Master of Education in Special Education
The 24-month program is customised through examples, strategies, and assignments for any teacher to gain and sharpen instructional skills for special education students.
- Fast Track 1 Year
- Online Study Mode
- EMI Option
- European Accredited
- Dual Certification
The Master of Education in Special Education program is a 36-credit K-12 program that offers a rich combination of online learning, classroom practice, learning community sharing, research and analysis, and assessment to produce teachers that are capable of making a difference in student learning and achievement. Online examples in each lesson are provided to help primary, intermediate, junior, and senior high school special education teachers in any subject or lesson. The program is entirely customized through the use of examples, strategies, and assignments for any teacher to gain and sharpen instructional skills for special education students.
The courses that make up the program curriculum are designed to prepare and strengthen the teacher by providing the most current research-based and proven educational strategies and knowledge for meeting special education needs. The curriculum encompasses learning theory, educational foundations, brain theory, best practices, curriculum development, standards, and assessment. The courses in child and adolescent development, special needs, and classroom management provide a framework of how teachers can provide appropriate strategies and environments for all students. The study of school systems and decision-making assist the student in the governance of the school. A mentored practicum and portfolio project are included to enable the student to synthesize the knowledge and skills of the program into his/her personal understanding of an effective resource classroom for special education students.
Admission Requirements
Successful completion of a baccalaureate degree from an accredited college or university – The degree must be verified on official transcripts sent by the awarding institution directly to Acacia University. Mail or secure electronic delivery is accepted. International applicants: applicants submitting transcripts from non-US institutions must have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency. This requirement does not apply to international applicants who received a degree from a US college or university.
English language competency – Applicants whose first language is not English and do not have a bachelor’s degree from a university in which instruction is conducted in English must provide evidence of English proficiency.
The following are accepted exams and minimum scores required for admission:
- 60 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 71 on the Internet Based Test (iBT)
- 6.5 on the International English Language Test (IELTS)
- 50 on the Pearson Test of English Academic Score Report
- 100 on the Duolingo English Test
- 55 on the 4-skill Michigan English Test (MET)
- 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE)
- 650/LP on the Michigan Examination for the Certificate of Proficiency in English (ECPE)
Verification of a teaching position or access to classrooms – The position must be verified by a letter on school letterhead from an administrator of the school in which the student is practicing or has access.
- The Master of Arts in Elementary Education requires access to elementary classrooms.
- The Master of Arts in Secondary Education requires access to secondary classrooms.
- The Master of Education in Educational Administration requires a minimum of 2 years of prior successful teaching experience and access to classrooms.
- The Master of Education in Special Education requires access to Special Education classrooms for implementation of strategies and assignments.
- The Master of Education in English as a Second Language requires access to classrooms with ESL students.
Ongoing access to computer technology – All Acacia University courses are presented online so each applicant must have a computer and internet access to participate.
Admission Eligibility and Requirements
- Successful completion of a baccalaureate degree from an accredited college or university – The degree must be verified on official transcripts sent by the awarding institution directly to Acacia University. Mail or secure electronic delivery is accepted.International applicants: Applicants submitting transcripts from non-US institutions must have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency. This requirement does not apply to international applicants who received a degree from a US college or university.
- English language competency – Applicants whose first language is not English and do not have a bachelor’s degree from a university in which instruction is conducted in English must provide evidence of English proficiency. The following are accepted exams and minimum scores required for admission:
- 60 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 71 on the Internet Based Test (iBT)
- 6.5 on the International English Language Test (IELTS)
- 50 on the Pearson Test of English Academic Score Report
- 100 on the Duolingo English Test
- 55 on the 4-skill Michigan English Test (MET)
- 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE)
- A minimum score on the College Board Accuplacer ESL Exam Series as follows:
ESL Language Use: Score of 85
ESL Listening: Score of 80
ESL Reading: Score of 85
ESL Sentence Meaning: Score of 90
ESL Writeplacer: Score of 4
Comprehensive Score for all exams of 350 - A minimum grade of Pre-1 on the Eiken English Proficiency Exam;
- A minimum B-2 English proficiency level identified within the Common European Framework of Reference (CEFR) standards and assessed through various ESOL examinations, including the University of Cambridge
- Verification of a teaching position or access to classrooms – confirmation of classroom and connectivity attestation through either a signed form https://www.acacia.edu/required-classroom-and-connectivity-attestation.pdf
or declared via the Classroom and Connectivity Access Attestation section in the website admission form.- The Master of Arts in Elementary Education requires access to elementary classrooms.
- The Master of Arts in Secondary Education requires access to secondary classrooms.
- The Master of Education in Special Education requires access to Special Education classrooms for implementation of strategies and assignments.
- The Master of Education in English as a Second Language requires access to classrooms with ESL students.
- Ongoing access to computer technology – All Acacia University courses are presented online so each applicant must have a computer and internet access to participate.
- Create and maintain a positive learning environment that will support and increase the achievement of special education students
- Consistently integrate the Power Strategies with other research-based strategies into their instruction
- Demonstrate comprehensive understanding and knowledge of the process and principles of curriculum design and assessment so they can plan effective instructional and assessment strategies for the resource classroom
- Develop and implement an Individualized Education Plan (IEP)
- Develop meaningful accommodations to maximize access to curriculum
- Understand and apply modifications to content, methods, and pacing of curriculum
- Design and implement developmentally appropriate strategies that foster, nurture, and develop skills in students that are within, and outside of, the normal range of child development
- Design and implement strategies to meet the special educational needs of students in the resource classroom.
- Collaborate with colleagues in meaningful ways about students and instructional strategies.
- Analyze the national or state standards that are required and design instruction and instructional strategies that will enable special education students to meet the standards.
