https://tal.edu.miami.edu/graduate/masters/se-msed/index.html
Overview
This degree prepares individuals to work with students with disabilities in collaborative school environments. The course of study consists of 30-36 credits over six terms (one year that includes two summers). The program accommodates both working teachers and individuals seeking initial teacher certification in special education.
The initial certification option includes 6-credit hours of student teaching including related Florida Educator Accomplished Practices support. The State approved program provides competencies for initial certification in K-12 special education with reading and ESOL endorsement.
Admission Requirements
Admission to all graduate-degree concentrations in the School of Education and Human Development is based on the recommendation of the faculty. This program accepts applications for Fall admissions. Admissions decisions are based on faculty review of the following admission requirements for the M.S.Ed. in Special Education application.
- Completed application submitted through the Graduate School’s application portal
- A bachelor’s degree from a regionally accredited institution with a minimum 3.0 cumulative undergraduate grade point average (GPA)
- Submit official transcripts from each post-secondary institution (college or university) you attended, even if you did not earn a degree
- Send electronic eScripts to sehdgradadmissions@miami.edu. If electronic delivery is not available at your institution, mail official transcripts to: SEHD Graduate Admissions, 1507 Levante Ave, Suite 311, Coral Gables, FL 33146
- Provide three letters of recommendation. Letters should speak to your academic strengths and are ideally submitted by professors or academic advisors. If you have been out of school for some time and are no longer in contact with former faculty, letters from employment supervisors may be accepted. Recommendations should also reflect your personal and professional experiences and characteristics relevant to the field and/or degree program.
- Statement of Purpose. One page statement that discuss your most valuable professional accomplishment to date and explain why this experience has been meaningful to your professional growth. You should also describe your most valuable personal accomplishment, such as overcoming a significant challenge or achieving an important milestone, including a brief summary of the context (without identifying others), how you felt during that time, how you addressed or managed the situation, how the experience changed you as a person, and what you would do differently if faced with a similar situation in the future. Finally, describe your primary goals and aspirations for enrolling in the M.S. Ed. program, including why you wish to deepen your knowledge of the program’s core content and your immediate and long-term career goals upon completion of the degree. See the program's website for more information .
- Resume
- Take part in an admissions interview may be required
- International Applicants. In addition to all the above admissions requirements, they must provide the following:
- International credentials must be evaluated by a NACES member to confirm degree and GPA equivalences
- Acceptable scores from one of the following English proficiency exams are required for international applicants whose native language is not English:
- TOEFL (iBT): minimum score of 80 (before January 21, 2026) or 4.5 (after January 21, 2026)
- IELTS (Academic): minimum score of 6.5
- Duolingo English Test: minimum score of 125
- Copy of passport
- Copy of diploma with English translation for degrees earned outside of the United States
- Official and original transcripts with English translation
- Acceptable scores from one of the following English proficiency exams are required for international applicants whose native language is not English:
We encourage candidates to upload unofficial transcripts and test scores with their application to help expedite the review process while official documents are being processed.
HAVE QUESTIONS?
Connect with a School of Education and Human Development graduate studies Applicant Journey Representative at (305) 284-SEHD (7343), or by email at sehd_admissions@miami.edu.
Admission Decision
Once an applicant has been admitted to graduate study, that individual should meet with the faculty advisor who was appointed to serve in that capacity and whose name appears in the admissions letter. This advisor will help the student enroll in courses that are appropriate to the program; to develop and to refine a Course Sequence Plan that must be on file in the Academic Affairs I Graduate Studies Office by the end of the first semester of enrollment.
Handbook of Policies and Procedures
The School of Education and Human Development follows the Graduate School’s Honor Code. All students are required to review the Graduate Student Honor Code and the School of Education and Human Development’s Handbook of Policies and Procedures for Graduate Students and submit the signed Acknowledgement of Receipt located on page 3 by the end of their first semester of enrollment.
