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Teacher of Students with Moderate Disabilities Master's Degree (MEd)
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Grade Levels:
PreK-8 or 5-12
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Credits for Licensure:
39-42
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Degree:
Masters of Education (MEd)
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Program Approved:
Massachusetts Dept. of Elementary & Secondary Education
Program Description
The Master of Education in Special Education degree at Cambridge College prepares you for licensure as a Teacher of Students With Moderate Disabilities at either the PreK-8 or grades 5-12 level. The required special education curriculum includes more than a dozen courses focused on key principles of special education such as collaboration, inclusion, assessment, adaptation, and regulations. The master’s in special education degree also requires 300 hours of practicum field work and a practicum seminar prior to graduation. The master’s degree program welcomes students who are already licensed teachers and those who are not. Students who are not already licensed teachers must pass all MTEL exams (Massachusetts Tests for Educational Licensure) before starting practicum placements.
Cambridge College Master’s in Special Education Degree Highlights
Cambridge College understands that busy students require flexible courses so that academic progress is possible while also taking care of work and family responsibilities.
Choose an academic schedule that offers evening and weekend classes as well as online options. Cambridge College specializes in helping adult students earn their degree and achieve their career goals.
- Apply without having to take the GRE or MTEL tests in advance. Cambridge College strives to make the admission application process as simple as possible so that you can get started on your special education degree right away. Of course, students who are already licensed teachers have previously passed their MTELs. Students who are not yet teachers simply need to pass the MTEL exams before starting the required degree practicum — not before they apply for admission.
- Go at your own pace. The special education master’s program at Cambridge College can be completed in as little as two years. You also have the option to complete special education courses and make academic progress at your own pace.
- Learn from caring and supportive faculty. Special education faculty members at Cambridge College truly understand adult students. They also bring years of special education teaching experience, including the unique challenges of working in underserved areas.
- Use the latest classroom technology. Cambridge College provides classroom and adaptive technologies used in careers in special education, so you will gain hands-on experience with the same technology used throughout the special education profession.
- Enjoy less commuting stress. All of our classrooms locations are near public transportation and/or offer ample parking.
- Pay less tuition and get more value. Compared to similar special education master’s programs, Cambridge College proudly offers more affordable tuition to teachers, current and future, so that they can reach their career and academic goals.
Having a degree in special education, you’ll forever have a job. You’re always going to be employable, and you’ll have infinite possibilities.
Marie Regonini
Cambridge College Special Education Student
Master’s in Special Education Degree Learning Outcomes
When you graduate from Cambridge College with a master’s in special education (officially called a Master of Education Degree, Teacher of Students With Moderate Disabilities), you exit with the knowledge, skills, and full understanding of how to become a special education teacher:
- Bring a working knowledge of the characteristics and instructional implications of disabling conditions.
- Understand public school curriculums and help students with moderate disabilities to access the curriculum.
- Use state-of-the-art technology specifically designed for special education students, including those that provide augmented or alternate communication and other assistive technologies.
- Prepare, implement, and evaluate Individualized Education Programs (IEPs).
- Design or modify curriculum material and classroom environments for students with moderate disabilities.
- Leverage knowledge of services provided by other agencies and resources.
- Understand applicable federal and state laws pertaining to special education.
- Feel confident in your understanding of child development, including basic theories of cognitive, social, emotional, language, and physical development.
- Actively employ inclusive practices to create a safe and collaborative learning environment that fosters positive socio-emotional development.
- Set high expectations for all students.
- Implement well-structured lessons, with measurable assessments.
- Engage in ongoing reflection on your professional practice as a special education teacher.
Careers in Special Education — Special Education Teacher Salary
The U.S. Bureau of Labor Statistics projects that employment in special ed jobs will grow 8 percent from 2016 to 2026, which is slightly faster than growth predictions for all occupations in the same time span.
Earning your master’s degree in special education and then becoming licensed as a Teacher of Students With Moderate Disabilities sets the stage for a more secure future — whether you want to make a career change or you’re already a teacher and want to move into special education.
A special ed degree meets hiring requirements for work as a teacher of record in resource room settings, as a consulting teacher, or as a special education co-teacher. Educators who can fill these critical special ed jobs remain in high demand.
