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Master of Education in Special Education

The 24-month program is customised through examples, strategies, and assignments for any teacher to gain and sharpen instructional skills for special education students.

Program Overview

The Master of Education in Special Education program is a 36-credit K-12 program that offers a rich combination of online learning, classroom practice, learning community sharing, research and analysis, and assessment to produce teachers that are capable of making a difference in student learning and achievement. Online examples in each lesson are provided to help primary, intermediate, junior, and senior high school special education teachers in any subject or lesson. The program is entirely customized through the use of examples, strategies, and assignments for any teacher to gain and sharpen instructional skills for special education students.

The courses that make up the program curriculum are designed to prepare and strengthen the teacher by providing the most current research-based and proven educational strategies and knowledge for meeting special education needs. The curriculum encompasses learning theory, educational foundations, brain theory, best practices, curriculum development, standards, and assessment. The courses in child and adolescent development, special needs, and classroom management provide a framework of how teachers can provide appropriate strategies and environments for all students. The study of school systems and decision-making assist the student in the governance of the school. A mentored practicum and portfolio project are included to enable the student to synthesize the knowledge and skills of the program into his/her personal understanding of an effective resource classroom for special education students.

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    Course Structure

    Instructional Strategies for Students with Special Needs
    Class room Assessment in Special Education
    Strategies for Improving Comprehension for Students with Special Needs
    Classroom Management for Students with Diverse Needs
    Child and Adolescent Development
    Curriculum, Instruction, and Assessment Methods in Special Education
    Special Needs Students
    English Language Learners with Special Needs
    Diagnosis and Assessment in Special Education
    Research Methods
    Action Research
    Special Education Internship (US students)
    Mentored Practicum (International students)
    Online MBA UK


    This course features current methods of teaching and learning through various types of visuals, specifically, graphic organizers, word walls, and partnering. Using visual representations in all subjects and grade levels helps special needs students organize and express ideas and thoughts, improve comprehension, and remember information. Strategies are provided for teachers to use word walls in classrooms so that students build vocabulary and their understanding of major concepts. Graphic organizers, word walls, and partnering are effective for all students, including special education students and English language learners. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course features current and relevant methods of teaching and learning through rubrics and editing. Teachers learn to use rubrics in all subject areas to set learning expectations for students with a wide range of abilities. Active learning is promoted so that special needs students become involved in their own learning. Teachers practice strategies for editing that provide specific feedback based on the use of rubrics for analysis. They also learn strategies that develop the students’ self-editing skills. The concept of editing is expanded to include visual products, performances, and processes as well as written products. These assessment skills are essential to all students including special education and English language learners. The rubrics set expectations for quality that provide for differentiated instruction for diverse populations. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course features multiple ways to use the strategies of reflection, note taking, and summarizing to increase learning. Teachers learn to design frequent opportunities for special needs students to reflect about the important concepts in the subjects they teach. Based on brain research, reflection means “thinking about learning”. It is effective for use in all grades, subject areas, and for all students, with differing ability levels, to enhance knowledge, clarify concepts, and relate new ideas to prior knowledge. Teachers learn to use and teach note-taking, use summaries and summary frames to assist the students in organizing reflections, summarizing notes, and summarizing various types of written material. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course assists teachers in organizing the classroom environment; working with all students to design rules and routines; and using strategies to create and maintain an effective learning environment/community. Specific strategies are suggested to limit or decrease behaviors that interfere with learning. Teachers learn recording techniques for observing and analyzing student behavior in the classroom. They examine strategies to promote effective parental and community resources that will maximize learning in diverse classrooms. Many classroom examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing these strategies in the classroom.

    This course focuses on effective implementation of developmentally appropriate strategies in the classroom. Participants explore various domains and stages of development within age ranges from birth to 18. They learn the role of culture in the learning process and how collaboration among the many stakeholders in the school and community affects development. The stages relate to cognitive, emotional, physical, and social development and how teachers can facilitate student growth in these areas. The strategies focus on all aspects of the classroom from the decision-making to the way instruction is delivered. Many examples are provided for all grade levels and for special populations to assist the teacher in understanding these stages and using effective strategies in the classroom.

