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What Is Special Education? A Guide for Educators and Families

It’s a service, not a place.

Students who are blind are provided with braille books. An autistic student uses a visual schedule. A student with a learning disability receives additional reading instruction. These students all receive special education services.

Special education provides services that meet the unique needs of each student. This means that special education can include:

• An individualized curriculum that is different than general education peers’
• A curriculum that is modified for a student
• A combination of both

Here’s a roundup of everything you need to know about special education, plus our best special education articles.

What laws are involved in special education?

The Individuals With Disabilities Education Act (IDEA) is the federal law that explains how states must address special education. The IDEA definition of special education is: specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability. It includes physical education, related services (e.g., speech therapy, occupational therapy), vocational education, and travel training. Essentially, special education is how students with disabilities have their needs met in the public education system.

Read more: What Is IDEA?

What about state laws?

IDEA sets the standard at the federal level, but the process and system are set up at the state level. So what special education looks like varies from state to state.

Visit your state’s Department of Special Education website or check out the parent resource center (every state has one) for information related to special education aimed at parents.

Find your state’s parent resource center in this list from Center for Parent Information & Resources .

How is special education not a “place”?

Special education can occur in many different settings, from the general education classroom to a hospital or separate school. Where a child receives services depends on their needs as determined by the IEP team, which includes the parents.

What are the main components of special education? (What do the acronyms stand for?)

Image: Pathfinder Services of ND

FAPE is Free Appropriate Public Education. This essentially means that students with disabilities must be provided with their education at no cost to the parents, just like any other student.

Read more: What Is FAPE?

Image: Arizona Department of Education

LRE is Least Restrictive Environment. LRE is the setting where the child receives services and can vary from general education to a separate school or even the child’s home. The LRE is decided by the IEP team. According to IDEA, special education must be provided in the least restrictive environment, or the same environment as their nondisabled peers, “to the greatest extent possible.” This means that children should only be removed from general education when their disability is such that that they cannot make progress. So, all consideration of where a child will learn starts in general education and works back from there.

Read more: What Is Least Restrictive Environment?

Image: Coastal Carolina University

SDI is specially designed instruction. This is the foundation of what special education is based on—that every child receives the instruction that they need to make progress and advance toward goals. SDI means adapting the content, delivery, or methodology of instruction to address the child’s needs, as determined by the needs related to their disability. The focus is on helping the child meet educational standards and ensuring access to the general curriculum. To help children access general education curriculum, SDI provides adaptations, accommodations, and modifications.

Read more: What Is Specially Designed Instruction?

IEP is the Individual Education Program. The IEP is the document that outlines everything that a child requires to receive FAPE and SDI.

Read more: What Is an IEP?

Accommodations and Modifications

Image: The Bender Bunch

Accommodations and modifications are ways that SDI is delivered and how the curriculum is individualized for a child; ways that the child receives access to the general education curriculum. In short, accommodations change how the material is being presented in a way that helps the child overcome or access through the disability. Modifications change what a child is taught or how the child works at school. So, an accommodation would be: allowing a child to record rather than write their answers, or reading aloud a question rather than having them read it. A modification would be providing a child a text with visuals instead of the general education text, or providing a test with two answer choices instead of four.

Read more: Accommodations vs. Modifications: What’s the difference?

Bookmark:  80+ Accommodations Every Special Ed Teacher Should Bookmark

More IDEA terms are defined at Parent Center Hub .

Which students can receive special education and who decides?

Special education is provided to students who fall under one of 13 disability categories:

• Developmental delay
• Specific learning disability
• Speech impairment
• Other health impairment
• Traumatic brain injury
• Autism spectrum disorder
• Vision impairment
• Hearing impairment
• Deaf-blindness
• Emotional disability
• Orthopedic impairment
• Intellectual disability
• Multiple disabilities

In order to receive special education services, a student must be found eligible. This means that they have one of the 13 disabilities and that it impacts them in the school setting. If the child cannot make progress in the general curriculum without SDI, they are eligible for special education services. (If they can make progress but still have an outside diagnosis, they may have a 504 plan in place instead.)

Read more: What Is a 504 plan?

An evaluation is different for each disability category (for example, an evaluation for traumatic brain injury will include a medical evaluation, while an evaluation for speech impairment will not). These regulations vary from state to state so it’s important to know your state’s requirements and timeline.

What is in an IEP?

The IEP includes all the information that the team needs to educate a child with a disability. It only addresses the aspects of a child’s disability that impact them throughout the school day. The sections of an IEP are:

• Present levels: How the child is currently doing in school and how the disability impacts them in class.
• Annual goals: Goals that the child will work on through SDI.
• Objectives: Students who take alternate assessments will also have objectives towards their goals.
• Measuring and reporting progress: Ways that the child’s progress is going to be measured and how it will be reported to parents.
• Specially designed instruction: A statement about how special education and related services will be provided.
• Related services include any therapies (speech therapy, physical therapy, occupational therapy).
• Supplementary aids and services provide access to participation across academic, extracurricular, and nonacademic settings.
• Program modifications for school personnel, which include things that school personnel need to know in order to work with this student (for example, how to use an assisted communication device).
• Extent of nonparticipation is the explanation of how much, if any, the child will be outside of general education, and why the team made that decision.
• Accommodations that the student will be provided during classroom instruction.
• Accommodations that a student will receive during district and state testing.
• Service delivery includes when, where, and how long a child will receive SDI (for example, 30 minutes 1x/week in special education).
• Transition planning for life after secondary school starts no later than a child’s 16th birthday (and can start earlier).
• Age of majority: An IEP must include a statement about how the student understands their rights as they graduate from the IEP.