Graduating with a special ed master’s degree can also increase your annual salary. Special education teachers typically make more money than general education teachers at the same school.
Learn more! What is a typical special education teacher salary?
The greater Boston metropolitan area is one of the top 10 cities with the highest employment levels for special education teachers at the kindergarten and elementary school levels.*
Massachusetts overall is in the top five states with the highest concentration of jobs for special education teachers working at the middle-school level.*
Several cities in Massachusetts rank in the top 10 metropolitan areas with high concentrations of special ed jobs for teachers working at the secondary or high school level.*
The annual incomes for special ed jobs for teachers tend to be higher for teachers working with older students:
- $58,600 - $93,580, kindergarten and elementary school
- $59,510 - $95,680, middle school
- $60,180 - $97,670, secondary / high school*
Top employers of special ed teachers include the following:
- Public schools and school systems
- Providers of private special ed services for individuals and families
- Child daycare providers
- State and local government agencies
- Residential special ed centers and other residential care facilities
- Educational support services
- Residential centers for people seeking services for developmental disabilities, mental health conditions, and substance abuse
- Offices of health care practitioners, especially those serving children at key diagnostic ages
Here are some common special ed jobs titles:
- School Resource Room Teacher of Record
- Consulting Teacher
- Special Education Co-Teacher
Source: Bureau of Labor Statistics, Occupational Employment and Wages, May 2017. K-elementary: https://www.bls.gov/oes/current/oes252052.htm#st; Middle school: https://www.bls.gov/oes/current/oes252053.htm#st; Secondary: https://www.bls.gov/oes/current/oes252054.htm#st.
Example Special Education Courses
Cambridge College required special ed classes include the following:
- Adapting Materials for Students With Disabilities in General Education Classrooms
- Collaborative and Consultation Techniques
- Laws and Regulations Pertaining to Special Ed
- Inclusion and Classroom Behavior Management
- Psych-Educational Assessment for Teaching Exceptional Children
- Assistive Technology: Modifying Curriculum for Diverse Learners
View the list of required courses (PreK-8 or 5-8).
Special Education Degree Scholarships and Financial Aid
Many graduate students choose Cambridge College because they receive financial aid and tuition help from several sources. Financial aid plays an important role in making a master’s degree possible for many students. Learn more now about financial aid, including how to apply through Cambridge College.
Typically, graduate students consider a combination of grants, scholarships, loans, and work-study. Many also receive tuition assistance from their current employers, so be sure to ask if any tuition assistance is available to you. Learn more about how your employer may pay tuition and expenses.
Related Programs at Cambridge College
If you’re still exploring special education master’s programs, consider these additional master’s degrees offered through Cambridge College:
Curriculum
Non-licensure option: All program components are required except the Practicum, Practicum Seminar and teacher tests. Non-licensure students must complete all pre-practicum hours embedded in the courses.
Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.
Moderate Disabilities - All grade levels
28
Credits
Program Portfolio Integration
EED 735
Students are required to enroll in this 0-credit course during the first semester of their program experience. Enrollment in this 0-credit course activates student access to the Tevera portfolio which facilities the tracking and storage of essential documents required for program completion.
The Reflective Practitioner
EED 5001 • 1 credit(s)
Reflective practice is a process of self-evaluation and analysis that allows teachers to reflect on their teaching practices, identify areas for improvement, and make adjustment to their practice to better support student learning. In this 1-credit course, graduate students will learn to identify their own strengths and challenges, set goals for themselves and their students, evaluate curriculum materials, generate potential solutions to problems of practice, and explore tools and technology to support their reflective practice.
Teaching Phonological and Phonemic Awareness and Phonics
ELE 500
This course is a prerequisite for ELE521. This course will emphasize the development of children’s phonemic awareness, phonological awareness and phonics skills and the learning environment that supports the development of such skills. It will also cover concepts of print, explicit/implicit instruction, analytic/synthetic methods, word analysis skills, the alphabetic principle, and language development.
Adapting Materials for Students with Disabilities in Gen Ed Classrooms
ESP 592 • 1 credit(s)
This course provides participants with the knowledge and skills to adapt curriculum and materials to meet the diverse needs of students. Participants will explore the key frameworks of UDL and differentiation to promote inclusive practices and optimize learning. Participants will evaluate existing curriculum, materials, and instructional practices to ensure they are accessible, engaging, and effective for learners. Emphasis will be on applying accommodations and modifications as well as implementing the frameworks for UDL and differentiation.
