Special Education (MEd)
To be eligible for the MEd in Special Education, a candidate must have a valid teaching license and have completed at least one year of successful classroom teaching in the United States.
The program of study leading to the master’s degree requires a minimum of 45 credits of graduate work. The program of study includes required core courses, associated field studies, electives, and a terminal project.
Program Learning Outcomes
Upon successful completion of this program, students will be able to:
- Create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. (CEC Initial Prep. Standard 1), as measured by passing grades (P) in all practicum and/or student teaching experiences.
- 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 428/528 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 426/526 Behavior and Classroom Management.
- Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities (CEC Sub-standard 5.1), as measured by grades of B- or better in all instructional methods courses.
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 minimum requirements for the Accelerated Master’s in Special Education align with the requirements for our graduate licensure program. Students must be in good standing and have recommendation of program and practicum coordinators to continue with graduate level coursework. Students must maintain a cumulative grade point average of 3.0 on a 4.0 scale in all graduate courses taken in the licensure program, and are required to earn a B- or better in all K12 instructional methods courses (SPED 540, 541, 542, and 543) and all core EI/ECSE courses (SPED 680, SPED 681, SPED 682, SPED 683, SPED 687, SPED 688,SPED 689).
Accelerated Master's Program in Special Education: Early Intervention/Early Childhood Special Education Track
| Code | Title | Credits |
|---|---|---|
| Early Intervention/ Early Childhood Special Education Licensure Plan of Study | ||
| Undergraduate Junior 1 | 13 | |
| Foundations of Disability I | ||
| Applied Experience in Special Education | ||
| Undergraduate Senior | 11 | |
| Early Literacy for Diverse Learners | ||
| Special Education Law | ||
| Behavior and Classroom Management | ||
| Graduate | 39 | |
Fall | ||
| Foundations in Early Childhood and Early Intervention | ||
| Survey of Educational Research Methods | ||
| Early Intervention Methods I | ||
| Early Intervention Practicum I | ||
| Professional Practices in Early Intervention I | ||
Winter | ||
| Assessment and Evaluation | ||
| Early Intervention for Diverse Families | ||
| Early Intervention Methods II | ||
| Early Intervention Practicum II | ||
| Professional Practices in Early Intervention II | ||
| Curriculum in Early Childhood and Early Intervention | ||
Spring | ||
| Early Intervention Methods III | ||
| Final Supervised Field Experience | ||
| Professional Practices in Early Intervention III | ||
| Total Credits | 63 | |
- 1
Required courses includes two SPED Minor elective courses [min 6 credits; taken any term; please see SPED Minor program plan for list of elective courses here: https://education.uoregon.edu/sped/undergraduate/minor
Accelerated Master's Program in Special Education: K-12 Track
| Code | Title | Credits |
|---|---|---|
| K-12 Special Education Licensure Plan of Study | ||
| Undergraduate Sophomore | 10 | |
| Foundations of Disability I | ||
| Applied Experience in Special Education 1 | ||
| Seminar: [Topic] | ||
| Undergraduate Junior | 11 | |
| Fall | ||
| Behavior and Classroom Management | ||
| Winter | ||
| Diversity and Special Education | ||
| Supporting Students with Low-Incidence Disability | ||
| Spring | ||
| Special Education Mathematics Instruction | ||
| Undergraduate Senior | 25-28 | |
| Fall | ||
| Advanced Behavior and Classroom Management | ||
| Early Literacy for Diverse Learners | ||
| Winter | ||
| Applied Experience in Special Education 2 | ||
| Intermediate Literacy for Diverse Learners | ||
| Spring | ||
| Practicum: [Topic] | ||
| Professional Practices: [Topic] | ||
| Adolescent Literacy for Diverse Learners | ||
| Graduate | 35 | |
| Fall | ||
| Design of Instruction | ||
| Assessment in Special Education | ||
| Student Teaching II K-12 | ||
| Professional Practices: [Topic] | ||
| Winter | ||
| Transition Planning and Instruction I | ||
| Special Education Law 3 | ||
| Student Teaching III K-12 | ||
| Professional Practices: [Topic] | ||
| Spring | ||
| Transition Planning and Instruction II | ||
| Total Credits | 81-84 | |
- 1
Must take SPED 420 for 3 credits total, can be taken 1 credit (30 hours) at a time
- 2
1-3, take if no prior SPED classroom experience
- 3
SPED 528 can also be taken Summer term before first graduate Fall