Master of Science in Special Education (All Grades Pre-K Through 12) with Certificate Online

Broaden your professional options while pursuing your passion for helping others. Earn your master’s degree and teaching certificate in special education online and become a sought-after educator in a high-demand field.

Apply By: 3/13/24
Start Class: 3/27/24 Apply Now

Program Overview

Earn a respected M.S. in SPED (All Grades) with Cert online from the Mount

Make a greater impact in education and help exceptional students thrive. Earn your Master of Science in Special Education (All Grades Pre-K Through 12) with Certificate online and pivot toward a meaningful career in a growing field that offers a range of rewarding opportunities as an educator.

Acquire skills and knowledge critical to serving students with special needs in areas such as language and learning and social and behavioral development. Gain hands-on experience designing curricula and develop your ability to collaborate with internal and external stakeholders.

Tailored to working professionals, this affordable degree and teaching certificate program features six start dates and the option for accelerated coursework.

If you are not a resident of the state of New York, you should determine whether this online special education program fits the certification requirements for your state.

*This program requires students to find their field placement and complete field work for their practicum and student teaching.

As a graduate of this online education master’s, you will be prepared to:

  • Sit for required state of New York teaching certification exams
  • Express subject matter knowledge, pedagogical knowledge, and learner knowledge
  • Teach all students in an effective and caring manner and assess their progress and learning outcomes
  • Demonstrate positive values and ethical practice, including respect for individual differences and robust collaboration with teachers and students
  • Establish a reflective practice and seek opportunities for professional growth
  • Sit for required state of New York teaching certification exams
  • Express subject matter knowledge, pedagogical knowledge, and learner knowledge
  • Teach all students in an effective and caring manner and assess their progress and learning outcomes
  • Demonstrate positive values and ethical practice, including respect for individual differences and robust collaboration with teachers and students
  • Establish a reflective practice and seek opportunities for professional growth

Also available:

The Mount offers multiple education programs online. Explore our online education degrees.

Total Tuition: $18,756
Program Duration: As few as 12 months*
Credit Hours: 36

Accreditation

The Department of Teacher Education at the University of Mount Saint Vincent is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation.

Apply Now

Need More Information?

Call 888-975-0419

Call 888-975-0419

Tuition

Take advantage of tuition that’s flexible and affordable

At the University of Mount Saint Vincent, we are committed to providing a high-quality education for less than you would expect. Tuition for the online M.S. in Special Education (All Grades Pre-K Through 12) with Certificate is affordable and can easily fit into your budget.

Tuition Breakdown:

Per Credit Hour $521
Total Tuition $18,756

Calendar

Review important start dates and deadlines

The online M.S. in Special Education (All Grades Pre-K Through 12) with Certificate program is designed with working adults in mind. We offer multiple start dates and faster course completion time to help you earn your degree when it’s convenient for you.

TermStart DateApp DeadlineDocument DeadlineRegistration DeadlineTuition DeadlineClass End DateTerm Length
Spring 23/27/243/13/243/20/243/24/243/25/243/14/247 weeks
Summer 15/24/244/23/244/23/244/29/245/16/247/8/247 weeks
Summer 27/9/246/3/246/3/246/10/247/2/248/13/247 weeks
Fall 19/2/248/19/248/23/248/28/248/30/2410/18/247 weeks

Now Enrolling:

Next Apply Date 3/13/24
Start Class 3/27/24

Ready to take the rewarding path toward earning your degree online?

Apply Now

Admissions

Key steps for admission to our online M.S. in SPED (All Grades) with Cert

The streamlined admission process at the University of Mount Saint Vincent makes it easier to apply and helps you start your academic journey faster. Please read the full admission requirements for the online M.S. in Special Education (All Grades Pre-K Through 12) with Certificate.

  • Bachelor’s degree
  • Official transcripts
  • GPA of 3.0 or higher

You must meet the following requirements for admission to the M.S. in Special Education (All Grades Pre-K Through 12) with Certificate online program:

  • Submit online application
  • Bachelor’s degree from an accredited institution
  • Official transcripts from all institutions attended
  • Have fulfilled general education requirements needed for certification, including 6 credit hours in mathematics, English language arts, social studies, and science
  • Minimum GPA of 3.0 on 4.0 scale

All education programs will require students to find their field placement and complete field work for their practicum and student teaching.

Official transcripts and other documents should be sent from the granting institutions to our Office of Admissions.

Email address: [email protected]

Mail address:

Office of Admission
University of Mount Saint Vincent
6301 Riverdale Avenue
Riverdale, NY 10471

Courses

Take a closer look at the online M.S. in SPED (All Grades) with Cert courses

M.S. in Special Education (All Grades Pre-K Through 12) with Certificate online program, the curriculum comprises 12 courses for a total of 36 credit hours.