Collaboration and Consultation Techniques
ESP 594 • 2 credit(s)
The course explores collaboration and consultation techniques among school-based teams to best support a range of learners in today's classrooms. The course will provide students with the background and knowledge-based to work collaboratively with school-based educators, parents, and outside agencies to improve student outcomes. Students will become familiar with the educator’s role within the IEP process to strengthen educational partnerships through culturally responsive instruction and teamwork to assess, plan, and implement effective classroom environments.
Inclusion and Classroom Behavior Management
ESP 512 • 3 credit(s)
This course focuses on the knowledge of the etiology of learning problems and specific techniques to effectively create an inclusive classroom. Emphasis is on classroom management and the management of challenging behaviors in an inclusion classroom.
Principles of Language Development Bridging Differences and Disorders
ESP 662 • 3 credit(s)
Language acquisition is one of the most important domains within the sciences of the mind. Developments in cognitive neuroscience have made it evident that language has constant neural reorganization. Students develop an overview of the course of language development, biological foundations for language, the major linguistic systems individuals must acquire, and finally the methods of study for language development. Theories of first and second language acquisition and development are introduced. Candidates examine different theories of semantic development, phonological development, morphological development and syntax. Students come to understand the relationship between language acquisition, language impairment, and treatments of children with learning differences including dyslexia as well as other communicative disabilities are also discussed. Pre-practicum hours of directed field-based training required.
Theories of Typical and Atypical Human Development
ESP 689 • 3 credit(s)
This course examines current research and theoretical models that focus on typical and atypical development of children. Emphasis is on understanding children's psychological, intellectual, physical and socio-emotional development. Piaget's theory of cognitive development is examined along with recent investigations and adaptations. Theories of the role of context (physical, social and cultural impacts on development) are compared. The impact of developmental theories on the education of children with disabilities is examined. Formulation of a developmentally appropriate Individual educational Plan is required. Pre-practicum hours required.
Psycho-Educational Assessment for Teaching Exceptional Students
ESP 607 • 3 credit(s)
This course prepares candidates to assess various educational test instruments, understand outcome data, analyze various data sets and make hypotheses, and formulate academic goals and objectives. Candidates develop a conceptual framework to understand student's academic needs and develop appropriate interventions based upon testing outcome data. Test construction is introduced for evaluating various assessment instruments and the appropriateness of their use. Students utilize formal and informal assessments, standardized instrumentation, and screening instrumentation to gather data and formulate appropriate interventions and accommodations for various educational plans. Specific practices include formative assessment, academic feedback, and questioning. Pre-practicum hours of directed field-based training required.
Assistive Technology: Modifying the Curriculum for Diverse Learners
ESP 615 • 3 credit(s)
This course examines Assistive Technology in special education, ensuring compliance with Federal regulations under IDEA. Participants will explore best practices and strategies pertaining to the development and delivery of effective AT services. Topics include considering and assessing AT needs, integrating AT into IEPs, effective team collaboration, and implementing AT for low and high-incidence disabilities. The course also covers promising practices for AT selection, creating accessible educational materials, and the impact of UDL on AT.
Pedagogy in Reading and English Language Arts
ESP 680 • 3 credit(s)
This course develops a thorough understanding of the fundamental principles of reading and writing development based on the active view of reading model and science of reading research. Diagnostic tools and classroom techniques for teaching and assessing phonological awareness, decoding, encoding, comprehension strategies, and fluency skills are explored, along with related theories, research, and developmentally appropriate practices.
Laws and Regulations Pertaining to Special Education
ESP 695 • 3 credit(s)
This course will focus on special education laws regarding the pre-referral and referral of a student and the development of an Individual Education Plan (IEP). Emphasis will be on strategies for including students in general education classrooms in the Least Restrictive Environment (LRE).
Moderate Disabilities (PreK-8)
3
Credits
Common Core Math
MAT 623 • 3 credit(s)
Course will address all Massachusetts Common Core State Standards in Mathematics.
