MS Special Education

With a nationwide shortage of passionate, qualified special education professionals, some of the most vulnerable students are left without the support they require and deserve. An M.S. in Special Education can set you on the path to helping those who need you most.

By 2022, the number of students receiving services under IDEA totals 7.3 million (15% of total public school students)*. Nationally, every state is struggling with a teacher shortage, a gap that ultimately leaves diverse learners without the support they need and deserve.

Eastern’s master’s in special education features a holistic curriculum designed for professionals with an interest in working with students with disabilities or those who already do and who want to hone their skills and knowledge.

• Instructional Methods: From designing and implementing assessments to best practices for better instruction of K-12 students with special needs, you’ll learn the theory and practical application for instructing exceptional students.
• Collaboration: Learn how to effectively work with families, other special education personnel, and navigate effective interagency collaborations for the benefit of students.
• Advocacy: Gain an in-depth understanding of trends, issues, and policies so you can become an advocate for inclusive education.

*Source: National Center for Education Statistics, Institute of Education Sciences, Students With Disabilities, on the internet at https://nces.ed.gov/programs/coe/indicator/cgg (visited July 12, 2023).

Who Should Register

The M.S. in Special Education is an advanced degree for experienced certified teachers, teacher candidates who have completed a teaching certification program, or other professionals with an interest in working with exceptional students.

Why Choose Eastern?

• Eastern Connecticut State University is accredited by the New England Commission of Higher Education.
• Offers students a strong liberal arts foundation grounded in a variety of applied learning opportunities.
• Ranked among the top 25 public institutions in the North by U.S. News & World Report.
• Awarded 'Green Campus' status by the Princeton Review 13 years in a row.

Admission Requirements

These are some of the basic requirements for admission into the M.S. in Special Education program:

• Completed application for admission with a $50 non-refundable application fee. Apply Online.
• Bachelor’s degree from an approved/accredited institution with a minimum GPA of 3.0. Work experience will be part of the assessment if your GPA is below 3.0.
• A résumé/CV addressing your professional history, educational, and career interests.
• Official college transcript(s) for all non-Eastern colleges/universities attended.
• A copy of a valid state teacher’s certificate or evidence of significant teaching experience.
• Two recommendation surveys completed by individuals knowledgeable about your ability to complete graduate work.
• Statement of professional goals.

PREREQUISITES: Prerequisite course(s) in special education should be taken prior to beginning the program.

Required Courses

What You'll Learn

These Learning Outcomes (LO) addresses following content areas: Council of Accreditation for Educator preparation (CAEP) Standards for Advanced Programs; Connecticut Common Core of Teaching (CCCT); Council for Exceptional Children Advanced Preparation Standards (CEC); and Eastern’s Educator Preparation Programs’ Candidates Learning Outcomes (EPP CLO).

1. Candidates will demonstrate their foundational knowledge in special education, including laws and policies, psychoeducational theories on learner characteristics and atypical development, specific learning disabilities, planning for varying learning environments, instruction, and professional responsibilities towards students with mild to moderate disabilities. Assessment: Research-based papers on atypical development and related effective instructional practices. (CAEP A.1.1, A.1.2; CCCT 1, 2, & 4; CEC 2, 6, & 7; EPP CLO I, IV).
2. Candidates will apply knowledge about diagnoses of disabilities, planning and placement team, referral processes, design and evaluate curriculum and employ appropriate teaching and intervention models, including Scientific Research Based Interventions. Assessment: Lesson study analysis, interviews, research reviews and instructional units. (CAEP A.1; CCCT 1-4; CEC 1-7; EPP CLO I & II).
3. Candidates will demonstrate ability to evaluate students, to analyze individual and group data, and to engage in appropriate program planning, including content-based and art interventions for students with learning disabilities, exceptional learning needs and from culturally or linguistically diverse backgrounds. Assessment: Research reviews of assessment practices, case studies of students with disabilities. (CAEP A.1; CCCT 1-4; CEC 1-7; EPP CLO I & II).
4. Candidates will analyze evidence-based behavior management practices, interagency collaborations and build inclusive communities for individuals with disabilities. Assessment: Focus child study and development of an intervention plan. (CAEP A.1.1, A.1.2; CCCT 1-4; CEC 2-7; EPP CLO I-IV).
5. Candidates will demonstrate their ability to plan, implement, and support students with disabilities in diverse settings, demonstrate culturally responsive practices and the ability to collaborate on professional partnerships. Assessment: Effectiveness of their support of students, and planned interventions in practicum experiences. (CAEP A.1.1, A.1.2, A.2.1; CCCT 1-4; CEC 1-7; EPP CLO I-IV).
6. Candidates will learn about and apply knowledge of the Universal Design for Learning framework and various assistive technology devices and services in the areas of communication, mobility, education, recreation, vocation, independence, and rehabilitation to support students of all backgrounds and abilities in classroom, home, and community settings. Assessment: Research and development of a comprehensive final paper on supporting a focus student who would benefit from assistive technology devices and/or services. (CAEP A.1.1, A.1.2; CCCT 1-4; CEC 2, 3, 4, 6; EPP CLO I-IV).

Potential careers include:

• Instructional coordinator
• Educational administrator
• Special education supervisor
• Social and community service manager
• Program manager or director
• Interventionist or intervention coordinator
• Disability advocate