information

NASET provides the multiple areas with valuable information about IEPs. From a ePublication IEP Components to mutlple articles resources, forms, NASET has a wealth of information for the special education professional.

NASET Special Educator e-Journal

The online Special Educator e-Journal is published monthly throughout the year and provides timely information on what's current in special education.

The Special Educator’s List of 100 Forms, Tables, Checklists, and Procedures

This list is provided to all members of NASET to help facilitate the numerous tasks required on a daily basis. All documents are available to view online or download as a PDF file for offline printing.

NASETs' Week in Review

NASET's Week in Review is a weekly emailed publication that provides members with some of the most interesting stories, topics and issues reported during the week in the field of special education.

NASET News Alerts

NASET News Alerts provide the latest special education news as it happens. News Alerts are emailed, posted and through RSS feeds.

This series provides NASET members with an in-depth look at the step-by-step process of assessing students for eligibility and educational placement in special education.

Lesser Known Disorders in Special Education Series

This series is devoted to lesser known disorders that you may encounter in special education. While not as prevalent as other disorders experienced by most special education teachers, you should be aware of these disorders in order to become more knowledgeable, and increase your ability to assist patents of children with these disorders if they should appear in your classroom or school. Each month we will present a list of 3 disorders that appear in the special education population. Some of these  disorders may contain subtypes which will also be presented.

The NASET LD Report is an education resource that provides NASET members with a comprehensive overview of learning disabilities.  The NASET LD Report covers many areas of study in the field of LD.

The Practical Teacher is a monthly education resource that provides NASET members with practical tools, strategies, and relevant information that they can use both in and outside of the classroom.

Parent Teacher Conference Handouts can be given at the end of parent teacher conferences to reinforce concepts and help parents better understand information discussed at the conference. New additions are added monthly.

The NASET RTI Roundtable is an educational resource that provides members with the latest information on RTI.

Autism Spectrum Disorder Series

The NASET Autism Spectrum Disorder Series is an education resource that  focused on the research, writing, and practical information that we have obtained on causes, characteristics, eligibility, assessment, and teaching strategies.

Behavior Management Series

NASET’s Behavior Management Series is a unique guide for all teachers in helping to understand what their student’s behavior really means and how to identify and resolve the issue. This series offers teachers the insight into the inner dynamics, conflicts, fears, symptoms, tension, and so on of students who may be experiencing difficulty learning or behaving in the classroom.

The Classroom Management Series provide teachers with practical guidelines covering a variety of topics and supportive information which may help improve their classroom.

Researched Based Journal in Special Education

A Journal of Research Based Articles in Special Education are provided courtesy of The Journal of the American Academy of Special Education Professionals ( JAASEP ). Each issue contains articles that are derived from multiple authors and are based upon the latest research in our profession.

This series is devoted exclusively to students with severe disabilities. This series will cover all aspects of students with severe disabilities focusing especially on understanding this population and what skills and information are necessary if you are asked to teach this population of students.

NASET Q & A Corner

At NASET , we get many questions from our members about certain areas of interest.  The NASET Q & A Corner provides all members with the opportunities to have access to these questions, and more importantly, answers to them from professionals in the field.

This series is intended to provide teachers, related service personnel, administrators, and other individuals charged with assisting in the development of the paraprofessional workforce with information and strategies to build strong, effective, supportive teams to ensure successful educational services for all students.

©2024 National Association of Special Education Teachers. All rights reserved

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Special education law: an overview.

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About This Course

Whether you want to better understand the rights of special needs students to assist schools in compliance or to represent students during a lawsuit, this course will strengthen your knowledge. Special Education is specially designed instruction that addresses the unique needs that result from a child with a disability. Nationally, approximately seven million students are classified with a disability and receive special-education services. According to the U.S. Department of Education, 71,000 of those students are educated in private schools at public expense. The purpose of the Individuals with Disabilities Act (IDEA) is to provide all students with disabilities a free appropriate public education (FAPE) in the least-restrictive environment (LRE). This lecture will review laws that regulate IDEA, compliance issues, petitioning for children with special needs and the various financial and tax ramifications of IDEA and FAPE.

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Transforming Courses Across Teaching Modalities in Higher Education

• James A. Bernauer University Professor Emeritus - Robert Morris University
• Richard G. Fuller
• Alicia M. Cassels

Ausubel, D. (1963). The psychology of meaningful verbal learning. Grune & Stratton.

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Coll, K. M., & Ruch, C. P. (2021). Academic Deanship in a Post Pandemic Institution. International Journal of Higher Education, 10(5), 132.

Cooper, N. & Garner, B.K. (2012). Developing a learning classroom. Corwin.

Costley, J. (2015). The effects of three types of instructor posting on critical thinking and social presence: No posting, facilitating discourse, and direct instruction. International Journal of Learning, Teaching and Educational Research, 12(2), 26-47. doi: 10.1016/j.iheduc.2012.10.002.

Cranton, P., & Carusetta, E. (2004). Perspectives on authenticity. Adult Education Quarterly, 55(1), 5-22.

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Cubukcu, Z (2012), Teachers' evaluation of student-centered learning environments, Education, v133 n1 p49-66.

