Special Education (Non-Licensure)(Grades K–12)

Find the Option That Fits Your Life, Career, and Learning Style

MSEd Traditional: If you’re more comfortable with structured learning, a predictable course load, and a fixed schedule, consider our 20-month traditional MSEd track. The manageable workload is perfect for busy professionals who have a limited amount of weekly time to devote to their studies.

MSEd Accelerated: If you’re a highly motivated educator who wants to fast-track your learning, the MSEd Accelerated track is for you. You can gain all the skills and valuable insights found in the traditional MSEd track and earn your degree in just 12 months.¹

MSEd One-Credit: If you’re looking for an innovative, intensive learning experience that offers a set semester-based tuition schedule, the MSEd One-Credit format is a great fit for you. Walden’s MSEd One-Credit Elementary Education format is driven by a classroom teacher-focused curriculum offered in three completion options: 12 months, 16 months, or 20 months.²

MSEd Traditional

Curriculum

Completion Requirements

• 30 semester credit hours
  • Specialization courses (12 sem. cr.)
  • Teaching fields and content courses (18 sem. cr.)

This sequence represents the minimum time to completion. Time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.

Courses

Show Course Descriptions

Course Code	Title	Credits
EDUC 6610	Teacher as Professional Show Effective teachers are leaders who make a positive difference in classrooms, schools, and society.  Education professionals explore what it means to be a teacher leader in today's diverse and changing educational landscape, while gaining expertise in current research-based educational advancements.  They examine their values, beliefs, vision, and mission, and they explore teacher effectiveness in relation to their role in the larger context of the teaching profession. They collaborate in professional learning communities and advocate for students and other educators in order to promote positive social change. They synthesize their learning throughout the course and use this knowledge to enhance professional growth and development.	(3 sem. cr.)
EDUC 6640	Designing Curriculum, Instruction, and Assessment Show In this course, education professionals examine classroom curriculum, instruction, and assessment in the context of standards and accountability. The importance of alignment of these components and resulting impact on student learning are emphasized. Educators explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting will be discussed. Using their state or district standards, educators engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students. Prerequisites Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.	(3 sem. cr.)
EDUC 6780	Exploring Leadership, Collaboration, and Consultation Show Leadership and collaboration are essential skills for working with teams to provide effective services for individuals with exceptionalities. These are practices that special educators must embrace and continually refine. Educators in this course will analyze the skills and dispositions that build healthy leadership styles and produce positive collaborative relationships.  They will also examine the benefits and challenges of leading and collaborating with others to maximize the learning potential of every student.	(3 sem. cr.)
EDUC 6781	Special Education: Honoring Due Process Show Special education teachers are constantly confronted with ever-changing rules and regulations. In order to effectively lead and collaborate with teachers, families, and other professionals, special education teachers must have a thorough knowledge of the history and current practices related to special education advocacy, policy, and law. When presented with real-life scenarios, candidates will create practical solutions grounded in law and policy.	(3 sem. cr.)
EDUC 6727	Strategies for Teaching English as a Second Language Show Education professionals in this course learn effective instructional skills and strategies to teach English as a second language in the K–12 classroom. Through conceptual and practical discussions and activities, they learn strategies and techniques to help students develop listening, speaking, reading, writing, and vocabulary skills in a variety of English-language learning environments. They also examine a range of language-learning programs, such as dual language immersion, transitional bilingual education, and structured English immersion. Additionally, education professionals learn to apply theories of second-language learning, literacy development, and standards-based teaching strategies to provide productive learning environments for English-language learners in general classroom settings.	(3 sem. cr.)
EDUC 6782	Supporting Effective Evaluation and Assessment Practices Show Special educators in today's schools are responsible for working with a team to evaluate and assess to determine eligibility, create educational plans, and evaluate progress.  In order to do this, they must be aware of and be able to implement culturally responsive, valid, and reliable practices. In this course, candidates will synthesize formal and informal assessments to monitor progress and analyze achievement to drive instructional strategies and assistive technologies for students with exceptionalities.	(3 sem. cr.)
EDUC 6783	Creating Effective Behavior Interventions Show Behavior greatly impacts all students' ability to learn. Special educators are the most frequently called-upon professionals to evaluate, assess, and create behavior interventions whether a student is in a self-contained classroom or an inclusive setting. Candidates will be presented with a case study and reflect together on the behavior by identifying the antecedents and consequences presented. Furthermore, they will develop intervention strategies and share resources of evidence-based practices for improving behavior.	(3 sem. cr.)
EDUC 6784	Adapting Instruction Using Evidence-Based Strategies Show Providing accommodations and differentiating instruction are essential practices for special educators. In this course, special education professionals will apply research-based strategies for designing, delivering, and adapting instruction for students with exceptionalities. Candidates will be presented with real-life scenarios and must debate appropriate research-based instructional strategies to optimize learning for all students.	(3 sem. cr.)
EDUC 6785	Implementing Literacy-Based Instructional Interventions Show Reading, writing, and communication are literacy competencies that impact the quality of life for all people, especially individuals with exceptionalities. Special education professionals will devise appropriate and effective interventions for individuals with exceptionalities. Candidates will engage in a variety of conceptual and application-based assignments that emphasize ongoing assessment of literacy skills, strategies, and dispositions. Additional areas of emphasis include cultural and linguistic diversity, assistive technologies, and inclusive environments.	(3 sem. cr.)
