This master's degree is designed to prepare both educators for the classroom and individuals working in a special education context outside of the classroom with the specialized skills and content knowledge needed to support the needs of individuals with disabilities. Students may focus their program on a specific area in the field by completing a licensure concentration or non-licensure certificate program in conjunction with the MEd to fulfill the elective credits for the MEd degree program.
Policies
Students in the licensure concentrations must earn a B-or better in all licensure coursework. (This includes all required courses other than EDSE 517 and EDSE 590.) Prior to applying for internships students in all licensure concentrations, must successfully complete:
- Emergency First Aid, CPR and AED certification or training
- Virginia Communication & Literacy Assessment (VCLA)
Prior to graduation, students enrolled in the K-12 General Curriculum Licensure and PK-12 Blindness and Visual Impairments Licensure concentrations must complete:
- Praxis Teaching Reading: Elementary
Prior to graduation, students enrolled in the PK-12 Blindness and Visual Impairments Licensure concentration must complete:
- Praxis II: Braille Proficiency
Licensure testing requirements are determined by the Commonwealth of Virginia and may change at any time. If changes to these requirements occur, students must meet the current testing and licensure requirements as set forth in the legal Code of Virginia.
Degree Requirements
Total credits: 30-47
MEd without concentration (Non-licensure)
The 30-credit MEd in Special Education without concentration (Non-licensure) provides students the opportunity to individualize their program of study to work with children and adults with disabilities across their lifespan. Students who select this option do not complete licensure requirements. The Non-licensure option may be used as a pathway to doctoral studies.
Coursework
| Code | Title | Credits |
|---|---|---|
| EDSE 501 | Introduction to Special Education | 3 |
| EDSE 517 | Computer Applications for Special Populations | 3 |
| EDSE 590 | Special Education Research | 3 |
| Language Development and Reading | 3 | |
| Select one from the following: | ||
| Language Development and Reading | ||
| Foundations of Language and Literacy for Individuals with Severe Disabilities | ||
| Applied Behavior Analysis: Verbal Behavior | ||
| Supporting Communication and Literacy for Individuals with Autism | ||
| Consultation and Collaboration | 3 | |
| Select one from the following: | ||
| Autism Across the Lifespan: Collaboration with Critical Partners | ||
| Consultation and Collaboration | ||
| Collaborative Teamwork to Support Students with Significant Disabilities | ||
| Ethical and Professional Conduct for Behavior Analysis | ||
| Restricted Electives | 15 | |
| Total Credits | 30 | |
MEd with concentration in K-12 Adapted Curriculum Licensure (KACL)
The 42 credit MEd in Special Education with concentration in K-12 Adapted Curriculum Licensure provides students the opportunity to focus on individuals with severe disabilities. Students will learn to develop teaching strategies and curricula that enable individuals with severe disabilities to access an adapted curriculum and address areas of functional and independent living skills. Students who have completed graduate or undergraduate coursework equivalent to concentration coursework prior to admission to this program may request that some courses in this concentration be waived. Students who are eligible to waive coursework must complete a minimum of 30 graduate-level credits to graduate. A grade of B- or better must be earned in all licensure coursework. In addition to coursework, students must complete mandated state/accreditation assessments.
Core Coursework
| Code | Title | Credits |
|---|---|---|
| EDSE 501 | Introduction to Special Education | 3 |
| EDSE 517 | Computer Applications for Special Populations | 3 |
| EDSE 590 | Special Education Research | 3 |
| Language Development and Reading | ||
| EDSE 557 | Foundations of Language and Literacy for Individuals with Severe Disabilities | 3 |
| Consultation and Collaboration | ||
| EDSE 663 | Collaborative Teamwork to Support Students with Significant Disabilities | 3 |
| Total Credits | 15 | |
Concentration Coursework
| Code | Title | Credits |
|---|---|---|
| EDSE 531 | Transition and Community-Based Instruction | 3 |
| EDSE 532 | Positive Behavior Supports | 3 |
| EDSE 533 | Assessment and Program Planning for Adapted Curriculum | 3 |
| EDSE 534 | Communication and Severe Disabilities | 3 |
| EDSE 547 | Characteristics of Students with Severe Disabilities | 3 |
| EDSE 661 | Curriculum and Methods: Severe Disabilities | 3 |
| EDSE 669 | Individualized Supports and Specialized Care of Students with Severe Disabilities | 3 |
| EDSE 784 | Internship: Adapted Curriculum | 6 |
| Total Credits | 27 | |
MEd with concentration in K-12 General Curriculum Licensure (KGCL)
The 39-credit MEd in Special Education with concentration in K-12 General Curriculum Licensure provides students the opportunity to focus on individuals with mild to moderate disabilities. Students will be prepared to support students with disabilities who access the general academic curriculum in inclusive settings and provide direct instruction in special education settings as needed. Students who have completed graduate or undergraduate coursework equivalent to concentration coursework prior to admission to this program may request that some courses in this concentration be waived. Students who are eligible to waive coursework must complete a minimum of 30 graduate-level credits to graduate. A grade of B- or better must be earned in all licensure coursework. In addition to coursework, students must complete mandated state/accreditation assessments.