What happens in an IEP meeting?

There are many different reasons to come together around an IEP, but every year, each student who has an IEP will have an annual review. During an annual review meeting, the team (parent, teachers, a district representative, therapists) discuss the child, their progress, and next steps. Everything in the IEP should be based on data, so it’s important to bring information (e.g., work samples, test data) to review.

Any decision regarding an IEP is a team decision, and team members don’t always agree. If the meeting cannot resolve a concern, schools or parents can follow procedures to reach an agreement.

Read more: What Is an IEP meeting?

Read more: What Is a Manifestation Determination Meeting?

When does special education start and end?

A child can receive early intervention or special education services if they have a disability diagnosed before age 3 (such as Down syndrome) or if they are at risk of a delay.

Read more: What Is Early Intervention?

The end-date for a student who has an IEP depends on a few things. They may be reevaluated and found no longer eligible, in which case special education services would end at that point. Otherwise they are no long eligible when they graduate from high school or turn 22.

What is NOT special education?

There are misconceptions about special education. Some things that special education is not:

• A specific program, like Orton-Gillingham
• Differentiated instruction
• An inclusive classroom

What else should I know?

Here are more of our favorite special education resources:

What Is Inclusion in Education?

27+ Best Autism Resources for Educators

If you’re still using these five words for students with disabilities, it’s time to stop.

New Ways To Empower Students Who Have Learning Differences or Dyslexia

How Teachers Can Support Twice-Exceptional Students

The IEP From A to Z: How To Create Meaningful and Measurable Goals and Objectives by Diane Twachtman-Cullen and Jennifer Twachtman-Bassett

10 Critical Components for Success in the Special Education Classroom by Marcia Rohrer and Nannette Samson

Wrightslaw: All About IEPs by Peter Wright, Pamela Wright, and Sandra Webb O’Connor

Do you teach special education? Connect with other teachers on the  WeAreTeachers HELPLINE group on Facebook .

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Master of Education (M.Ed.) in Special Education

Career information is not specific to degree level. Some career options may require an advanced degree.

Current Job Openings and Salary Range

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• Education Administrator, Preschool and Childcare Center/Program
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*Job data is collected from national, state and private sources. For more information, visit EMSI's data sources page .

• Degree Prep

A graduate degree in special education is ideal for people who have compassion and a desire to help those with special needs. A graduate degree places the student in leadership and decision-making roles. An undergraduate degree in education or a similar field is required for the special education program.

• Degree Roadmap

Students that wish to pursue their M.S. in Special Education have 4 options. 

»  Special Education Program Handbook

• Professional Licensing

Completion of the program will make you eligible to sit for the Standard Instructional Certificate  with Exceptional Child endorsement.

• Scholarships

Visit the  Financial Aid office  for available scholarships.

• Hands-On Learning

Students in the special education program have many opportunities for hands-on training in the Center on Disabilities and Human Development . About 20 students are enrolled in the program each year. The small size allows them to form strong interpersonal bonds with faculty as well as one another.

You will also have opportunities to participate in interdepartmental studies, become involved in community-based programs and network with professionals in special education and other disciplines.

• Internships

Upon completion of your coursework, you will be required to take certification exams by the state in which you will work. You also will complete a one semester internship experience in a classroom environment, where you will learn alongside experienced teachers. You also will receive personal mentorship from our leading education faculty. Learn more about semester internships .

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Guide all students toward success.

You believe all students deserve engaged, responsive instruction regardless of ability. You’re not alone — school districts in Idaho and across the country seek out compassionate special education teachers and administrators ready to make an impact. Prepare to become a special education instructor or to train teachers to effectively work with students with special needs. Our graduates go on to secure positions in public and private schools.

Drive change and lead tomorrow’s classroom by earning a Master of Education (M.Ed.) in Special Education, geared toward current and future professionals, from the College of Education, Health and Human Sciences . Throughout your enrollment, you'll participate in high-quality programs and network with special education professionals. You'll also have the opportunity to participate in interdepartmental research. This state-approved program is accredited by the Council for the Accreditation of Educator Preparation . Expand your own knowledge while elevating and guiding all students toward success.

• The Special Education program offers an undergraduate teaching major as well as two different tracks to a master's degree. One track is for certified teachers to earn the Idaho Exceptional Child Generalist teaching endorsement and the other is for special educators who are already certified.
• Receive opportunities to learn from and collaborate with faculty from the Center on Disabilities and Human Development , the University of Idaho’s Center for Excellence in Developmental Disabilities (UCEDD), which champions through education, outreach, research and service the mission of having all people fully participate in their communities.
• Online option available.

Degree Options

This program takes three possible formats:

Are you already a certified teacher with a special education endorsement? Expand your knowledge of the field and gain greater insight into pressing topics and the latest curriculum-planning techniques.

Are you a certified teacher who would like to add a special education teaching endorsement to your license? This master’s program builds on your bachelor’s and prepares you to qualify for the Standard Instructional Certificate with Exceptional Child Endorsement.

Or, are you interested in   pursuing the M.Ed. in Special Education as a 30-credit endorsement in conjunction with a bachelor’s degree in elementary or secondary education?  Complete this combined pathway in five years to qualify for both your initial Idaho teaching certification and the Exceptional Child Endorsement.

The University of Idaho's special education program offers a flexible online course of study tailored to your needs, guided by your major professor or advisor. Our Department of Curriculum and Instruction provides an undergraduate teaching major and two distinct tracks for a master's degree in special education.

