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Master of Science in Education – Special Education online

This online degree program is designed for educators with several years of K-12 experience who would like to move into the special education field.

08/16/21 Next Application Due Date
09/06/21 Start Classes

Program Overview


$14,400 Total Tuition
As few as 12 months Program Duration
30 Credit Hours

The affordable Master of Science in Education – Special Education online degree program is taught by a faculty made up of committed professionals with experience as special educators in K-12 settings.

UW-Superior is the only University of Wisconsin System school that offers a fully online graduate teaching degree in special education. This degree will prepare you for Wisconsin licensure and tests, helping to meet the high demand for special education teachers within the state.

Plus, as a student in the MSE – Special Education program, you may be eligible for the TEACH Grant.*

Career outcomes for the Master of Science in Education – Special Education online include:

  • Elementary school, secondary school, middle school and high school special education teacher
  • Resource, exceptional student, severe/profound mental disabilities, learning support, resource programs, severe emotional disorders elementary, emotional disabilities, special education resource, inclusion, learning support, exceptional children (EC), exceptional student education (ESE), self-contained, learning support, learning disabilities special education (LD), career and transition and interrelated special education teacher
  • Teacher of children with disabilities
  • Intervention specialist and early interventionist

Licensure and Certification

UW-Superior education programs are approved by the Wisconsin Department of Public Instruction to fulfill licensure requirements for the state of Wisconsin. As licensure requirements may change without notice, it is your responsibility to confirm the requirements for licensure in your state as it applies to the participation in an out-of-state degree program. If you seek licensure in a state other than Wisconsin, please see the UW-Superior Institutional Certification Office web page for further information and assistance.

The University of Wisconsin-Superior is accredited by the Higher Learning Commission (HLC), one of six regional accreditation organizations recognized by the United States Department of Education and the Council for Higher Education Accreditation.

Have questions or need more information about our online programs?

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Tuition


Tuition cost for the Master of Science in Education – Special Education online degree program is the same affordable price for students who reside in-state or out-of-state. To help make the cost more manageable, students pay for each course as they enroll. There is a $56 application fee and a $60 technology, but all other fees are included in the total cost of tuition.

$480 Per Credit Hour
$14,400* Total Tuition

View full tuition breakdown

The following is the tuition breakdown for students pursuing a Master of Science in Education – Special Education online:

Program Per Credit Hour* Per Three Credit Hours* Total Tuition*
MSE – Special Education online $480 $1,440 $14,400

*Tuition does not reflect technology fee of $60 per course.

Calendar


For the convenience of our Master of Science in Education – Special Education online students, there are multiple start dates each year on the academic calendar. Students should consider application date deadlines, turn in all the required documents, register for classes and pay for tuition for their desired program start date. You can be Superior any time of the year.

08/16/21 Next Application Due Date
09/06/21 Start Classes

View full calendar

At the University of Wisconsin-Superior, we offer multiple start dates to accommodate your schedule. Our calendar includes other important dates to make it easier for you to get started on your program.

Term Start Date Application Deadline Document Deadline Registration Deadline Payment Deadline* Course End Date
2021 Spring II March 22, 2021 March 1, 2021 March 1, 2021 March 15, 2021 March 17, 2021 May 9, 2021
2021 Summer I May 17, 2021 April 26, 2021 April 26, 2021 May 10, 2021 May 12, 2021 July 4, 2021
2021 Summer II July 5, 2021 June 14, 2021 June 14, 2021 June 28, 2021 June 30, 2021 August 22, 2021
2021 Fall I September 6, 2021 August 16, 2021 August 16, 2021 August 30, 2021 September 1, 2021 October 24, 2021
2021 Fall II October 25, 2021 October 4, 2021 October 4, 2021 October 18, 2021 October 20, 2021 December 12, 2021

*All payments must be submitted by 4:00 p.m. CST. There will be no exceptions.

Ready to take the next step toward earning your degree online from The University of Wisconsin-Superior?

Admissions


The admissions process is the first step toward earning your online degree. Find out the requirements for the Master of Science in Education – Special Education online, what additional materials you should send and where you need to send them.

Baccalaureate degree From a regionally accredited institution
Initial educator’s license in teaching Even if now expired
Professional resume

View all admission requirements

Any individual with an undergraduate degree in education and has held credentials as a classroom teacher at one time (even if they are now expired) is eligible to apply for admission to the Master of Science in Education – Special Education online degree program.

Applicants must meet the following requirements to be eligible for admission:

  • A cumulative grade point average on all college (undergraduate and graduate) coursework of at least 2.75/4.00. Undergraduate and graduate coursework from all colleges attended will be considered.
  • A baccalaureate degree in education or a similar field from an accredited college or university
  • Official transcripts of all your undergraduate and graduate work to date. We are unable to accept transcripts from students. If you have taken courses at UW-Superior, transcripts are not required.
  • A professional resume
  • Holds an initial educator's license in teaching (even if now expired)
  • GRE not required
  • Attest to no criminal background
  • Complete criminal background check

View the International Admissions Requirements.