Duration: 7 Weeks weeks
Credit Hours: 3
An investigation of psychological theories as they apply to teaching and learning. Topics include cognitive, behavioral and humanistic theory, social development and social skills instruction, moral development and education, language development, motivation, classroom management theory and issues, and an introduction to instructional modification to meet the needs of a diverse student body.
Duration: 7 Weeks weeks
Credit Hours: 3
This course is designed to help candidates instruct students with learning and behavior problems (including autism spectrum disorders, speech and language impairments, learning disabilities, intellectual disabilities, emotional disturbance/ behavioral disorders, and ADHD) using research- or evidenced-based practices to address both curricular/instructional and social behavioral challenges in the least restrictive environment. Applied behavior analytic tactics, techniques, methods, and procedures covered in this course are derived from the concepts and principles of behavior taught in EDUC 527. Candidates will learn how to individualize and accurately implement fundamental elements of behavior change and specific behavior change procedures in order to facilitate students’ access to the general education curriculum. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course equips teachers with a sound knowledge base in multicultural education. It provides both definition and rationale. Through readings, class discussions, blackboard participation and written assignments students will explore and analyze the impact that such issues as equity, ethnicity, sociocultural and linguistic background, ability, gender and race have on student learning. Students will develop perspectives on diversity and a frame of reference for providing equitable opportunities for all students to learn and succeed in schools and society. While this course focuses more on developing dispositions and understandings needed to effectively work with diverse populations, applications to the classroom will be made when appropriate. By the conclusion of the course students will be able to articulate a personal philosophy of multicultural education that demonstrates a thoughtful consideration of the historical and social development of this field. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course examines cognitive development and language acquisition across cultures. Through the supplemental use of various technologies, the course focuses on issues of bilingualism and dialectal difference and their relationship to language development. The course explores language diversity as it relates to classroom instruction. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course introduces teacher education candidates to the strategies and techniques of how to effectively teach subject content in math and science to diverse student populations. The goal of the course is to equip teacher education candidates with the skills and knowledge to help adolescents with disabilities achieve their intellectual and vocational potential. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course introduces teacher education candidates to the strategies and techniques of how to effectively teach subject content in ELA and social studies to diverse student populations. The goal of the course is to equip teacher education candidates with the skills and knowledge to help adolescents with disabilities achieve their intellectual and vocational potential. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course is designed to provide candidates with information on standardized and informal assessment procedures and materials and on research-based effective strategies for teaching students with mild to moderate learning and behavior problems. Emphasis is on assessment in literacy and mathematics and appropriate use of instructional technologies including assistive technology. Focus will also be on those strategies of differentiated instruction that can be effectively implemented or modified within the general education program. Candidates will learn a variety of methods for the identification and assessment of academic and social-behavioral problems; behavioral assessment; analysis of the outcomes of instruction/interventions; descriptive, preference and skill assessments; including the use of practical behaviorally-based assessment tools such as checklists, rating scales, structured observation tools, and curricular behavioral assessments (e.g., criterion-referenced assessment). Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
This course provides candidates with strategies based on behavior analysis and other psycho-educational learning theories/models and as they relate to managing measurably effective classrooms. Emphasis is on the elements of effective instructional planning (i.e., antecedents and consequences of student behavior) that prevent management problems, condition intrinsic motivation to learn, and foster social competence of all students in the inclusive classroom. The foundational knowledge base of the definition, concepts, and principles of ABA for improving students’ academic, emotional, behavioral, and social skills will be addressed. In addition, coverage will include the philosophical assumptions and dimensions of research-based models. Candidates will learn how to differentiate evidence-based from non-evidence-based behavior management practices. Fieldwork required.
Duration: 7 Weeks weeks
Credit Hours: 3
Students teach for one semester under the supervision and mentorship of cooperating teachers and teacher education faculty. Placements are in special education settings. Faculty observes and confers with student teachers individually. In addition, students and faculty meet each week in a coordinating seminar to review field experiences, synthesize current practice with prior learning and to prepare for employment and further professional study. Supervised teaching hours.
Duration: 7 Weeks weeks
Credit Hours: 3
This course prepares teacher candidates to select behavior analytic intervention strategies and plan for their possible unwanted behavior change effects in order to help maximize human development from birth to adulthood. Candidates will learn how to select and implement individualized behavioral and curricular intervention strategies and behavior-change systems in order to teach, maintain, and generalize skills across home, school, and community settings via organizational behavior management (OBM). Emphasis will be placed on how students develop and learn by examining the process of physical, cognitive, social, emotional, language, and career development among students who vary by gender, race and ethnicity, socioeconomic level, English proficiency, and diverse levels of ability. Issues covered include the educator’s role on how to develop curriculum as well as support and maintain group change that is developmentally appropriate and culturally meaningful to facilitate successful transition from pre-school to post-school activities; including postsecondary education, vocational education, integrated employment (including supported employment), independent living, and/or community participation (as described by the U.S. Department of Education’s Office of Special Education and Rehabilitative Services May 2017 document entitled “A Transition Guide To Postsecondary Education and Employment for Students and Youth with Disabilities).”
Duration: 7 Weeks weeks
Credit Hours: 3
This course is a study of assessment procedures, prescriptive measures and best corrective practices as applied to teaching the reading disabled student in elementary through high school (depending upon student’s area of certification). Tutorial field experience is required in remedial or inclusive settings. Field experience required.
Duration: 7 Weeks weeks
Credit Hours: 3
Upon completion of this course the student will be able to understand and apply the results of educational research for use in a variety of educational settings, and the student will be aware of the impact of current research studies on educational practices. The student will investigate the basic nature of educational research along with relevant methods of data collection and analysis. Emphasis will be placed on research problems and findings in student-selected areas of concentration. All students will choose an area for individual classroom research. Findings will be presented in multiple forms. In addition to learning about research, students in this class will share a variety of different resources for classroom use. Field-related project required.

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