Master's Only

A master’s-only track is available for experienced special educators who have a bachelor’s degree in special education or a closely-related field. This track is appropriate for individuals who wish to earn a master’s degree while expanding their knowledge of the field. In this track, students register for a number of common courses covering topics designed to broaden teachers’ knowledge of special education strategies and promote professional development. Students also select, in conjunction with their advisor, additional classes to enhance their knowledge in a selected area of focus. Students in this track culminate their experience with a master’s project, designed by working with their faculty advisor.

Research (Min. 6 cr)

• EDCI 570 * : Introduction to Research (3 cr)
• EDSP 531: Single Subject Design Research (3 cr)
• EDCI 573: Action Research (3 cr)

*   Required

Special Education Courses (Min. 18 cr)

• EDSP 520: Education of People with Disabilities (3 cr) fall
• EDSP 530: Assistive Technology & Universal Design for Learning for Pre-K12 (2 cr) fall
• EDSP 531: Single subject research (3 cr) spring every other year; if not taken as the research requirement
• EDSP 540: Applied Behavior Analysis (3 cr) fall
• EDSP 548: Special Ed Curriculum (3 cr) fall
• EDSP 549: Language, Communication, and Social/Emotional Enhancement (3 cr) fall
• EDSP 423: Collaboration (3 cr) spring
• EDSP 425: Assessment (3 cr) spring
• EDSP 426: IEP Development (3 cr) spring
• EDSP 519: Orientation to Autism Spectrum Disorder (3 cr) spring every other year 2019
• EDSP 504: Evidence Based Practices in Special Education (2 cr) spring every other year 2020
• EDSP 504: Trends and Topics in Developmental Disabilities (3 cr) fall every other year starting 2019

Additional Courses (3 - 6 cr)

Credits arranged with Major Professor. These credit hours may include coursework in EDSP, EDCI, EDAD, ADOL or ED. Examples of classes:

• EDAD 513 Administration of Special Education Law (3)
• EDAD 582 Special Education Director Administration (3)
• EDAD 595 Supervision of Personnel (3)
• EDCI 511: Planning and Administering the Curriculum (3)
• EDCI 513: History of Education Thought (3)
• EDCI 524: Models of Teaching (3)
• EDCI 572: Measurements and Evaluation (3)

Final Research Project

• EDSP 599 * : Research: Non-thesis project/Capstone portfolio (1 - 3 cr)

* Required: EDSP 599 (1 cr) the semester of graduation

Master's Plus Certification in Special Education

The master’s plus certification track is available to people new to special education and affords the opportunity to earn a degree while gaining initial Special Education Exceptional Child K-12 teaching preparation and certification. Students who pursue this track will exit with the master’s degree and an Idaho teaching certification in Exceptional Child Generalist. Because this track results in initial preparation in special education, coursework is paired with field experience so that students will gain the opportunity to link their subject knowledge to pedagogy and practice. The culminating activity for students in this track is a semester long teaching internship during which students will gain valuable hands-on experience. Candidates in this track already will hold an elementary or secondary teaching certificate and have no previous degree in special education.

Prerequisites

• EDSP 300: Education for Exceptionalities (3 cr) (all semesters) Or EDSP 520 Education of People with Disabilities (3 cr) (fall)
• EDSP 325: Classroom Application of Learning Theory (2 cr) (summer)
• EDSP 350: Language & Communication Development & Disorders (3 cr) (summer)
• Elementary Certification through U of I Or EDCI 463 Content Reading (3 cr)
• *Pass Praxis #5001 Elementary Education: Multiple Subjects (this Praxis exam must be passed within the first semester of student’s graduate studies)

Fall Courses

• EDSP 540: Behavioral Analysis for Children and Youth (3 cr)
• EDSP 548: Special Education Curriculum (3 cr)
• EDSP 549: Language, Communication and Social/Emotional Enhancement (3 cr)
• EDSP 530: Assistive Technology & UDL in K12 (2 cr.)

Spring Courses

• EDSP 423: Collaboration (3 cr)
• EDSP 425: Assessment (3 cr)
• EDSP 426: IEP Development (3 cr)

Any Semester Courses

• EDCI 570 Research (3 cr) (all semesters)

Final Semester Courses

• EDSP 599: Research: Non-thesis project (1-3 cr) must have one credit of EDSP the semester of graduation
• EDSP 597 :Internship/student teaching (6-8 cr) (8 weeks)

The required courses below depend if certified for elementary or secondary education.

Elementary Education

• EDCI 320: Teaching Reading and Literacy (3 cr)
• EDCI 463: Literacy Methods for Content Learning (3 cr)

Secondary Education

Note: EDSP 325 and EDSP 350 may be waived based professional experience and equivalent coursework.

Undergraduate Teaching Major (Endorsement)

EHHS offers a 31 credit endorsement (teaching major) in special education, open to elementary and secondary education majors. Students who complete the endorsement will meet the requirements for an initial Idaho teaching certification/credential and the exceptional child generalist teaching certification, enabling them to teach elementary or secondary as well as special education grades K-12.

