phd special education leadership

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Special Education Leadership and Advocacy (PhD)

Prepare and expand your knowledge and skills in special education leadership and advocacy.

Application Deadlines

Domestic students.

Summer 2024 Application Due | Classes Start May 6, 2024

International Students

Summer 2024 Completed File Due | Classes Start May 6, 2024

The Concordia University Chicago  Special Education Leadership and Advocacy (SELA) PhD program takes innovative approaches to providing educators and leaders with current, relevant, and quality graduate education.

• Deepen and enrich multiple facets of your talents as an educator, leader, and administrator to positively impact schools.
• Explore understandings of disability —legal, medical, educational, and social / cultural definitions and models of disability to lead and help others learn to embrace every student’s value .
• Become a better leader in advocacy , learning with and from others who share your passion to create positive change for individuals, schools, and communities through gaining knowledge and experience in issues affecting learners with disabilities.
• Build capacity and lead specialized supports, programming, and accessibility.

Program Overview

The doctoral program in Special Education Leadership and Advocacy (SELA) is designed for candidates who desire to continue their education as educators, administrators, and scholars prepared for leadership and administration roles in the area of special education in PreK-22 schools, public or private institutions, and/or educator preparation higher education programs. This program develops special education experts who can design, implement, evaluate, supervise, manage, and lead programs in a variety of public and private settings, with an emphasis on advocacy—helping others understand their rights and responsibilities.

The goals of doctoral study in this program are to:

• Develop the abilities for research and critical thinking in the field of special education, leadership, special education administration, and advocacy from a domestic and international lens;
• Exhibit high standards of professional competence and ethical practice;
• Critically analyze and apply theoretical and practical knowledge across settings;
• Develop competency in special education leadership, administration, specialized instruction, curricular access, accessible technology,  program development, and program evaluation;
• Improve understanding of the needs of families as it relates to special services;
• In the work of serving those with disabilities and their families, understand the role of collaboration and advocacy in supporting key stakeholders specific to main social issues regarding disability;
• Expand existing special education and related service provider’s or current special education administrator’s, knowledge, skills, and application of leadership and advocacy relevant to special education, disability, and learning differences in PreK-22 settings and higher education applications;
• Teach future special education administrators/directors to establish, supervise, and oversee equitable and effective special education systems and increase current special education leader’s expertise, and
• Analyze, synthesize, support, and lead change efforts related to teacher development in special education; and
• understand, conduct, disseminate, and critically evaluate original research
• promote the learning of others through strong written and oral communication
• critically analyze and understand content in one’s chosen field
• prepare program development and research proposals

Note: Some courses in this program may be applied to the Director of Special Education (DOSE) Endorsement requirements. CUC has an ISBE-approved DOSE program for special education administration for those who are  eligible , provided that the appropriate state testing standard has been met. Students must enroll in and successfully complete CUC's DOSE Post-Master’s Endorsement Program for direct entitlement. 

Interested in Dual Enrollment in the Director of Special Education Endorsement program? Check out our DOSE Pathways  

View Curriculum

Leadership, Foundations, and Administration Core          

• SPED-6250       Special Education Law and Policy * or EDL-6250     Special Education Law and Policy
• SPED-6225       Special Education Finance*
• SPED-6375       Supervision of Programs and Facilitation of LRE for Children with Disabilities*
• SPED-7900       Special Education Leadership and Administration Internship*
• FPR-7011         Philosophical and Theoretical Foundations of Leadership
• EDL-6310         School, Families and Community Partnerships       

Special Education Specialization   

• SPED-7030       Seminar in Low Incidence Disabilities*
• SPED-7040       Seminar in High Incidence Disabilities*
• SPED-7010       Assistive Technology for Students with Disabilities
• SPED-7020       Principles of Applied Behavior Analysis, Assessment, and Single-case Design
• SPED-7060       Current Issues and Trends in Special Education
• SPED-7100        Disability Studies and International Perspectives on Special  Education
• RLL-7010           Instructional Approaches to Reading, Writing and Language [e.g., Science of Reading]

Elective (select one course)                

• EDU-7500          Instructional Coaching for Effective Teaching
• EDU-7030          The Impact of the Elementary and Secondary Education Act (ESEA) on the Educational Landscape
• EDU-7420          Multicultural Education: Pedagogy in Practice
• EDU-7600          Global Perspectives in Curriculum and Instruction
• EDU-7700          Research-Based Instructional Practices
• EDT-7030           Design of Learning Environments
• ECE-7010           Child Development and the Educational Process
• ECE-7030           Trends, Issues and Research in Early Childhood Education
• ECE-7040          Cultural and Socioeconomic Influences Affecting Diverse Learners
• RLL-7040           Cultural and Socioeconomic Perspectives of Literature and Literacy
• EDL-7260           School/District Improvement Using Data Analysis
• EDL-7301           Ethics for Educational Leaders for the Illinois Superintendent Endorsement

Other option: elective recommended for dually-enrolled DOSE Pathway C

• EDU-6212 Studies in Literacy and Multiliteracy (or equivalent - Illinois Requirement 1: Reading Methods)
• EDU-6230 Content Reading: Middle and Secondary Schools (or equivalent - Illinois Requirement 2: Reading in the Content Area)

*Embedded in program (or equivalent - Illinois Requirement 3: Exceptional Child Instructional Methods)

• ESL 6630 Methods and Materials for Teaching Culturally and Linguistically Diverse Students OR ESL 6300: Foundations for Bilingual and Bicultural Education (or equivalent - Illinois Requirement 4: ESL/Bilingual) Or other elective (only with pre-approval from division chair)

Research and Statistics        

• RES-7605          Quantitative Analysis
• RES-7700          Qualitative Research
• RES-7800          Mixed Methods Research Advanced topics
• RES-7620          Advanced Topics in Statistics or RES-7710      Advanced Qualitative Analysis

Pre-Dissertation Research Design, Comprehensive Exam, and Dissertation 

• RES-7900          Research Design
• COMP-7000       Comprehensive Examination
• DISS-7010         Dissertation I
• DISS-7020         Dissertation II
• DISS-7030         Dissertation III

Total Hours       67

*If dually enrolled in the DOSE endorsement program, these courses are also required for DOSE Pathways A, B or C.

