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Message from the President: COVID-19 | 2021 Winter Commencement Celebration
If you’re an experienced special educator with the desire to enhance your skills, this MSEd specialization offers a path to continuing professional achievement. Gain leadership skills to support and sustain effective practices for students with exceptionalities.
Coursework in this program synthesizes the most current research in the arenas of neuroscience, assessment, and scientifically based interventions. Real-world case studies and virtual scenarios encourage collaborative problem-solving using research-based strategies. You’ll focus on learning practical strategies that include:
This specialization is offered in both the traditional program and accelerated option.
Receive your first course at no cost if you reside in the U.S. and start this program on March 8, 2021. Contact one of our Enrollment Specialists to learn more.
Get Started NowMSEd 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.3
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.4
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 your time to completion, call an Enrollment Specialist at 855-646-5286.
Course Code | Title | Credits |
---|---|---|
EDUC 6610 |
Teacher as ProfessionalEffective 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 AssessmentIn 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. (Prerequisite(s): 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 ConsultationLeadership 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 ProcessSpecial 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 LanguageEducation 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 PracticesSpecial 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 InterventionsBehavior 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 StrategiesProviding 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 InterventionsReading, 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 EducatorsEducation 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 ProfessionalEffective 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)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. |
(3 sem. cr.) |
EDUC 6780 |
Exploring Leadership, Collaboration, and ConsultationLeadership 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)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 6737 |
Strategies for Teaching English as a Second Language (Accelerating)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 PracticesSpecial 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)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 StrategiesProviding 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)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 EducatorsEducation 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 |
Curriculum Component | Requirements | Cost | Total * |
---|---|---|---|
Tuition | 30 total semester credit hours | $580 per semester hour | $17,400 |
Technology Fee | Per semester | $210 | $1,050 |
TOTAL | $18,450 | ||
Transfer up to 15 credits | $9,120 | ||
Total with Maximum Transfer Credits† | $9,330 |
The tuition reflects the minimum credits to completion. Program completion varies by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, 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.
†Maximum transfer credit total includes reduction in technology fee as related to reduced number of courses over time
While the MSED accelerated program is designed to be completed in 12-months, time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an Enrollment Specialist at 855-646-5286.
Course Code | Title | Credits |
---|---|---|
EDUC 6610 |
Teacher as ProfessionalEffective 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)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. |
(3 sem. cr.) |
EDUC 6780 |
Exploring Leadership, Collaboration, and ConsultationLeadership 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)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 6737 |
Strategies for Teaching English as a Second Language (Accelerating)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 PracticesSpecial 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)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 StrategiesProviding 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)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 EducatorsEducation 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 |
Curriculum Component | Requirements | Cost | Total * |
---|---|---|---|
Tuition | 15 semester credits, traditional courses (depending on specialization) | $580 per semester credit hour | $8,700 |
15 semester credits, accelerating courses (depending on specialization) | $1,800 | ||
30 total semester credit hours | $10,500 | ||
Technology Fee | Per semester | $210 | $1630 |
TOTAL | $11,130 | ||
Transfer up to 15 credits | $5,670 | ||
Total with Maximum Transfer Credits† | $5,460 |
The tuition reflects the minimum credits to completion. Program completion varies by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, 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.
†Maximum transfer credit total includes reduction in technology fee as related to reduced number of courses over time
Many Walden degree-seeking students—67%—receive some form of financial aid.* Create a customized plan that makes sense for you.
*Source: Walden University’s Office of Financial Aid. Data reports as of 2018.
Find Ways to SaveReceive your first course at no cost if you reside in the U.S. and start this program on March 8, 2021. Contact one of our Enrollment Specialists to learn more.
Get Started NowTo 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.
Graduates of this program will be prepared to:
My experience at Walden was one of the most trouble-free experiences I’ve ever had studying either online or face-face.
Syuen Walker MS in Education (MSEd) Gradua:e
I am passionate about social change and Walden was the only school that mentioned such as a vision/mission.
Desmond Pittman MS in Education (MSEd) Graduate
My MSEd helped me reach a point in my career where I am comfortable, knowledgeable, and happy about what I do and what I can offer to my students and colleagues.
Neysha Parker MS in Education (MSEd) Graduate
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