Special Education Graduate Programs
Our 100% online degree programs are designed for educators and others looking to gain a better understanding of evidence-based practices for serving children with special needs.
Program overview
A graduate degree in special education from the University of Maine provides educators with an understanding of how to apply current evidence-based practices in PreK-12 classrooms for children with special needs. Understanding a child’s needs is essential to ensure that he or she receives the proper attention, assistance and intervention to succeed in school. Our graduates apply best practices to address the needs of students in inclusive, general-education learning environments.
Our Master of Education (M.Ed.) degree program leads to state certification as a teacher of children with disabilities. Choose your concentration based on what type of certification would like to attain: 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 an Education Specialist (Ed.S.), a terminal degree that goes beyond the master’s level that’s designed for those interested in leadership, administration, or developing a research program in the field of special education.
Our graduate programs in special education are delivered entirely online to meet the busy schedule of working educators. We offer a mix of synchronous and asynchronous classes. All of our M.Ed. degrees require at least 36 credit hours. Students can choose one of four concentrations or do an individually designed program in consultation with a faculty advisor. Those seeking an Ed.S. will complete an individually designed program of study. Learn more about our M.Ed. concentrations:
- Early Intervention — Early Childhood Special Education: 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. Click here to download a sample program of study.
- High incidence: 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. Click here to download a sample program of study.
- Low incidence: 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. Click here to download a sample program of study. Click here to download a sample program of study.
- Dual certification: 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. Click here to download a sample program of study.
- Individualized program: 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. Our Education Specialist (Ed.S.) is an individualized degree program.
Not ready to commit to a master’s degree program yet? No problem. We offer several graduate certificates 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, or three to five classes, which can be applied toward an M.Ed. or Ed.S. degree should you choose to continue your studies. Click one of the links below to learn more about our graduate certificates in special education:
Students who are currently enrolled in a master’s degree program through the Graduate School and who wish to pursue an approved graduate certificate program simultaneously must apply for admission to the certificate program before one-half of the required credits are completed. There will be no additional charge for this application once an application has been made to an M.Ed in Special Education program.
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.
Teacher certification is granted by the Maine Department of Education, not by the University of Maine. Students who successfully complete all the requirements of our professional preparation programs — including documentation of passing scores on Praxis II in Special Education — will be eligible for certification. Specific information regarding certification is available from the Maine Department of Education, Certification Services, State House Station 23, Augusta, Maine 04333.
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.
Sarah Howorth, Associate Professor of Special Education
Courtney Angelosante, PBIS Initiative Coordinator
Melissa J. Cuba, Assistant Professor of Special Education
Sara Flanagan, Assistant Professor of Special Education
Joo Young Lee, Assistant Professor of Special Education
Krystle Merry, Lecturer in Special Education
Janet Spector, Professor Emerita of Special Education
To be successful in the special education programs, graduate students must have access to children with disabilities or be working as special education teachers to fulfill program requirements. A graduate degree in special education can lead to opportunities for career advancement, including positions as lead teachers, coaches and special education directors.
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.
- Assessment: Special education specialists use valid and reliable assessment practices to minimize bias.
- Curricular Content Knowledge: Special education specialists use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels.
- Programs, Services, and Outcomes: 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.
- Research and Inquiry: Special education specialists conduct, evaluate, and use inquiry to guide professional practice.
- Leadership and Policy: 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.
- Professional and Ethical Practice: 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.
- Collaboration: 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.
- Child Development and Learning: 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.
- Partnering with Families: 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.
- Collaboration and Teaming: 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.
- Assessment Processes: 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.
- Application of Curriculum Frameworks in the Planning and Facilitation of Meaningful Learning Experiences: 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.
- Using Responsive and Reciprocal Interactions, Interventions, and Instruction: 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.
- Professionalism and Ethical Practice: 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.
- EI/ECSE Field and Clinical Experience Standard: 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.
For current information about tuition and fees, please visit the Bursar’s office.
Submit your online application through University of Maine Graduate School website. Requirements include:
- Official transcripts showing you have completed a bachelor’s degree from an accredited college/university with a 3.0 cumulative GPA.
- A grade of “B” or better in SED 302, SED 500, or equivalent course, if you are applying for the High Incidence, Low Incidence, Dual Certification, or Individualized concentrations. If you are applying for the Early Intervention concentration, a B grade or better in CHF 450: Early Childhood Special Education or equivalent course is required. Applicants can still be accepted as long as they complete the prerequisite coursework prior to enrolling in M.Ed. courses.
- Current experience working or volunteering with students with disabilities in a K-12 classroom. Applicants without prior experience may be admitted but may be required to complete additional credit hours of field experience concurrent with coursework.
- Current experience working or volunteering with students with disabilities in a K-12 classroom. Applicants without prior experience may be admitted but may be required to complete additional credit hours of field experience concurrent with coursework.
- Evidence of fingerprinting and a completed background check.
- Proof of teaching certification if you currently hold a teaching license. Applicants seeking teacher certification in states that require the Praxis CORE will need to provide Praxis results. Applicants who are already professionally certified teachers do not need to provide Praxis exam results.
- Emergency or conditionally certified applicants in Maine need to contact Valerie Smith (valerie.smith@maine.edu) regarding the MACM/SEEDS program before enrolling in a degree program. These applicants must also upload their certification letter from Maine DOE.
- CV or résumé.
Applicants may also be invited for a personal interview with the Special Education faculty.
Priority application deadlines:
- Fall semester admission: May 10
- Spring semester admission: Nov. 1
- Summer semester admission: April 1
Applications may continue to be reviewed after these dates, but acceptance may be deferred to the following semester.
For questions about applying, please use the Graduate School contact form on this page, or email coehd@maine.edu.
For more information, see our tentative 4-year course schedule of Special Education classes.
Contact Us
For questions about the program, please fill out the Graduate School contact form below, or email us at coehd@maine.edu.