    This course builds teacher understanding about academic curriculum content and assessments for diverse learners. Understanding and using national, state, and local standards in planning, instruction, and assessment are highlighted. Types of assessments are explored and strategies for developing content assessments that align to the curriculum are presented. Teachers learn how to relate the curriculum and assessments to state, provincial, or country standards and adjust for diverse populations. Those populations include students who are English learners and those diagnosed as special education learners. May examples are provided for all grade levels and for special populations in order to assist the teacher in learning and implementing effective curriculum and assessment strategies in the classroom.

    This course focuses on the special instructional needs related to special education students, gifted students, and English language learners. Teachers learn how to use learning styles, differentiated learning, and effective strategies that engage learners and provide for individual needs. Specific strategies are suggested for the various populations. Strategies for adapting a “regular” classroom to provide an appropriate learning environment for all children, including those outside the normal range, are provided and discussed. Many examples are provided for all grade levels and for special populations to assist the teacher in learning and implementing effective strategies in the classroom.

    This course features an emphasis on understanding English language learners (ELL) in the mainstream or cross-categorical classroom. Students will study the development of language, culture, theory, programs, methods, and strategies for teaching the English language learner in all grades and subject areas. Students will learn to implement effective programs and strategies that focus on oral and written language development and the teaching of reading, as well as the implementation of ELL strategies in all subject areas with diverse abilities and needs. Many classroom examples are provided for all grade levels to assist the student in learning and implementing these strategies in the classroom.

    This course focuses on the variety of assessments used in identifying, diagnosing, and placing special education students. Teachers will have opportunities to practice using assessments, interpreting results, making recommendations, and writing a report. This assessment information is used help determine eligibility, design programs, and make placement decisions for special education services according to IDEA.

    This capstone course focuses on the methods used in quantitative and qualitative research with an emphasis on action research in the classroom. Each student will conduct an action research project that applies some aspect of the previous courses. Electronic portfolios are used to store and organize all the materials for the project such as logs, reflections, and summaries, assessments, examples of curriculum and assessment development, case studies, charts, graphs, and video clips.

    This capstone course is the final course of the master’s degree program and demonstrates proficiency of learning and applying skills learned and practiced throughout the program. A formal presentation of the action research may be made to an audience such as the principal and staff or attendees at a conference, workshop, or seminar.


    The internship involves an onsite special education internship of 21 weeks. The internship is arranged by Acacia University in cooperation with a school administrator where the internship will occur. It begins on the first Sunday of either August or January and ends on the last Saturday of either December or May. It focuses on two individualized applied projects determined by the graduate student, the cooperating teacher, and the online professor. The total internship includes a full semester of onsite field experience at a school for 270 hours. Each project experience will encompass classroom observations, demonstrations, modeling, feedback, and practice applying prior learned skills. Application of the overall Acacia Special Education Teaching Standards for Mild/Moderate Students is required. The experience also includes research, analysis, surveys, interviews, discussions with others, and the maintenance of a log and journal with weekly notes. The onsite experience will involve school and/or classroom-related activities and tasks planned jointly with the cooperating teacher and the online professor. Regularly scheduled online video conferences with the professor and/or Learning Coach will be scheduled at mutually agreed upon times. Experience gained in the onsite internship, as recorded in the internship log and journal, evaluation forms, and other relevant activities will be summarized and presented in a final report.

    The mentored practicum is an individualized application project determined by the student, the school leader where he/she is employed, the assigned mentee at the school, and the online instructor. The course provides students with research-based and evidence-based strategies to establish and maintain mentoring relationships. Students examine various mentoring models and learn about the essential characteristics of effective mentoring. Students apply critical thinking skills to design, implement, and assess work based mentoring experiences while reflecting on their practices and how they influence mentoring outcomes.