The schedule of coursework will be determined with academic advisors based on the required coursework listed below: 

Option 1: Elementary Education

• EDSP 300: Educating for Exceptionalities (3 cr, any semester)
• EDSP 325: Classroom Applications of Learning Theories (2 cr, summer)
• EDSP 350: Language and Communication Development and Disorders (3 cr, summer)
• EDSP 423: Collaboration (3 cr, spring)
• EDSP 425: Evaluation of Children and Youth (3 cr, spring)
• EDSP 426: Developing Instructional Programs (3 cr, spring)
• EDSP 430: Assistive Technology and UDL (2 cr, fall)
• EDSP 448: Special Education Curriculum (3 cr, fall)
• EDCI  463: Content Reading (3 cr)
• EDSP 484: Special Education Internship (6 cr) 

Option 2: Secondary Education

All courses listed above plus:

• MTHE 235: Mathematics for Elementary Teachers I (3 cr)
• MTHE 236: Mathematics for Elementary Teachers II (3 cr)
• EDCI 320: Teaching Reading and Literacy (3 cr)

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Special Education

Through all pathways, you’ll focus on developing and teaching appropriate curriculum for students with mild to moderate disabilities, with emphasis placed on learning disabilities, mental conditions and other disabling conditions. Learn to create assignments and lesson plans geared toward each individual’s needs and abilities based on behavior, social and academic development and equip them for life beyond school.

As you progress, you’ll refine your teaching methods by better understanding disabilities, special education and developmentally responsive school models; the principles of developmentally appropriate instruction and teaching strategies; methods for conceiving challenging, integrative and exploratory curriculum; and techniques for encouraging inquiry and collaboration in the classroom. You’ll learn to identify special education needs, evaluate and monitor students, and gather and analyze data through educational research.

In addition to coursework, you’ll complete a one-semester internship, where you’ll gain insights from an experienced professional in a classroom environment.

You’ll cultivate bonds that will help grow your career. Beyond your internship, you’ll receive more personalized instruction through small class sizes, and build your network and industry knowledge through community-based programs and interdepartmental studies.

Prepare for a rewarding career and influence the next generation of students. Before applying to U of I’s highly ranked M.Ed. in Special Education program, review all admission requirements .

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COEUR d’ALENE PUBLIC SCHOOLS

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Welcome to the Special Education Department

Coeur d'Alene Public Schools commissioned a review of its support services for struggling learners. This educational services analysis was conducted in 2018 by Futures Education and presented to the district in November 2018. The full report is available here .

Welcome to the Coeur d'Alene Public Schools Special Education Department where all children are special and where we believe in the value and potential of every student.  The Special Education Department seeks to improve the performance of students with disabilities by ensuring equal access to the general education curriculum and differentiated instruction within their Least Restrictive Environment (LRE).  We provide and monitor the delivery of a comprehensive and seamless continuum of services for students with disabilities.  We strive to provide an education where every student, regardless of disability, has the opportunity to grow and learn in a safe and secure environment in which individual needs are assessed and nurtured.

Children develop and learn at different rates.  Some children have disabilities that interfere with their ability to make progress in their educational programs.  Others learn more easily and require program enhancements or a more challenging curriculum.  Coeur d'Alene Public Schools offers a wide variety of specially designed services to meet the unique needs of children determined to be eligible for special education services by meeting the eligibility criteria outlined in the  Idaho Special Education Manual.   There is not a "one size fits all" approach when it comes to special education services.  Once a child has qualified for services, an Individualized Education Program (IEP) team determines appropriate goals, accommodations/modifications and LRE based on each student's individual needs.  

All District schools are served by special education professionals and related service providers.  Services will be provided at a student's home school to the extent that the student is progressing towards their goals.  We are dedicated to providing the supplementary aids and services to support children to be educated alongside their neighborhood peers.

Contact Us:

Frank Maier

Director of Special Education

208-664-8241  

Email: [email protected]

Administrative Assistant for Special Education

208-664-8241

Email: [email protected]

Jenny Jensen

Assistant Director of Special Education (Elementary)

Email: [email protected]

Samantha Minert

Coordinator of Special Education (Secondary)

Email: [email protected]            

Special Education Consulting Teachers

Jonathan Beecher

Email: [email protected]

Email: [email protected]

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An assessment of disability rights in the U.S. schooling system

Disability Rights in U.S. Schools

Register for the program here.

The shortage of teachers, the lasting impact of the coronavirus pandemic and the continued strain on resources have hit America’s 7 million students with disabilities especially hard. On Thursday, June 20, at 11:00 a.m. ET, join Washington Post Live for conversations with Education Secretary Miguel Cardona, Ford Foundation program officer for U.S. disability rights Rebecca Cokley and the National Center for Learning Disabilities CEO Jacqueline Rodriguez about learning programs for special needs students, ways to better prepare educators to work with the student population and the broader state of disability rights in the schooling system.

Education Secretary Miguel Cardona

Rebecca cokley.

Program Officer, U.S. Disability Rights, Ford Foundation

Jacqueline Rodriguez

CEO, National Center for Learning Disabilities

Content from National Education Association

The following content is produced and paid for by a Washington Post Live event sponsor. The Washington Post newsroom is not involved in the production of this content.

Safeguarding Disability Rights in Education

Historically, disability rights have been on the backburner when it comes to creating an inclusive, just society. In the education setting, students and educators with disabilities have been left behind in academics, support, and accessibility. In an interview with Bryan Borzykowski, NEA president Becky Pringle discusses this ongoing crisis, how the NEA and its members are tackling it, and the importance of disability-inclusive policies, both in the school environment and at the state/federal level

Becky Pringle

President, National Education Association

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Bachelor of Arts

Educational Studies Degree

This online, non-licensure educational studies degree prepares you to make a difference .

Do you enjoy finding creative ways to share information with others? Does the career you’re interested in require skills pertaining to education, but not necessarily a teaching license? If this describes you, a bachelor's in educational studies is exactly what you've been looking for.

