Online Degrees Special Education Master’s in Autism

Online master’s in autism

No. 2 online master’s in special education

in the nation1

Renowned faculty

The University of Kansas has been educating autism professionals for over 30 years

Focus on your areas of expertise

Elective offerings in Behavior, Leadership, and Secondary/Transition are available.

Autism affects nearly 1 in 31 8-year-old children2

The more we learn about autism, the more we realize how it impacts learning and development in unique ways—especially in the classroom. Recognizing that no two students with autism are alike, we at the University of Kansas emphasize that the training their educators receive should be as diverse as the students themselves.

For current educators and related service professionals working with students with autism, the online master’s in autism is designed to sow empathy, efficiency, and empowerment into your work.

Master’s students will advance their understanding of the characteristics of autism and how it affects development, formal and informal assessment methods, instructional strategies, and effective teaching practices. By learning more about students who require intensive and highly individualized education, and those who need less intensive support and services, we can assure that each person with autism has the opportunity to reach their full potential, improve their quality of life, and participate in all aspects of citizenship.

Teacher and Student Working Together With Math Counting Cubes

Put theory into practice.

Special educators and related professionals who serve learners with autism must be trained to identify and apply evidence-based practices in accordance with students’ strengths, interests, preferences, and needs.

The online master’s in autism program fully prepares students to:
  • Understand and promote social skill development and interactions of learners with autism
  • Select, implement, and evaluate evidence-based interventions for autism
  • Interact with and support families of learners with autism
The University of Kansas online master’s in autism has really challenged me academically and pushed me to further understand evidence-based practices in the field of autism. It has also pushed me to challenge my own thinking and perceptions about autism and other disabilities. I would highly encourage others to pursue a master's program at KU
Janine G., Online master’s in autism, Summer 2022

Shape Your Master’s with Elective Choices

Dive deep with the online master’s in autism. Our program is both intense and comprehensive, offering a robust foundation in behavioral analysis. To further customize your learning experience—based on your personal career goals and interests—you'll select from a variety of electives. These electives include:

  • Behavior: Understand and support appropriate behaviors in learners with autism.
  • Leadership: Prepare for leadership roles within a school or district setting.
  • Secondary Special Education and Transition: Equip students with skills to transition to adult life.

By offering a diverse set of electives, we empower you to create a master’s experience that truly aligns with your goals and expertise.

Hands-typing-on-laptop

The autism online student experience

Students enrolled in the autism program, Meagan David and Lindsey Stewart met during their first term at the School of Education and Human Sciences. Together, they shared connections, collaboration, and life-enriching friendships that grew from their online experience at KU.
Read their story

Important dates

AUG
1
Application Deadline
August 1
Fall 2025 Term
AUG
18
Next Start
August 18
Fall 2025 Term

Online master’s in autism

Program details

  • 12 courses, 8 weeks per course, 36 credit hours
  • Complete in as few as 2 years
  • Learn from renowned faculty in a department that has set the standard in the research and practice of special education for over 50 years
  • No. 2 online Master’s in Special Education in the nation1
  • Complete your coursework anytime, anywhere through our innovative online format
  • Gain real-world experience through an extensive field-based practicum during your program
  • No GRE required for admission

View Admission Requirements

*This program is an online Master of Science in Education (M.S.E.) degree in special education with an emphasis in autism. It does not lead to initial nor advanced licensure in special education.

Note: In order to enroll in this program, a bachelor's degree is required.

Unlock your potential early

As a student in the online autism master’s program, you can earn your Graduate Certificate in autism in just the first eight months of your journey. Start enhancing your resume with valuable accomplishments and apply your newly acquired skills in real-world settings right away. Contact a KU admissions outreach advisor to learn more.

Contact an Advisor

Your route to success

Find your fastest path to graduation with our tailored course roadmaps. Select your start date to learn more:

Spring course roadmap
Summer course roadmap
Fall course roadmap

Online master’s in autism: Course descriptions

All courses listed are worth 3 credits.

Please note: Course list and sequence are subject to change.

Core Courses

SPED 760 - INTRODUCTION TO AUTISM

An introductory graduate-level course on autism to establish a foundation for the remainder of the online master’s in autism. Together, we’ll address characteristics of children and youth with autism, trends and issues associated with autism, and effective practices and strategies for structuring, managing, and promoting social skill development and social interactions among learners with autism.

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SPED 785: APPLICATION OF ASSESSMENT INFORMATION FOR EXCEPTIONAL CHILDREN AND YOUTH

An analysis of information derived from assessment instruments and procedures appropriate to measuring the social and cognitive development of exceptional children and youth. Provides experiences in determining assessment data required in the development of Individualized Educational Programs (IEPs). Attention is also given to the design of informal assessment procedures, specific to the needs of exceptional children and youth. Experience is provided in the preparation and presentation of assessment data for use in instructional planning conferences. Prerequisite: An undergraduate or graduate course in educational measurement, and SPED 760.

