Help students with special needs grow, develop and reach their true potential by earning your Master of Education in Special Education degree at Southern New Hampshire University. In this degree program, you’ll learn how to support students with learning disabilities in regular classrooms and integrated classrooms. Courses, offered on campus and online, cover topics such as methods of teaching, learning theories, student assessments, multisensory literacy and IEP development.
The master’s in special education program is ideal for students seeking initial certification or additional endorsement in the state of New Hampshire. Upon successful completion of the MEd program, you can be qualified to teach in public or private schools.
Not available for international students.
The master's in special education program leads to New Hampshire certification in General Special Education (K-12). General special education focuses on mild to moderate disabilities. Please note that the MEd in Special Education program is currently available only to New Hampshire residents.
During your coursework for the MEd in Special Education degree, you will develop knowledge and strategies that will be of great value in working with special education students, including:
As a private, nonprofit university, SNHU has one mission - to help you see yourself succeed. The benefits of earning your MEd at SNHU include:
Acceptance decisions are made on a rolling basis throughout the year for our five graduate terms. You can apply at any time and get a decision within days of submitting all required materials. To apply, simply contact an admission counselor, who can help you explore financial options. Your counselor can also walk you through the application process, which involves completing a graduate application ($40 fee) and providing undergraduate transcripts. Candidates must also submit an acknowledgement form and professional resume.
Admission requirements and timelines may differ for international students. Learn more.
This program is approved by the New Hampshire State Department of Education for Teacher Certification as leading to an endorsement in New Hampshire. Southern New Hampshire University cannot guarantee licensure, certification, endorsement or salary benefits. View disclosure information.
The demand for special education teachers has risen in recent years because of the earlier diagnosis of disabilities in students needing special education. Job growth for special education teachers is expected to increase 6 percent through 2024, according to the U.S. Bureau of Labor Statistics. The majority of special education teachers are found in preschool, kindergarten and elementary schools, creating additional career opportunities for teachers certified as elementary school teachers.
With a master's degree in special education and state certification, you will be qualified to teach in public or private schools as a special education or resource room teacher, integrated classroom instructor, integrated classroom curriculum developer or assessment coordinator.
The master’s in special education degree is 13-course program that leads to New Hampshire certification in General Special Education (K-12).
If you are earning initial licensure through this program, you will complete a 42-credit program and must first pass PRAXIS I before beginning your two-term student teaching and seminar experience. Applications to student teach should be completed one year in advance of teaching. All MEd Special Education students are also required to pass PRAXIS II for Elementary Education content.
A customized 39-credit track that includes a certification internship is also available for certified teachers looking to obtain an additional endorsement with this program. This track includes an internship and eportfolio that demonstrates your mastery of core competencies. Please speak with an admission counselor for more details.
This course is an overview of reading and writing processes. The course addresses current trends for teaching literacy including basal programs, whole language, language experience, thematic teaching, literature-based instruction, and technology-based instruction. Students will learn about the components of balanced literacy instruction that includes word attack, word identification, vocabulary development, fluency, comprehension and writing.
This course focuses on the concepts of mathematics that are taught in grades K-6 and the current methods of teaching that content, including experience with manipulative materials.
This course studies the role of contemporary learning theories and their application to educational practice, including issues of readiness, motivation, problem solving, and the social context of learning. Students will understand how to apply scientifically based instructional strategies to promote learning.
This course presents methods and materials to assess the needs and plan instructional interventions for students with literacy difficulties. Students will learn to analyze and interpret formal and informal literacy assessments and use instructional techniques to improve literacy in students with a range of literacy difficulties (K-12). This course includes an examination of literacy development among diverse learners.
Students will be introduced to the issues related to children with disabilities and the educational implications for participation within the general education classroom will be examined. The course includes the history of Special Education, as well as current trends and research. Federal and state legislation will be reviewed as well as the NH State Standards for Children with Disabilities. Students will review the Individuals with Disabilities Act as it relates to the Elementary Secondary Education Act (ESEA) reauthorized as No Child Left Behind (NCLB), the Americans with Disabilities Act (ADA) including title II of the ADA and section 504 and The Rehabilitation Act Amendments of 1973, as amended.