Put your passion to work with an education studies degree where you can make a meaningful contribution in people's lives as an educator. This online, non-licensure bachelor's education degree program gives you the skills you need to educate and care for diverse learners in a variety of fields.

Based on your career goals and interests, you can choose an educational studies program in a content area that meets your needs while working toward employment in school settings, corporate training, and instructional design—just to name a few! However, these programs do not lead to a teaching license. If you are interested in a degree program that leads to a teaching license, please visit one of our initial licensure programs , or learn the differences between BAES and an initial licensure program . WGU has 10 non-licensure BAES programs for you to choose from: 

• Elementary Education - B.A. Educational Studies
• Elementary and Special Education - B.A. Educational Studies
• Mild to Moderate Special Education - B.A. Educational Studies
• Secondary Biology Science Education - B.A. Educational Studies
• Secondary Chemistry Science Education - B.A. Educational Studies
• Secondary Earth Science Education - B.A. Educational Studies
• Secondary Physics Education - B.A. Educational Studies
• Middle Grades Science Education - B.A. Educational Studies
• Secondary Mathematics Education - B.A. Educational Studies
• Middle Grade Mathematics Education - B.A. Educational Studies

Time to completion 

Each educational studies emphasis contains different coursework and specialization, resulting in various average completion times. WGU lets you move more quickly through material you already know and advance as soon as you're ready .

Tuition per six-month term is

Do the math and you'll see that you're in control of the cost of your teaching degree. We charge tuition per term instead of per credit. Finish faster, pay less!

On average, students transfer

28 credits*

Your associate degree or previous college credit may waive some courses through transfer. We review your transcripts for transfer credits, helping you accelerate this bachelor's degree in education.

*WGU Internal Data

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COURSE DETAILS

Educational Studies Courses

Online courses focused on preparation for unique educational situations and helping you become a better educator..

This online educational studies bachelor's degree program was designed and is regularly updated with input from the experts on our Education Program Council. These experts know exactly what it takes for a graduate to  be a successful educator. 

Some of the courses in your program may be waived through transfer from your previous college experience. The rest you will complete one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. This means that you can finish as many courses as you're able in a term at no additional cost.

You will complete your courses by studying and working independently with instruction and support from WGU faculty. You will be expected to complete a certain amount of coursework each term for on-time progress.

Consult your specific program guide for courses included in your area of emphasis:

Common Courses Across All Emphasis Tracks See Program Guide for Full Course List

General Education & General Science Education

Professional Core

Welcome to Composition: Writing with a Strategy! In this course, you will focus on three main topics: understanding purpose, context, and audience, writing strategies and techniques, and editing and revising. In addition, the first section, will offer review on core elements of the writing process, cross-cultural communication, as well as working with words and common standards and practices. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the seven competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content.

In this course you will learn key critical thinking concepts and how to apply them in the analysis and evaluation of reasons and evidence. The course examines the basic components of an argument, the credibility of evidence sources, the impact of bias, and how to construct an argument that provides good support for a claim. The course consists of an introduction and four major sections. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the four competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content.

Welcome to Introduction to Communication: Connecting with Others! It may seem like common knowledge that communication skills are important, and that communicating with others is inescapable in our everyday lives. While this may appear simplistic, the study of communication is actually complex, dynamic, and multifaceted. Strong communication skills are invaluable to strengthening a multitude of aspects of life. Specifically, this course will focus on communication in the professional setting, and present material from multiple vantage points, including communicating with others in a variety of contexts, across situations, and with diverse populations. Upon completion, you will have a deeper understanding of both your own and others’ communication behaviors, and a toolbox of effective behaviors to enhance your experience in the workplace.

Welcome to Composition: Successful Self-Expression! In this course, you will focus on four main topics: professional writing for a cross-cultural audience, narrowing research topics and questions, researching for content to support a topic, and referencing research sources. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the seven competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content. You will demonstrate competency through a performance assessment. There is no prerequisite for this course and there is no specific technical knowledge needed.

Mathematics for Elementary Educators I guides preservice elementary teachers in an investigation of number systems, place value, number theory, and ratio and proportion. This is the first course in a three-course sequence.  There are no prerequisites for this course.

This is Introduction to Physical and Human Geography, a three-module course that addresses the question of what geography really is in today's complex world; how migration affects—and has been affected by—geography; and one of the biggest present problems related to geography: climate change. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to, with the goal of demonstrating proficiency in the five competencies covered in the final assessment. If you have no prior knowledge of this material, you can expect to spend 30–40 hours on the course content.

​This course presents a broad survey of U.S. history from early colonization to the mid-twentieth century. The course explores how historical events and major themes in American history have affected diverse populations, influenced changes in policy an established the American definition of democracy.  This course consists of an introduction and five major sections. Each section includes learning opportunities through reading, images, videos, and other relevant resources. Assessment activities with feedback also provide opportunities to practice and check how well you understand the content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to, with the goal of demonstrating proficiency in the five competencies covered in the final assessment. If you have no prior knowledge of this material, you can expect to spend 30-40 hours on the course content.​ 

This course provides students with an overview of the basic principles and unifying ideas of the physical sciences: physics, chemistry, and earth sciences. Course materials focus on scientific reasoning and practical, everyday applications of physical science concepts to help students integrate conceptual knowledge with practical skills.

This course provides students an introduction to using the scientific method and engaging in scientific research to reach conclusions about the natural world. Students will design and carry out an experiment to investigate a hypothesis by gathering quantitative data. They will also research a specific ecosystem using academic sources and draw conclusions from their findings.