- Communicate effectively with parents and other caregivers about the special education students’ successes, needs, and areas of improvement
- Provide mentoring to other teachers as they implement effective strategies in the classroom.
- Implement a coherent and effective special education resource classroom utilizing appropriate curriculum, instruction, and assessment practices.
- Apply research and analysis skills to design and complete a project that would provide insight on a special education topic of their choice.
- Create special education instruction informed by research-based strategies integrated with the Power Strategies
- Design developmentally appropriate individualized education plans (IEPs), curriculum, resources, and assessments to create a positive learning environment that supports and increases student achievement and develops skills in students according to their individual needs by making meaningful accommodations to promote accessibility for special education students
- Analyze educational research, current trends, requirements, standards, and practices required to design instructional strategies in special education that enable students to meet learning goals and standards
- Develop instructional and classroom strategies that promote global citizenship, acceptance of others, and lifelong learning
- Communicate, verbally and in writing, effectively with parents and other caregivers of special education learners about the students’ successes, needs, and areas of improvement
$138.88
Per Credit
Master of Education in
Special Education
| COURSE NUMBER | COURSE TITLE | TOTAL COURSE CREDIT/CLOCK HOURS |
| EDC501 | Instructional Strategies for Students with Special Needs | 3 |
| EDC511 | Classroom Assessment in Special Education | 3 |
| EDC521 | Strategies for Improving Comprehension for Students with Special Needs | 3 |
| EDC541 | Classroom Management for Students with Diverse Needs | 3 |
| EDC551 | Child and Adolescent Development | 3 |
| EDC561 | Curriculum, Instruction, and Assessment Methods in Special Education | 3 |
| EDC571 | Special Needs Students | 3 |
| EDC578 | English Language Learners with Special Needs | 3 |
| EDC581 | Diagnosis and Assessment in Special Education | 3 |
| EDC611-1 | Research Methods | 2 |
| EDC611-2 | Action Research | 3 |
| EDC621 (US)/EDC620 (INTL) | Special Education Internship (US)/Mentored Practicum (INTL) | 4 |
EDC501 Instructional Strategies for Students with Special Needs
EDC511 Classroom Assessment in Special Education
EDC521 Strategies for Improving Comprehension for Students with Special Needs
EDC541 Classroom Management for Students with Diverse Needs
EDC551 Child and Adolescent Development
EDC561 Curriculum, Instruction, and Assessment Methods in Special Education
EDC571 Special Needs Students (Special Education, Gifted, English Language Learners)
EDC581 Diagnosis and Assessment in Special Education
EDC578 English Language Learners with Special Needs
EDC611-1 Research Methods*
EDC611-2 Action Research*
EDC621 Special Education Internship (US Students)
EDC620 Mentored Practicum (International Students)
Tuition
All master’s level courses are $138.88 per credit
Example
The cost for a single 3-credit graduate level course is $416.64
($138.88 x 3)
The total cost for a 36-credit master’s degree program is $5175
($138.88 x 36 + $75.00 one-time application fee + $100 graduation fee)
Fees
*Returning after 12-month or more absence
Most Acacia courses require no textbook. For those courses that do require a textbook, it is the responsibility of the student to purchase or rent the textbook prior to the start of the course. Acacia does not sell or lease textbooks. Students may purchase or rent in any format (hardback, e-textbook, new, used, etc.) but must use the assigned edition. Prices at the time of the current student handbook publication are listed here, but are subject to change. Prices listed are from the publisher, however, students may purchase from any source.
Tuition and fees are payable at the time of registration for each course. Students will not receive official grade reports, transcripts, or be awarded a degree until all financial obligations have been met. Students who have outstanding financial obligations to Acacia University will not be permitted to register for future courses unless special arrangements have been approved through the Finance Office.
Students may pay by check, money order, wire transfer, or credit card (Visa, MasterCard, American Express, and Discover). International students must pay with U.S. currency. Students whose employers will be invoiced for tuition shall submit a billing authorization form prior to the second week of class in lieu of course payment.
Military tuition assistance (TA) students may be eligible for a deferral of tuition once their DA 2171 Form has been completed, authorized, and received by Acacia University.
Veterans Affairs Educational Benefits
In accordance with Title 38 US Code 3679(e), Acacia University adopts the following additional provisions for any students using the U.S. Department of Veterans Affairs (VA) Post-9/11 G.I. Bill® (Ch. 33) or Vocational Rehabilitation & Employment (Ch. 31) benefits, while payment to the institution is pending from VA. Acacia University will not:
- Prevent the student’s enrollment;
- Assess a late penalty fee to the student;
- Require the student to secure alternative or additional funding;
- Deny the student access to any resources (access to classes, libraries, or other institutional resources) available to other students who have satisfied their tuition and fee bills to the institution.
However, to qualify for this provision, such students may be required to:
- Produce the VA Certificate of Eligibility (COE) by the first day of class;
- Provide a written request to be certified;
- Provide additional information needed to properly certify the enrollment as described in other institutional policies
GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA).
Acacia University offers graduate degrees for educators to achieve their professional goals. Completion of a degree program in itself does not constitute having a professional credential. Professional certifications and licenses are governed by boards empowered via State laws and/or professional organizations and commissions. Therefore, Acacia programs are NOT a pathway to teacher licensures in the US.
This information is provided per U.S. Federal Regulations, 34 CFR § 668.50 (2016 Rules), 34 CFR § 668.43 (2019 Rules), and in compliance with the State Authorization Reciprocity Agreement (SARA) Manual version 19.2.
Acacia University is an approved institution of the National Council for State Authorization Reciprocity Agreements (NC-SARA) which allows the university to provide distance learning programs and coursework to students located in states other than Arizona. NC-SARA approval does not grant reciprocity or exemption from state professional licensing requirements.