    Learning Outcomes

    Live & interactive lectures by expert faculties

    Recorded session for offline viewing

    World-class curriculum by eminent faculty

    Regular webinars by industry leaders

    Assignments for module assessments

    Easy-to-use LMS accessible anywhere

    Online library to further enhance your knowledge

    Dissertation on your area of research work

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    Doctorate Panel

    MBA Courses in UAE

    Dr. Rekha Shewakramani

    Faculty and Program Leader
    Dr. Rekha Shewakramani
    Dr Rekha Shewakramani has a Doctorate in Management with a specialization in Human Resource Management. Her research focuses on organizational behaviour which associates with a performance at work and contentment in an organization. Rekha has been awarded various accolades in the field of research and management in human resources. Her key achievement was to receive the title of the researcher of the year in 2019 for her presentations and publications in the research field. Rekha started her teaching career in UAE in the year 2020 and has successfully trained various professionals for the certification and courses that have accreditation from the UK. Her hands-on experience in teaching undergraduate and post-graduate students in India is now serving as an encouragement to serve and train professionals about the practices of management across different nations. She has recently become an Associate member of CIPD (Chartered Institute of Personnel and Development, UK) in the year 2022. Being a gold medallist in Master of Business Administration, her research work has been chosen and published in some of the UGC Listed Journals in India. She has always been a part of the education industry by serving as a counsellor, trainer, and research fellow which has helped her in attaining the confidence in developing content and imparting knowledge using a combination of practical and theoretical tools.

    Dr. Noor un Nisa Shahani

    Faculty and Program Leader
    Dr. Noor un Nisa Shahani
    Dr. Noor holds the degree of PhD in Commerce (Management Sciences) from University of Sindh, Jamshoro, Pakistan. Her research interest includes Organizational Behavior, Business Creativity, HR Practices and General Management. She has 10 years of teaching experience at University Level. She also holds a high reputation due to her extraordinary contribution in Research and got award for outstanding research contribution in 2021 by Bath Spa University, UAE. As a trainer Dr. Noor has conducted professional trainings on Research methods Quantitative and Qualitative Analysis. Where she has had the opportunity to train, interact and learn from highly qualified faculty. She has around 30 national and International research publications.
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    Dr. Pfumbudzayi Robert Machera

    Dr. Pfumbudzayi Robert Machera
    Dr. Pfumbudzayi Robert Machera is an enthusiastic, energetic leader and has occupied executive roles such as Financial Manager, Group Accountant, Company Secretary, Human Resource Practitioner and Administration Manager for large, listed corporations in Zimbabwe for 18 years, before joining the academic world. He is a well-rounded scholar with research interest in micro - lending companies, social entrepreneurship, finance, banking, accounting, managing people, education, fintech, sustainability and training. Qualification: Doctor of Philosophy (PhD) in Economic and Management Sciences with Administration, Master of Philosophy in Education and Training for Lifelong Learning, Masters in Business Administration (MBA), Chartered Institute of Management Accountants (CIMA) Advanced Management Accounting Diploma and Chartered Institute of Secretaries & Administrators (CISA) Diploma.
    Area of Expertise: Human Resources Management, Research Methods and Dissertation, Strategic Change Management, International Marketing, Strategic Human Resources Management, Consumer Behavior, Strategic Supply Chain Management and Logistics, Operations Management, Strategic Management and Leadership, Social Entrepreneurship, Business Sustainability, Financial Accounting, Auditing and Risk Management.
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    Prof. Michael Akerib

    Prof. Michael Akerib
    Michael Akerib has divided his professional life between industry, executive education, and academia. He has always been interested in change – sociological, and technological, and the blending of the two and its impact on determining the future. His professional experience was acquired in corporate leaders in their field (Dow Chemical, Merrill Lynch, COMILOG) in Africa, France, and Switzerland. He was the CEO of a South American gold and diamond mining corporation in the early 1990s. As a consultant, he devised strategies for SMEs in areas as different as metals and luxury products. Since 1991 he has been involved in executive education and academia in over 20 countries. He has created curricula, and franchised educational programs he created, was dean, managing director of business schools, and rector. He is still active in higher education in Belgium, France, Romania, and Switzerland.