CUC will adhere to ISBE regulations and requirements, which are subject to change.

Only credit earned beyond a student's first master's degree can be considered for transfer credit for this or any doctoral program at CUC.

See Academic Catalog for complete curriculum details

Admission Counselor

Connect with your admission counselor.

Holly Kains

• 708-957-5994

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Special Education Ph.D.

The Ph.D. in Special Education is an academic degree designed to prepare special educators for leadership roles in research and graduate education. We provide doctoral candidates with the critical skills needed to be successful in higher education. Like most doctoral programs, our program requires coursework that provides knowledge about the field of special education, about theoretical models, and about research and statistical methods. Unlike most traditional doctoral programs, the Penn State program does not presume that day-to-day professional skills are learned incidentally during doctoral study or the first years on the job. Instead, the faculty provides models, mentoring, shaping, and response opportunities to help you acquire and practice the professional skills expected of professionals in the settings encountered subsequent to graduation. Our students learn by doing.

For admission to the Graduate School, an applicant must hold either (1) a baccalaureate degree from a regionally accredited U.S. institution or (2) a tertiary (postsecondary) degree that is deemed comparable to a four-year bachelor's degree from a regionally accredited U.S. institution. This degree must be from an officially recognized degree-granting institution in the country in which it operates. All applicants are expected to have a GPA of 3.0 or higher from prior coursework. All applicants are expected to have a minimum of three years professional experience working with individuals with disabilities.

The process of applying for graduate admission at Penn State requires the following application materials, all of which are submitted via  The Graduate School's online application .  

Graduate Application and application fee – Applications are submitted electronically and include a nonrefundable application fee. You will need to upload the following items as part of your online application.

Résumé or curriculum vitae

Personal statement – A one to two page statement addressing your purpose and objectives in enrolling in a graduate program in Special Education.

Transcripts – A copy of an official transcript from each institution attended, regardless of the number of credits or semesters completed. Transcripts not in English must be accompanied by a certified translation. Penn State alumni do not need to request transcripts for credits earned at Penn State, but must list Penn State as part of your academic history. Upon admission and your acceptance of admission, you will be asked to send an additional official transcript. You will receive instructions at that time.

Three references – Reference forms will be uploaded directly to the Graduate School application by the reference writer who will receive an email from the Graduate School after the applicant enters reference contact information into the application.

GRE Scores (PSU Institution Code: 2660) – Suspended for 2023-24 application cycle.   Official test results from the Graduate Record Examination (GRE) must be submitted electronically by ETS directly to Graduate Enrollment Services at Penn State.  Advanced subject results are optional. The  GRE website  provides information about testing centers and dates.   To insure that the scores will reach us in time for consideration of your application, please schedule your exam no later than two (2) months in advance of the semester deadline. Test scores that are more than five (5) years old will not be accepted.

Proof of English Proficiency (PSU Institution Code: 2660) –  The language of instruction at Penn State is English. All international applicants must take and submit scores for the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS), with some exceptions. For detailed information please visit the Graduate School's  Requirements for Graduate Admissions  page.  Applicants should request that TOEFL scores be sent to Penn State electronically. Applicants should request that IELTS scores be mailed directly to Penn State's Graduate School at the following address: The Pennsylvania State University Graduate Enrollment Services 114 Kern Building University Park, PA 16802

How To Apply  

Create a Penn State account or log into your existing account.

Choose “DEGREE ADMISSION” as your enrollment type.

Choose "UNIVERSITY PARK" as your campus.

Choose “SPECIAL EDUCATION” as your major.

Choose “PH D” as your degree.

Applications deadlines for each semester are noted below. It is strongly recommended, however, that applications be submitted by December 1 of the prior academic year in order to receive full consideration for financial funding.

April 1 for Fall semester admission

November 1 for Spring semester admission

April 1 for Summer semester admission

Degree Requirements

Each student's program is guided by an academic adviser and committee of graduate faculty members. Student programs are structured according to students' past experiences and career objectives. Differentiation in preparation is reflected in different programs of study, cognate areas or minors, and areas of emphasis within special education. However, all Ph.D. candidates must pass a Qualifying Examination, meet specified English competencies, complete a series of Competency Activities, pass Ph.D. Comprehensive examinations (including the final oral examination), and complete a doctoral dissertation demonstrating the ability to use theory to develop and evaluate educational practice. In addition, all candidates must meet the minimum course requirements for the degree. These requirements include 24 credits of research methods, 9 credits in a minor or related field, and 36 credits in education. Up to 30 credits earned in a master's degree program may be applied with the approval of the student's committee. The specific courses used to meet these general requirements may vary considerably from student to student.

