Teacher helping two students learn

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

A master’s degree in special education not only improves your professional career prospects but more importantly, enables you to better serve and educate students with special needs.

Next Application Date:

08/21/22

Next Term Starts:

09/10/22

30

Credit Hours

1.5

Year Program

2

Program Options

HLC

Accredited

Earning a master’s degree in special education not only improves your professional career prospects but more importantly, enables you to better serve and educate students with special needs.

Applicants seeking a master’s degree in special education are typically already licensed teachers or individuals with bachelor’s degrees in areas other than education. Xavier University recognizes that the goals of special education teachers are as diverse as the students in their classrooms, which is why we offer two distinct master’s programs – the Master of Education in Special Education and the Master of Science in Special Education.

The M.Ed. in Special Education is designed for:

  • Special educators interested in completing a master’s degree.
  • General educators seeking to enhance their skillset with additional knowledge of special education.
  • Note: This online program does not provide licensure. If you hold a bachelor’s degree and are interested in seeking initial licensure to become a teacher you can complete the online program and receive the Master’s degree for half of the licensure program, then finish the license in a face-to-face program at Xavier University campus.

The goal of the M.S. in Special Education program is to prepare students to advocate for improvements in laws, regulations, and policies that will better serve special education populations. This program is designed for:

  • Professionals in fields such as social work, school nursing, and criminal justice, who have a bachelor’s degree and want to work with people with disabilities.
  • Community and health service providers who work with individuals with exceptionalities.
  • Current teachers who have an M.Ed.
  • Current teachers and school leaders who are pursuing multiple administration degrees.

Note: If you are seeking an endorsement in addition to a master’s degree, you can complete the master’s core classes online and then complete the endorsement courses on campus face to face.

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Why Xavier Online?

You’ll get more from your online education, from the personal attention of faculty to rigorous courses taught in the Jesuit Catholic tradition.

Personalized Experience

You’ll get the personal attention and flexibility needed to reach your goals at your pace. Our invested professors and small class sizes will set you up for success.

Jesuit Values

Our Jesuit Catholic values are based on a vision of a world changed for the better, emphasizing service and community engagement in addition to academics.

Affordability

We offer exceptional online programs at an affordable cost. Numerous financial aid resources are available for our online students, making education more affordable.

Curriculum

Special Education (M.Ed. & M.S.) Course Requirements

30 credits

Both the M.Ed. and the M.S. in Special Education programs provide students with advanced knowledge in the special education field, as well as a breadth of elective choices that allow students to design their own degrees in order to support their careers. Students in either program can choose from courses related to understanding special education laws, following best practices in disability services, teaching gifted students, addressing behavior disorders, utilizing assistive technology, and facilitating the transition to work, among others.

Students complete 30 credit hours, including four foundational courses and seven electives, which will vary based on which program you have chosen. Courses are conducted with a Jesuit mindset, taking into consideration the ethic involved in working with special needs populations. Course assignments include applied work that can bring about real, immediate impact in both classrooms and communities.

Online M.Ed. in Special Education - Core Courses 9 credits

The major philosophical, historical and social influences affecting education in American society. Incorporates professional ethics and values for administrators.

Relationships of the federal, the state and the local government to public and private education. Administrative functions as operable in the elementary, middle and secondary school. Multicultural implications.

Methodology of educational research. Statistics in research. Locating educational research.

Co-requisite: EDFD 508

This course is taken in conjunction with EDFD 507 and requires a research project and paper.

Co-requisite: EDFD 507

Online M.S. in Special Education - Core Courses 9 credits

This course is designed to incorporate administrative theory and practice as it relates to the role of the school administration partnering with special education staff to implement special education mandates. Aligned with standards of the Interstate School Leaders Licensure Consortium (ISLLC) and the Council for Exceptional Children (CEC), this course details strategies to develop a collaborative partnership between special education staff and the school administration to facilitate the implementation of special education services.

This course is designed to provide an overview of educational research with an emphasis on special education. The examples provided within current research and the assignments required are specifically designed to teach methodology using specific course material from special education pedagogy. The research process is approached from qualitative and quantative designs. The course includes methodology and appropriate statistics. The research paper, to be completed in conjunction with the course, requires students to implement selected methods from this course and to become familiar with on area (of their interest) of the research literature in the field of special education.