    Dr. Vivek Mohan

    Dean – Academic and Student Affairs
    Dr. Vivek Mohan

    Dr. Vivek has extensive experience managing multicultural, high-achieving teams in higher education domains related to the Middle East, the UK, and the US in terms of strategy, operations, and delivery. He is the recipient of the prestigious Medici Enterprise Award for commercialisation of research (UK) and various GCC leadership and organization awards. He holds a PhD in Business Management (UK) and an MSc in International Business (UK), a Doctorate in Management (Spain), an M.Phil in Applied Leadership (Spain) and is certified in Block Chain from UCLA (US), education design from UCL (UK), Project Management from CMI (UK) and blended learning from UNSW (Australia).

    He started his career as an operations consultant and has worked in product development and education design. Dr. Vivek has published and presented papers in international journals and conferences across the globe on topics such as Sustainability, Expatriate Performance and Synchronous online learning. With more than fifteen years of experience in both academia and consulting, he has worked closely with several highly regarded American and British universities on international alliances and digital implementation of higher education programs. Dr. Vivek has consulted for the UK Government (Arts Council, England) and held faculty and researcher positions at Sheffield Hallam University, UK and Leeds Business School, UK. Dr.Vivek has consulted and trained for public institutions and MNCs, including the ICC Cricket Council headquarters, PWC Middle East, Petrofac, Sharjah Co-op and WJ Groundwater.

    If you’d like to gain the complete skill set to succeed in today’s business world, this is the area for you.

    Assignment and Assessment

    Acacia University – Exeed College follows an assignment-based assessment approach, and the student needs to submit an assignment after each module.

    Entry Requirements

    1. Successful completion of a baccalaureate degree from an accredited college or university. The degree must be verified on an original transcript duly signed and certified by the Registrar or other responsible officer of the awarding institution directly to Acacia University. Mail or secure electronic delivery is accepted. Applicants submitting transcripts from non-US institutions may be required to have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency.
    2. English language competency – Applicants whose first language is not English and do not have a bachelor’s degree from a university in which instruction is conducted in English must provide evidence of English proficiency. The following are accepted exams and minimum scores required for admission:
      • 60 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 71 on the Internet Based Test (iBT)
      • 6.5 on the International English Language Test (IELTS)
      • 50 on the Pearson Test of English Academic Score Report
      • 100 on the Duolingo English Test
      • 55 on the 4-skill Michigan English Test (MET)
      • 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE)
      • A minimum score on the College Board Accuplacer ESL Exam Series as follows:
        • ESL Language Use: Score of 85
        • ESL Listening: Score of 80
        • ESL Reading: Score of 85
        • ESL Sentence Meaning: Score of 90
        • ESL Writeplacer: Score of 4
        • Comprehensive Score for all exams of 350
      • A minimum grade of Pre-1 on the Eiken English Proficiency Exam.
      • A minimum B-2 English proficiency level identified within the Common European Framework of Reference (CEFR) standards and assessed through various ESOL examinations, including the University of Cambridge.
    3. For degrees in Education, applicants must demonstrate access to classrooms – confirmation of classroom and connectivity attestation through either a signed form or declared via the Classroom and Connectivity Access Attestation section in the website admission form.
      • The Master of Arts in Elementary Education requires access to elementary classrooms.
      • The Master of Arts in Secondary Education requires access to secondary classrooms.
      • The Master of Education in Educational Administration prefers a record of at least two years of successful teaching experience and requires access to classrooms.
      • The Master of Education in Special Education requires access to Special Education classrooms for implementation of strategies and assignments.
      • The Master of Education in English as a Second Language requires access to classrooms with ESL students.
    4. Ongoing access to computer technology – All Acacia University courses are presented online so each applicant must have a computer and internet access to participate.

    Business Management Doctorate

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