Special Education

July 8, 2024

Special Education

A master’s degree (M.Ed.) in special education provides graduates with an understanding of how to apply current evidence-based practices in PreK-12 classrooms for children with special needs.

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M.ED. IN SPECIAL EDUCATION

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.

Graduate programs in Special Education prepare educators to meet national standards of excellence in communication skills, professional knowledge, and teaching competence. The University of Maine’s online M.Ed. in Special Education prepares you to provide high-quality education to all students’ unique learning challenges. You’ll learn how to use the latest evidence-based strategies to develop needs-appropriate curricula or prepare children and their families for success. By understanding how to apply best practices, you can provide students with the proper attention, assistance, and educational experiences to help them thrive.

WHY GET YOUR M.ED. IN SPECIAL EDUCATION AT THE UNIVERSITY OF MAINE?

Graduate programs in Special Education prepare educators to meet national standards of excellence in communication skills, professional knowledge, and teaching competence.

Leading faculty and research in special education

Our faculty actively conduct research in effective special education practices giving them a depth of knowledge about the unique challenges experienced by those who work with students with disabilities. They are also leaders in institutions, such as the Maine Autism Institute for Education and Research, dedicated to improving the lives of those with special needs.

individually designed programs

Individually designed programs are for professionals who already hold certification in special education or are not interested in certification as a special education teacher. M.Ed. programs require a minimum of 36 credit hours of study. Ed.S. programs require a minimum of 30 credit hours for those with a master’s degree in Special Education; and 33-42 credit hours for those with a master’s degree in a related field.

high-quality online education

The University of Maine provides high-quality online education experiences. UMaineOnline is ranked #35 in Best Online Master’s in Education for Veterans by U.S. News & World Report.

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What will I study?

The University of Maine’s online Master of Education in Special Education explores every element of the special education environment. You’ll work closely with a faculty member throughout your coursework to ensure the program meets your needs.

Students can choose one of four concentrations or do an individually designed program in consultation with a faculty advisor.

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.

Those applicants who are seeking teacher certification in states that require the Praxis CORE will need to provide Praxis examination results. Applicants that are already professionally certified teachers do not need to provide Praxis exam results.

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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.

REQUIRED COURSES

SED 605 Seminar in special education – critical issues- Fall
SED 505 Diversity of development in childhood- Fall
SED 511 Planning inclusive early childhood programs and environments- Spring
SED 513 Individualized practicum – Fall and Spring
SEI 524 Supporting Play and social-emotional development for young children- Summer
SED 516 Collaborative consultation in early childhood- Summer

SED 532 Behavior management & intervention for early childhood (3 cr) – Fall/Spring/Summer
SED 517 Serving infants & toddlers in natural environments & home-based practicum (offered every fall)
SED 514 Administration & public policy for early childhood programs- Fall
SED 506 Assessment & program planning in early childhood -Spring
ERL 534 Language & literacy (or language equivalent course) -Spring
SED 500 (if needed)

CAPSTONE (3 CREDITS)

To begin your capstone, you must have received passing scores on your Praxis II in Special Education: Preschool/Early Childhood (and Education of Young Children, if required by Maine Department of Education). The course associated with your capstone is SED 655 Graduate project in early intervention (3 credits)- Spring/Summer.

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 work or volunteer in K-12 schools.

REQUIRED COURSES

SED 543 Program planning and curriculum access elective
SED 520 Law and policy affecting individuals with disabilities
SED 532 Behavior management and intervention
SED 544 Math methods in special education
SED 545 Intervention for reading difficulties

SED 546 Writing interventions for students with disabilities
SED 553 Assessment in Special Education I
SED 587 Transition and collaboration
SED 564 Universal design for learning and assistive technology in PreK-12 classrooms
SED 605 Seminar in Special Education: Critical Issues

STUDENT TEACHING PREREQUISITES FOR SED 610:

SED 610 (Internship/student teaching in special education teaching, K-8 or 7-12) is required to earn a recommendation for state certification. SED 610 is waived with successful completion of at least 1 year of full-time teaching in Special Education.

Passing scores on Praxis II in appropriate Special Education certification areas (e.g., High Incidence and Low Incidence)
Completion of 24 SED credits with grades of B- or higher

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 work or volunteer in K-12 schools.

REQUIRED COURSES

SED 543 Program planning and curriculum access elective
SED 520 Law and policy affecting individuals with disabilities
SED 585 Social communication for students with ASD
SED 528 Educational methods for students with autism
SED 536 Instructional strategies for students with severe disabilities
SED 587 Transition and collaboration

SED 556 Assessment in special education: Students with autism spectrum disorders and severe disabilities
SED 563 Positive behavior support for students with autism spectrum disorders
SED 564 Universal design for learning and assistive technology in PreK-12 classrooms
SED 545 Intervention for reading difficulties
SED 605 Seminar in Special Education: Critical Issues

STUDENT TEACHING PREREQUISITES FOR SED 610:

Passing scores on Praxis II in appropriate Special Education certification areas (e.g., High Incidence and Low Incidence)
Completion of 24 SED credits with grades of B- or higher

Leads to state certification for both Teachers of Students with Disabilities (K-8 or 7-12) and Educational Specialists 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 work or volunteer in K-12 schools.