SPED 790: METHODS FOR LEARNERS WITH HIGHER-FUNCTIONING AUTISM

This is a methods course, with special emphasis on learners with high-functioning autism. Particular attention is given effective practices and strategies for teaching, managing and promoting social skill and social communication development and proactive social interactions.

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SPED 800: TEACHING LANGUAGE AND COMMUNICATION SKILLS TO LEARNERS WITH AUTISM AND DEVELOPMENTAL DISABILITIES

Emphasis is given to milestones in normal language acquisition and variations from norms demonstrated by handicapped learners. Attention is also given to theoretical approaches to language training, formal and informal language assessment techniques, and instructional methods. Students design individualized instructional plans for incorporating language into the daily curriculum for handicapped learners. Prerequisite: SPED 425 or SPED 725.

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SPED 860: EDUCATION OF CHILDREN AND YOUTH WITH DISABILITIES: AUTISM

This course is designed to prepare students to implement specialized alternative strategies for individualized group instruction. Methods for developing and implementing overall treatment/educational programs, planning or selecting curriculum/service models for programs, and developing instructional materials are emphasized. Procedures for managing classroom staff and service resources, coordinating educational programs with families, other service personnel and program support staff, and monitoring overall program effectiveness are addressed. Prerequisite: SPED 760.

SPED 854: FAMILY AND INTERPROFESSIONAL COLLABORATION IN SPECIAL EDUCATION

This course is designed to provide knowledge and skills to implement federal and state mandates for special education and related services programs as they relate to building and maintaining relationships with families of students with disabilities, and developing effective school programs. It covers procedures for developing, implementing and evaluating (a) instructional accountability for special education students' participation in district and state assessment; (b) relationships between general and special education personnel and programs; (c) roles and responsibilities; (d) interdisciplinary team planning including families; (e) coordinating, educating and supervising paraeducators; and (f) general management responsibilities associated with instruction of children and youth with disabilities. Course topics will include collaboration in schools; community systems and families; historical perspectives of family life and school involvement; effective relationships between home, school and community; communication among professionals and with families; school-based programs; home-based programs and multicultural considerations. Prerequisite: any of the following courses: SPED 631, SPED 731, SPED 632, SPED 732, or SPED 735.

EPSY 715: UNDERSTANDING RESEARCH IN EDUCATION

This course introduces the concepts and skills involved in understanding and analyzing research in education and related areas. The course provides an overview of basic, general knowledge of various research methodologies used in the online master’s in autism program. Students should expect to study much of this material in greater depth through additional coursework before being fully prepared to conduct independent research. However, this course should enhance their ability to locate, read, comprehend, and critically analyze research articles and reports. Topics in the course include quantitative and qualitative methods and designs, historical and descriptive research and program evaluation. (This course fulfills the requirement of a research methods course in the first 12 hours of graduate study.)

SPED 871: ADVANCED PRACTICUM WITH EXCEPTIONAL CHILDREN NEEDING AN AUTISM

This is an advanced practicum experience for the graduate student teaching children and youth with autism. The practicum is designed to provide intense, diverse and direct teaching experiences with children and youth who have learning and behavioral needs in the mild through moderate range and who have been identified with autism, including those who may have Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS), Asperger syndrome, autism and/or high functioning autism. Prerequisite: SPED 760, SPED 785, and SPED 743.

SPED 898: MASTER'S PROJECT

The student, with the guidance of a master's project/thesis committee completes execution of the project or thesis. The project/thesis is done as individual study of selected current problems in the field of special education to be adapted to the special interests and objectives of the students and conducted through extensive reading and research. In addition, the student completes the course with a presentation/defense of the project or thesis to his/her committee.

Elective Courses

SPED 743: FUNCTIONAL BEHAVIOR ASSESSMENT, POSITIVE BEHAVIOR SUPPORT AND CLASSROOM MANAGEMENT

This course provides a problem-solving approach and the framework for teaching and assessment strategies to develop pro-social behavior in students with disabilities and their typical peers in classrooms and whole school contexts. Students assess problem behavior, discover the functions of problem behavior, and learn pro-social alternatives in home, school and community settings. Prerequisite: SPED 631 or SPED 731, and SPED 632 or SPED 732.

SPED 843: ADVANCED METHODS AND ASSESSMENT: STRATEGIES FOR STUDENTS WITH SOCIAL AND EMOTIONAL NEEDS

This course is designed to introduce educators and related service professionals to prevention and intervention related to a broad range of antisocial, aggressive and behavioral problems. Approaches focus on understanding and addressing the precipitating factors related to inappropriate behavior, short-term approaches for immediate crises, and problem-solving strategies for longer-term change. Course content will include antisocial, aggressive and violent behavior, options for classroom interventions, school and system-oriented interventions, and ethical and legal issues involved in various prevention and intervention approaches. Class work will focus on literature, research-based intervention approaches and case work illustrating specific approaches and programs. Prerequisite: SPED 631 or SPED 731, SPED 741, and SPED 743.