Core Coursework
| Code | Title | Credits |
|---|---|---|
| EDSE 501 | Introduction to Special Education | 3 |
| EDSE 517 | Computer Applications for Special Populations | 3 |
| EDSE 590 | Special Education Research | 3 |
| Language Development and Reading | ||
| EDSE 503 | Language Development and Reading | 3 |
| Consultation and Collaboration | ||
| EDSE 662 | Consultation and Collaboration | 3 |
| Total Credits | 15 | |
Concentration Coursework
| Code | Title | Credits |
|---|---|---|
| EDSE 502 | Classroom Management and Applied Behavior Analysis | 3 |
| EDSE 540 | Characteristics of Students with Disabilities who Access the General Curriculum | 3 |
| EDSE 544 | Adapted Instructional Methods and Transition for Secondary Learners | 3 |
| EDSE 627 | Assessment | 3 |
| EDSE 641 | Instructional Strategies for Reading and Writing | 3 |
| EDSE 643 | Instructional Strategies for Math | 3 |
| EDSE 783 | Internship: Special Education in General Curriculum | 6 |
| Total Credits | 24 | |
MEd with concentration in PK-12 Blindness and Visual Impairments Licensure (PBVL)
The 47-credit MEd in Special Education with concentration in PK-12 Blindness and Visual Impairments Licensure prepares students to work with blind and visually impaired individuals, including those who have multiple disabilities. Students learn to support individuals in both general and special education settings. Students who have completed graduate or undergraduate coursework equivalent to concentration coursework prior to admission to this program may request that some courses in this concentration be waived. Students who are eligible to waive coursework must complete a minimum of 30 graduate-level credits to graduate. A grade of B- or better must be earned in all licensure coursework. In addition to coursework, students must complete mandated state/accreditation assessments.
Core Coursework
| Code | Title | Credits |
|---|---|---|
| EDSE 501 | Introduction to Special Education | 3 |
| EDSE 517 | Computer Applications for Special Populations | 3 |
| EDSE 590 | Special Education Research | 3 |
| Language Development and Reading | ||
| EDSE 503 | Language Development and Reading | 3 |
| Consultation and Collaboration | ||
| EDSE 663 | Collaborative Teamwork to Support Students with Significant Disabilities | 3 |
| Total Credits | 15 | |
Concentration Coursework
| Code | Title | Credits |
|---|---|---|
| EDAT 522 | Assistive Technology for Individuals with Sensory Impairments | 3 |
| EDSE 511 | Characteristics of Students with Blindness and Visual Impairments | 3 |
| EDSE 512 | Braille Code | 3 |
| EDSE 513 | Medical and Educational Implications of Blindness and Visual Impairments | 3 |
| EDSE 514 | Orientation and Mobility for Students with Blindness and Visual Impairments | 2 |
| EDSE 518 | Curriculum and Assessment of Students with Blindness and Visual Impairments | 3 |
| EDSE 532 | Positive Behavior Supports | 3 |
| EDSE 613 | Teaching Methods for Students with Blindness and Visual Impairments | 3 |
| EDSE 616 | Braille Reading and Writing | 3 |
| EDSE 785 | Internship: Blindness and Visual Impairments | 6 |
| Total Credits | 32 | |
MEd with concentration in Early Childhood Special Education (Non-licensure) (SPEC)
The 30-credit MEd in Special Education, concentration in Early Childhood Special Education (Non-licensure) is for professionals who already hold an early childhood special education teacher license or are interested in working in an early childhood special education context outside the classroom. Students who wish to seek early childhood education licensure are advised to instead consider completing the MEd in Special Education concentration in Early Childhood Special Education Licensure.
Coursework
| Code | Title | Credits |
|---|---|---|
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| Choose one of the following: | 3 | |
| Frameworks for Early Childhood Education | ||
| Applied and Teacher Research in Early Childhood Education | ||
| Policy Perspectives in Early Childhood Education | ||
| Electives | 15 | |
| Total Credits | 30 | |
MEd with concentration in Early Childhood Special Education Licensure (SPCL)
This 36-credit MEd in Special Education, concentration in Early Childhood Special Education Licensure offers required coursework for teacher licensure in Early Childhood Special Education. Students who have completed graduate or undergraduate coursework equivalent to concentration coursework prior to admission to this program may request that some courses in this concentration be waived. Students who are eligible to waive coursework must complete a minimum of 30 graduate-level credits to graduate. A grade of B- or better must be earned in all coursework. In addition to the ECED concentration coursework, students must complete mandated state/accreditation assessments.
