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  1. Programs
  3. Master of Arts in Education: Special Education

Master of Arts in Education: Special Education

University of Alabama at Birmingham

Master's DegreeAcademicCIP: 13.1001

Become a contributor for free to openly demonstrate student outcomes, industry alignment & eligibility criteria.

The MAEd degree in Early Childhood Special Education program requires a minimum of 36 hours. A minimum GPA of 3.25 is required.

Credits

36 credits

Format

In-Person

Eligibility Calculator

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Program Pathways

Credentials this program stacks toward

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Program Details

Detailed information about this program

No detailed information available.

Requirements

What you need to earn this credential

No requirements listed.

Financial Aid

Eligible funding programs

No funding information available.

Scholarships

No scholarships listed.

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Locations

Where this program is offered

  • Alabama

    Alabama

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Related Programs

Programs related to this one

No related programs.

Skills & Competencies

Skills developed through this program

Auto-populated·from O*NET via SOC 25-9043.00

Skills

Active ListeningSpeakingLearning StrategiesInstructingWritingReading ComprehensionSocial PerceptivenessService OrientationActive LearningCritical ThinkingMonitoringJudgment and Decision MakingCoordination

Knowledge

English LanguageEducation and TrainingCustomer and Personal ServicePsychologyMathematicsTherapy and CounselingComputers and ElectronicsAdministrativePublic Safety and Security

Abilities

Oral ComprehensionOral ExpressionProblem SensitivitySpeech ClarityWritten ComprehensionDeductive ReasoningWritten ExpressionSpeech RecognitionInductive ReasoningNear VisionFluency of IdeasInformation Ordering

Tasks

  • Provide assistance to students with special needs.
  • Teach socially acceptable behavior, employing techniques such as behavior modification or positive r
  • Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips
  • Adapt instructional techniques to the age and skill levels of students.
  • Instruct students, using adapted physical education techniques, to improve physical fitness, gross m
  • Provide individual or small groups of students with adapted physical education instruction that meet
  • Discuss with education professionals the physical abilities or disabilities of students and the accommodations required to enhance their school performance.
  • Prepare and deliver lectures to undergraduate or graduate students on topics such as financial accou
  • Evaluate and grade students' class work, assignments, and papers.
  • Initiate, facilitate, and moderate classroom discussions.
  • Establish and enforce rules for behavior and policies and procedures to maintain order among student
  • Maintain accurate and complete student records, and prepare reports on children and activities, as r
  • Confer with parents, administrators, testing specialists, social workers, or other professionals to
  • Monitor students using personal electronics or school-issued technology.
  • Develop or write Individualized Education Programs (IEPs) for students.
  • Develop and implement strategies to meet the needs of students with a variety of handicapping condit
  • Track students' progress on computer-based programs, such as reading fluency and comprehension.
  • Instruct students with disabilities in academic subjects, using a variety of techniques, such as pho
  • Develop or implement strategies to meet the needs of students with a variety of disabilities.
  • Employ special educational strategies or techniques during instruction to improve the development of
  • Communicate nonverbally with children to provide them with comfort, encouragement, or positive reinf

Technology

Electronic mail softwareData base user interface and query softwareComputer based training softwareGraphics or photo imaging softwareSpreadsheet softwareVideo creation and editing softwareWeb page creation and editing softwareOffice suite softwareVoice recognition softwareDesktop communications softwareWord processing softwareWeb platform development softwareAnalytical or scientific softwareDocument management softwareDesktop publishing softwareOperating system software

Tools

Alternative computer keyboardsAudio tape recorders or playersBraille slatesBraille stylusesCommunication boardsCompact disk CD playersComputer laser printersData input scannersDesktop computersDigital video camerasDigital video disk DVD playersEducational board gamesEmergency first aid kitsEnteral feeding equipmentEye controlled computer mouse equipmentArchery targetsBadminton setsBalance beamsBalance boardsBasketball hoopsBasketballsBeeper ballsBowling setsCroquet setsDart board equipmentDumbbellsAssistive amplification systemsBunsen burnersDissection scalpelsDocument cameras

Work Values

RelationshipsAchievementIndependenceSupportRecognitionWorking Conditions
Career Pathways

Occupations this program prepares you for

  • Teaching Assistants, Special Education25-9043.00
  • Adapted Physical Education Specialists25-2059.01
  • Special Education Teachers, All Other25-2059.00
  • Special Education Teachers, Secondary School25-2058.00
  • Special Education Teachers, Middle School25-2057.00
  • Special Education Teachers, Elementary School25-2056.00
  • Special Education Teachers, Kindergarten25-2055.00
  • Special Education Teachers, Preschool25-2051.00
What You'll Learn

Key competencies developed through this program

Auto-populated·from NSX Competency Framework

Mastery: advanced (Level 4)(based on Master's Degree)

  • Program-level student support strategy — lead the development and continuous improvement of support frameworks for students with special needs across an entire school or district program.
  • Paraprofessional staff mentorship — coach, model best practices for, and evaluate emerging and developing teaching assistants, fostering professional growth within the special education team.
  • Institutional behavior support systems — spearhead school-wide positive behavioral intervention and support initiatives, advising administrators on evidence-based approaches to student conduct.
  • Assistive technology leadership — evaluate emerging assistive and educational technologies at the organizational level and guide procurement, training, and implementation for special education programs.
  • Interdisciplinary team coordination — lead cross-functional collaboration among teachers, psychologists, speech-language pathologists, and administrators to align therapeutic and instructional goals for high-need student populations.
  • IEP process contribution — provide expert observational and functional data that directly informs Individualized Education Program development, modifications, and compliance across caseloads.
  • Professional learning facilitation — design and deliver training sessions for instructional staff on special education strategies, learning accommodations, and culturally responsive practices.
  • Data and reporting infrastructure — establish and oversee systematic data collection, tracking, and reporting protocols using database and project management tools to support program accountability.
  • Crisis intervention and policy leadership — advise administrators on policy revisions related to student behavioral crises, safety procedures, and inclusive practice based on documented field expertise.
  • Community and stakeholder engagement — represent the special education program in family, community, and district forums, translating complex student needs into accessible information to build broad support.

Some details on this page are auto-populated from public workforce data sources: O*NET (opens in new tab), BLS (opens in new tab), College Scorecard (opens in new tab), DOL Training Provider Results (opens in new tab), NSX (opens in new tab). Provided in partnership with LER.me Career Intelligence.

Student Outcomes

Performance metrics for this program

Completion Rate
Not reported
Placement Rate
Not reported