SPED 756: SPECIAL EDUCATION LEADERSHIP

This is an introductory course in special education law and policy implementation. It is designed to provide school and district administrators, and other special education stakeholders, with a basic understanding of key points in the history of special education law and policy. It focuses primarily on the Individuals with Disabilities Education Act (IDEA) and its core concepts, with particular attention to Least Restrictive Environment (LRE). This course is designed to provide a working knowledge of IDEA's procedural requirements, the preferred practices associated with implementing the procedures in schools, criticism of these practices and their implementation, and ideas for addressing these criticisms in ways that promote more equitable and inclusive special education practices. Prerequisite: Degree in Special Education, School Psychology or related fields.

SPED 757: HISTORY, CONTEXT AND CRITIQUE OF SPECIAL EDUCATION

This is course is designed to provide school and district administrators, and other special education stakeholders, with a general understanding of the history of the treatment of individuals with disabilities and the development of special education law and policy over time. It foregrounds current issues in the post-Individuals with Disabilities Education Act (IDEA) organization of the field, highlighting the goals and challenges of democratic leadership and civic professionalism in relation to special education. The course concludes with a final paper and online presentation examining how history, disability, difference and justice inform special education leadership, both in theory and in practice.

SPED 758: APPROPRIATE EDUCATION AND LEAST RESTRICTIVE ENVIRONMENT

This course is designed to give school and district administrators, and other special education stakeholders interested in special education leadership, a deep understanding of two core principles of the Individuals with Disabilities Education Act (IDEA). These are: (1) appropriate education, and (2) least restrictive environment. The course continues the same pattern established in the previous courses for this four-course program. It introduces these core IDEA concepts, features a week of criticisms of those concepts, and follows with a week on remedies to address key issues identified. The last two modules of the course focus on the Individualized Educational Plan and inclusive practices. The course concludes with a final project. Prerequisite: Degree in Special Education, School Psychology, or related fields.

SPED 856: TRANSITION EDUCATION AND SERVICES FROM CHILDHOOD TO ADULTHOOD

The purpose of this course is to provide a background in career development and transition education for persons with disabilities from middle school through adulthood. Emphasis is placed on IDEA requirements for transition services, career development and transition processes, transition services assessment, secondary special education curricular implications, career development and transition service needs, collaborative services in schools and communities to promote quality transition services, and issues and trends in transition education and services.

SPED 857: Career Development for Youth

This course provides an overview of career development for youth with disabilities. Emphasis is placed upon theory and practice related to career development, work-based learning, and school and community vocational training models.

SPED 858: ASSESSMENT FOR TRANSITION PLANNING

This course is designed to provide a review of psychometric principles and their utility as a foundation for quality assessment in transition assessment and planning for youth with disabilities. Formal and informal assessments across a range of transition planning areas are reviewed and evaluated. Skills in curriculum-based assessment, rating scales, situational assessment and functional assessment are emphasized. Prerequisite: SPED 856 or permission of instructor.

SPED 859: Intergency Services for Transition to Adulthood

This course is an overview of interagency and community services and systems for adolescents and young adults with disabilities. Emphasis is placed on theory and practice related to interagency collaboration, systems change efforts in transition services, and state-of-the-art practices regarding supporting individuals with disabilities in community employment, living, socialization, community participation, and other areas of adult life.

SPED 861: BLENDING ACADEMICS AND TRANSITION

The purpose of this course is to provide graduate students with research evidence of each of the components of universal design for learning within access to the general academic curriculum: multiple means of representation, expression and engagement. Prerequisite: SPED 856.

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SPED 863: Student Engagement in School and Community

The course is designed to provide graduate students in special education and related areas who are specializing in secondary school/transition programs with an overview of models and issues pertaining to school and community engagement for secondary age youth.

Content & resources

Admissions requirements

Review the necessary admissions requirements for the online master’s in autism.
View requirements

Tuition information

Take a look at costs per credit hour and total estimated costs for our online graduate programs.
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Online experience

Discover the innovative digital tools available to students in KU’s online programs in autism.
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IMPORTANT DATES

MAY
19
Application Deadline
May 19
Summer 2025 Term
JUN
2
Next Start
June 2
Summer 2025 Term

EVENTS

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Sources
  1. Retrieved on March 21, 2025, from usnews.com/education/online-education/university-of-kansas-155317
  2. Retrieved on May 7, 2025, from cdc.gov/autism/data-research/index.html