REQUIRED COURSES

SED 520 Law and policy affecting individuals with disabilities
SED 528 Educational methods for students with autism
SED 532 Behavior Management and Intervention
SED 536 Instructional strategies for students with severe disabilities
SED 543 Program planning and curriculum access elective
SED 544 Mathematical Methods in Special Education
SED 545 Intervention for reading difficulties

SED 546 Intervention for writing difficulties
SED 553 Assessment in Special Education
SED 556 Assessment in special education: Students with autism spectrum disorders and severe disabilities
SED 564 Universal design for learning and assistive technology in PreK-12 classrooms
SED 587 Transition and collaboration
SED 605 Seminar in Special Education: Critical Issues

STUDENT TEACHING PREREQUISITES FOR SED 610:

Passing scores on Praxis II in appropriate Special Education certification areas (e.g., High Incidence and Low Incidence)
Completion of 24 SED credits with grades of B- or higher

A custom-designed program created by you in consultation with a faculty advisor to meet your specific needs and goals. This program does not lead to certification, however, it does give educators the tools to implement effective practices to address the needs of students in inclusive, general-education learning environments and special education settings. By understanding how to apply best practices, you can ensure students with disabilities receive the proper attention, assistance, and intervention to succeed in school. Learn more about individualized programs here.

Frequently asked questions

What are the application requirements?

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 before 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.
A 400- to 500-word essay describing your motivation for obtaining an M.Ed. in special education in one of the concentrations listed above that demonstrates your writing skills and capacity for reflection.
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.

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Which praxis exam(s) Do i need to take?

Maine requires teachers seeking certification to show proficiency via the Praxis tests. Praxis Core and Praxis II in Special Education are required. Due to changes in designated test numbers, please check www.ets.org/praxis/me and your state certification office to confirm which test(s) you will need. As of Spring 2017, Praxis II Tests required are #5545 for Low Incidence Disabilities with a passing score of 158, #5691 for Preschool/Early Childhood with a passing score of 159, or #5354 for High Incidence Disabilities with a passing score of 151.

Teaching Exceptional Children or Adapting Instruction for Students with Disabilities is a state requirement for initial certification and a program prerequisite. SED 302, SED 402, and SED 500 are equivalent courses.

Praxis exams are offered within a testing window, so students must complete Praxis Core within the first semester. If a student does not pass Core, proof of having completed the exam and proof of the next registration date must be provided to the student’s advisor. This will extend the successful completion of the Praxis Core requirement to one year. If Praxis Core is not passed before Praxis II and capstone, then the student would not be recommended for state teaching certification.

Are there opportunities for joining local and national associations?

We highly encourage students to get involved in campus, local, and national professional associations. Involvement at the graduate level is a very important part of the preparation for the professional role as well as a great opportunity to network and meet new friends and colleagues. The Graduate Student Government (GSG) on campus is a great outlet for involvement. Regionally, MASAP (Maine Association of Student Affairs Practitioners) is very active and both NASPA (National Association of Student Personnel Administrators) and ACPA (College Student Educators International) and their local affiliates are also popular choices for involvement. ASHE (Association for the Study of Special Education, AERA (American Educational Research Association), and other national organizations are also popular opportunities for involvement.

Check with other professionals in your area to see about other organizations in which you should become involved. CEC (Council of Exceptional Children) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, advocates for individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice. ACRES (American Council on Rural Special Education) is a non-profit organization comprised of special educators, general educators, related service providers, administrators, teacher trainers, researchers, and parents who are committed to the enhancement of services to children and adults with exceptionalities living in rural communities. ACRES was founded in 1981 by a group of individuals interested in the unique challenges of rural students and individuals needing special services. ACRES is the only national organization devoted entirely to special education issues that affect rural America. The membership of ACRES is geographically diverse and is representative of all regions of the country. This fact is especially important since rural issues are not only different from urban issues but also may vary among specific rural areas.

funding your degree

Many of our students, especially those in education-related graduate programs, receive tuition assistance through their current employers. Ask your benefits office if there is funding available to you for grad school courses.

Don’t let worries about funding your Master’s degree hold you back. Review the wide selection of degree funding sources using our comprehensive funding page designed with prospective students in mind.

funding your graduate degree

Students admitted to our program are eligible to apply for Graduate Assistantship (GA) positions at the university. GAs receive a stipend to help cover the cost of tuition, room and board, and other expenses. Applications for GA positions occur through a separate process. When an applicant is admitted to the program, we work to connect them with hiring managers who are seeking to fill open GA positions.

University Graduate Assistantships

Program Details

Degrees offered: EdS, MEd

Program Format: Online

Application deadline: Rolling with recommended dates: May 10 (Fall), November 1 (Spring), April 1 (Summer)

Test Required: Praxis Core for non-certified teachers (if the state requires)

Contact: Sarah Howorth

Contact Email: sarah.howorth@maine.edu

Program Website: Special Education

Accelerated Program Information for UMaine Undergraduates

Major Pathways: Education Majors

Accelerated Program Deadline:

When a student applies for teacher candidacy, typically during their second year in the bachelor's program.