The course is designed to provide an overview of educational research with an emphasis on special education. The research process is approached from both qualitative and quantitative design. The course includes methodology and appropriate statistics. The research paper, to be completed in conjunction with the EDSP 618, requires students to implement selected methods from this course and to become familiar with one area (of their interest) of the research literature in the field of special education.

A graduate-level introduction to statistical thinking and its applications to a wide variety of areas. Topics include: statistical and visual methods for summarizing data, basic principles of probability, regression and fundamentals of hypothesis testing and confidence intervals. Critical examinations of the results of a statistical analysis in SAS are emphasized.

Online Special Education Concentration Course Options 21 credits

Presents legal issues in all 3 segments of the American criminal justice system. Constitutional and statutory rights and obligations are considered, along with policy. Major emphasis is placed on student initiative in learning.
This course provides an overview of national and state policies; the etiology, assessments, classification and issues of individuals and families with exceptional needs; as well as the need for special education services and adaptations to the general education classroom. The course also addresses the process of collaborating to develop and write and individualized education program (IEP) to identify the adaptations and services needed by a student with a disability. Required field experience in diverse settings – 5 field hours.
This course provides an overview of maladaptive behavior in school aged children and adolescents which address the psychological and medical factors affecting development. Other areas addressed are social/emotional/family aspects; adaptive behaviors; social imperceptiveness; social competence; social isolation; learned helplessness; juvenile delinquency; medication and evaluation of etiological factors. 5 field hours.
Students in this course address the historical and philosophical foundations of services for young children, and the impact of sensory impairments, physical and health disabilities on individuals, families and society. In addition, topics reviewed are research-supported theories and issues concerning early childhood special education practices and method; identification of at risk needs awareness; IFSP and IEP procedures and issues; developmentally appropriate practices; biological and environmental learning and developmental factors; medical/health issues and the responsibilities, training and implications for learning and prevention for educational settings. This develops an articulation of personal philosophy of special education. CPR and First Aid Training and certification required. Required field experience in diverse settings – 10 field hours.
This course allows students an in-depth study of Dr. Montessori’s pedagogical philosophy. Topics covered include: Montessori theory from infancy through adolescence, cosmic education and spiritual education.
Candidate will spend 15 hours participating in supervised field experience in a transitional educational setting and 15 hours participating in supervised field experience in a transitional service setting that is designed to address the practicing skills of a transition to work specialist. During these field experiences, the candidate will attend the scheduled seminars of the course that address the students, families, community agencies needs and coordination, future directions, leadership to promotion of programs and, systematic processes.
This course is designed to provide students with a basic knowledge of mild to moderate disabilities. The course focuses on definitions and diversity in characteristics (including perceptual, cognitive, linguistic, academic and social/emotional qualities) for individuals with mild to moderate disabilities, as well as the major past and present educational and legal issues relevant to those individuals. Required field experience in diverse settings – 6 field hours.

The student taking this course will demonstrate the ability to administer non-biased formal assessments. They will be able to make the connection between assessment and instruction, use assessment information in eligibility program and placement decisions for individuals with mild/moderate learning needs, including those from culturally and/or linguistically diverse backgrounds. Students will also demonstrate the ability to select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with mild/moderate and at-risk disabilities. This is a LAB class that requires administering, scoring and explaining test results. Students will keep a test log to document the field hours.

Prerequisites: Graduate level EDSP560, minimum grade of B

This course is designed to provide the candidate with the knowledge to develop and implement instructional and behavioral plans and programs for students with emotional and behavioral problems that address social skills; strategies for crises prevention and intervention; self-advocacy; procedures to increase self-awareness, self-management, self-control, self-reliance and self-esteem; self-enhancing behavior in response to societal attitudes and actions. Students will be prepared to manage verbal and physical acting out behaviors. Required field experience in diverse settings – 6 field hours.
This course is designed to provide students with a basic knowledge of moderate to severe disabilities. Topics include definitions, identification, procedures, cultural and linguistic diversity, due process rights and characteristics for individuals with intellectual disabilities, including medical aspects; individuals who display developmental as well as multiple handicaps; and other conditions. The course also will deal with the major past and present educational, social/emotional and legal issues relevant to those individuals. These issues will be referenced to inclusive practices that focus on the similarities between students with moderate to severe disabilities and their typical peers. Required field experience in diverse settings – 6 field hours.
This course will focus on the understanding and implementation of everyday functional communication methods and techniques through various theories, systems and technologies for individual students with moderate and intensive needs; classroom strategies and techniques in learning environment; selection/implementation of augmentative or alternative communication devices/systems; adaptations/assistive technology and medical care and methods with technology/family support and resources. Lab field experience is required with documentation.

