Master of Education in Special Education

Assistive Technology Online

The Master's of Education in Special Education with a focus on Assistive Technology is designed to prepare teachers and other professionals to support students by using assistive technology. Access to assistive technology enables individuals with disabilities to participate more fully in their homes, schools and communities.

A certificate in Assistive Technology is embedded into the masters program or available as a stand-alone certificate.

Assistive technology is one of the fastest growing segments of the rapidly expanding health and human services field.


Master of Education in Special Education and Assistive Technology Certificate Program

Advance Your Career

  • Assistive technology specialist
  • Education leader
  • Assistive technology coordinator
  • Director of Assistive Technology Services

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Program Benefits

  • Six start dates throughout the year
  • Seven-week courses
  • 100% online


This program does not lead to an initial teacher license. For info about licensure click here

BGSU Degree | World-class faculty | 7-week courses | 100% online

Program Requirements

The College of Education and Human Development at BGSU has adopted four core values: inquiry; risk-taking; collaboration; and partnerships. Each of these core values is integrated within the core courses of this program.

Each candidate will take a series of courses developed to obtain the necessary hours required for a degree. Along with the degree, candidates will receive the skills needed to work effectively with individuals with special needs, their parents, teachers, professionals, and school districts seeking to introduce assistive technologies into multiple environments.

Course Requirements

Graduate Courses (9 hours)

Fall, Summer. For leaders and resource personnel in special education services: consideration of critical issues and policies in special education and disability services.

Statistics as a tool in education and research, descriptive statistics, transformation of scores, sampling and probability, linear correlation and regression, introduction to statistical inference, basic tests of significance, and effect size.

Identification and evaluation of research problems, research designs, use of library resources, data gathering, and writing research reports.

Special Education Courses (15 hours)

The aim is (a) to assist students in gaining an awareness of low and high tech systems and their features (b) to provide students with a wide variety of technological solutions in the following areas: computer access, technologies for individuals who are blind or who have low vision, technologies for individuals who are deaf or hard of hearing, seating and positioning technologies, mobility technologies, augmentative communication and aids for daily living.

The aim is: (a) to examine different instruments designed and adapted for data collections, (b) to emphasize importance of team decision-making in the assessment process is investigated to determine appropriate assistive technology solutions, and (c) facilitate a local collaborative team process for an individual, which culminates in a recommendation for an appropriate technology system.

The aim is (a) to assist students in exploring the multi-dimensional aspects of successful implementation of assistive technology, (b) funding options for the acquisition of specific types of technology, (c) legal implications related to service delivery, (d) strategies for on-going team involvement, and (e) support and training.  Specific data gathering strategies will be explored as a tool for classroom utilization and monitoring of student progress in the general curriculum will be included.  Family participation and the Individual Education Plan (IEP) process are emphasized as a means to ensure long-range goals.

The aim is to assist students in exploring assistive technology applications that can be integrated in universally designed learning environments and differentiated classrooms. Low tech solutions and modifications, customization of classroom computers and software programs, as well as assistive technology tool options will be explored with relevance to individual student goals that have been addressed in the Individual Education Plan (IEP). Local technology plans will be examined as a means to address needs of all students through inclusion of assistive technologies.

Elective Courses (9 hours)

In consultation with the Coordinator of Graduate Studies in Special Education, other electives may be selected based on their connection to special education and/or assistive technology.

Choose 3 electives from the following list.
The following are approved electives. Other electives may be selected with prior approval from the program coordinator. 

Special Education

EDIS 5310 (3) Teaching Students with Exceptionalities in the General Education Classroom (restricted to students who have not taken an introductory course in special education within in the previous 6 years)
EDIS 6440 (3)  Nature and Characteristics of Students with Autism Spectrum Disorders
EDIS 6450 (3) Transition from School to Adult Life
EDIS 6710 (3)  Collaborative Consultation in Schools
EDIS 6840/6850 (1-4)  Special Topics in Special Education (up to 4 topics may be selected)

Classroom Technology

EDTL 6120 (3)          Classroom Technology for Teachers
EDTL 6140 (3)          Collaborating and Teaching with Internet Resources (available as needed)
EDTL 6150 (3)          Information Literacy for Teaching and Learning
EDTL 6180 (3)          Technology Tools for E-Learning
EDTL 6310 (3)          Technology in the 21st Century Classroom
EDTL 6360 (3)          Internet in the Educational Community
EDTL 6370 (3)          Distance Learning and Education
EDTL 6820 (1-3)       Topics in Educational Teaching and Learning (variable topics)

Masters Project/Thesis/Exam (1 hour)

Choose One

On demand. Supervised study of selected problem and written product in fulfillment of requirement for graduate degree. Prerequisite: Graduate status and approval of Program Coordinator or School Chair.

Supervised independent readings in preparation for the master’s comprehensive examination. Graded S/U.

On demand. Credit for thesis study. An enrollment in excess of six hours is acceptable for a master’s degree, but no more than six hours are creditable toward the degree. The minimum acceptable total for the degree is three hours. Graded S/U.

Application Requirements


Submit Your Graduate College Application Online

Apply Now or Return to Existing Application 

Note:  All graduate level programs use the same Graduate College Application. A $45 nonrefundable application fee is assessed for domestic applications. The international application fee is $75.



Submit Official Transcripts and Standardized Test Scores  

TRANSCRIPTS: As part of the online application process  you will upload scanned copies of transcripts from all institutions attended. Upon admission, final official transcripts from each degree-granting institution must be submitted to the Graduate College.

Request official transcripts and test scores be sent to:

Graduate College
200 University Hall
Bowling Green State University
Bowling Green, OH 43403

TEST SCORES: One of the following test scores is to be submitted as part of the online application process. Non-original scores must be notarized. Any of following tests are accepted: Praxis Scores, OAE scores (Ohio Assessment for Educators), or GRE scores (within last 5 years). NOTE: If a person already possesses a master's degree then no test scores are required.

Non-native speakers of English must have a minimum 80 TOEFL IBT, 53 PTEA, or 7.0 IELTS score. For information on the GRE/Praxis/TOEFL tests, visit the Educational Testing Service website.


Statement of Purpose

As part of the online application process you will upload a a Statement of Purpose which is required to address the following areas: 

  • Your motivation to pursue graduate study in your chosen field (specifically address assistive technology). 
  • Your professional goals and why you feel our program can support you in meeting these goals. 
  • Your personal attributes, background, and/or experiences that have prepared you for success as a graduate student. 

The statement should also indicate your understanding that the program does not lead to initial teacher licensure.

You will be enrolled in and receive your graduate degree from the College of Education & Human Development