The professional requirements are designed to help students meet the criteria of the next environment (CONE). When developing the CONE model, our faculty performed several steps, two were critical: (a) identifying the major roles and responsibilities of the successful professional, and (b) organizing the program to prepare students to meet these expected demands. The major roles were, for the most part, taken from university promotion and tenure guidelines and an analysis of the day-to-day responsibilities of university faculty. While some of the information and skills are presented in graduate seminars, the majority of the competencies are learned through one-to-one interactions with individual faculty.

Cone Competencies

Doctoral students are expected to be effective college teachers. Typically, doctoral candidates take a course, then assist in that course (frequently giving two to three lectures). Then, the doctoral candidate enrolls in SPLED 602 and takes major responsibility for teaching that course. This sequence allows the student to become familiar with the content and structure of the course before taking over major responsibilities. Students are provided with guidance and feedback by the professor in charge of the course throughout the entire process. Additionally, students will have an opportunity to deliver guest lectures in other classes. Along with college teaching, doctoral students will have opportunities to supervise undergraduate and graduate students enrolled in student teaching or other practicum experiences. Faculty work closely with doctoral students during supervision to develop supervisory competency.

A variety of closely supervised writing experiences, using feedback systems common to professional publishing, are also part of the program. Students learn to write and submit grant proposals and several kinds of scholarly papers (including literature reviews and data- based studies). Because of these experiences, students are amply prepared to complete their dissertations and have at least one published manuscript before graduation. Furthermore, as a result of the grant writing experience, many students have received funding to conduct their dissertation research.

With faculty guidance and support, students design and conduct in service training, submit proposals for presenting at state and national conferences, and provide consultation to local and state agencies. Because most of our faculty are on the editorial boards of major special education journals, students also have opportunities to review manuscripts submitted to these journals

All students will be able to attend faculty meetings at the departmental, college, and university levels. These experiences allow students to see first-hand the types of decision making processes taking place in higher education. Additionally, doctoral students take part in interviewing new special education faculty and learn what it will be like when they seek their first college position.

A variety of other skills are included as part of the CONE program. While these skills do not fall under areas typically included in promotion and tenure guidelines, they are nonetheless important. Topics include interviewing for jobs, vita preparation, academic freedom, professional ethics (especially when working with students), negotiating publishing contracts, and working with support staff. The majority of these topics are covered in the context of a professional seminar.

• Development Testing

Contact the Professor in Charge

Associate Professor of Education (Special Education) Professor in Charge

215 CEDAR Building , University Park, PA, 16802

Email: [email protected]

Phone: 814-865-3567

Contact the Academic Program Coordinator

Academic Program Coordinator

125 CEDAR Building , University Park, PA, 16802

Phone: (814) 863-1699

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PhD in Educational Studies, Special Education

As a doctoral student in special education you will use research to help improve the lives of children, youth and adults with disabilities as you prepare to become a leader in the field. The full-time PhD program in special education at The Ohio State University is designed to prepare leaders in research, teaching and service. In our accreditated program, you will develop competencies in conducting applied research, writing for publication, advanced applied behavior analysis, college teaching and service to the profession and community.

Specializations

In consultation with their faculty advisor, students will identify an area of specialization.  Examples of specialization include, but are not limited to, applied behavior analysis, intellectual and developmental disabilities, d/Deaf and hard of hearing, high-incidence disabilities, and gifted education.

ABAI Accredited PhD Program Information

Frequently Asked Questions

The PhD program in Special Education is designed to prepare leaders in research, teaching and service for faculty positions in colleges and universities and for other positions in behavioral clinics or agencies in the communities. In our accredited program, you will develop competencies in conducting research, writing for scholarly publications, using advanced applied behavior analysis and college/university teaching. Doctoral students will obtain a range of expertise in research paradigms and use this knowledge to help improve the educational and social lives of children, youth and adults with disabilities in societies. Our committed faculty will work closely with candidates to prepare them for their future professional careers.

How is instruction delivered?

In general, the instructional delivery mode is in-person or face-to-face. There are a few online distance education courses. Students may enroll in individual study credits with their advisors to work on research projects or to prepare for candidacy exams. All students need to complete a dissertation under the guidance of a faculty advisor. Dissertation credits entail individualized meetings between students and advisors.

How long will it take me to complete the program?

The program admits full-time and part-time students. Full-time students can complete the program in 3 ½ to 4 years. The completion time for part-time students varies, however, part-time students should enroll in a minimum of 3 credits per semester. After a successful candidacy exam, all students enroll in a maximum of 3 credits until the completion of the dissertation. There is a required minimum of 6 dissertation credits.

Will I get a job?

Not only is there a teacher shortage in K-12 school settings, but also, there is a need for faculty in higher education settings and even in agencies that serve individuals with disabilities. Graduates should be able to secure a position in comprehensive research institutions (R1), universities with teacher-preparation programs and governmental and service agencies.

What experiences outside the OSU classroom can I expect to have?

All doctoral students are expected to deliver presentations at refereed professional organizational meetings and conferences. Students may have the option of working alongside with faculty on faculty’s research projects, providing them with experience in designing and conducting investigations. Students may also collect data on children and adolescents with disabilities in the schools for their own research projects, including dissertations. Individuals with Graduate Teaching Associateships may supervise undergraduate students in pre-student teaching and student teaching endeavors. There may also be opportunities to teach class sessions or an entire undergraduate course. Students are strongly encouraged to join the student chapters of professional organizations associated with their specialty area (e.g., Association for Behavior Analysis International, Association of College Educators—Deaf and Hard of Hearing, Council of Exceptional Children, International Dyslexia Association, and The Association for Gifted Children).

How will my own interests be addressed?

