Mercy College

What you'll study

This master's focuses on the knowledge and skills needed to assess, plan and deliver instruction for young children with a range of developmental and learning disabilities. Core areas include developmental foundations and early childhood special education, assessment and eligibility determination, curriculum adaptation and differentiated instruction, and evidence-based interventions for communication, behaviour and learning.

• Foundations of Special Education: historical and legal frameworks, ethical practice, and inclusive philosophies.
• Child Development and Early Intervention: typical and atypical development from birth to grade 6 and strategies for early identification and support.
• Assessment and Progress Monitoring: formal and informal assessment tools, functional behavioural assessment, progress-monitoring systems, and data-based decision making.
• Instructional Methods and Curriculum Adaptation: differentiated planning, individualised education programmes (IEPs), literacy and numeracy approaches adapted for learners with disabilities.
• Behaviour Support and Positive Interventions: behaviour management frameworks, preventive and responsive strategies, and collaboration on behaviour intervention plans.
• Assistive Technology and Communication Supports: low- and high-tech supports, augmentative and alternative communication (AAC) and access tools.
• Family and Community Collaboration: strategies for partnering with families, multi-disciplinary teamwork and coordination with early intervention and community services.
• Research Methods and Practicum: applied research methods for special education, a supervised clinical practicum or student-teaching placement in early childhood/elementary settings, and a capstone or thesis option depending on programme track.

Entry requirements

Applicants are normally expected to hold a recognised bachelor’s degree from an accredited institution. Candidates with a background in education or related human services are preferred, but applicants from other disciplines with relevant experience may be considered. Typical requirements include:

• A completed undergraduate degree (minimum second-class or equivalent where applicable).
• Evidence of academic readiness for graduate study, such as transcripts and references from academic or professional referees.
• For practising teachers, a copy of teaching certification or licensure where available; applicants without certification may be admitted to non-certification tracks.
• A personal statement describing professional goals and relevant experience working with children or individuals with disabilities.
• Some applicants may be required to attend an interview or provide examples of prior practicum/work with children.

Specific admission routes, prerequisite coursework, and any requirements for state teaching certification vary; applicants should consult the Mercy College admissions team for details applicable to their situation.

Career prospects

Graduates are prepared for careers serving young learners with disabilities in a variety of settings. Common roles include:

• Special education teacher in early childhood and elementary school classrooms.
• Inclusion or resource-room specialist supporting mainstream classrooms.
• Early intervention practitioner or developmental specialist in community or home-based programmes.
• Behaviour support specialist or para-professional supervisor working on behaviour intervention teams.
• Educational coordinator, programme specialist or consultant for schools, non-profits and agencies supporting children with disabilities.

With additional credentials or experience, graduates may move into roles such as educational diagnostician, school leadership, curriculum developer or university-level instructor. The practicum and applied coursework in the programme are designed to support immediate classroom impact and longer-term professional advancement.

Why study at Mercy College

Mercy College offers a practical, student-centred master’s in special education with strong links to local schools and early intervention agencies, enabling substantial supervised practicum experiences. Small class sizes and faculty who combine academic research with classroom experience ensure personalised mentoring and feedback.

• Collaborative partnerships with nearby districts and clinics provide authentic field placements and networking opportunities.
• Flexible scheduling options, including evening and blended delivery, help practising educators balance study with work.
• Access to campus resources such as the education clinic, library services and career support helps students translate learning into practice and job readiness.

Prospective students are encouraged to contact the programme office to discuss how the course aligns with their professional goals and local certification requirements.