Special Education (MA/MS)
Master's + Licensure
Our master's + licensure programs prepare preservice teachers to meet the preliminary special education licensure requirements for Oregon in either:
- K-12/Generalist
- Early Intervention
Inservice teachers can complete coursework to meet the added endorsement requirements for these age groups, as well through our endorsement program.
Master's Only (Non-Licensure)
The master's only option is ideal for current teachers who are interested in pursuing advanced graduate training in special education and completing a program that is individualized and based on their interests and goals.
This option is ideal for individuals with a bachelor's degree who want to learn more about special education, but who do not necessarily want to pursue a career in teaching.
Please see program website for additional information: https://education.uoregon.edu/sped/graduate
Program Learning Outcomes
Upon successful completion of this program, students will be able to:
- Analyze disabilities from a within- and across-categorical perspective including definitions, etiologies, characteristics, and interventions -and- identify pivotal concepts and procedures in educating individuals with disabilities (OAR 584-420-0460 [3, 5, 7; CEC 1, 3, 5]; OAR 584-420-0020 [3a b, 5b c; InTASC 1, 3, 7, 8]; OAR 584-420-0465 [4, 8]); OAR 584-017-1020), as measured by a grade of B- or better in SPED 511 Foundations of Disability.
- Practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity (CEC Initial Prep. Sub-Standards 1.1 and 1.2), as measured by a grade of B- or better in SPED 528 SPED Law.
- Create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being (CEC Initial Prep. Sub-standard 6.1), as measured by a grade of B- or better in SPED 526 Behavior and Classroom Management.
Minimum Requirements:
- 45 credits as an officially admitted master’s degree student
- 15 credit hours of previous graduate-level work may be transferred into your program pending instructor and advisor approval
- 9 credit hours of 600 level courses
- 30 graduate credit hours in special education (SPED) courses
- 24 graded credit hours in UO courses
- Students who wish to obtain a Master of Arts degree must complete the equivalent of two years of a second language
Please see program website for additional information: https://education.uoregon.edu/sped/graduate
The general framework for a Master’s degree in special education includes three components: (a) courses in required core areas, (b) elective courses, and (c) a terminal activity. Master’s degree students can specialize in a) Early Intervention, b) school-age individuals K-12 level, or c) a general master’s with an individualized interest. The specific courses students take to complete a master’s degree is determined by student-identified career interests and whether the student has been admitted to both the master’s degree and a license/ endorsement program.
Special Education Master's Degree
| Code | Title | Credits |
|---|---|---|
| Foundations - Select one course from the following: | ||
| Foundations of Disability I | ||
| Foundations in Early Childhood and Early Intervention | ||
| Behavioral Support - Select one course from the following: | ||
| Behavior and Classroom Management | ||
| Advanced Behavior and Classroom Management | ||
| Curriculum & Instruction - Select two to three courses in this area (depending on emphasis) | ||
| Early Intervention Emphasis: | ||
| Early Intervention for Diverse Families | ||
| Assessment and Evaluation | ||
| Curriculum in Early Childhood and Early Intervention | ||
| K-12 Emphasis: 1 | ||
| Methods Courses | ||
| Special Education Mathematics Instruction | ||
| Early Literacy for Diverse Learners | ||
| Intermediate Literacy for Diverse Learners | ||
| Adolescent Literacy for Diverse Learners | ||
| Supporting Students with Low-Incidence Disability | ||
| Transition Courses: | ||
| Transition Planning and Instruction I | ||
| Transition Planning and Instruction II | ||
| Master's Only: | ||
| Assessment in Special Education | ||
| Design of Instruction | ||
| Legal | ||
| Special Education Law | ||
| Multicultural | ||
| Diversity and Special Education | ||
| Field Studies - Select one course in this area: | ||
| Practicum: [Topic] | ||
| Terminal Project | ||
| Research (for Master's only) - Select one course in this area: | ||
| Practicum: [Topic] (Field Studies) | ||
| Practicum: [Topic] (Unsupervised Practicum) | ||
| Experimental Course: [Topic] (Non-licensure Field Stucy) | ||
| Practicum (for EI Licensure) | ||
| Early Intervention Practicum I | ||
| Early Intervention Practicum II | ||
| Final Supervised Field Experience | ||
| Practicum (for K-12 Licensure) | ||
| Student Teaching I K-12 | ||
| Student Teaching II K-12 | ||
| Student Teaching III K-12 | ||
| Research - Recommended but not required | ||
| Survey of Educational Research Methods | ||
| Social Science and Education Research Design | ||
| Terminal Activity - Select one option | ||
| Early Intervention emphasis only: | ||
Oral Comprehensive Exam | ||
| Master's only and K-12 emphasis: | ||
Master's Project (3) | ||
Thesis (9) | ||
Specialization Area (3 graduate courses of at least 9 credits) | ||
| Total Minimum Credits | 45-51 | |
- 1
Work with advisor to determine mix of Methods and Transition courses to take for this emphasis.
Students who wish to obtain a master of arts degree must complete the equivalent of two years of a second language.