Inclusion in Math Class
MAT 700 • 3 credit(s)
This course promotes collaboration between mathematics and special educators to improve instruction and outcomes for all students, including students with disabilities. This course provides a structure for developing shared visions, common language, foundational knowledge of mathematics instruction, and the instructional needs of math students with disabilities. The Mathematics Curriculum Frameworks serve as a foundation for high quality core curriculum and instruction addressing conceptual understandings and practices that are an essential part of rigorous math expectations.
Moderate Disabilities (Grades 5-12)
6
Credits
Teaching Social Science, History and Multicultural Education in Grades 5-12
ESP 636 • 3 credit(s)
This course prepares candidates to co-teach and consult with general educators in the area of social studies. Topics investigated are taken from the Massachusetts Curriculum Frameworks/Common Core in history and social studies. Candidates produce and implement well-structured lessons that center on core disciplinary ideas in the K-12 social studies curriculum, utilize primary source materials, and reflect knowledge of formative assessment, differentiated instruction, cooperative learning, and the role of academic feedback and questioning to support higher-order thinking.
Attaining Science Literacy
SCI 680 • 3 credit(s)
This course addresses science literacy by (1) examining the development of the knowledge and skills needed to understand the natural world and to intelligently participate in decisions that affect it, (2) considering science as a way of knowing and as a basis for thinking and problem-solving, and (3) reviewing strategies for promoting science literacy in school programs. Course content includes practical and theoretical constructs with emphasis on connecting theory to practice, applying conceptual understandings to individual teaching settings, and developing skills for independent professional development and scholarship. Pre-practicum hours of directed field-based training required.
Inclusion in Math Class
MAT 700 • 3 credit(s)
This course promotes collaboration between mathematics and special educators to improve instruction and outcomes for all students, including students with disabilities. This course provides a structure for developing shared visions, common language, foundational knowledge of mathematics instruction, and the instructional needs of math students with disabilities. The Mathematics Curriculum Frameworks serve as a foundation for high quality core curriculum and instruction addressing conceptual understandings and practices that are an essential part of rigorous math expectations.
Practicum Prerequisites (For Licensure)
1-4
Credits
- For PreK-8: Pass all MTELs required by Massachusetts for the PreK-8 license: Communication and Literacy, General Curriculum (multi-subject + math subtest (Elementary Math (53), Middle School Math (47) or Mathematics (09) will also meet the math subtest requirement.) + Foundations of Reading (Reading (08) will also meet this requirement.).
- For Grades 5-12: Pass all MTELs required by Massachusetts for the 5-12 license: Communication and Literacy, Foundations of Reading, and either the General Curriculum test or a subject matter test in an approved academic subject: English, mathematics, science (biology, chemistry, earth science, general science, and physics), history, middle school humanities, middle school mathematics/science, or political science/political philosophy (5-8 or 8-12).
- For both grade levels:
- SEI605 Sheltered English Immersion (3 credits) or ESE-endorsed course or SEI MTEL.
- Pass all required courses.
- Pre-Practicum — Successfully complete program-specific hours in diverse settings (0 credit)
- EDU704 Practicum Readiness (1 credit)
- Submit Practicum Application and Placement Approval Forms.
SEI (Sheltered English Immersion) Content License Endorsement Course
SEI 605 • 3 credit(s)
This Sheltered English Immersion (SEI) Content License Endorsement Course is designed for educator licensure candidates in all core academic areas, to prepare them to address the needs, and build on the multilingual and multicultural assets, of a diverse and ever-changing student population in Massachusetts. The course is a key element of the Massachusetts RETELL initiative (Rethinking Equity and Teaching for English Language Learners). RETELL also includes statewide implementation of the WIDA ELD (English Language Development) standards, and the WIDA-ACCESS assessment tools. Participants will be introduced to ELD standard and WIDA tools, and will practice applying research-based SEI instructional strategies as they teach their content to English language learners (ELLs). They will also be introduced to a variety of professional growth opportunities to prepare them to extend their learning by making SEI the focus of professional practice within the new educator evaluation process.
Practicum Readiness
EDU 704 • 1 credit(s)
This course is specifically designed to determine readiness for the practicum. It will assist the teacher candidate to develop his/her skills to be ready to assume the role of student teacher from the first day of practicum. Students will understand the requirements of CAP by engaging in and completing the forms for each of the "essentials" and completing their own goals. All of the Tevera components, other than the practicum documents, will be completed. MTELs will be completed. Those having difficulty with the MTELs will be directed for support. Fieldwork assignments will be required.
