Master of Arts (M.A.) in
Special Education
Transition, Advocacy and Planning Across the Lifespan
Meet the diverse needs of children, youth, and adults with disabilities
Why Choose the MA in Special Education: Transition, Advocacy, and Planning Across the Lifespan at USJ?
- Fully Online Cohort
Study from anywhere while staying connected to a supportive peer group.
- Live Virtual Classes
Just one evening per week—built for working educators.
- 8-Week Courses
Focused, fast-paced, and designed for immediate classroom application.
- Integrate Technology Tools
Learn how to use emerging technologies to help support students in the classroom.
- Innovate Your Practice
Deepen impact with inclusive, research-informed strategies.
- Designed for Balance
Finish in 2 years—without stepping away from your classroom.
Transformative Learning for Today’s Classrooms
The Master of Arts in Special Education: Transition, Advocacy and Planning Across the Lifespan is a program designed to meet the professional needs of accessibility coordinators, disability service professionals, transition coordinators, and educators supporting postsecondary transition planning. Students in the Special Education: Transition, Advocacy and Planning Across the Lifespan program will learn evidenced-base practices to address the needs of growing populations of students with disabilities in post-secondary education environments and develop equitable practices that support the learning of all students.
Program Design
Built for working professionals, this fully online program combines the flexibility of asynchronous learning with the richness of live, weekly online sessions that promote collaboration and real-time engagement.
- Follows a cohort model for peer support and community
- Courses are offered in eight-week blocks, one at a time
- Live class sessions meet one evening per week from 4:45 PM – 8:45 PM
- Program can be completed in approximately two years
Prerequisites
To apply, students must:
- Hold a bachelor’s degree from a regionally accredited institution (minimum GPA of 2.5)
- Related service professionals, special educators, case managers, and support services personnel are invited to participate in this program.
What You’ll Learn
- Learn evidence-based practices to address the needs of growing populations of students with disabilities in post-secondary education environments
- Develop equitable teaching practices that support the learning of all students
- Complete and collaborate in online synchronous learning experience that connect theory with practice
Degree Requirements and Career Outcomes
The degree requirements for this program are successful completion of the program’s respective courses (listed below) and completion of a course-embedded capstone project as a university requirement. Upon completion of this program, students will have earned a Master of Arts in Special Education. The cohort model allows students to meet individualized professional development goals. This is not a certificate, licensure, or endorsement program.
Graduates are prepared to:
- Meet the diverse academic, behavioral, and accessibility needs of children, youth, and adults with disabilities.
- Facilitate neurodiverse learners’ successful transition into employment and community participation beyond post-secondary settings.
Effectively bridge the gap between the special education services required for students in secondary school and the lack of support offered at many colleges and universities.
Plan of Study
| Course | Title | Hours |
| SPEC 560 | Introduction to Autism and Neurodiverse Learners This course provides historical and current views regarding the characteristics, etiology, and prognosis of children with Autism Spectrum Disorders in schools. Issues such as diagnostic procedures, classroom structure, research-based instructional strategies, and family involvement are surveyed. | 3 |
| SPEC 541 | Creating Effective System of Support Focuses on current trends and issues related to collaborative planning on behalf of students with disabilities. Explores the roles and responsibilities of interdisciplinary team members in meeting the needs of diverse learners in a variety of settings. | 3 |
| SPEC 523 | Introduction to Transition Planning This course focuses on foundational concepts and evidence-based practices in transition planning in K-12 settings and explores the impact of transition planning on post-secondary education, employment, and community settings. | 3 |
| SPEC 539 | Universal Design for Learning: Proactive Inclusion for All Students Designing curriculum, instruction, and supports to meet the needs of diverse learners in the classroom. | 3 |
| SPEC 527 | Foundation of Disability Law for Postsecondary Accessibility and Advocacy In this course graduate students will examine the Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) to better understand what these laws mandate about transition planning for students with disabilities and accessibility in postsecondary contexts. | 3 |
| SPEC 528 | Assessment for Accessibility and Advocacy Covers us of K-12 special education achievement and cognitive assessments to inform accommodation plans and services. Students will interpret and utilize special education assessment data and disability documentation to create strength-based ADA compliant accommodation and supports plans for use in post-secondary settings and employment. | 3 |
| SPEC 529 | Promoting Student Self-Determination for Advocacy Covers the role of strength-based person-centered planning in both K-12 transition services and post-secondary education environments, building positive relationships with K-12 college students, and facilitates the development of self-advocacy skills. | 3 |
| SPEC 505 | Assistive Technology for Access to the Curriculum This course is designed to assist all children in accessing the curriculum. Emphasis will be on: assistive technology definitions and the law; classroom modifications for vision and hearing, communication, reading, writing, math; and transitions for aiding progress in the general education setting. | 3 |
| SPEC 530 | Research in Special Education* This course focuses on research models used in educational settings. Emphasis on interpreting and evaluating educational research and examination of current students that are representative of the various research models. Master’s Capstone Project included. | 3 |
| SPEC 596 | Practicum Students select topic of project to pursue through independent or small group work. Practicum topics are selected during SPEC 530 aligned with concentration/focus of student. | 3 |
| Total Credit Hours: | 30 |
Please Note:
*Master’s Capstone Project Included
The courses for this program may be offered in a different order. This list should not be considered the finalized course sequence.
Request Info
What Teachers Are Saying