Curriculum Requirements
| Code | Title | Credit Hours |
|---|---|---|
| Core Course List | ||
| TAL 606 | Issues and Strategies for ESOL | 3 |
or TAL 683 Introduction to Theories and Practice of TESOL | ||
| TAL 608 | Language Development for Linguistically and Culturally Diverse Students | 3 |
or TAL 686 Principles of First and Second Language Acquisition | ||
| TAL 614 | Assessment in Inclusive and Special Education Classrooms | 3 |
| TAL 629 | Educating Exceptional Students | 3 |
| TAL 634 | Language and Reading Instruction | 3 |
or TAL 647 Language and Early Reading Instruction | ||
| TAL 635 | Inclusive Models of Teaching | 3 |
| TAL 636 | Universal Design for Learning and Assistive Technology Strategies for Transition | 3 |
| TAL 654 | STEM Methods for Diverse Learners | 3 |
| TAL 668 | Human Development, Learning and Schooling | 3 |
| TAL 677 | Applied Research in Education | 3 |
| Total Credit Hours | 30 | |
Curriculum Requirements
For students seeking initial teacher certification in Special Education
| Code | Title | Credit Hours |
|---|---|---|
| Core Course List | ||
| TAL 606 | Issues and Strategies for ESOL | 3 |
or TAL 683 Introduction to Theories and Practice of TESOL | ||
| TAL 608 | Language Development for Linguistically and Culturally Diverse Students | 3 |
or TAL 686 Principles of First and Second Language Acquisition | ||
| TAL 614 | Assessment in Inclusive and Special Education Classrooms | 3 |
| TAL 629 | Educating Exceptional Students | 3 |
| TAL 634 | Language and Reading Instruction | 3 |
or TAL 647 Language and Early Reading Instruction | ||
| TAL 635 | Inclusive Models of Teaching | 3 |
| TAL 636 | Universal Design for Learning and Assistive Technology Strategies for Transition | 3 |
| TAL 654 | STEM Methods for Diverse Learners | 3 |
| TAL 668 | Human Development, Learning and Schooling | 3 |
| TAL 677 | Applied Research in Education | 3 |
| TAL 621 | Student Teaching in the Elementary School | 5 |
| or TAL 622 | Student Teaching in the Secondary School. | |
| TAL 623 | Seminar on Teaching | 1 |
| Total Credit Hours | 36 | |
Sample Plan of Study
This is a sample Plan of Study. Your actual course sequence may vary depending on your previous academic experience as well as current course offerings. Students should meet with their academic advisor each semester to determine the appropriate course selection.
| Year One | ||
|---|---|---|
| Fall | Credit Hours | |
| TAL 606 | Issues and Strategies for ESOL | 3 |
| TAL 614 | Assessment in Inclusive and Special Education Classrooms | 3 |
| TAL 629 | Educating Exceptional Students | 3 |
| Credit Hours | 9 | |
| Spring | ||
| TAL 608 | Language Development for Linguistically and Culturally Diverse Students | 3 |
| TAL 634 | Language and Reading Instruction | 3 |
| TAL 635 | Inclusive Models of Teaching | 3 |
| Credit Hours | 9 | |
| Summer | ||
| TAL 668 | Human Development, Learning and Schooling | 3 |
| Credit Hours | 3 | |
| Year Two | ||
| Fall | ||
| TAL 636 | Universal Design for Learning and Assistive Technology Strategies for Transition | 3 |
| TAL 654 | STEM Methods for Diverse Learners | 3 |
| TAL 677 | Applied Research in Education | 3 |
| Credit Hours | 9 | |
| Total Credit Hours | 30 | |
Mission
Over the last decade, special education has been a critical shortage area in teaching at the national, state, and district levels. The US Department of Education reported on the designated teacher shortage areas by State for 2021-2022 and noted that special education is a critical shortage area in the state of Florida, the site of this program (See https://tsa.ed.gov/#/reports). Further, the Miami-Dade County Public School district has issued a recruitment call for certified special educators to meet the critical shortage area demand. Almost 50% of the current MDCPS open teaching positions require a special education teaching certification. The goal of this program is to address the critical shortage by producing certified special education teachers who possess the requisite knowledge and skills to pursue careers in special education.
Goals
The specific learning objectives for this program are to increase:
- Knowledge of foundations of special education including knowledge of the IEP and the transition process;
- Knowledge of assessment and evaluation including reading, language/communication, and behavioral assessments and supports; and
- Knowledge of effective instructional practices in special education.
Student Learning Outcomes
- Students will demonstrate knowledge of foundations of special education.
- Students will demonstrate knowledge of assessment and evaluation for special education.
- Students will demonstrate knowledge of instructional practices in special education.
