Special Education

The Master of Arts degree in Special Education provides the professional educator with advanced knowledge and skills in special education. This degree has many requirements in common with the Education Specialist Clear/Induction Credentials in Special Education and may be earned concurrently with those credentials. Although the M.A. degree is usually linked to a teaching credential, it is open to individuals with undergraduate degrees in a wide range of disciplines in consultation with the graduate advisor.

Admission requirements for the M.A. include the prerequisite course SPED 527 and at least a 3.0 GPA from credential and undergraduate studies.

Concentrations

The M.A. degree can include concentrations in the following areas:

• Behavior Analysis and Autism
• Early Childhood
• Mild/Moderate Support Needs
• Extensive Support Needs

All programs must be approved by the graduate advisor.

Behavior Analysis and Autism Concentration

Offering in-depth study of issues related to individuals affected by Autism Spectrum Disorders.

This master's degree embeds an approved course sequence for the BCBA (Board Certified Behavior Analyst). The M.A. degree also embeds most of the Clear coursework for the Extensive Support Needs and Early Childhood credentials in California.

Visit Behavior Analysis and Autism Concentration for more information on specific BCBA and coursework requriements for this concentration.

Early Childhood Concentration

Preparing educators and other professionals to work with infant, toddler and preschool-age children with exceptionalities and their families.

Mild to Moderate Support Needs Concentration

Preparing educators and other professionals to work with students with disabilities in grades K-12, and adults up to age 22.

Extensive Support Needs Concentration

Preparing educators and other professionals to work with students with a wide range of disabilities in grades K-12, and adults up to age 22. 

In general, applicants will be programmed for Plan B, the seminar plan. After the student is approximately halfway through the program, has secured an adviser, and established a thesis plan, permission to transfer to Plan A may be requested. Plan A is designed for students who have a particular research problem they wish to investigate in some detail. Requests for transfer to Plan A must be prepared as an official change in the program for the master’s degree, countersigned by the faculty adviser, and submitted to the Office of Graduate Programs in the College of Education.

Candidates for the Master of Arts degree in education who elect Plan B, must pass the comprehensive examination.

Consult the Graduate advisor about potential credit for other 500-700 level courses you have taken.

Degree Learning Outcomes (DLO)

1. Apply social justice and equity frameworks to the understanding of special education services and systems that support individuals and families from culturally and linguistically diverse backgrounds.

2. Explore quantitative and qualitative research methodologies and apply relevant methods to design and implement an action research project designed to address impactful questions in the field of special education.

3. Identify, summarize and synthesize relevant research literature on current practices in special education using a professional writing style.

4. Demonstrate an understanding and application of evidence-based practices that improve the quality of life for individuals with disabilities and their families.

5. Articulate an intersectional professional identity through written and oral expression that incorporates leadership, and conduct consistent with professional standards, ethical practices, and advocacy.

Curriculum Alignment Matrix

I= Introduced
D=Developing
M=Mastered

Advising

Yasemin Turan-Qian Ph.D.

Associate Professor[email protected]