Special Education (M.Ed.; Ed.S.)

About

A graduate degree in Special Education from the University of Maine provides educators with a deep understanding of how to apply current evidence-based practices in PreK-12 classrooms for children with special needs. Working hand-in-hand with nationally-recognized faculty, our students develop expertise around serving students with a variety of developmental disabilities, as well as working with their families, caregivers, other educators, and health and human services professionals in their lives. After completing the program, graduates are equipped to provide inclusive learning environments, and to ensure that all students receive the proper attention, support and interventions they need to succeed.

Our 100% online Master of Education (M.Ed.) program leads to initial state certification in Maine as a teacher of children with disabilities. Students can choose the concentration that leads to their desired certification: Early Intervention/Early Childhood Special Education (birth to age five); High-Incidence Disabilities (K-6 or 7-12); Low-Incidence Disabilities (K-6 or 7-12); or Dual Certification (K-6 or 7-12). We also offer a fully online Education Specialist (Ed.S.) in Special Education, which is a terminal degree providing a cohesive program of study beyond the master’s level.

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Course Catalog

Program Highlights

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Program Delivery

All of our master’s concentrations and the Education Specialist degree in special education are delivered entirely online with courses designed to meet the needs of working professionals. The M.Ed. requires 36 credit hours. Students can choose from four concentrations, each of which leads to initial teacher certification in Maine as a teacher of children with disabilities. Students who are already certified special educators can complete an individually designed master’s program in consultation with a faculty advisor. Our concentrations include:

Leads to state certification as a Teacher of Children with Disabilities (birth to age five). This program is designed to prepare students in the fundamentals of professional practice in early intervention for inclusive environments, provide students with advanced content in a variety of research areas (e.g., early childhood, early childhood special education, family relationships, collaborative consultation), and support students in practicum experiences with high needs children birth to age five and their families. To ensure program success, potential students should be currently working or volunteering with young children, birth to age five, and their families.

Leads to state certification as a Teacher of Students with Disabilities (K-8 or 7-12). The program prepares master’s level special educators to serve students in the areas of reading, math, writing and challenging behavior. All courses require fieldwork, so students must be working or volunteering in K-12 schools.

Leads to state certification as a Teacher of Students with Severe Disabilities (K-8 or 7-12). This program prepares master’s level special educators to serve students with autism spectrum disorder, significant intellectual disabilities, and students with multiple disabilities. All courses require fieldwork, so students must be working or volunteering in K-12 schools.

Leads to state certification for both Teacher of Students with Disabilities (K-8 or 7-12) and Educational Specialist for Students with Severe Disabilities. The program is designed for candidates who have an interest in flexible teaching environments while supporting all students with disabilities in various educational settings. All courses require fieldwork, so students must be working or volunteering in K-12 schools.

A custom-designed program created by you in consultation with a faculty advisor to meet your specific needs and goals. This program is open to special educators who are already certified, and is designed to give you the tools to implement effective practices to address the needs of students in inclusive, general-education learning environments as well as in special education settings.

The Ed.S. degree in Special Education requires 30 credits beyond a master’s and is individually designed with a faculty advisor to meet your career and professional goals. Candidates must complete a minimum of 12 semester hours in professional education coursework at the 500- and/or 600-level at the University of Maine.

All graduate students in special education complete a professional portfolio that demonstrates their competencies and achievements in the program. Elements of the portfolio are completed in each of the core courses.

Certificates

In addition to our master’s and Ed.S. programs, we offer several graduate certificates in special education that allow you to build knowledge and skills in focused areas to better serve the needs of all students. The certificates vary from nine to 15 credits (3-5 classes), and if you don’t already have a graduate degree you can apply the courses toward an M.Ed. or Ed.S. should you choose to continue your studies. Our graduate certificates include:

Advising & Support

The College of Education and Human Development provides students with academic guidance and personal support before they start their program through graduation and beyond. Our graduate students work with professional advisors from UMaineOnline as well as faculty advisors, who build genuine relationships and provide timely information to help you navigate your program, your work in schools and communities, and whatever else is on your plate.

Requirements

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Program Learning Outcomes

The curriculum for our High-Incidence, Low-Incidence and Dual Certification concentrations are designed to help our graduates attain the professional knowledge and competencies outlined by the Council for Exceptional Children’s Professional Preparation Standards. The standards describe the necessary skills and expertise for practicing special education teachers. The Council for Exceptional Children is the premiere professional organization for special education.

Special education specialists use valid and reliable assessment practices to minimize bias.

Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.

Special education specialists facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities.

Special education specialists conduct, evaluate, and use inquiry to guide professional practice.

Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices, and create positive and productive work environments.

Special education specialists use foundational knowledge of the field and professional ethical principles and practice standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.

Special education specialists collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families.

The curriculum for our Early Intervention/Early Childhood Special Education concentration is designed to help our graduates attain the professional knowledge and competencies outlined by the Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators, developed by the Division for Early Childhood of the Council for Exceptional Children.

Candidates understand the impact of different theories and philosophies of early learning and development on assessment, curriculum, instruction, and intervention decisions. Candidates apply knowledge of normative developmental sequences and variations, individual differences within and across the range of abilities, including developmental delays and disabilities, and other direct and indirect contextual features that support or constrain children’s development and learning. These contextual factors as well as social, cultural, and linguistic diversity are considered when facilitating meaningful learning experiences and individualizing intervention and instruction across contexts.

Candidates use their knowledge of family-centered practices and family systems theory to develop and maintain reciprocal partnerships with families. They apply family capacity-building practice as they support families to make informed decisions and advocate for their young children. They engage families in opportunities that build on their existing strengths, reflect current goals, and foster family competence and confidence to support their children’s development and learning.