This course is designed to provide an overview of practical performance assessments that can be used to measure student progress in the general education setting. Learners will become familiar with a repertoire of authentic assessments and knowledge of progress monitoring tools including but not limited to formative and summative assessments, diagnostic tools, performance tasks, criteria checklists, rubrics, student portfolios and the use of multiple sources of data in measuring student performance. The course will examine a variety of accountability measures including standardized tests, observation, curriculum based measures, utilization of Response to Intervention (RTI) as a system for planning, instruction, progress monitoring and interventions. The role Professional Learning Community Models (PLC's) in targeting both behavioral and academic achievement will be explored. The overall goal of the course is to prepare educators to utilize assessment data in the design of classroom instruction and monitoring of student progress for a broad range of students.
This course is designed to help educators become more knowledgeable about how literacy develops and to understand why research-based, structured language strategies are necessary for teaching reading to students of diverse abilities. The course will demonstrate that reading is not an intuitive skill and that educators need to develop appropriate multisensory instructional strategies for the student who is either at risk or is a struggling reader. The overall goals are to introduce the scientific rationales and specific instructional methods for teaching the major components of literacy: phonological awareness, phonics, decoding and fluency, vocabulary, comprehension and writing.
This course focuses on the principles and approaches that foster a positive learning environment and help to reduce the challenging behaviors that often confront teachers in the classroom. The course will provide both the theoretical foundations of behavior as well as the evidence-based strategies that have proved most effective for classroom management. The concept of positive behavioral interventions and supports will be explored, including the preventive steps that can be used to avert behaviors from escalating. Educators will also become knowledgeable about the federal requirements and guidelines for the discipline of students with disabilities under I.D.E.A. In addition, the course will emphasize the critical connection between student behavior, classroom management and well-designed instructional practices.
Students will gain an awareness of procedures involved in the evaluation of students to determine eligibility for special education services. Students will be introduced to a variety of assessment tools and gain an understanding of what the tests measure and how they are used in the identification of specific disability categories. The course includes theoretical and legal foundations, the characteristics of learners with and without disabilities across cognitive, social, emotional and sensory areas. Students will recognize the impact of family and cultural backgrounds on classroom and test performance. Students will become familiar with the administration, scoring, interpretation and reporting of selected diagnostic testing used in special education evaluations.
This course is designed to help educators become more skilled and versatile in their application of teaching strategies within the regular education classroom, including discussion formats, varied questioning techniques, flexible groupings and differentiated instructional methods. Learners will understand the rationale and importance of using research-based strategies that enable a wide range of learners to access the Core Curriculum in general education classrooms. The course will examine curriculum and instructional design in relationship to students' diverse learning styles and cognitive, readiness and cultural differences. The overall goal is prepareeducators to design and demonstrate lessons that incorporate engaging learning materials and methods and varied assessment tools that enable a broad range of students to achieve understanding, application and mastery of key curriculum concepts and skills.
This course has been designed to assist special education teachers in examining their consultative roles and responsibilities when working in inclusive settings. Students will be introduced to, and examine the nature of collaboration, developing relationships between general and special educators, and paraprofessionals. The focus of the course will be on practical application and establishing strong relationships between general and special educators. The course also includes facilitating engagement of parents, and families as well as appropriate community agencies. The purpose of the course is to prepare special educators to interact and collaborate with a variety of stakeholders that are typically associated with students placed in inclusive settings. In order for special education teachers to be successful they must have the skills and ability to support students in the general education setting which means collaborative interaction, decision making, accountability and team work. Knowledge of general education curriculum requirements, related assessments, researched based interventions and use of data are all topics that will be covered as part of this course.
This course will give students the opportunity to review special education law, with an emphasis upon NH Rules for the Education of Students with Disabilities and 2004 Reauthorization of IDEA. Course expectations will require heavy emphasis upon IEP development through examination of required elements of Individual Education Programs (IEPs) and participation on mock IEP Teams. Students will be introduced to state and federal special education rules and regulations, practical application of the law, ethical codes and related professional standards. The course will require working through mock IEP team experiences in the development of such plans. This will require knowledge of curriculum standards, review of mock student records, participation in mock IEP/Placement meetings, development of mock IEPs and the identification of methods for monitoring progress. Students will also review current cases and trends in special education law, analyze and interpret case studies and learn how to research both statutory and case law. Time will also be spent on review of Section 504 of the Rehabilitation Act of 1973, and The No Child Left Behind Act of 2001 and the impact of such law upon students with educational disabilities.
Select one of the following:
EDU 571A and EDU 571B
Tuition rates for Southern New Hampshire University's graduate degree programs are among the lowest in the nation. We offer a 25 percent tuition discount for U.S. service members, both full and part time, and the spouses of those on active duty.
Southern New Hampshire University is a private, nonprofit institution accredited by the New England Association of Schools and Colleges as well as several other accrediting bodies. More...