Prepare for a rewarding career in education with a master’s in Elementary and Special Education Degree
Take your desire to make a difference in the lives of children into the classroom. Earn your Master of Education in Elementary and Special Education degree, and gain the skills and professional licensure you need to start your teaching career.
Successful completion of this full-time, New Hampshire-based elementary and special education degree program prepares you for a rewarding new career and leads to New Hampshire state licensure in elementary education, teaching grades K-6, and special education, teaching students in grades K-12.
This clinical M.Ed. with Dual Certification in Elementary Education and General Special Education will prepare teacher candidates for certification and will ensure that the beginning educators have the required skills, competencies, knowledge, and dispositions specifically needed to support the development and learning of students in elementary grades (K-6) and general special education (K-12). This competency-based, iterative program will provide evidence-based research and clinical opportunities that will be analyzed, evaluated, and refined during the Clinical Experiences I, II, III, and IV, for a total of 44 weeks of clinical experience.
See Yourself Succeed in Elementary Education and Special Education
The M.Ed. in Elementary and Special Education degree combines theory with hands-on, practical experience in a real classrooms. As you work toward earning your initial teaching licensure, you will explore a wide variety of vital topics, including:
- Use of technology to enhance student learning and achievement
- How to prepare developmentally appropriate learning experiences that promote investigation, problem solving and exploration for all students, including students with disabilities
- How to apply scientifically based instructional strategies to promote learning for all students, including students with disabilities
- Understanding the implication of special education law on professional practice
- Effective practices to support the development of reading and language
- Understanding classroom literacy environments that encourage the development of reading, writing, listening, and speaking skills
- Concepts, methods, techniques, and materials necessary to teach social studies and science
- Utilize effective strategies for instruction and assessment of mathematics
- Understanding how a dual certification in elementary and special education prepares a teacher candidate to be effective teachers
As a private, nonprofit university, SNHU has one mission - to help you see yourself succeed. The benefits of earning your master's in elementary education at SNHU include:
- Supportive community. Join the SNHU campus community of fewer than 3,000 students, with faculty and staff dedicated to your success.
- Affordability. SNHU is one of the most affordable private, nonprofit universities in New Hampshire.
Stipends are available to students enrolled in this program. - Accessible faculty. Learn from highly credentialed faculty who are experts in their fields and interact with you in the classroom, dining hall, fitness center, and the stands.
- Efficiency and flexibility. Complete your graduate degree on- campus and in-the-field in as few as 15 months.
- Minimal requirements. No GRE or GMAT required for admission.
- Networking. Tap into our nationwide network of alumni for tips and career opportunities.
- Campus experience. Enjoy more than 50 student clubs, champion Division II athletics and fun events on our 300-acre campus in Manchester, New Hampshire, named a "Best Place to Live" by Money magazine. Graduate Student Activity fees may apply.
Admission Requirements
SNHU requires an undergraduate Grade Point Average (GPA) of 2.75 (or equivalent) for admission. If you are an international student in need of a visa to study on campus, please see our international admission requirements.
Acceptance decisions are made on a rolling basis throughout the year for our June term start. You can apply at any time and get a decision within two weeks of submitting all required materials. To apply, simply complete our online application form.
Careers & Outcomes
Careers in elementary and special education are experiencing healthy growth. Kindergarten and elementary school teacher positions are expected to grow 7% through 2024, while special education teacher positions are expected to grow 8% through 2026, according to the U.S. Bureau of Labor Statistics. With a M.Ed. in Elementary Education and Special Education, careers in education can be enhanced and broadened.
Licensure Information
This program is approved by the New Hampshire State Department of Education for Teacher Certification as leading to an endorsement in New Hampshire. Southern New Hampshire University cannot guarantee licensure, certification, endorsement or salary benefits. View disclosure information.
Curriculum
The master's in elementary and special education curriculum is a full-time, 36-credit, competency-based iterative program involving 44 weeks of clinical experiences and completed in 15 months. Students are required to complete the Teacher Certification Program (TCP) Application during Gateway I. This includes successful completion of EDU 609, criminal background check, and passing PRAXIS CORE scores.
Graduate Education for Licensure Programs
The School of Arts, Sciences and Education at Southern New Hampshire University is granted accreditation at the initial licensure level by the Council for the Accreditation of Educator Preparation (1140 19th St NW, Suite 400 Washington, DC 20036; 202-223-0077). Additional information regarding the programs covered under this accreditation and the accountability measures can be found on our CAEP Accreditation page.
