as little as 12 months
$270.07 per credit hour
With your M.A. in Special Education - Autism online at The University of Texas of the Permian Basin (UTPB), you will gain in-depth training on evidence-based practices for individuals on the autistic spectrum. Our accelerated online program focuses on technology integration and practical application, so you'll be up-to-date on the best methods for serving students or individuals with developmental disabilities.
- You can earn your M.A. in as few as 12 months
- Every course is 100% online
- Tuition is affordable—just $9,722.52 | $270.07 per credit hour
- Accredited by CAEP, CEC, SBEC
- Six start dates
Our faculty is experienced working with students with autism and can help guide you through intervention strategies. In addition, you'll examine the importance of cultural diversity, theories of behavior, parental involvement and education, and research-based program models in special education. You will be prepared to pursue career opportunities as a teacher, social worker, paraprofessional, service provider, or to move into school or community leadership.
Graduates of the M.A. in Special Education - Autism online will be eligible to sit for the University Certificate in Autism and Developmental Disabilities if you enter the program with a teaching certificate.
A teaching certificate is not needed to apply to the program. But, if you are seeking the University Certificate in Autism and Developmental Disabilities, you will need a teaching certificate to apply. A GRE is waived for candidates with a minimum 3.0 undergrad GPA.
For students interested in learning more about our general Special Education degree, click here.
*TEACH Grant eligible up to $3,736 per award year; awards may vary. Please contact the university financial aid department for more information. TEACH Grants are available to qualified applicants enrolled in approved degree program(s).
This course gives candidates the opportunity to develop cultural diversity competence in order to face challenges in education and the social sciences. Research and reflection are emphasized.
Review of theories of behavior, learning and instruction, research on human ontological development, and consideration of applications of such theory and research to classroom practices, including issues related to their measurement and evaluation.
The purpose of this course is for students to investigate, appraise, and apply evidence based practices for early intervention of students with Autism Spectrum Disorder and evaluate strategies for promoting parent education, parent training, and parent involvement in early childhood education.
This course will cover strategies for behavior management, functional behavioral assessment, positive behavioral supports and social skills training for exceptional learners.
This introductory course will examine the unique needs of students with cognitive and behavioral needs. Typical characteristics, identification, referral procedures and effective educational practices will be examined.
Learning strategies and methods for delivery of instruction for students with cognitive and/ or emotional problems will be examined. Emphasis will be on developing strategic environments, curriculum, and models for inclusive settings.
Models for transition to the community, work and post-secondary setting will be explored. Students will spend a portion of class time as school and community sites.
Legislation and litigation that form the foundations and present basis for special education practices will be presented and investigated.
This course will familiarize students with research-based program models and curricula that are appropriate for early childhood special education.
The purpose of this course is for students to evaluate physical and cognitive development of individuals with ASD from birth through adulthood in order to analyze and implement appropriate evidence based practices for each stage of life.
This course is designed to expand teacher knowledge and skills needed to accommodate a wide range of diverse learners in the regular classroom. To this end, the areas of teacher collaboration, professional interactive teaming and teacher consultation will be emphasized. In addition to the inter-professional content, the course will also address the impact that instructional technology has had on the school environment and the systemic implementation strategies for supporting the use and integration of technologies in the school setting.
Candidates in the AuDD track are expected to demonstrate knowledge, actions, or skills regarding seven recommended practices from the Division for Autism and Developmental Disabilities, Council for Exceptional Children. These seven areas include Assessment, Curricular Content Knowledge, Programs, Services, and Outcomes, Research and Inquiry, Leadership and Policy, Professional and Ethical Practice, and Collaboration.