The SPED doctoral program is flexible to accommodate a range of interests. Students are typically matched with faculty advisors, who have similar or related research interests. Students and advisors work together to develop a program plan that fits the future professional goals of the students. Individuals can decide on a research topic and the manner in which the topic can be investigated (i.e., questions, methodology, research design, etc.).

Who teaches the courses I will take?

SPED doctoral courses are taught by SPED faculty with expertise in the various content areas such as behavioral strategies, inclusion and diversity, instructional methods, language and literacy development, paraprofessional training, research paradigms, transition and more. SPED faculty have also conducted research in their instructional areas, making it easy for students to see the connections between research and evidence-based practices. Students are also required to take department-wide and research courses taught by non-SPED faculty to foster a general community of scholars and to understand and appreciate the diversity of instructional and research perspectives.

What student-centered activities can I join?

There are a number of clubs, organizations, and related gatherings at Ohio State for graduate students. Find your niche at the OSU student organization site .

Is there any financial support for me?

The College offers scholarships for newly-admitted and continuing graduate students, who have qualified credentials and a financial need. Several of these scholarships are geared toward individuals in special education programs. There may be graduate associateship positions (Graduate Teaching Associateship or Graduate Research Associateships) available at the Department or Program level. Individuals should apply for these funding opportunities, which are made public during the admission process.

The SPED faculty is a dedicated group, who desire to facilitate the development of competent  scholars, are exposed to and acquire evidence-based practices and critical-thinking skills. Members of the SPED faculty have received several national and international awards and are actively engaged in on-going research and scholarship. The faculty is accessible and committed to contribute to the professional development of students, enabling them to achieve their future professional goals.

Career Paths 

Funding Options 

Key to teaching, research and learning in the college, associateships provide students with professional experience and financial support.

These financial awards are made by Ohio State to students based on academic merit through a university-wide competition.

The college annually awards scholarships to its students to support their academic goals.

Degree Requirements

Prerequisites

Master's degree

Minimum Program hours

Deadline to apply

December 1 

Program start

Autumn Semester 

View Special Education (EDUCST-PH, SPE) Curriculum Sheet

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Special Education Leadership and Advocacy (PhD)

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Home Doctoral Programs Special Education Leadership and Advocacy (PhD)

The doctoral program in Special Education Leadership and Advocacy is designed for candidates who desire to continue their education as educators, administrators, and scholars prepared for leadership and administration roles in the area of special education in PreK-22 schools, public or private institutions, and/or educator preparation higher education programs. This program develops special education experts who can design, implement, evaluate, supervise, manage, and lead programs in a variety of public and private settings.

Note: Some of the courses in this program may be applied to the Director of Special Education (DOSE) Endorsement requirements. CUC has an ISBE-approved DOSE program for special education administration for those who are eligible , provided that the appropriate state testing standard has been met. Students must enroll in and successfully complete CUC’s DOSE Post-Master’s Endorsement Program for direct entitlement. Students interested in the Director of Special Education (DOSE) endorsement should see CUC’s Director of Special Education (DOSE) endorsement post-master’s program.

Optional add-on: Director of Special Education Post-Master’s Endorsement

Learning Objectives

Students will:

• develop the abilities for research and critical thinking in the field of special education, leadership, special education administration, and advocacy from a domestic and international lens;
• exhibit high standards of professional competence and ethical practice;
• critically analyze and apply theoretical and practical knowledge across settings;
• develop competency in special education leadership, administration, specialized instruction, curricular access, accessible technology,  program development, and program evaluation;
• improve understanding of the needs of families as it relates to special services;
• in the work of serving those with disabilities and their families, understand the role of collaboration and advocacy in supporting key stakeholders specific to main social issues regarding disability;
• expand existing special education and related service provider’s or current special education administrator’s, knowledge, skills, and application of leadership and advocacy relevant to special education, disability, and learning differences in PreK-22 settings and higher education applications;
• teach future special education administrators/directors to establish, supervise, and oversee equitable and effective special education systems and increase current special education leader’s expertise, and
• analyze, synthesize, support, and lead change efforts related to teacher development in special education.

Additionally,

• Understand, conduct, disseminate, and critically evaluate original research
• Promote the learning of others through strong written and oral communication
• Critically analyze and understand content in one’s chosen field
• Prepare program development and research proposals

Program Requirements

Master’s degree in Special Education or a related field from a regionally accredited institution of higher education.

Students seeking the DOSE endorsement must provide proof of at least two years of full time experience providing special education services in:

• public schools, as a special education teacher, speech-language pathologist, school social worker, or school psychologist; or
• nonpublic schools, if the candidate holds the appropriate corresponding Illinois professional educator license endorsed in a special education teaching field or for school support personnel as a speech-language pathologist, school social worker, school psychologist, school counselor, school nurse or marriage and family therapist

Degree Requirements for Ph.D. Track

*If dually enrolled in the DOSE endorsement program, these courses are also required for DOSE Pathways A, B or C.

**Students dually enrolled in the Ph.D. in Special Education Leadership and Advocacy program and the DOSE post-master’s endorsement program (Pathway C) are advised to select one of these courses.

***Upon completion of the nine required hours of dissertation coursework, candidates must maintain continuous enrollment with DISS-8000 Dissertation Supervision until program completion.

CUC will adhere to ISBE regulations and requirements, which are subject to change.

Only credit earned beyond a student’s first master’s degree can be considered for transfer credit for this or any doctoral program at CUC.

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Special Education Doctorate Degree (Ph.D.)

An individually crafted program of study prepares you for faculty and leadership positions in colleges, universities, research institutes, or human service agencies.