CAEP advances equity and excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. Accreditation makes sure that educator programs prepare new teachers to know their subjects, their students and have the clinical training that allows them to enter the classroom ready to teach effectively.
| View Full Curriculum in the Catalog |
|---|
| Elementary and Special Education (MEd) |
| Courses May Include | ||
|---|---|---|
| MEd in Elementary and Special Education Campus | ||
| EDU 609 | Theoretical Foundations | This competency-based course will focus on the knowledge, skills, abilities and dispositions teachers need to apply and analyze the theoretical foundations of general education and special education to his/her professional practice. Teacher Candidates will examine the theoretical foundations of special education and its impact on students with disabilities. This course will provide evidence-based research and clinical opportunities that will be implemented, analyzed, evaluated and refined during Clinical Experience I, II, III and IV (42 weeks). This iterative process facilitates an in-depth understanding of the theoretical foundations needed to address the individual needs of K-12 students with disabilities. With the support of the college faculty and the cooperating practitioner, the teacher candidate will actively engage in on-going self-assessment, focusing on the refinement of their understanding of the unique factors related to students' abilities and disabilities within the learning environment. |
| EDU 611 | Classroom and Behavior Management | This competency-based course will focus on the knowledge, skills, abilities and dispositions teachers need to apply and analyze the principles, procedures and strategies for classroom behavior management. Teacher Candidates will examine social skills development, assessment of social behavior and learning environment enhancement. This course will provide evidence-based research and clinical opportunities that will be implemented, analyzed, evaluated and refined during Clinical Experience I, II, III and IV (42 weeks). This iterative process facilitates an in-depth understanding of classroom behavior management needed to address the individual needs of all children, including children with disabilities. With the support of the college faculty and the cooperating practitioner, the teacher candidate will actively engage in on-going self-assessment, focusing on the refinement of their understanding of the unique factors related to students' abilities and disabilities within the learning environment. |
| EDU 620 | Instruction in Mathematics | This competency-based course will focus on the knowledge, skills, abilities and dispositions teachers need to teach mathematics to K-8 Elementary School students. This course will provide evidence-based research and teaching opportunities that will be developed, implemented, analyzed, evaluated and refined during the 16 weeks of clinical experience. This iterative process facilitates the development of skills and abilities needed to meet the needs of all students, and will include the following: (a) contextualizing students and learning; (b) assessing student learning; (c) planning and preparation; (d) addressing mathematical concepts, methods and strategies; and (e) linking K-8 learning progress to the knowledge, skills, abilities and dispositions of the teacher candidate. With the support of the college faculty and the public school clinical practitioners, the teacher candidate will actively engage in on-going self-assessment, focusing on the refinement of teaching mathematics. |
| SPED 616 | Intervention in Mathematics | This competency-based course will focus on the knowledge, skills, abilities and dispositions teachers need to teach mathematics to special education students. This course will provide evidence-based research and teaching opportunities that will be developed, implemented, analyzed, evaluated and refined during the 16 weeks of clinical experience. This iterative process facilitates the development of skills and abilities needed to meet the needs of students with disabilities and will include the following: (a) contextualizing students and learning; (b) assessing student learning; (c) planning and preparation; (d) addressing mathematical concepts, methods and strategies; and (e) linking student learning progress to the knowledge, skills, abilities and dispositions of the teacher candidate. With the support of the college faculty and the cooperating practitioner, the teacher candidate will actively engage in on-going self-assessment, focusing on the refinement of teaching mathematics. |
| SPED 618 | Intervention in Literacy | This competency-based course will focus on the knowledge, skills, abilities and dispositions teachers need to teach literacy to special education students. This course will provide evidence-based research and teaching opportunities that will be developed, implemented, analyzed, evaluated and refined during the 16 weeks of clinical experience. This iterative process facilitates the development of skills and abilities needed to meet the needs of students with disabilities and will include the following: (a) contextualizing students and learning; (b) assessing student learning; (c) planning and preparation; (d) addressing literacy models, concepts, methods and strategies; and (e) linking student learning progress to the knowledge, skills, abilities and dispositions of the teacher candidate. With the support of the college faculty and the cooperating practitioner, the teacher candidate will actively engage in on-going self-assessment, focusing on the refinement of teaching literacy. |
| Total Credits: 36-40 | ||
Licensure and Certification Disclosures
SNHU has provided additional information for programs that educationally prepare students for professional licensure or certification. Learn more about what that means for your program on our licensure and certification disclosure page.
Graduate Tuition
Earning your degree is a smart choice to advance your career, and investing in an affordable program increases your ROI. We keep our costs low to remove barriers between you and your goals.
University Accreditation
The School of Arts, Sciences and Education at Southern New Hampshire University is granted accreditation at the initial licensure level by the Council for the Accreditation of Educator Preparation (1140 19th St NW, Suite 400 Washington, DC 20036; 202-223-0077). Additional information regarding the programs covered under this accreditation and the accountability measures can be found on our CAEP Accreditation page.
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