Master of
Education in Special Needs and Learning Innovation
The Master of Education in Special Needs and Learning Innovation is a professional master’s degree that is designed to develop innovative, inclusive, and evidence-informed educators who can design, implement, and evaluate learning systems for diverse learners, including those with disabilities. Anchored on Universal Design for Learning (UDL), design thinking, and data-informed decision-making, the program equips graduate students with competencies in curriculum design, instructional development, assessment, behavioral and social-emotional support, assistive technology integration, and collaborative family–school partnerships in inclusive and special education settings. Through immersive learning, applied projects, and reflective practice, graduates are prepared to lead inclusive education initiatives and champion equitable, rights-based educational practices across varied learning environments.
Program Outcomes
By the end of the program, graduates will be able to:
- Design Inclusive and Innovative Curricula
Demonstrate advanced knowledge and skills in designing inclusive and innovative curricula for diverse learners across educational settings, including Individualized Educational Plans, Individualized Transition Plans, and providing curricular enhancements for gifted and talented learners. - Apply evidence-based assessment and instructional strategies
Demonstrate the ability to select, design, and implement assessment tools and instructional approaches based on data from functional, authentic, and progress‑monitoring assessments to plan, deliver, and adjust instruction that effectively supports learners’ academic, behavioral, communication, and functional skill development across diverse and inclusive settings. - Use assistive technology and multitiered support systems
Demonstrate the ability to select and integrate appropriate assistive technology tools to enhance learners’ access, participation, communication, and independence across educational settings, and apply Multitiered Support Systems (MTSS) by designing and implementing tiered academic, behavioral, and social‑emotional interventions grounded in data-based decision-making - Implement behavioral, and social-emotional, and mental health supports
Implement developmentally appropriate behavioral, social-emotional, and mental health supports by applying evidence-based frameworks, including Positive Behavior Intervention and Support (PBIS), social-emotional learning (SEL), and trauma‑informed practices. - Collaborate effectively with stakeholders
Collaborate effectively with families, colleagues, and community stakeholders by using culturally responsive communication, shared decision‑making, and interdisciplinary teamwork to support learner success and promote inclusive, rights‑based educational practices. - Conduct applied capstone projects
Conduct capstone projects that use systematic inquiry, evidence gathering, and analytical tools to address real-world problems in special and inclusive education. Translate findings into actionable insights that improve instructional practices, programs, and learner outcomes.
Key Competencies Developed
By the end of the program, graduates will be able to develop the following key competencies:
- Inclusive Curriculum Design – Adapting, modifying, and innovating curricula using UDL and learner-centered frameworks.
- Assessment and Data-Based Decision-Making – Conducting functional, authentic, and progress-monitoring assessments to guide instruction.
- Evidence-Based Instruction – Applying research-supported strategies in literacy, numeracy, communication, and functional skills.
- Assistive Technology Integration – Selecting and implementing assistive technology tools to support access, participation, and independence.
- Behavioral and Social-Emotional Support – Designing and implementing Positive Behavior Intervention Support (PBIS), Socio-emotional Learning (SEL), and trauma-informed interventions.
- Collaboration and Advocacy – Engaging families, colleagues, and communities in rights-based, culturally responsive partnerships.
These competencies can be assessed through a variety of methods, including:
- Case studies
- Assessment reports
- Program planning, Individualized Educational Plan (IEP), and Individualized Transition Plan (ITP) development
- Demonstration teaching
- Reflection and synthesis papers
- Capstone projects
Total Program Units: 34 units
CHED Center for Excellence
The Department of Early Childhood Education is a designated Center for Excellence by the Commission on Higher Education (CHED). More Information >
The special project is practice-based where the student applies learned understandings, concepts, values, competencies, and skills on Special Education. Each student may choose to work on a project, or an action research related to the students’ field of specialization. All these with the guidance of a professor.
The following Sustainable Development Goals (SDGs) are addressed by this program:
Potential Careers
Graduates of this program may venture on the following careers:
- Special Needs Education Teacher
- Inclusive Education Teacher
- Learning Support Teacher
- Shadow Teacher
- Instructional Designer for Inclusive Education
- Behavior and SEL Support
- Program Developer for Inclusive and Special Needs Education
- Educational Advocate or Consultant
- Teacher Assistant/Para teacher
CURRICULUM SUMMARY
Courses | Units |
MC Required Course | 1 |
· MSAA 6000 (Miriam Spirituality and Advocacy)
| |
Core Courses | 12 |
1. MECL 6001 (Curriculum Design for Learning Innovation) 2. MECL 6002 (Instructional Design for Inclusive and Innovative Learning) 3. MECL 6003 (Educational Advocacy) 4. MECL 7701 (Research Methods and Data Analysis in Education)
| |
Professional Courses | 15 |
1. MESN 7301 (Inclusive Curriculum) 2. MESN 7302 (Assessment in Special and Inclusive Education) 3. MESN 7303 (Inclusive Evidence-based Instruction and Assistive Technology) 4. MESN 7304 (Behavior and Social-Emotional Supports in Special and Inclusive Settings) 5. MESN 7305 (Collaboration, Advocacy, and Family–School Partnerships)
|
|
Comprehensive Exam | – |
· MESN 7900 Comprehensive Exam
|
|
Capstone Courses | 6 |
1. MESN 7998 (Capstone Project Proposal / Practicum) 2. MESN 7999 (Final Capstone Presentation / Practice-Based Learning Portfolio)
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Total Number of Units | 34 |
Partners
- Wesleyan University
- Project Inclusion Network
- Wordlab School, Inc
- Alternative Learning Resource School (ALRES) Philippines, Inc.
- Independent Living Learning Centre (ILLC Philippines
- Philippine Network for Inclusive Education