This is a Global Arts and Humanities course that contains three modules with corresponding lessons. This course is an invitation to see the world through the humanities, examine the humanities during the Information Age, and explore the global origins of music—essentially questioning what makes us human, and how people are connected across culture and time. Each module includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to practice and check learning. With no prior knowledge or experience, a learner can expect to spend 30-40 hours on the course content.

Mathematics for Elementary Educators II engages preservice elementary school teachers in mathematical practices of algebraic reasoning. This course explores important algebraic topics such as patterns, expressions and equations, linear equations, inequalities, and functions. This is the second course in a three-course sequence. 

American Politics and the U.S. Constitution examines the evolution of representative government in the United States and the changing interpretations of the civil rights and civil liberties protected by the Constitution. This course will give candidates an understanding of the powers of the branches of the federal government, the continual tensions inherent in a federal system, the shifting relationship between state and federal governments, and the interactions between elected officials and the ever-changing electorate. This course will focus on such topics as the role of a free press in a democracy, the impact of changing demographics on American politics, and the debates over and expansion of civil rights. Upon completion of the course, candidates should be able to explain the basic functions of the federal government, describe the forces that shape American policy and politics, and be better prepared to participate in America’s civic institutions. This course has no prerequisite.

Mathematics for Elementary Educators III engages preservice elementary teachers in important concepts in geometry, measurement, data analysis and statistics, and probability. This is the third course in a three-course sequence. 

The School as a Community of Care is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to meet the social and emotional needs of learners, taking into account theories and philosophical perspectives on child and adolescent development and learning. Candidates learn to effectively collaborate with parents, families, caregivers, and other community stakeholders in each child's education, to build a strong foundation for academic and personal success. Emphasis is placed on family engagement as candidates gain knowledge of individual, cultural, and community assets that can be used to facilitate learner growth and development, as well as understand mental health and emotional differences among learners that may necessitate leveraging additional resources to support students' wellbeing. Issues of youth mental health, substance abuse, suicide awareness and prevention, and abuse within families will be addressed as will the importance of parent involvement. Candidates will engage in seven hours of preclinical experiences, which include visual observations of learning environments that involve parents and families in their children's' education while supporting the social and emotional learning (SEL) needs of learners and an interview with an educational professional to explore topics related to parent involvement, youth mental health issues, and professional responsibilities to ensure student wellbeing. Additionally, crosscutting themes of technology and diversity are interwoven for further development.

Educational Foundations is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. The course provides candidates with early classroom experience where they observe multiple school settings at three different levels of schooling and interview an educator to learn how state standards and various legal and ethical issues affect classrooms today. The course also provides candidates with opportunities to gain foundational knowledge about what it means to be a teacher in the current educational context while exploring their future role within the larger landscape of historical and cultural influences. This course ensures candidates have a firm grasp on important issues affecting educators including state standards-based curriculum, legal and ethical requirements affecting educational opportunities, and professionalism, preparing them for subsequent coursework within the Professional Core and their content area major courses. Five preclinical hours are interwoven throughout this course, and cross-cutting themes of technology and diversity are introduced for further development throughout the candidate’s programs.

Educational Psychology and Development of Children and Adolescents is a key component of WGU’s Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to support classroom practices grounded in research-validated principles from the areas of educational psychology and child/adolescent development. Candidates will be introduced to learning theories that equip them with the knowledge and skills necessary to support the diverse populations of students with whom they will interact. This course addresses theories of human development, spanning early childhood through adolescence, and candidates completing this course will be able to explain and analyze the guiding perspectives on linguistic, physical, cognitive, and social development. This course will also cover appropriate instructional and assessment strategies to support student learning and development. Candidates will engage in four hours of virtual classroom observations related to issues in educational psychology and learner development. Cross-cutting themes of technology and diversity are interwoven for further development.

Fundamentals of Diverse Learners is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to consider and address the wide range of learning needs in the classrooms of today. This course teaches candidates to identify and support the needs of diverse populations of learners, including, for example, students with disabilities (Including Dyslexia), students who are English language learners, and students who are gifted and talented. Practical strategies for differentiating instruction while creating a safe, inclusive, and culturally responsive learning environment are explored. This course helps candidates develop skills for partnering with parents and advocating for all students, particularly those impacted by provisions of IDEA and Section 504 of the Rehabilitation Act. Multitiered systems of support are addressed to prepare candidates for their future classrooms as they seek to select appropriate instructional practices and interventions to best serve their students. Candidates will engage in four hours of preclinical experiences that include a simulated teaching experience in which skills learned can be applied. Cross-cutting themes of technology and diversity are interwoven for further development.

Managing Engaging Learning Environments is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to establish and contribute to safe and productive learning environments that support the success of all learners by ensuring student engagement and motivation for learning. Candidates will learn strategies, such as incorporating consistent routines and expectations, to provide positive behavior supports, increase learner motivation, promote active learning and self-direction, and ensure a safe and productive classroom setting that fosters a sense of community through collaborative educational practices. The course will culminate in evidence-based, practical application of current strategies, theories, or philosophical perspectives related to motivating and engaging all students in a learning community. Candidates will engage in seven hours of preclinical experiences that include both virtual observations of classroom settings and time in a simulated classroom environment where theory can be put into practice. Cross-cutting themes of technology and diversity are interwoven for further development.

Introduction to Curriculum, Instruction, and Assessment is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course provides candidates with the knowledge and skills necessary to create engaging and standards-aligned lessons that meet the needs of all learners. Candidates will learn to analyze learner needs based on a variety of inputs, including their state P–12 standards, assessment results, and knowledge of learner differences. This course will help candidates design, deliver, and modify instruction in accordance to needs and educational requirements. Candidates will engage in three hours of preclinical experiences that include virtual classroom observations. They also will record a short teaching segment, allowing for authentic teaching experience. Crosscutting themes of technology and diversity are interwoven for continued development.