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Program Overview

Acquire fundamental research methodology skills requisite for advanced positions in special education and engage in research on topics of particular interest and importance. Prepare and submit grant proposals-many of our students have received grants from the U.S. Department of Education. Have opportunities to publish throughout your program and present your work widely at state, regional, and national conferences. Develop a strong professional portfolio that leads to a faculty or research position in leading programs across the country.

Program Facts

Director of Graduate Studies: Robert Hodapp Admissions Coordinator: Kelly Limina Admission Term: Fall Application Deadline: December 1

Specializations

Early childhood program.

The Early Childhood Program is designed to serve infants, toddlers, young children, and their families who deal with a wide range of developmental delays including cognitive, communication, social, adaptive behavior, or motor skills.

High Incidence Program

The High Incidence Program is designed to serve children and young adults with learning disabilities, behavior disorders, and mild-to-moderate intellectual disability.

Low Incidence Program

The Low Incidence Program is designed to serve children, youth, and adults who have intellectual disability, autism, multiple disabilities, and other students with extensive support needs or visual disabilities.

Tuition and Financial Aid

All admitted Ph.D. students receive funding for at least four years of study, which includes full tuition, a monthly stipend competitive with any college of education in the nation, and health insurance. Based on presented qualifications, Peabody will nominate select students for additional honor scholarships and fellowships that supplement the baseline college award. SPED receives leadership training grants from the Office of Special Education Programs in the U.S. Department of Education that provide doctoral students with tuition, monthly stipends, health insurance, and professional travel. To be eligible for these grants, students must be U.S. citizens or permanent residents. Other funding streams are available for those who do not meet these requirements.

• Application Process

• Education and Behavioral Sciences
• Doctor of Education in Special Education Leadership (EdD)

The Doctor of Education (EdD) in Special Education Leadership degree program at Houston Christian University is meticulously crafted to produce educational leaders with the highest level of efficacy. Our mission is to empower you to direct and enhance special education programming while driving lasting change in the field.

In convenient weeknight evening courses just once per week, further your knowledge and skillset and graduate ready to advocate resolutely for students, parents, staff, faculty, and stakeholders while still working full time.

As a graduate of a doctorate in special education leadership, unlock diverse career opportunities, including academic roles, directorial positions at campus and district levels, and leadership and administrative careers in public and private education and behavioral health settings. Our approach is grounded in a strong Christian perspective, which prepares you to serve in these rewarding careers.

Program Highlights

• 63 Credit Hours
• Three Year Program
• Weekday Evening Courses: Keep Your Job
• Field Experience: Apply Learnings Now
• Can Lead to Professional Licensure or Certification in Texas
• No Surprise Requirements
• Great Houston Location

EdD in Special Education Leadership Degree Requirements

The EdD in Special Education Leadership degree at Houston Christian University is a transformative and comprehensive program designed to mold future leaders in special education. The curriculum is divided into three core areas: education leadership, research, and special education leadership.

Immerse yourself in a curriculum that is a dynamic fusion of theoretical knowledge, practical application, and cultural competence, coupled with intensive research training in both quantitative and qualitative methods. Specialized courses in the essentials of educational policy, research, and administration equip you with the expertise to lead and innovate in special education environments.

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Research Core and Dissertation

The research component of the Doctorate in Special Education Leadership program provides students with advanced skills in both quantitative and qualitative research methodologies, which are critical for effective educational analysis and for contributing to scholarly work.

This part of the program culminates in a dissertation defense. In ELDR 7399: Dissertation Defense Preparation, you will create and refine your research plan and uncover new knowledge in the field with the guidance of faculty advisors.

Field Experience in Special Education Leadership

To put the learned concepts into practice, you’ll complete a field experience in special education leadership. During this phase, you can apply your knowledge in your current role or gain new experience by working in a leadership position in a different setting.

This final component of the program is designed to equip you with strategies required for leadership positions in special education. It covers legal issues, policies, personnel management, and community relations, providing a comprehensive understanding of this crucial field.

Program Benefits and Outcomes

Small class sizes.

During your three-year EdD program in special education leadership, you will be part of a close-knit cohort that stays together. The program offers small class meetings that foster in-depth discussions and personalized learning experiences with professors motivated to get to know your specialties and interests. This allows you to form lasting connections, expand your professional network, and receive customized academic and field support.

Career Opportunities

Upon completion of the special education leadership doctoral program, you are an individual equipped to succeed in positions such as university and community college faculty in special education and leadership roles including:

• Special Education Director
• Special Education Coordinator
• Intervention Coordinator
• Intervention Specialist

Upon graduating from our EdD in Special Education program, individuals will have the necessary skills and credentials to bring about improvements in special education programming. They will also be able to effectively communicate with government officials about funding, as well as other stakeholders about their concerns, and advocate for individuals with disabilities in a variety of settings.

Lifelong Professional Network

Choosing a flexible program tailored to the needs of committed working professionals in education will expose you to an expert cohort. During your evening classes, you’ll have the opportunity to collaborate with a diverse range of professionals such as special education teachers, principals, administrators, consultants, policy advisors, disability advocates, behavioral specialists, and many more, from whom you can learn valuable insights.

Admissions and Aid

Students eligible to be considered for admission to the Special Education Leadership doctoral program must have a completed master’s degree and have completed at least three full-time professional years at an accredited school, higher education institution, or educational agency.

The Graduate School has rolling admissions with no application deadline.

Review frequently asked questions and graduate admissions information .

