Master of Science in Special Education (Online)

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. 
  • Priority Spring Application Deadline: Wednesday, December 11, 2024
  • Regular Spring Application Deadline: Wednesday, January 8, 2025
• 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.   

The following links contain course and credit requirements for the M.S. in Special Education program at Eastern. Please use them to help plan your course of study but be aware that course offerings may change in the future. 

Graduate Plan of Study (PDF Download) 

Cross-Endorsement Graduate Plan of Study (PDF Download)

Eastern’s online special education graduate degree program is designed for professionals wanting to hone their skills and expand their career potential while balancing work and personal life.  

• 100% Online Coursework 
  Coursework can be completed online and is hosted in a rich virtual classroom environment.  
• Quality Education 
  Course curriculum is designed to teach the latest theoretical knowledge and practical skills necessary to meet the needs of exceptional students across various organizations.  
• Expert Faculty 
  Students receive personalized instruction from special education experts. Eastern’s renowned faculty includes active researchers who want to inspire students to pursue innovation and advocacy in their professions. 

The cost of the program is $750 per credit hour. The program is 30 credits total. Additional non-refundable fees may apply. 

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).