New special education master’s degree aims to fill workforce gaps, increase inclusive teaching practices

By Molly Rosbach on Jan. 28, 2025
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A special education teacher leans over a student's computer to point to something on the screen.

Amid a rising number of students with disabilities and an ongoing shortage of credentialed special education teachers, Oregon State University’s College of Education is hoping a new master’s program will help bridge some gaps in the workforce. 

The Master of Arts in Teaching in Special Education (MAT-SPED) degree, which will welcome its first cohort of up to 35 students in summer 2025, is a fully online, flexible licensure program designed to accommodate the schedules of working professionals

Across Oregon, news reports have highlighted a major shortage of special education teachers in K-12 schools, with many of these positions being filled by emergency licensed instructors who do not meet federally mandated standards for special ed.

“There’s an ongoing shortage of special educators in Oregon and nationwide, more so since the COVID-19 pandemic. We’re also seeing an increase in the number of students receiving special education services, and a majority of these students are in general education settings,” said Nandita Golya, a senior instructor in the College of Education. 

By making the new master’s program fully online, college leaders hope to provide an option for those teachers who are currently filling special ed roles but are not yet licensed to gain their special education endorsement, said Niki Weight, the college’s director of student success and advising. The flexible structure will allow them to continue teaching while they pursue the degree. 

Program applicants do not need to already be licensed teachers; they just need a bachelor’s degree. The college is hoping to attract folks who may already be working as classroom aides or other support positions, as well as newly minted grads who want to pursue special education from the start. 

Though the coursework is online, the two-year master’s program also includes in-person classroom experiences with practicum and internship requirements to ensure teacher candidates can apply their learning in a real-world setting, Golya said. The college has worked closely with K-12 educators in Oregon to design the curriculum so that it prepares students for what teachers face every day in the field. 

Part of the increased need for special education teachers comes from schools moving toward inclusive education, rather than having separate classrooms for students with disabilities, Golya explained. Current federal law requires considering a general education placement first for all students with disabilities, although separate placements are still possible and warranted in some cases, highlighting the importance of disabled students receiving individualized educational plans at least yearly, she said. 

“In the push-in model, rather than removing students with disabilities from the general education classroom for specialized instruction, support services and resources are pushed into the general education setting. So you might see a special education teacher or a speech language therapist working with the teacher on how they can support students in the general education environment,” Golya said. “While there has been a paradigm shift toward recognizing the benefits of inclusive practices for all students, there is still progress to be made.” 

To continue with that shift, OSU educators will focus on inclusive teaching practices, which emphasize proactively making classroom spaces and curriculum welcoming to learners of all stripes. 

“We’re reframing diversity with this intersectional, multi-identity approach that’s also about universal design — how to design inclusive classrooms from the start, rather than seeing it as something separate you need to add on,” Weight said. “We want to remove barriers that don’t need to be there, which is good for all students, regardless of whether they have a diagnosed or hidden disability.” 

Inclusive practices based on universal design may look like presenting information in multiple formats so it’s accessible and understandable for every student. It may mean incorporating sensory tools like fidget toys, weighted vests or noise-canceling headphones to help students remain calm and focused. It could also involve flexible seating arrangements, quiet learning zones or extra time for assignments or breaks.  

Weight said that by cross-listing the master’s courses so that upper-division undergraduates may also take them, the new program is expanding learning opportunities throughout the College of Education and increasing awareness of special education learning. 

“It’s really important for all teachers to have this change in mindset, to feel like all students, regardless of ability, are their students, and that they need to work collaboratively to support their students’ needs,” Golya said. “Our college has long championed social justice and equity in teacher preparation, and I am thrilled that we are adding disability to this lens.”

For more information, check out the Master of Arts in Teaching in Special Education page.