Day, B. W., Lovato, S., Tull, C., & Ross-Gordon, J. (2011) Faculty perceptions of adult learners in college classrooms. The Journal of Continuing Higher Education, 59(2), 77–84.

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Dewey, J. (1938). Experience & education. Simon& Schuster.

Dumulescu, D., & Muţiu, A. I. (2021). Academic Leadership in the Time of COVID-19—Experiences and Perspectives. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.648344 .

During Coronavirus pandemic: The current trend and future directive at Middle East European Distance and E-Learning Network (EDEN). (2006). Theory and theorists: Michael G. Moore. Evolution of Theory of Transactional Distance http://www.eden-online.org Powerpoint presentation retrieved 28 July 2011 from Google search

Edwards-Groves, C., & Rönnerman, K. (2022). Action Research conceptualised in seven cornerstones as conditions for transforming education. [Investigación-Acción conceptualizada en siete pilares como condiciones para transformar la educación] International Journal of Action Research, 18(2), 116-133. https://doi-org.reddog.rmu.edu/10.3224/ijar.v18i2.03

Fabriz S, Mendzheritskaya J and Stehle S (2021) Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19.Front. Psychol. 12:733554.doi: 0.3389/fpsyg.2021.733554

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Gredler, M. (1997). Learning and instruction: Theory into practice (3rd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.

Harris, P., Smith, B.M., & Harris, J. (2011). The myths of standardized tests. Rowman & Littlefield.

Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond, A. (2020). The difference between emergency remote teaching and online learning. Educ. Rev. 27, 1–12.

Hoppe, M. (2019). Choosing an Outlet for Action Research: Publication Patterns in Innovation Journals. Technology Innovation Management Review, 9(4), 66–77. https://doi.org/10.22215/timreview/1234

Huang, H. M. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27–37.

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Kroth, M., Carr‐Chellman, D. J. &; Rogers‐Shaw, C. (2022) Formation as an organizing framework for the processes of lifelong learning. New horizons in adult education & human resource development, 2022, V34,(1), 26-36.

Liu, T. C., Lin, Y. C., & Paas, F. (2014). Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment. Comput Educ, 72,328–338.

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Moorhouse, B. L. & Kohnke, L. (2021). Thriving or surviving emergency remote teaching necessitated by COVID-19: University teachers’ perspectives. Asia-Pacific Edu Res 30(3), 279–287 https://doi.org/10.1007/s40299-021-00567-9

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Roache, D., Rowe-Holder, D., & Muschette, R. (2020). Transitioning to online distance learning in the COVID-19 era: A call for skill leadership in higher education institutions International Studies in Educational Administration, 48(1), 103-110).

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Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory (vol. 1). New York: Springer.

Siegelman, A. (2019). Blended, hybrid, and flipped courses: What’s the difference? https://teaching.temple.edu/edvice-exchange/2019/11/blended-hybrid-and-flipped-courses-what%E2%80%99s-difference .

Um, S.J. (2021). The chimera: Multiple selves, conflicting desires, and fluctuating power relations in qualitative research. The Qualitative Report, 26(5), 1693-1704. https://doi.org/10.46743/2160-3715/2021.4705

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Copyright (c) 2024 James A. Bernauer, Richard G. Fuller, Alicia M. Cassels

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License .

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit  https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.

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Journal summary.

Current Issues in Education ( CIE; ISSN 1099-839X) is an open access, peer-reviewed academic education journal produced by doctoral students at the Mary Lou Fulton Teachers College of Arizona State University. The journal’s mission is to advance scholarly thought by publishing articles that promote dialogue, research, practice, and policy, and to advance a community of scholarship.

CIE publishes articles on a broad range of education topics that are timely and have relevance nationally and internationally. We seek innovative scholarship that tackles challenging issues facing education using various theoretical perspectives and methodological approaches. CIE welcomes original research, practitioner experience papers, and submissions in alternative formats.

Authors wishing to submit a manuscript for peer review must register for a journal account and should examine our author guidelines . As an open-access journal, authors maintain the copyright to their published work. 

To enhance diversity and inclusion in scholarly publication, and support a greater global exchange of knowledge, CIE does not charge any fee to authors at any stage of the publication process. 

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GS790 (Special Topics): Generative AI in College Teaching

Open to: PhD students Credit: 1, credit/no credit Instructor:  Dr Elise Mueller Offered: Fall. Instructor consent required. Prerequisites:  None

This course is designed for advanced PhD students from all fields who want to explore how artificial intelligence (AI) can improve teaching and learning in higher education. Students will create activities that integrate generative AI, think through their AI course policies, and experiment with various generative AI tools. Course learning objectives: 

• Identify and explore AI tools that can be used in college classes across a wide range of disciplines.
• Create teaching materials, ranging from syllabi to single classroom activities, using AI tools.
• Explore and discuss ethical issues with AI in higher education, including academic misconduct, privacy, data safety, bias and access equity.
• Reflect on and document your approach to using AI in your teaching practice.

Students in the Certificate in College Teaching program are given priority for this class. Each term, an online form is opened for students to express interest in this and other college teaching courses being offered in the following term, and seats in the courses are distributed based on need and the appropriate fit of the student (year of study, teaching experience, etc.) The online form is typically opened in October (for spring classes) and in April (for fall classes.) Watch for CCT Annoucements emails for these links.