Candidates apply models, skills, and processes of teaming when collaborating and communicating with families and professionals, using culturally and linguistically responsive and affirming practices. In partnership with families and other professionals, candidates develop and implement individualized plans and successful transitions that occur across the age span. Candidates use a variety of collaborative strategies while working with and supporting other adults.

Candidates know and understand the purposes of assessment in relation to ethical and legal considerations. Candidates choose developmentally, linguistically, and culturally appropriate tools and methods that are responsive to the characteristics of the young child, family, and program. Using evidence-based practices, candidates develop or select as well as administer informal measures, and select and administer formal measures in partnership with families and other professionals. They analyze, interpret, document, and share assessment information using a strengths-based approach with families and other professionals for eligibility determination, outcome/goal development, planning instruction and intervention, monitoring progress, and reporting.

Candidates collaborate with families and professionals to use an evidence-based, developmentally appropriate, and culturally responsive early childhood curriculum addressing developmental and content domains. Candidates use curriculum frameworks to create and support universally designed, high quality learning experiences in natural and inclusive environments that provide each child and family with equitable access and opportunities for learning and growth.

Candidates plan and implement intentional, systematic, evidence-based, responsive interactions, interventions, and instruction to support all children’s learning and development across all developmental and content domains in partnership with families and other professionals. Candidates facilitate equitable access and participation for all children and families within natural and inclusive environments through culturally responsive and affirming practices and relationships. Candidates use data-based decision-making to plan for, adapt, and improve interactions, interventions, and instruction to ensure fidelity of implementation.

Candidates identify and engage with the profession of early intervention and early childhood special education (EI/ECSE) by exhibiting skills in reflective practice, advocacy, and leadership while adhering to ethical and legal guidelines. Evidence-based and recommended practices are promoted and used by candidates.

Early Intervention/Early Childhood Special Education candidates progress through a series of planned and developmentally sequenced field experiences for the early childhood age ranges (birth to age 3, 3 through 5 years, 5 through 8 years), range of abilities, and in the variety of collaborative and inclusive early childhood settings that are appropriate to their license and roles. Clinical experiences should take place in the same age ranges covered by the license. If the license covers all three age ranges, the program must provide clinical experiences in at least two of the three age ranges and a field experience in the third age range. These field and clinical experiences are supervised by qualified professionals.

Careers

Schools and districts around the United States are in need of highly qualified special educators to address shortages and replace teachers who retire or leave the profession for other reasons. According to the U.S. Bureau of Labor Statistics, the median annual salary for special education teachers is more than $64,000, and many school districts offer increased pay to educators with a master’s degree. In addition, research has shown that educators with advanced degrees have better job satisfaction and are more likely to stay in the profession as they advance in their careers.

For students wishing to continue on in graduate school, an M.Ed. Special Education provides an outstanding foundation for doctoral study in education or related fields.

Designated Teacher Shortage Areas

Each year, the U.S. Department of Education designates teacher shortage areas with input from state and local officials. This year, the Maine Department of Education requested input regarding designated teacher shortage areas for federal reporting, and released the following list of K-12 teacher shortage areas for the 2025-2026 school year:

General Elementary 
Computer Technology
Early Elementary
English for Speakers of Other Languages 
English/Language Arts (middle and secondary levels) 
Health
Mathematics (middle and secondary levels)

Theater
Science-Physical (secondary level) 
Science-Life (secondary level) 
Science (middle level)
World Languages
Visual Arts 
Teacher of Students with Disabilities

Individuals providing classroom instruction in one of these designated areas may qualify for programs that offer deferment of loan repayments or reductions of teaching obligation. The full article is available from the Maine DOE Newsroom.

The University of Maine College of Education and Human Development offers several undergraduate and graduate programs that lead to certification in many of these areas.

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At a Glance

College of Education & Human Development

Degree Level

Master

Degree Earned

Master of Education in Special Education

Mode of Study

Online

time to Complete Degree

36 Credits

College of Education & Human Development

Degree Level

Master

Degree Earned

Master of Education in Special Education

Mode of Study

Online

time to Complete Degree

36 Credits

Featured Courses

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Scholarships

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Accreditation

The M.Ed. degree in Special Education is a Maine Department of Education (MDOE) Pathway 1 approved program. Contact Maine DOE for more information about certification and credentialing.

In addition, the College of Education and Human Development’s teacher preparation programs are nationally accredited by CAEP, the Council for the Accreditation of Educator Preparation. CAEP accreditation is a seal of approval that assures quality in educator preparation and that our programs prepare new teachers to know their subjects, their students and have the training that allows them to enter the classroom ready to teach effectively.

National Council for State Authorization Reciprocity Agreements (NC-SARA) statement

This program will prepare students to be eligible for licensure within the State of Maine. Visit the UMS State Authorization & Licensure page to learn more about the licensure requirements in other states and territories, in addition to the contact information needed to inquire further into the licensure requirements associated with this program.

Next Steps

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Contact

Education & Human Development

Shibles Hall

umaine.edu/edhd

207.581.2441

coehd@maine.edu

Admissions

Undergraduate

Estabrooke Hall, Room 115

go.umaine.edu

207.581.1561

207.581.1213

umaineadmissions@maine.edu

International

Chadbourne Hall, Room 122

go.umaine.edu/international-undergraduate-admissions/

207.581.3437

207.581.2920

internationaladm@maine.edu

Black Bear Bridge Week

For incoming first-year students

Aug. 24-28

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