EdTerps Learning Academy - Special Education and School Counseling Programs

The EdTerps Learning Academy provides formal and informal training and professional development opportunities that encompasses current evidence-based research and practice related to instruction, policy analysis, counseling, and human development.

Mentoring and advising are an essential part of the program. Students meet with faculty and the academic program director to ensure that educational goals and career learning and development goals are met. Students should contact:

• Dr. Agnesanne J. Danehey: adanehey@umd.edu
• Dr. Tori Page-Voth: tpv@umd.edu

Overview

The M.Ed. in Special Education, Specialty: Autism, Online (SPAU) has a 30-credit, 10-course curriculum designed for professionals interested in increasing their skills and expanding their knowledge to better serve the increasing number of students with ASD and those students with related developmental disabilities.

• Cohort structure is designed to help build a professional learning community.
• Provides cutting-edge research and knowledge most essential for today’s professionals.
• Designed for those with an undergraduate degree. The program does not include automatic Maryland State Certification. In the State of Maryland, teachers with initial certification in a general education area can take the Special Education PRAXIS II test 0354/5354 to obtain special education certification through the Maryland State Department of Education, Division of Certification and Accreditation. For more information, visit the MSDE website.
• Can be completed in three years of continuous part-time enrollment. See Designation of Full-time/Part-time Status.

Target Audience

• Certified Special Educators who graduated from UMD system programs,
• Certified Special Educators who graduated from other programs,
• Certified early childhood, elementary, or secondary general educators from UMD system programs*,
• Certified early childhood, elementary, or secondary general educators from other programs*, 
• Allied professions such as occupational therapy, physical therapy, psychology, speech-language pathology, vocational rehabilitation or social work., or
• Parents and/or advocates of children with special education needs (undergraduate degree required).

Registration Overview

• See the sample plan of study, below. Students should use this as a guide to develop a plan with the academic program director.
• Actual course offerings are determined by the program and may vary. Students should note if a course has a pre-requisite or co-requisite.
• Specific class meeting information (days and time) is posted on the University of Maryland’s (UMD) interactive web service services, Testudo. Once on that site, select “Schedule of Classes,” then the term/year. Courses are listed by academic unit. 
• The program uses specific section codes for registration that are listed on the sample plan of study.

Sample Plan, Cohort Admitted Spring 2025

Courses

Below is a listing of all program courses. For a detailed course description that includes pre-requisites or co-requisites, see EDSP.

Overview

• Features 100% online learning.
• Instruction provided by UMD faculty and professionals in the field. 
• Uses the semester academic calendar with classes held during fall and spring semester (16 weeks each) and Summer Session (two 6-week sessions).

Online Instruction

• The program features 100% online instruction with engaging and interactive learning.
• Using advanced audio and video technology, UMD’s online learning environment delivers dynamic and interactive content.
• Featuring convenience and flexibility, online instruction permits asynchronous or synchronous participation.
• Students attend lectures virtually (e.g., use of video technology, such as Zoom).
• Online lectures (lecture, slides, presentation, and Q&A interactions) are recorded and video-archived for student review.

Upon successful completion, graduates will have mastered the following competencies:

• Recognize and communicate through written reports, oral presentations, and discussions their knowledge in the core and associated characteristics of the specialty area.
• Identify opportunities and use the appropriate evidence-based methods and practices (e.g., general and specialty specific) to increase academic, behavior, and social and communication skills with the students in their specialty areas.
• Use positive social and interpersonal behavior supports for the student in their specialty area to use in their home, classroom, and community.
• Build classroom management skills that support students in their specialty area in the least restrictive environment.
• Ensure that families know their rights, guide parents to effectively communicate the needs and desires of their children and assist parents to acquire the necessary supports and resources for their children with special needs.