Courses


In order to earn the Master of Science in Education – Special Education online, students must complete three required courses (9 credit hours), four Methods courses (12 credit hours), one Research course (3 credit hours) and two Certification courses (6 credit hours). For students already licensed in Special Education, one elective (3 credit hours) can be taken in place of one (3 credit hours) clinical internship certification courses.

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Duration: 7 weeks   |   Credit Hours: 3

Students research the various federally identified disability groupings of exceptionalities, including examination of the effect of federal, state and local laws and policies on education for students with these exceptionalities. Research into the historical perspectives, legislation and litigation provides background for discussion of current models, theories and philosophies of special education today. Students complete (present) a classroom project (paper) related to current legislation, regulations, policies and/or ethical issues surrounding educational services for students with exceptionalities.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Describe federal and state legal systems
  • Describe the major provisions of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, the Family Education and Privacy Act, the No Child Left Behind Act of 2001, and other federal and state laws affecting the education of students with disabilities
  • Identify and explain the major litigation leading to the passage of the IDEA
  • Discuss and evaluate the major court rulings on the IDEA
  • Locate sources of information regarding legislation and litigation in special education
  • Analyze the results of litigation using the case briefing form
  • Critically discuss and evaluate legal trends in special education

Duration: 7 weeks   |   Credit Hours: 3

Students research and discuss behavior theories, strategies and programs, functional analysis of behavior, positive behavior interventions and strategies, RTI, and behavior intervention plans. Students collect data to create a behavior intervention plan and apply it within an educational setting. Course emphasizes the application of theory to the academic and behavioral development of school-age children, especially those with exceptional educational needs, and provides practice in communicating those applications and principles to parents, teachers and other community stakeholders.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Articulate typical social, emotional, and behavioral development and the factors that influence this development
  • Analyze the impact of culture and perceptions on how behaviors are defined, addressed, and assessed
  • Investigate the role of schoolwide and classroom supports on behavior
  • Formulate and communicate responses to dangerous behavior and managing crisis
  • Develop Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIP)
  • Utilize a variety of data collection tools
  • Create interventions/instruction for students driven by FBAs/BIPs
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Working with families and community agencies is the focus of this class. The use of facilitating planning meetings with families will be an emphasis as well as establishing partnerships with community agencies that serve the variety of needs of families with students who have disabilities. In addition, there will be concentration on transitions skills—from each level of schooling to another and then on to post-secondary options.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Identify and define critical junctures for students and families in transition related activities
  • Identify local organizations that serve individuals with disabilities after graduation/separation from school districts
  • Create a transition plan as required by the Individuals with Disabilities Education Act
  • Create a personal Critical Juncture timeline to begin to develop an understanding of baseline data for students with disabilities and their goals
  • Create an electronic resource file that may be used and updated throughout a career for all topics related to Transition for individuals with disabilities
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Investigate the various aspects of reading challenges so that educators can provide effective reading instruction to readers of various abilities. Strategies for diagnosis and remediation of reading difficulties at the elementary and secondary levels will be considered. Fieldwork with students who struggle in reading will be required.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Articulate the various methods of monitoring and teaching students who struggle in school
  • Review the various strategies for use with students with reading issues that necessitate interventions
  • Discover and share resources for collaboration with colleagues
  • Research various curricula and create differentiated lessons/unit to meet the needs of diverse learners
  • Develop strategies for teaching reading skills to students identified with a disability
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Students observe, research and reflect upon methods, strategies and materials for adapting curricula to meet the learning needs of students with mild to severe high-incidence exceptional educational needs. Emphasizes knowledge, skills and dispositions necessary to evaluate students' academic and social needs, research and design appropriate curricula, make modifications and adaptations throughout and across curricular, differentiate curriculum and instruction, and use research-based teaching strategies. Students modify an existing curricular element and practice the modification with one or more students in the field.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Articulate the various methods of monitoring and teaching students who struggle in school
  • Review the various strategies for use with students whether in a special education placement or in an RtI system and how to select which strategy for each student
  • Discover and share resources for collaboration with colleagues—from behavioral interventions to academic interventions
  • Research various curricula and create differentiated lessons/unit to meet the needs of diverse learners
  • Develop strategies for teaching reading, mathematics, written language, and test taking skills for students with disabilities
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Examines assessment procedures and teaching strategies appropriate to providing instruction to students having difficulty learning mathematics. Emphasis is on differentiating and adapting existing curriculum to assist all students in reaching the goals of the National Council of Teachers of Mathematics (NCTM 2000).