Coursework
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Young Learners, Birth-Age 5 | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| ECED 781 | Seminar in Early Childhood Education | 3 |
| ECED 789 | Internship in Early Childhood Special Education Birth - Five | 6 |
| Total Credits | 36 | |
- Bachelor's Degree (any)/Special Education, Accelerated MEd
- Bachelor's Degree (any)/Special Education, Accelerated MEd (Early Childhood Special Education (Licensure) Concentration)
- Bachelor's Degree (any)/Special Education, Accelerated MEd (Early Childhood Special Education (Non-Licensure) Concentration)
Bachelor's Degree (any)/Special Education, Accelerated MEd
Overview
Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Special Education in an accelerated time-frame after satisfactory completion of a minimum of 138 credits.
See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.
Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.
BAM Pathway Admission Requirements
Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria (see Application Requirements and Deadlines).
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following which can be taken as Advanced Standing or Reserve Graduate credit (to be determined by the student and their advisor):
| Code | Title | Credits |
|---|---|---|
| EDSE 501 | Introduction to Special Education | 3 |
| EDSE 517 | Computer Applications for Special Populations | 3 |
| Select one from the following: | 3 | |
| Language Development and Reading | ||
| Foundations of Language and Literacy for Individuals with Severe Disabilities | ||
| Applied Behavior Analysis: Verbal Behavior | ||
| EDSE approved electives up to 9 credits | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Bachelor's Degree (any)/Special Education, Accelerated MEd (Early Childhood Special Education (Licensure) Concentration)
Overview
Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Special Education (Early Childhood Special Education (Licensure) concentration) in an accelerated time-frame after satisfactory completion of a minimum of 144 credits.
See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.
Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.
BAM Pathway Admission Requirements
Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria (see Application Requirements and Deadlines).
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following (to be determined by the student and their advisor):
Advanced Standing Courses (up to 12 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| ECED approved elective | ||
Reserve Graduate Credit Courses (up to 6 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 502 | Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| ECED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.
Bachelor's Degree (any)/Special Education, Accelerated MEd (Early Childhood Special Education (Non-Licensure) Concentration)
Overview
Highly-qualified undergraduates may be admitted to the bachelor's/accelerated master's program and obtain a BA or BS in any degree area and an MEd in Special Education (Early Childhood Special Education (Non-Licensure) concentration) in an accelerated time-frame after satisfactory completion of a minimum of 138 credits.
See AP.6.7 Bachelor's/Accelerated Master's Degree for policies related to this program.
Students in an accelerated degree program must fulfill all university requirements for the master's degree. For policies governing all graduate degrees, see AP.6 Graduate Policies.
BAM Pathway Admission Requirements
Applicants to all graduate programs at George Mason University must meet the admission standards and application requirements for graduate study as specified in Graduate Admissions Policies and Bachelor's/Accelerated Master's Degree policies. For information specific to this accelerated master's program, see Application Requirements and Deadlines.
Students will be considered for admission into the BAM Pathway after completion of a minimum of 60 credits, and additional unit-specific criteria (see Application Requirements and Deadlines).
Students who are accepted into the BAM Pathway will be allowed to register for graduate level courses after successful completion of a minimum of 75 undergraduate credits and course-specific pre-requisites.
Accelerated Master’s Admission Requirements
Students already admitted in the BAM Pathway will be admitted to the MEd program, if they have met the following criteria, as verified on the Bachelor’s/Accelerated Master’s Transition form:
- 3.0 overall GPA
- Completion of specific undergraduate coursework
- Successfully meeting Mason’s requirements for undergraduate degree conferral (graduation) and completing the application for graduation.
Accelerated Pathway Requirements
To maintain the integrity and quality of both the undergraduate and graduate degree programs, undergraduate students interested in taking graduate courses must choose from the following (to be determined by the student and their advisor):
Advanced Standing Courses (up to 12 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 501 | Developmental Pathways of Diverse Learners, Birth-Adolescence | 3 |
| ECED 502 | Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners | 3 |
| ECED 503 | Inclusive Curriculum for Young Learners: Planning Instruction and Guidance | 3 |
| ECED 504 | Engaging Families of Diverse Young Learners | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| ECED approved elective | ||
Reserve Graduate Credit Courses (up to 6 credits)
| Code | Title | Credits |
|---|---|---|
| ECED 502 | Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners | 3 |
| ECED 505 | Introduction to Early Childhood Special Education | 3 |
| ECED 506 | Medical and Developmental Aspects of Disabilities of Diverse Young Learners | 3 |
| ECED 511 | Assessment of Diverse Young Learners | 3 |
| ECED 522 | Developing Language, Literacy, and Communication of Diverse Infants and Toddlers | 3 |
| ECED 523 | Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches | 3 |
| ECED 597 | Special Topics in Early Childhood Education | 1-3 |
| ECED approved elective | ||
For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.