Assessing Impact on Student Learning is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course equips candidates to evaluate student learning and their own professional practice, ensuring candidates are prepared to ensure all learners' success. In this course, candidates learn multiple methods of assessment to ensure they are able to implement a balanced approach to assessment while monitoring their students’ progress. Assessments types such as formative, summative, standardized, and common assessments are addressed so candidates understand their purposes and can apply them within the context of a lesson to determine impact on learning. Data literacy skills are taught to ensure candidates interpret and analyze individual and classroom data and apply their knowledge in ways that support academic success. Candidates will engage in three hours of preclinical experiences that include virtual classroom observations. Cross-cutting themes of technology and diversity are interwoven for further development.

Educational Technology for Teaching and Learning is a key component of WGU's professional core and is a required course for all initial licensure candidates. This course prepares candidates to incorporate technology into their classroom practices in ways that improve teaching and learning. The ISTE standards will form the basis for their practice. The material will teach candidates to critically evaluate software and hardware options that may positively impact the classroom environment, while also increasing their awareness of ethical usage and considerations related to equity, access to technology, and appropriate use of technology by P–12 students. Assistive technologies to meet the needs of a diverse learner population also will be taught in this course. Candidates will engage in three hours of preclinical experience including virtual observations of classroom practices incorporating technology in order to achieve educational goals. Crosscutting themes of technology and diversity are interwoven for further development.

This course is a foundational introduction to the biological sciences. The overarching theories of life from biological research are explored as well as the fundamental concepts and principles of the study of living organisms and their interaction with the environment. Key concepts include how living organisms use and produce energy; how life grows, develops, and reproduces; how life responds to the environment to maintain internal stability; and how life evolves and adapts to the environment.

Number of Courses Varies by Program

The number of courses in your program will depend on the emphasis area you select.

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Lesson Planning: Created effective lesson plans for optimal instrucitonal delivery.
• Teaching: Established positive and meaningful relationships with students, fostering a supportive and inclusive learning environment.
• Classroom Management: Developed and implemented organizational routines and norms for classroom discourse and student work, fostering an environment conducive to effective learning and collaboration.
• Research:  Expertly evaluated research evidence, identifying weaknesses, inconsistencies, biases, and other issues to ensure the reliability of information.
• Writen Communication:  Communicated ideas with clarity and precision through written communication techniques.
• Communication:  Delivered messages through tailored communication methods, ensuring resonance with diverse audiences.

“After completing my degree, my husband also completed his degree at WGU and went back to pursue his master's degree at WGU. It is not unreasonable for our family to say that WGU changed our lives.”

—Amanda Rogers B.A. Elementary Education

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 4 years, minimal acceleration options

As quickly as you can master the material, typically less than 3 years

TRANSFER CREDITS

Few accepted, based on certain schools and specific courses

A generous transfer policy that is based on your specific situation

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you chart your courses, answer your questions, and ensure you can go through your program. You're not alone when you choose an online degree at WGU.

Flexibility You Need

Students choose WGU for their online degree program because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

Strong Alumni Network

When you enroll in an online bachelor's degree program at WGU, you join an impressive network of teachers.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

An Affordable  Educational Studies Degree Program

By charging per six-month term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A College Degree Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.

* WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

A Different Way to Learn: Degree Programs Designed to Fit Your Life—and All the Demands on Your Time

Professional responsibilities. Family obligations. Personal commitments. At WGU, we understand schedules are tight and often unpredictable for adult students. That’s why we offer a flexible, personalized approach to how education should be. No rigid class schedules. Just a solid, career-focused principal preparation program that meshes with your current lifestyle. You'll be challenged. You'll work hard. But if you commit yourself and put in the hours needed, WGU makes it possible for you to earn a highly respected degree as a busy working adult.

"Getting my degree from WGU helped me achieve the career I always dreamed of having. It opened doors for me to become a lifelong learner and go to a job everyday that I love!”

—Sarah Hyde M.A. Elementary Education

CAREER OUTLOOK

Earn A Degree in Education Studies Online and Make a Difference

The educational studies degree is a non-licensure program that sets the foundation for teaching in a variety of settings. Often, those who earn a bachelor’s degree in educational studies work as tutors, trainers, community outreach partners, or in any position where they teach others and encourage learning and improvement. In addition, this program can serve as a foundation for future graduate work in fields such as sociology, counseling, or instructional design. While this non-licensure program does not lead to a professional license, it can prepare you to pursue that route later.

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

Employment in education, training, and library occupations is projected to grow 7% from 2021 to 2031.

—U.S. Bureau of Labor Statistics

Extensive Career Possibilities

Graduating with a degree in educational studies opens the doors to many career possibilities, including:

• Instructional support
• Community outreach
• Education staff (museums, learning centers, etc.) 
• K-12 opportunities that do not require a teaching license

Impressive Class of Graduates

Graduates of the WGU Teachers College include recipients of many professional honors, including:

• Gates Millennium Scholars
• Intel Grant for Mathematics and Technology
• Claes Nobel Educator of Distinction Award
• Milken Family Foundation National Educator Award
• Association of Public Charter Schools Educator of the Year Award

Bachelor of Educational Studies Admission Requirements

For educational studies programs, there are currently no additional admission requirements beyond the general admission requirements.