Application Requirements

In addition to HCU’s graduate application , requirements for the application to the EdD in Special Education Leadership include:

• Official master’s degree transcripts
• Master’s research paper sample
• Teaching service record
• Two references from administrators at your current place of employment and one from a current or former graduate school professor
• Applicants may receive a request for an admission interview

Find detailed application requirements and send all required documents to [email protected] .

For more information on the admissions process, contact the Graduate Admissions Office via email .

Superintendent Certification Requirements

For current school principals and administrators, HCU’s EdD program can lead to Superintendent certification. If you’re looking to enroll in the program with this goal, in addition to the above application requirements, submit a copy of your State Board of Educators Principal Certification.

Scholarships and Financial Aid

Every student admitted to the EdD in Special Education Leadership can pursue financial aid options to help manage the cost of their degree, in addition to opportunities for scholarships from our partners or from outside of HCU.

Learn about graduate scholarships and financial aid and review tuition and fees information .

Earn a Doctorate in Special Education Leadership at Houston Christian University

As a graduate of HCU’s EdD in Special Education Leadership degree program, you’re well-equipped to take up leadership roles and contribute to the field of special education. Under the guidance of our expert faculty, embark on a transformative journey to redefine special education and drive positive change in educational practices.

Ready to influence the way special education makes a difference in students’ lives? Request more information or apply today .

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• Special Education, PhD

The PhD program prepares leaders in the field of special education to bring systemic change to educational and community settings in ways that improve access and equity for children and youth with disabilities and their families. The program prepares graduates to address pressing issues in the field including increasing equity across diverse groups of students, improving post-school outcomes for individuals with disabilities, and enhancing teacher efficacy in special education.

Faculty research focuses on the following areas: •    Research methodologies in special education •    Diversity and equity issues in the field of special education •    Literacy and reading instruction for individuals with disabilities •    Teacher education and preparation of high-quality special education teachers •    Evidence-based interventions with students with severe disabilities including multiple disabilities, intellectual disability and autism •    Special education issues in adolescence, transitional and vocational education

Special education is one of the two academic areas in the Department of Rehabilitation Psychology and Special Education. The areas are joined by a common mission of preparing professional leadership personnel to address the educational and rehabilitation needs of individuals with disabilities across the life span. Special education addresses the needs of children, youth, and young adults through its teacher education, research and service programs. Rehabilitation psychology addresses the needs of older youth, young adults, and adults. Department faculty in both areas join resources to provide training and research programs that promote successful transition from school to the world of work, post-secondary education and successful psycho-social adaptation for individuals with disabilities.

The department is a national and international leader in preparing PhD professionals to serve in leadership positions in university teaching, research, and program administration. This leadership is evidenced by the publication and research record of its faculty and graduates, and by the routine placement of PhD graduates in major universities and colleges.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

Admission Requirements

Applicants must have a master's degree in special education, education, curriculum and instruction, teacher preparation, or another related field to be considered for the program.

Applicants are expected to meet general requirements for admission to the Graduate School. The admissions committee considers a variety of factors including:

• academic preparation,
• letters of recommendation,
• personal statement, and
• professional experiences.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Financial support is available to admitted students and may include scholarships, traineeships, teaching assistantships, and research/project assistantships. The Special Education PhD program seeks to provide five academic years of funding to qualified admitted students. Funding includes tuition remission and stipend and access to the University's health insurance program among other benefits. Prospective students should see the program website for funding information.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Mode of Instruction

Mode of Instruction Definitions

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Curricular Requirements

Required Courses

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate credits earned at other institutions.

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Undergraduate Credits Earned at Other Institutions or UW-Madison

No credits taken as an undergraduate are allowed to count transfer.

Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)

Credits earned as a university special student at uw–madison.

Refer to the Graduate School: Probation policy.

Advisor / Committee

Students are assigned a faculty advisor upon admission to the program. See the program handbook for additional information about advising.

Credits Per Term Allowed

Time limits.

Doctoral students have five years from the date of passing the preliminary examination to take the final oral examination and deposit the dissertation. 

A candidate for a doctoral degree who fails to take the final oral examination within five years after passing the preliminary examination is required to take another preliminary examination and be admitted to candidacy a second time.

Deposit of the doctoral dissertation in the Graduate School is required.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office Student Assistance and Support (OSAS)  (for all students to seek grievance assistance and support)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking, and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed. Many issues can be settled informally at this level. If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor. The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW–Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• Office of Student Assistance and Support (OSAS) (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427
• Professional Development

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

• Learning Outcomes
• (Conceptual Knowledge) Formulates ideas, concepts, designs, and/or techniques within and beyond the current boundaries of knowledge, or practice within the field of study; demonstrates breadth within their learning experiences.
• (Research Skills) Articulates research problems, potentials, and limits with respect to theory, knowledge, or practice within the field of study; creates research, scholarship, or performance that makes a substantive contribution.
• (Teaching/Advising Skills) Shares knowledge and research in the field with students in a clear and engaging manner; effectively communicates with students within and outside of class; advances contributions of the field of study to society.
• (Communication and Leadership Skills) Communicates complex ideas in a clear and understandable manner to a variety of audiences.
• (Service) Participates in public and professional service.
• (Professionalism/Ethics) Demonstrates the ability to work well with others, participates in professional organizations, adheres to ethical standards of research protocol and professional behavior.