EDUC 6733	Action Research for Educators Show Education professionals use action research in a variety of ways to positively impact P–12 student learning. They examine, design, and implement action research. They address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve P–12 student academic success, and contribute to positive social change in their classrooms and school environments. Education professionals collect and analyze student data, develop and implement data-informed decisions to guide instructional planning, and engage in reflective practices to ensure continuous improvement and enhance professional growth.	(3 sem. cr.)
	COURSES - ACCELERATED PROGRAM
EDUC 6610	Teacher as Professional Show Effective teachers are leaders who make a positive difference in classrooms, schools, and society.  Education professionals explore what it means to be a teacher leader in today's diverse and changing educational landscape, while gaining expertise in current research-based educational advancements.  They examine their values, beliefs, vision, and mission, and they explore teacher effectiveness in relation to their role in the larger context of the teaching profession. They collaborate in professional learning communities and advocate for students and other educators in order to promote positive social change. They synthesize their learning throughout the course and use this knowledge to enhance professional growth and development.	(3 sem. cr.)
EDUC 6602	Designing Curriculum, Instruction, and Assessment (Accelerating) Show Education professionals ensure continuous improvement for student learning through attention to the relationship among classroom curriculum, instruction, and assessment in standards-based educational systems. They explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Education professionals design educational experiences for P–12 students using data-informed practices in order to promote student learning, critical thinking, and real-world application of knowledge and skills in technology-rich environments. Note: This course offered in an accelerating format.	(3 sem. cr.)
EDUC 6780	Exploring Leadership, Collaboration, and Consultation Show Leadership and collaboration are essential skills for working with teams to provide effective services for individuals with exceptionalities. These are practices that special educators must embrace and continually refine. Educators in this course will analyze the skills and dispositions that build healthy leadership styles and produce positive collaborative relationships.  They will also examine the benefits and challenges of leading and collaborating with others to maximize the learning potential of every student.	(3 sem. cr.)
EDUC 6791	Special Education: Honoring Due Process (Accelerating) Show Special education teachers are constantly confronted with ever-changing rules and regulations. In order to effectively lead and collaborate with teachers, families, and other professionals, special education teachers must have a thorough knowledge of the history and current practices related to special education advocacy, policy, and law. When presented with real-life scenarios, candidates will create practical solutions grounded in law and policy. Note: This course offered in an accelerating format.	(3 sem. cr.)
EDUC 6737	Strategies for Teaching English as a Second Language (Accelerating) Show Education professionals in this course learn effective instructional skills and strategies to teach English as a second language in the K–12 classroom. Through conceptual and practical discussions and activities, they learn strategies and techniques to help students develop listening, speaking, reading, writing, and vocabulary skills in a variety of English-language learning environments. They also examine a range of language-learning programs, such as dual language immersion, transitional bilingual education, and structured English immersion. Additionally, education professionals learn to apply theories of second-language learning, literacy development, and standards-based teaching strategies to provide productive learning environments for English-language learners in general classroom settings.  Note: This course offered in an accelerating format.	(3 sem. cr.)
EDUC 6782	Supporting Effective Evaluation and Assessment Practices Show Special educators in today's schools are responsible for working with a team to evaluate and assess to determine eligibility, create educational plans, and evaluate progress.  In order to do this, they must be aware of and be able to implement culturally responsive, valid, and reliable practices. In this course, candidates will synthesize formal and informal assessments to monitor progress and analyze achievement to drive instructional strategies and assistive technologies for students with exceptionalities.	(3 sem. cr.)
EDUC 6793	Creating Effective Behavioral Interventions (Accelerating) Show Behavior greatly impacts all students' ability to learn. Special educators are the most frequently called upon professionals to evaluate, assess, and create behavior interventions whether a student is in a self-contained classroom or an inclusive setting.  Candidates will be presented with a case study and reflect together on the behavior by identifying the antecedents and consequences presented. Furthermore, they will develop intervention strategies and share resources of evidence-based practices for improving behavior. Note: This course offered in an accelerating format.	(3 sem. cr.)
EDUC 6784	Adapting Instruction Using Evidence-Based Strategies Show Providing accommodations and differentiating instruction are essential practices for special educators. In this course, special education professionals will apply research-based strategies for designing, delivering, and adapting instruction for students with exceptionalities. Candidates will be presented with real-life scenarios and must debate appropriate research-based instructional strategies to optimize learning for all students.	(3 sem. cr.)
EDUC 6795	Implementing Literacy-Based Instructional Interventions (Accelerating) Show Reading, writing, and communication are literacy competencies that impact the quality of life for all people, especially individuals with exceptionalities. Special education professionals will devise appropriate and effective interventions for individuals with exceptionalities. Candidates will engage in a variety of conceptual and application-based assignments that emphasize ongoing assessment of literacy skills, strategies, and dispositions. Additional areas of emphasis include cultural and linguistic diversity, assistive technologies, and inclusive environments. Note: This course offered in an accelerating format.	(3 sem. cr.)
EDUC 6733	Action Research for Educators Show Education professionals use action research in a variety of ways to positively impact P–12 student learning. They examine, design, and implement action research. They address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve P–12 student academic success, and contribute to positive social change in their classrooms and school environments. Education professionals collect and analyze student data, develop and implement data-informed decisions to guide instructional planning, and engage in reflective practices to ensure continuous improvement and enhance professional growth.	(3 sem. cr.)
VIEW ALL COURSES Less Courses