University students taking this class will demonstrate the ability to administer non-biased formal and informal assessments. They will be able to make the connection between assessment and instruction. Students will also demonstrate the ability to select, adapt and modify assessments to accommodate the unique abilities and needs of individuals either mild/moderate and at-risk for disabilities (including functional assessments, task analysis and alternate assessments). Students will demonstrate the procedures for assessing and reporting both appropriate and problematic social behaviors of individuals with disabilities. Students demonstrate the reliable methods of response of individuals who lack typical communication and performance behaviors.

Prerequisites: Graduate level EDSP570, minimum grade of C

This is a seminar course for K-12 teacher preparation. Topics covered include laws, policies and ethical principles regarding behavior management, planning and implementation; establishing and maintaining positive classroom management; effective teaching/learning conditions and adaptations necessary for a healthy learning environment; useful and practical organizational procedures; problem solving/decision-making techniques and strategies; communication skills necessary for classroom management and management practices concerning diverse classroom population and individualized learning. Required field experiences in diverse settings – 10 field hours.

Students in this course will have knowledge of and demonstrated skills with special resources materials and technologies for the gifted/talented. In addition, students will hone their skills in technology-assisted lessons; use technology for planning and managing the teaching and learning environment; conduct independent/research activities; develop problem solving and critical thinking skills; evaluate learner products and portfolios; create and maintain records and incorporate resource materials and technology resources for gifted/talented instructional planning. Lab time required.

This course will provide students with a broad overview of the history of American special education, emphasize the importance for intervention specialists of an awareness of disability history, describe important tents of state and federal law and case law and suggest ways in which intervention specialists and administrators can proactively shape policies and procedure to avoid litigious action in schools.
This course explores the impact of the American political and legal systems, and social and cultural identity theory on special education. As the expectations and requirements for educators working with students with disabilities constantly evolve, educators must understand the fundamental political and legal principles which underlie state, federal and constitutional law so that they may advocate for students with disabilities. By examining social and cultural identity theory, the course will provide a framework for students to analyze which claims about educational practices are the most congruent with meeting the needs of learners. Students will also have opportunities to reflect on their own cultural identity and biases, and the culture of the schools and students they serve. The course will explore the sociological problem of the over identification of minorities in special education and suggest strategies to minimize this practice in schools. This course has an online component.
This course is designed to incorporate administrative theory and practice as it relates to the role of the school administration partnering with special education staff to implement special education mandates. Aligned with standards of the Interstate School Leaders Licensure Consortium (ISLLC) and the Council for Exceptional Children (CEC), this course details strategies to develop a collaborative partnership between special education staff and the school administration to facilitate the implementation of special education services.
This course is designed to prepare both special educators and classroom teachers with the knowledge and skills needed to collaborate, co-teach and remediate elementary mathematics. Benchmark strategies and techniques will be explored to enable all students to meet the standards and improve performance on high stakes assessment. Ohio Academic Mathematics Content Standards will be examined in context with the latest NCTM publication, Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, which prioritizes the focus of mathematics in a more coherent, focus taken from NCTM, Principles and Standards for Teaching Mathematics. The general learning format for the course will consist primarily of hands-on, minds-on activities, demonstrations, peer teaching, class discussions and collaboration between classroom teachers and special educators. Participants are required to be active in their own learning and to be reflective about the information presented in this course, their own teaching and the learning of elementary math students.
Admission

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To be considered for admission in the Special Education program, applicants should submit:

Applicants interested in applying to Xavier University’s online DNP program should submit the following:

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One official transcript directly from all colleges or universities that you have attended for any undergraduate and graduate course work. Applicants must have a degree from a regionally accredited university. Send transcripts to:

Xavier University
ATTN: Admission Processing Center
3800 Victory Parkway
Cincinnati, OH 45207-5131

For electronic transcripts, send to:
xugrad@xavier.edu

A brief personal statement, including:

I. Career Objectives: Include reasons and motivation for selecting education as a profession and how this program will fit your future career goals.

II. Self-Assessment: Include areas of strength and areas needing growth in order to enhance your objectives and skills that relate to these long-range objectives.

Official test scores from the Miller Analogies Test (MAT) or the Graduate Record Exam (GRE). (If you already have a master’s degree, you do not need to take either test.)