NOTE: You do not need to take the ACT or SAT to be admitted to this program.  Learn why we don't require these tests.

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

Transfer Credits

Get added support and flexibility as you start your degree  take a course or two at your pace before committing to a full degree program. strengthen your study habits, gain essential learning skills and, best of all, each completed course counts toward your degree requirements. .

Learn More about Pathways to Starting

More about the B.A. in Educational Studies

• More About This Degree

Does this program lead to a teaching license?

No. The Bachelor of Arts in Educational Studies does not lead to a teaching license. For teaching degrees that lead to licensure, click here.

What is a bachelor’s degree in educational studies?

A bachelor’s degree in educational studies prepares graduates to learn about education for different levels and groups. Our 10 educational studies programs provide general knowledge and skills in areas including special education, science, and math. You can be prepared to become a preschool teacher, a classroom assistant, a tutor, and more.

What can I do with a degree in educational studies?

A degree in educational studies helps you gain education skills that can be used inside or outside of the traditional classroom. Educational studies degree earners may opt to teach daycare, support community outreach efforts, or do private tutoring. Graduates of the educational studies also prepares learners for K-12 settings, including the potential to complete a WGU Master of Arts in Teaching program

How long is a bachelor’s degree in educational studies?

Traditionally, earning a bachelor’s degree in educational studies takes around four years. However, WGU's competency-based education model allows you to accelerate your study and earn your degree more quickly. Many of our students earn their degree in less than two or three years.

Does WGU require transcript submissions of prior college work?

Yes. Transcripts are used by your program mentor to help develop your personalized degree plan. WGU requires that official transcripts of previous academic work completed at other colleges or graduate schools be submitted for evaluation. It is your obligation to request official transcripts from the institutions you have attended when applying for admission. At the present time, we don't require a minimum grade point average (GPA) or SAT/ACT scores for admission.

Do graduate students need to submit transcripts?

Yes. Students applying to a graduate degree program must send bachelor's degree official transcripts verifying their receipt of a bachelor’s degree from a regionally or DETC-accredited institution. The Records and Admissions Departments should receive the official transcripts by the 1st of the month prior to the start of your program. WGU accepts  limited  college transfer credits at the graduate (master’s) level in  only a few programs : M.S. Nursing and Master of Health Leadership. Transfer credit is  not accepted  in all other master's programs. For all other graduate-level programs, requirements are not cleared through transfer because of prior graduate school study. However, competencies obtained through prior study will help students to accelerate toward degree completion.

Who reviews my transcripts? How long does it take?

Your official transcripts will be evaluated by a member of the Transcripts Department. The time it takes to review your transcripts and report which subject areas (domains) are cleared will vary. We will inform you via email when your transcripts arrive, and we endeavor to report transfer decisions through your  Enrollment Counselor  within two weeks of that date.

What is the deadline for transcript submission?

Because your mentor will use your transcripts to help develop your personalized Degree Plan, it is important we receive official transcripts directly from all the colleges and universities you have previously attended no later than the 1st of the month prior to your intended start date. WGU will not award transfer credit based upon the work identified by transcripts received after your start date.

Can I submit unofficial copies of transcripts?

If you have questions about your transcripts prior to submission of your official transcripts, you may  contact your Enrollment Counselor  to discuss the Transfer Evaluation Guidelines for your intended degree program.

Can I transfer previously earned college credits to WGU?

Yes. If you’re applying for a bachelor’s degree program and have completed college coursework at another institution, you may have your transcripts evaluated and may be able to have some or all of the requirements for lower-division courses cleared through transfer credits. In some programs, professional certifications may clear additional requirements.

What credit hours can I expect to transfer into WGU?

Many students transfer into a WGU degree program already having accumulated many credit hours or having earned an associate’s degree. Transcripts are evaluated on a course-by-course basis according to the following general guidelines:

• If you hold an Associate of Arts (AA) or Associate of Science (AS) degree from an institution that is recognized as nationally or regionally accredited by the U.S. Department of Education, you should clear all or many of the lower-division requirements for a bachelor’s degree in Business or Information Technology. For Health Professions and Teachers College programs, a course-by-course evaluation is typically required. Only an official transcript evaluation can determine how many requirements you may be able to waive.
• If you earned an Associate of Applied Science (A.A.S.) or other applied associate’s degree, you may be able to clear a significant portion of WGU's lower-division degree requirements.
• If you have completed college courses but have not earned a degree of any type, you may also be able to have some degree requirements cleared through a course-by-course transcript evaluation.
• WGU accepts  limited  college transfer credits at the graduate (master’s) level in  only a few programs : M.S. Nursing and Master of Health Leadership. Transfer credit into the M.S. Nursing and Master of Health Leadership programs will only be considered for new students beginning their program on February 1, 2021, and beyond. Transfer credit is  not accepted  in all other master's programs. For all other graduate-level programs, requirements are not cleared through transfer because of prior graduate school study. However, competencies obtained through prior study will help students to accelerate toward degree completion.

I have lots of credit hours but don't have a bachelor's or associate's degree. What will transfer?

It depends on how well the courses you’ve already taken match the competencies in the WGU degree program you’re applying for.

Each WGU degree program specifies the competencies you must possess and demonstrate mastery of in order to receive your degree; having accumulated credits isn’t sufficient proof that you have mastered the competencies.

Prior courses must be relevant. If your prior coursework directly matches the requirements for your WGU bachelor’s degree, you may be able to clear one or more required lower-division courses. However, if your coursework was in subject areas that don’t match WGU's degree requirements, the amount of transfer credit you receive may be limited.

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