Rehabilitation Psychology

Malachy Bishop, Jina Chun, Garrett Huck, Kyesha Isadore, Sang Qin, Susan Smedema, Timothy Tansey, and Susan Wiegmann

Special Education

Zhe An, Aydin Bal, Heather Dahl, Sarah Lent, Hailey Love, Dian Mawene, Carlyn Mueller, Andrea Ruppar, Susan Syverud, Renee Tennant, Beverly Trezek, Ashley White, and Kimber Wilkerson

Kayla Armstrong Alfstad, Rebecca Bradbury, John Loeffelholz, Melissa Otto

For more information about faculty in the Rehabilitation Psychology and Special Education Department, see: https://rpse.education.wisc.edu/fac-staff/

• Certification/Licensure

Professional Certification/Licensure Disclosure (NC-SARA)

The United States Department of Education (via 34 CFR Part 668 ) requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure. The expectation is that institutions will determine whether each applicable academic program meets state professional licensure requirements and provide a general disclosure of such on an official university website.

Professional licensure requirements vary from state-to-state and can change year-to-year; they are established in a variety of state statutes, regulations, rules, and policies; and they center on a range of educational requirements, including degree type, specialized accreditation, total credits, specific courses, and examinations.  

UW-Madison has taken reasonable efforts to determine whether this program satisfies the educational requirements for certification/licensure in states where prospective and enrolled students are located and is disclosing that information as follows.

Disclaimer: This information is based on the most recent annual review of state agency certification/licensure data and is subject to change. All students are strongly encouraged to consult with the individual/office listed in the Contact Information box on this page and with the applicable state agency for specific information.

The requirements of this program meet certification/licensure requirements in the following states:

The requirements of this program do not meet certification/licensure requirements in the following states:.

Not applicable

Updated: 1 June 2024

• Requirements

Contact Information

Rehabilitation Psychology and Special Education School of Education https://rpse.education.wisc.edu/

Kayla Armstrong, Graduate Coordinator [email protected] Department of Rehabilitation Psychology and Special Education

Carlyn Mueller, Program Director [email protected]

Graduate Program Handbook View Here

Graduate School grad.wisc.edu

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Special Education, Ph.D.

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• Requirements

The doctoral degree in special education examines critical issues in special and inclusive education, and prepares our graduates to become advocates and change agents for full inclusion in policy and academic settings.

Full tuition scholarships, competitive stipends, and tailored mentoring and cohort experiences available for Special Education Ph.D. applicants through Project IMMERSE .

This program invites expansive thinking on critical educational issues as well as in-depth study. You will select a concentration in either Inclusive Educational Studies or Disability Studies and Policy, and then work with faculty to engage in cutting edge research in inclusive education and policy. Opportunities are available for conducting in-service seminars and collaborating with faculty members in research, teaching, and grant writing.

Application Deadline: January 15 | More admissions information

Syracuse University has a long tradition of leadership in the field of special education and is recognized nationally and internationally. Syracuse was among the first universities to bring attention to the educational needs of students with disabilities and to effectively develop and refine assessment and educational strategies for diverse learners. Syracuse faculty and students continue this important legacy of promoting the rights of students with disabilities.

Expertise in teaching and instruction is also developed with the department and with participation in the Future Professoriate Program . This includes orientations, year-round services for teaching assistants, and opportunities to co-teach with fellow doctoral students and department faculty, guest lecture, and independent instruction.

Our graduates hold prestigious leadership positions in special education and related fields, including careers in higher education, as researchers, government/policy specialists, public and private agency/organization directors, program developers, or as special education consultants and advocates. The majority of our graduates secure tenure track faculty positions at colleges and universities.

I chose to pursue my Ph.D. in special education at Syracuse because as I was working in schools around the country, I saw a real lack of understanding from teachers of what research and best practice say regarding inclusive education of disabled students-particularly students with intellectual disabilities. This led me to develop a passion for teacher preparation and ensuring all teachers are prepared to educate ALL students. Post Ph.D. I plan to become a teacher preparation program professor where I can continue researching and supporting undergraduate pre-service teachers to become truly inclusive educators.

Recent student dissertations include:

• Struggles of Korean Americans Labeled with Intellectual Disabilities to Claim Adult Status , Eun Young Jung
• Opening the Doors: A Collaborative and Digital Exploration of Inclusive Secondary Classrooms , Kate MacLeod
• Inclusive Education in Practice: District-Level Special Education Administrators’ Leadership , Chelsea Tracy-Bronson
• The Tensions of Northern Imports: Disability and Inclusion in Kenyan Primary Education , Brent Elder
• Blazing Trails, Being Us: A Narrative Inquiry with Five High School Students with Autism who Type to Communicate , Casey Woodfield
• Implementation of School-wide Positive Behavior Supports in the Neoliberal Context in an Urban Elementary School , D.L. Adams
• Trying Times: Disability, Activism, and Education in Samoa, 1970-1980 , Juliann Anesi

Program Contacts

2024-2025 Academic Catalog

Special education leadership and advocacy (phd).

The doctoral program in Special Education Leadership and Advocacy is designed for candidates who desire to continue their education as educators, administrators, and scholars prepared for leadership and administration roles in the area of special education in PreK-22 schools, public or private institutions, and/or educator preparation higher education programs. This program develops special education experts who can design, implement, evaluate, supervise, manage, and lead programs in a variety of public and private settings.

Note: Some of the courses in this program may be applied to the Director of Special Education (DOSE) Endorsement requirements. CUC has an ISBE-approved DOSE program for special education administration for those who are eligible , provided that the appropriate state testing standard has been met. Students must enroll in and successfully complete CUC's DOSE Post-Master’s Endorsement Program for direct entitlement. Students interested in the Director of Special Education (DOSE) endorsement should see CUC's Director of Special Education (DOSE) endorsement post-master's  program .