Test may be waived under one of the following conditions:

  • 3.0 or higher cumulative GPA in undergraduate matriculation;or
  • 3.2 or higher cumulative GPA graduate (15 credit hours or more completed at the graduate level); or
  • Licensed teacher; or
  • Graduate degree

State Authorization

Xavier University is authorized to offer this fully-online program in most states.

View the complete list of approved states on the State Authorization page.

Tuition

Get More from Your Education with a Graduate Degree from Xavier

At Xavier, we understand that no two degree programs and no two students are alike. Therefore, we structure every online degree program to address the unique needs of individual students and have created unique fee structures for each degree program, as well.
$599

Per Credit Hour

$17,970

Total Estimated Tuition

The amounts listed are for the 2023-2024 academic year, and include classes from Summer 2023 through Spring 2024. Tuition cost is per credit hour unless otherwise stated. For the full, official listing, please visit xavier.edu/costs.
Xavier University reserves the right to correct any computational or clerical errors.

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Faculty

Students enrolled in Xavier’s online programs take classes with the same world-class faculty as our traditional students.

Victoria Zascavage is an Associate Professor of Special Education in the School of Education at Xavier University. She has worked for Texas A&M in Commerce and in the public schools of Texas and West Virginia. She currently teaches courses in Human Development, Research in Education, Special Education and Disability Construct. Within the last ten years, she has published in journals such as International Journal of Special Education, Teacher Education Quarterly, The Middle School Journal, Higher Education Research and Development, The College Student Journal and the International Journal of Humanities and Social Science. She has been active in immersion experiences that have taken her to Peru, Nicaragua, the Dominican Republic and into four Alternative Breaks in the USA. Her research interests focus upon issues of transition, equity and educational best practices for students with disabilities.

Kathleen G. Winterman, Ed.D has over 30 years of experience working in the field of special education. Her experience includes teaching as an intervention specialist serving children ages 3-10 in inclusive settings, serving as an Elementary Principal and as an Associate Professor at Xavier University and holds seven licenses from the State of Ohio. She is a published author where her areas of research interests include teacher preparation, IEP preparation, early childhood special education, Autism, educational leadership, the use of instructional technology and services for students with mental illnesses.

Renee Mattson has worked in the field of Special Education for over 23 years in a variety of capacities including: working as a special educator within a Montessori setting, inclusive settings, resource rooms, as an educational evaluator and as a parent coach. Renee has been a faculty member in the School of Education at Xavier University since 2005. Renee’s most recent position at in the School of Education is as a Teaching Professor, Field Director for Special Education and Liaison for Gifted and TTW endorsements. Her interests within the field of education include: Meeting the needs of all learners through differentiation, understanding executive function needs for children in the classroom, raising and teaching the gifted child, positive behavior interventions and supports for parents and educators, and Supporting Catholic Educators as They Meet the Needs of all Students in the General Education Setting.

FAQs

No, the degree is from Xavier University and is awarded on meeting coursework standards that are independent of course delivery.

The tuition rate for the M.Ed. Special Ed degree online and the M.S. Special Ed online program is $570 per credit hour. The total cost of the special ed degree online program will vary, depending upon transfer credits awarded, additional fees, and the cost of textbooks/materials. See the Tuition page for more information.

No, online courses charge the same rate as all other courses regardless of if they are on or off campus.

Some students believe that online courses will be easier than a face-to-face course located on campus. However, that is not true. Each online course at Xavier University will have the same academic standards and content as a face-to-face course on campus. You may find online learning to be easier because it suits your learning style, but the course content, the expectations for how much you will learn and the assessment of what you have learned will be just as rigorous as in a face-to-face class.

Students may find that they can get to know their professor/instructor and other students better in an online course or program when compared to a traditional face-to-face course or program. There are many options for interacting with your instructors and classmates in your online course, including discussion boards, video or audio files from your instructor, email and video conferencing. There may be additional opportunities for interaction available based on the course and instructor.

You will need to review the syllabus for your course to determine how to obtain materials (print and digital) you will need for your course. The Xavier Bookstore and/or Library will be happy to assist you in finding course materials. Some readings or media lessons may be posted digitally within the online course itself or in Xavier University’s E-Reserves system.

If you are new to online learning at Xavier University, we encourage you to go through the student orientation for online courses.

The Technology Services website offers great resources to support online students.

Students must complete 30 credit hours and the program takes 1.5 years to complete.