Practicum & Seminar
4
Credits
Licensure students only.
The practicum is guided and evaluated by a licensed/certified special educator in the classroom and a Cambridge College supervisor. Practicum locations are subject to ESE regulations and must be discussed with the program chair and approved by the pre-practicum/practicum coordinator.
Practicum: Special Education (PreK-8) 300 hours
ESP 794A • 2 credit(s)
14-week supervised field experience of a minimum of 300 hours in which candidates demonstrate proficiency in meeting the Professional Standards for Teachers. The practicum must meet the hours and setting requirements for the license sought, under the guidance of a supervising practitioner with the appropriate license, with Cambridge College supervision. Assessment follows the Candidate Assessment of Performance (CAP) and assesses ability with respect to: well-structured lessons, high expectations, meeting diverse needs, adjustment to practice, safe learning environment, professional culture/reflective practice, as well as formative assessment, differentiation and providing academic feedback. Artifacts are uploaded into an Exit Portfolio. An Application to Practicum is required.
Practicum Seminar: Special Education
ESP 791 • 2 credit(s)
Practicum required concurrently: ESP790 A/B. The seminar, based on the Professional Standards for Teachers in Massachusetts and those of the Council for Exceptional Children (CEC), provides opportunities for classroom experience and supports students' growth as they assume the teaching role. Candidates receive feedback on lesson plans, and develop instructional practice by analyzing case studies, engaging in role play and viewing of instructor-selected video tapes that depict examples of practice. Candidates upload required key assessments into an Exit Portfolio in TaskStream.
Practicum: Special Education (5-12) 300 hours
ESP 794B • 2 credit(s)
14-week supervised field experience of a minimum of 300 hours in which candidates demonstrate proficiency in meeting the Professional Standards for Teachers. The practicum must meet the hours and setting requirements for the license sought, under the guidance of a supervising practitioner with the appropriate license, with Cambridge College supervision. Assessment follows the Candidate Assessment of Performance (CAP) and assesses ability with respect to: well-structured lessons, high expectations, meeting diverse needs, adjustment to practice, safe learning environment, professional culture/reflective practice, as well as formative assessment, differentiation and providing academic feedback. Artifacts are uploaded into an Exit Portfolio. An Application to Practicum is required.
Senior Instructor
(800) 877-4723Laura.Ziman@go.cambridgecollege.edu
Adjunct Instructor
617-873-0669Tahia.Bell-Sykes@cambridgecollege.edu
Pages
Admissions
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Admission Test:
No standardized graduate school tests required for admission into non-licensure programs.
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Admissions Office:
1-800-829-4723
- Application Form:
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Application Fee:
$50 ($100 for international students; $100 for EdD)
Health Requirements for Massachusetts Students
The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:
Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form
Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.
School Requirements
See Admissions Requirements for School of Education
International Students
International students need to provide supplemental documentation:
- Official demonstration of English language proficiency
- Supplemental documentation for issuance of I-20
- International transcripts, evaluated by an accepted evaluation service
Transfer Credit
Graduate program applicants, please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more.
Undergraduate program applicants, once you are accepted, your official transcripts are evaluated for transfer credit.
Tuition
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Credits for Licensure:
39-42
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Cost per credit hour:
$639
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Application Fee:
$50 ($100 for international students; $100 for EdD)
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Health Insurance Fee:
$3,940 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.
Note: Rates are as of June 2023, and are subject to change without notice. Rates apply to all students unless otherwise noted.
Financial Aid
Cambridge College offers financial aid to students in our degree programs who are enrolled at least half-time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more
Grants, Scholarships, and Loans
Cambridge College welcomes the opportunity to support your efforts to pay for college. Federal, state, and local resources in the form of grants, scholarships, loans, and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more
Getting Your Company to Help
Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more
Take the Next Step Toward Your Special Education Degree
Take the Next Step Toward Your Special Education Degree
Student
Success
Karen Manning
Ready to Apply?
We can help you with any aspect of the application process. Call us at 1-800-829-4723. Start your journey now!
Have Questions?
An admissions counselor will be happy to help you with any questions you may have.
- Email Admissions
- Request Information
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