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Articulate the various methods of monitoring and teaching students who struggle in school
  • Review the various strategies for use with students with math issues that necessitate interventions
  • Discover and share resources for collaboration with colleagues—math assessments and interventions that work
  • Research various curricula and create differentiated lessons/unit to meet the needs of diverse learners
  • Develop a strategy for test preparation for the PRAXIS II – Middle School Content and create a schedule of study times and techniques in order to pass this benchmark
  • Develop strategies for teaching math skills to students identified with a disability
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Focus on the major issues of learning and reflecting upon the skills and dispositions necessary for managing a special education classroom and/or case load. Includes curriculum design and evaluation, collaboration with multiple stakeholders, time management, assistive technology and universal design. A fieldwork curriculum research project and presentation is required.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Articulate the various methods of co-teaching, collaborating, and consulting
  • Create a Collaborative Consultation Model to be used in district/building
  • Discover and share resources for collaboration with colleagues
  • Plan for improvement in the consultation and collaboration in current assignment
  • Develop problem-solving methods of dealing with disagreements and varying perspectives
  • Develop strategies for creating partnerships within the school and community
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Focus on research methodology and topics specific to the field of education. Complete an action research project surrounding an issue of interest/need in your classroom or program through the use of a single subject design. Examine existing research and determine how it may apply to your classroom/program.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Design an action research project that will have impact in the field of education
  • Communicate clearly to others in the field the findings and implications of an action research project to fulfill the graduate program objective of scholarly inquiry and application
  • Use APA style effectively for written work
  • Summarize pertinent research related to the data collection proposed for the project
  • Design action research questions that could develop into a complete Action Research Project

Duration: 7 weeks   |   Credit Hours: 3

Addresses the study of measurement theory and basic statistics needed for understanding assessment. Also focuses on general test construction, appropriate instrument selection with awareness of limitations, multicultural and ethical considerations. Assessment interpretation and IEP preparation is examined in depth. Students experience the administration, interpretation and reporting of a select sample of assessment tools. Lab fee.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Identify models, theories, and philosophies that form the basis for special education practice
  • Use valid and reliable assessment practices to minimize bias
  • Facilitate the role of families in the special education process
  • Articulate procedural safeguards as indicated in the federal regulations
  • Identify components that make an evaluation report clear and concise
  • Write effectively and efficiently for a variety of audiences about course topics and educational

Duration: 7 weeks   |   Credit Hours: 3

Note: required for students who are not licensed in Special Ed. 135 hours of field-based experience in teaching students who have severe to mild exceptional educational needs in the areas of learning disabilities, cognitive disabilities and emotional behavioral disabilities. Students may choose one or more concentrations from the above listed disability areas. A student seminar meets regularly for study and discussion. Students complete and present a professional Special Educator portfolio.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Work in a classroom setting directly with students who have identified disabilities in the area of your chosen licensure (ID, SLD, EBD, or all three)
  • Provide instruction to students with identified disabilities. A minimum of 35 hours per credit need to be documented in the classroom setting and/or preparation of materials or reports.
  • Participate in IEP related activities: assessment, report writing, team meetings, parent meetings, planning, etc. A minimum of 10 hours of IEP activities for each area of licensure should be logged.
  • Keep a journal of activities, such as one or two incidents that stand out and you learned something from. Submit each month to the Drop Box.
  • Contribute to discussions in CANVAS monthly
  • Complete your professional portfolio according to the standards required
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Deep study of the use of informational text to support reading comprehension so that educators can provide effective reading instruction to readers of various abilities. Strategies for raising the rigor in reading and writing will be explored at the elementary and secondary level. Fieldwork with students who struggle in reading will be required.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Articulate the various methods of monitoring and teaching students who struggle in school
  • Review the various strategies for use with students with reading issues that necessitate interventions
  • Discover and share resources for collaboration with colleagues
  • Research various curricula and create differentiated lessons/unit to meet the needs of diverse learners
  • Develop strategies for teaching reading skills to students identified with a disability
  • Write effectively and efficiently for a variety of audiences about course topics and educational issues

Duration: 7 weeks   |   Credit Hours: 3

Complete the Action Research Project developed in Action Research Methods. Collect data, create Action Plan, and present to the constituents of the project - staff, faculty, and/or school board.

Learning Outcomes

At the conclusion of this course, students will be able to:

  • Develop a plan of action describing data collection and analysis procedures
  • Discuss with colleagues/classmates progress on action research data collection and analysis
  • Implement an action research project that will impact in the field of education
  • Communicate clearly to others in the field the finding and implications of your action research project to fulfill the graduate program objective of scholarly inquiry and application
  • Use APA style effectively for written work
  • Summarize pertinent research related to the data collection proposed for the project

Note: These courses are for students who already are licensed and want to enhance their study and knowledge of special education.

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*The maximum grant amount can vary by year. TEACH Grants are available to qualified applicants and require approved recipients to complete certain service obligations after graduation. As a condition for receiving a TEACH Grant, you must sign a TEACH Grant Agreement to Serve in which you agree to (among other requirements) teach in a high-need field; at an elementary school, secondary school, or educational service agency that serves students from low-income families; and for at least four complete academic years within eight years after completing (or ceasing enrollment in) the course of study for which you received the grant. If obligations are not met, the grant will turn into a loan. For more information, please visit the Federal Student Aid TEACH Grant page or contact the UW-Superior Financial Aid Office.

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