HLC (High learning commission) is a regional accreditor that provides accreditation to graduate education institutions in Arizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Ohio, Oklahoma, South Dakota, West Virginia, Wisconsin, and Wyoming. Regional accreditation validates the quality of the institution as a whole and specific aspects including programs offered, governance, administration, mission, finances and resources. The accreditation process is based on a system of peer reviews and evaluations.

Professionals and Educators who have expertise in the special education field, come from all walks of life and are a diverse group. Graduates with a masters degree in special education have ample opportunities to expand their professional career path to new horizons. Possible Careers include:

  • Behavior intervention specialist:
    • A behavior intervention specialist is a jack of all trades. Typical job duties include counseling students, advising teachers, providing academic program planning, coordinating academic program development and giving academic assessments. The goal of this job is help students grow in all areas of mental and physical health and wellness.
  • Special education instructional coordinator:
    • A special education instructional coordinator develops and implements curriculum for special needs students or a diverse student population.The primary responsibility for the instructional coordinator is helping teachers to develop and implement individual educational programs to meet the needs of students.
  • Special education teacher
    • Special education teachers are often found in general education classrooms in public and private school. They provide specialized instruction in education geared towards the emotional, social and vocational needs of children with disabilities. There are many different opportunities for a special education teacher to pursue.
      • Working with early childhood and pre-K to 12
        • Special education Teachers working at this level work with children with mild to moderate disabilities and tailor the curriculum to meet the child’s specific needs.
      • High incidence disabilities
        • Special education Teachers working at this level may work with children that have mild to moderate autism, learning disabilities, behavioral disorders, and speech language disorders. The special education teacher works alongside the general education teacher to allow children to stay in the general education classroom throughout the day, and help to refine curriculum to meet the needs of their student.
      • Low incidence disabilities: Sensory, developmental, and/or multiple and severe disabilities
        • Special education Teachers working at this level work with children that have severe physical or cognitive disabilities in a self contained classroom setting, which provides students with special education to meet their basic needs.
      • Emotional or behavioral disorders
        • Special education Teachers who specialize in emotional or behavioral disorders work and council children that have aggressive behaviors, ADHD, depression, anxiety or multiple disorders. They may provide instruction in a general education environment or self contained classroom.
      • Autism spectrum disorders
        • Special education Teachers who work with students on the autism spectrum may work in settings ranging from general education classrooms to self contained classrooms.
  • Special education diagnostician or tester:
    • Special education diagnosticians are a type of special education teacher who assesses, diagnoses and helps children that have learning problems. Also called learning consultant and learning disabilities teacher, special education diagnosticians work with the parents, counselors, psychologists, and district social workers to evaluate the child and design solutions such as remedial classes or tutoring.
  • Learning behavior specialist:
    • The primary role as a learning behavior specialist is to observe, assess and help children who have emotional or behavioral issues. Students may require the assistance of a learning behavior specialist due to depression, bipolar disorder, ADHD, obsessive compulsive disorder, varying levels of autism, of other physical or neurological conditions. The learning behavior specialist functions as a go-between to help each student to effectively communicate with parents, teachers, and peers.
  • Counseling
    • A mental health counselor helps students with developmental or learning disabilities,their families, teachers and caregivers. This position will require state licensure to work in the school system or start a practice. Other opportunities including working with clinics, hospitals, family service agencies and residential facilities.
  • Rehabilitation Counselor
    • Rehabilitation counselors work with private, state and government rehabilitation programs and long-term assisted living facilities to help those with disabilities live more independently. Rehabilitation counselors may also need to take state licensure examinations to open a private practice, work for a hospital or agency.
  • Inclusion specialist
    • An inclusion specialist does their best to integrate a child with academic, physical and social development delays into the mainstream classroom. They establish a clear objective for each child, develop learning strategies, and educates and informs teachers and parents of objectives and progress.
  • Reading specialist
    • Reading specialists, also called literacy coaches, are specialists in teaching skills that children and adolescents need to in order to be successful at reading. Reading specialists provide tactics to teachers to improve literacy instruction and help school administrators revamp reading programs to accommodate all students’ learning needs.

Each state has its own certification and licensing requirements for teachers and other professionals in the special education field. While many opportunities in this field of work only require a bachelor’s in special education, quite a few now require candidates to have a master’s degree or earn one in the first five years of teaching. A master’s degree in special education is worth the investment because it allows you to qualify for a higher level of licensure, provides more job placement opportunities, and allows you to teach a wider variety of students.