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 or non-licensure certificate program in conjunction with the MEd and using certificate coursework to fulfill the elective credits for the MEd degree program.

Banner Code: E1-MED-EDSE

Page edited on September 2, 2021. Degree requirements edited to reflect the SCHEV approved program information.

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

EDSE 501Introduction to Special Education3
EDSE 517Computer Applications for Special Populations3
EDSE 590Special Education Research3
Language Development and Reading3
Select one from the following:
Language Development and Reading
Foundations of Language and Literacy for Diverse Learners
Applied Behavior Analysis: Verbal Behavior
Supporting Communication and Literacy for Individuals with Autism
Consultation and Collaboration3
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 Electives15
Total Credits30

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.

Core Coursework

EDSE 501Introduction to Special Education3
EDSE 517Computer Applications for Special Populations3
EDSE 590Special Education Research3
Language Development and Reading3
Select one from the following:
Language Development and Reading
Foundations of Language and Literacy for Diverse Learners
Applied Behavior Analysis: Verbal Behavior
Supporting Communication and Literacy for Individuals with Autism
Consultation and Collaboration3
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
Total Credits15

Concentration Coursework

EDSE 531Transition and Community-Based Instruction3
EDSE 532Positive Behavior Supports3
EDSE 533Assessment and Program Planning for Adapted Curriculum3
EDSE 534Communication and Severe Disabilities3
EDSE 547Characteristics of Students with Severe Disabilities3
EDSE 661Curriculum and Methods: Severe Disabilities3
EDSE 669Individualized Supports and Specialized Care of Students with Severe Disabilities3
EDSE 784Internship: Adapted Curriculum6
Total Credits27

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.

Core Coursework

EDSE 501Introduction to Special Education3
EDSE 517Computer Applications for Special Populations3
EDSE 590Special Education Research3
Language Development and Reading3
Select one from the following:
Language Development and Reading
Foundations of Language and Literacy for Diverse Learners
Applied Behavior Analysis: Verbal Behavior
Supporting Communication and Literacy for Individuals with Autism
Consultation and Collaboration3
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
Total Credits15

Concentration Coursework

EDSE 502Classroom Management and Applied Behavior Analysis3
EDSE 540Characteristics of Students with Disabilities who Access the General Curriculum3
EDSE 544Adapted Instructional Methods and Transition for Secondary Learners3
EDSE 627Assessment3
EDSE 641Instructional Strategies for Reading and Writing3
EDSE 643Instructional Strategies for Math 3
EDSE 783Internship: Special Education in General Curriculum6
Total Credits24

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.

Core Coursework

EDSE 501Introduction to Special Education3
EDSE 517Computer Applications for Special Populations3
EDSE 590Special Education Research3
Language Development and Reading3
Select one from the following:
Language Development and Reading
Foundations of Language and Literacy for Diverse Learners
Applied Behavior Analysis: Verbal Behavior
Supporting Communication and Literacy for Individuals with Autism
Consultation and Collaboration3
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
Total Credits15

Concentration Coursework

EDAT 522Assistive Technology for Individuals with Sensory Impairments3
EDSE 511Characteristics of Students with Visual Impairments3
EDSE 512Braille Code3
EDSE 513Medical and Educational Implications of Visual Impairments3
EDSE 514Orientation and Mobility for Students with Visual Impairments2
EDSE 518Curriculum and Assessment of Students with Visual Impairments3
EDSE 532Positive Behavior Supports3
EDSE 613Teaching Methods for Students with Visual Impairments3
EDSE 616Braille Reading and Writing3
EDSE 785Internship: Visual Impairment6
Total Credits32

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

ECED 503Inclusive Curriculum for Young Learners: Planning Instruction and Guidance3
ECED 505Introduction to Early Childhood Special Education3
ECED 506Medical and Developmental Aspects of Disabilities of Diverse Young Learners3
ECED 522Developing Language, Literacy, and Communication of Diverse Infants and Toddlers3
Choose of of the following:3
Frameworks for Early Childhood Education
Applied and Teacher Research in Early Childhood Education
Policy Perspectives in Early Childhood Education
Electives15
Total Credits30

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

ECED 501Developmental Pathways of Diverse Learners, Birth-Adolescence3
ECED 502Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners3
ECED 503Inclusive Curriculum for Young Learners: Planning Instruction and Guidance3
ECED 504Engaging Families of Diverse Young Learners3
ECED 505Introduction to Early Childhood Special Education3
ECED 506Medical and Developmental Aspects of Disabilities of Diverse Young Learners3
ECED 511Assessment of Diverse Young Learners3
ECED 522Developing Language, Literacy, and Communication of Diverse Infants and Toddlers3
ECED 523Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches3
ECED 781Seminar in Early Childhood Education3
ECED 789Internship in Early Childhood Special Education Birth - Five6
Total Credits36

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):

EDSE 501Introduction to Special Education3
EDSE 517Computer Applications for Special Populations3
Select one from the following:3
Language Development and Reading
Foundations of Language and Literacy for Diverse Learners
Applied Behavior Analysis: Verbal Behavior
EDSE 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 (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)
ECED 501Developmental Pathways of Diverse Learners, Birth-Adolescence3
ECED 502Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners3
ECED 503Inclusive Curriculum for Young Learners: Planning Instruction and Guidance3
ECED 504Engaging Families of Diverse Young Learners3
ECED 505Introduction to Early Childhood Special Education3
ECED 506Medical and Developmental Aspects of Disabilities of Diverse Young Learners3
ECED 522Developing Language, Literacy, and Communication of Diverse Infants and Toddlers3
ECED 523Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches3
ECED approved elective
Reserve Graduate Credit Courses (up to 6 credits)
ECED 502Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners3
ECED 505Introduction to Early Childhood Special Education3
ECED 506Medical and Developmental Aspects of Disabilities of Diverse Young Learners3
ECED 511Assessment of Diverse Young Learners3
ECED 522Developing Language, Literacy, and Communication of Diverse Infants and Toddlers3
ECED 523Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches3
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)
ECED 501Developmental Pathways of Diverse Learners, Birth-Adolescence3
ECED 502Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners3
ECED 503Inclusive Curriculum for Young Learners: Planning Instruction and Guidance3
ECED 504Engaging Families of Diverse Young Learners3
ECED 505Introduction to Early Childhood Special Education3
ECED 506Medical and Developmental Aspects of Disabilities of Diverse Young Learners3
ECED 522Developing Language, Literacy, and Communication of Diverse Infants and Toddlers3
ECED 523Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches3
ECED approved elective

Reserve Graduate Credit Courses (up to 6 credits)

ECED 502Foundations of Language and Literacy for Diverse Prekindergarten and Kindergarten Learners3
ECED 505Introduction to Early Childhood Special Education3
ECED 506Medical and Developmental Aspects of Disabilities of Diverse Young Learners3
ECED 511Assessment of Diverse Young Learners3
ECED 522Developing Language, Literacy, and Communication of Diverse Infants and Toddlers3
ECED 523Early Intervention for Infants Toddlers with Disabilities: Collaborative Consultative Approaches3
ECED 597Special Topics in Early Childhood Education1-3
ECED approved elective

For more detailed information on coursework and timeline requirements, see AP.6.7 Bachelor's/Accelerated Master's Degree policies.