Walden University's MS in Education program with a specialization in Special Education (Non-Licensure) does not lead to certification or licensure in special education. Walden makes no representation, warranty, guarantee, or commitment that successful completion of this program or coursework for graduate credit within this program, will permit a graduate to obtain state certification or licensure as a special education teacher.

Note on Teacher Licensure or Certification
This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Tuition and Fees

Curriculum Component	Requirements	Cost	amount
Tuition	30 semester credit hours	$580 per semester hour	$17,400
Technology Fee	Per semester	$210	$1,050
			$18,450*

*Tuition reflects the minimum time to completion. Time to completion varies by student, depending on individual progress and credits transferred, if applicable. Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition reductions. Walden may accept up to 15 transfer credits. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.

Tuition and fees are subject to change. Books and materials are not included and may cost between $1,000 and $1,400.

MSEd Accelerated

Admission Requirements

To be considered for this master’s program, you must have a bachelor’s degree from an accredited college or university, teaching experience, and meet the general admission requirements. All applicants must submit a completed online application and transcripts. Depending on program specialization, additional requirements may apply.

More information for international applicants.

Learning Outcomes

Graduates of this program will be prepared to:

• Advocate for legal and ethical policy that supports high quality education for individuals with exceptional learning needs.
• Provide leadership through effective communication and use of technology to promote practices and procedures that support and respect all individuals and result in positive, productive work environments.
• Use educational research to increase expertise, improve instructional and intervention techniques and materials, and foster an environment that supports instructional improvement.
• Plan, present, and evaluate professional development for self and others that focuses on supporting student access to learning through effective teaching strategies, curriculum standards, and assistive technology.
• Collaborate with multiple stakeholders to improve instructional programs at the school and systems levels and develop procedures to improve management systems.
• Create supportive environments that safeguard the legal rights of students and their families.
• Understand the significance of the role of collaboration and promote understanding, resolve conflicts, and build consensus among both internal and external stakeholders.