The goals of doctoral study in this program are to:

• develop the abilities for research and critical thinking in the field of special education, leadership, special education administration, and advocacy from a domestic and international lens;
• exhibit high standards of professional competence and ethical practice;
• critically analyze and apply theoretical and practical knowledge across settings;
• develop competency in special education leadership, administration, specialized instruction, curricular access, accessible technology,  program development, and program evaluation;
• improve understanding of the needs of families as it relates to special services;
• in the work of serving those with disabilities and their families, understand the role of collaboration and advocacy in supporting key stakeholders specific to main social issues regarding disability;
• expand existing special education and related service provider’s or current special education administrator’s, knowledge, skills, and application of leadership and advocacy relevant to special education, disability, and learning differences in PreK-22 settings and higher education applications;
• teach future special education administrators/directors to establish, supervise, and oversee equitable and effective special education systems and increase current special education leader’s expertise, and
• analyze, synthesize, support, and lead change efforts related to teacher development in special education.

Additionally,

• Understand, conduct, disseminate, and critically evaluate original research
• Promote the learning of others through strong written and oral communication
• Critically analyze and understand content in one’s chosen field
• Prepare program development and research proposals

General Graduate Admission Requirements

All applicants must meet the general admission requirements for Concordia University Chicago graduate programs as published in the Concordia University Chicago academic  catalog .

New students are accepted into graduate degree-seeking, certificate, endorsement and/or post-graduate programs for online and on-campus study in the fall, spring, or summer semesters.  Previously admitted students seeking to change programs may do so at the beginning of a semester (only) by submitting a Change-of-Program quick app .  Applicants must be in good academic standing according to Concordia University Chicago’s satisfactory academic progress standards at the time of requesting a program change.

Students awarded the Ed.S. in Leadership (non-licensure) at CUC are not eligible for admission to this doctoral program at CUC. 

Program Specific-Admission Requirements

Master’s degree in Special Education or a related field from a regionally accredited institution of higher education.

Students seeking the DOSE endorsement must provide proof of at least two years of full time experience providing special education services in: 

• public schools, as a special education teacher, speech-language pathologist, school social worker, or school psychologist; or
• nonpublic schools, if the candidate holds the appropriate corresponding Illinois professional educator license endorsed in a special education teaching field or for school support personnel as a speech-language pathologist, school social worker, school psychologist, school counselor, school nurse or marriage and family therapist.

Degree Requirements

If dually enrolled in the DOSE endorsement program, these courses are also required for DOSE Pathways A, B or C.

Students dually enrolled in the Ph.D. in Special Education Leadership and Advocacy program and the DOSE post-master's endorsement program (Pathway C) are advised to select one of these courses.

Upon completion of the nine required hours of dissertation coursework, candidates must maintain continuous enrollment with DISS-8000 Dissertation Supervision until program completion.

CUC will adhere to ISBE regulations and requirements, which are subject to change.

Only credit earned beyond a student's first master's degree can be considered for transfer credit for this or any doctoral program at CUC.

Doctoral Graduation Requirements

• Have on file an application as a doctoral graduate student in this program.
• Have on file one official transcript from EACH college/university attended of all previous coursework taken.
• the credit hours and levels as designated,
• within the specified time limit,
• with grades of C- or higher,
• with a minimum cumulative GPA of 3.0. 
• Students completing multiple advanced programs or degrees at CUC must have a 3.0 GPA in each academic program in addition to a minimum cumulative GPA of 3.0.  
• If transfer credit is approved to be applied: have on file an approved “Graduate Transfer Credit Approval” form(s) or evaluation(s).
• Have on file the Intent to Graduate/Complete form with the Office of the Registrar by the published deadline.
• Have on record the dissertation uploaded into ProQuest.
• Take and pass the final examination or terminal requirements in the program during or after the final course.
• Approval of the faculty.
• All administrative obligations to CUC must be cleared in order to prompt the release of CUC transcripts and diploma(s).

Every attempt has been made to include information to aid the student with information about his/her program, degree and graduation/completion requirements. It is, however, the student’s responsibility to complete all steps and meet all deadlines relevant to graduation requirements.

This program leads to Illinois licensure with direct University entitlement. The awarding of initial Illinois teaching licensure requires the completion of your academic program (including all required content area coursework) and a passing score on the corresponding Illinois State Licensure Test(s). For the specific information and test requirements for licensure you are seeking, please refer to  ISBE ’s webpage or contact the Licensure Officer at  [email protected] .

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College of Education and Human Development

Department of Educational Psychology

Special education PhD

Become a leader in special education research and train future educators.

As a PhD student in the special education program, you'll receive the training to find solutions to problems that help individuals with disabilities learn and grow. The program’s rigorous coursework and faculty-guided experiences will prepare you for a leadership role in special education.

A member of the NCLII Consortium

The University of Minnesota's special education program is one of only seven in the U.S. included in the National Center for Leadership in Intensive Intervention (NCLII-2) consortium . NCLII-2 is funded by the Office of Special Education Programs (OSEP) to prepare special education leaders to become experts in research on intensive intervention for students with disabilities who have co-occurring, persistent, and severe academic (e.g., reading and math) and behavioral difficulties.

Doctorate of Philosophy (PhD) (66 credits)

Graduates with their doctorate in special education conduct research, teach in universities, and work in other educational settings in special education.

Tuition, funding, and financial aid

Visit the College of Education and Human Development's Tuition and Financial Aid page for information on tuition.

• Special education scholarships, fellowships, and awards
• College of Education and Human Development awards

Minnesota Aspiring Teachers of Color Scholarship Pilot Program

Minnesota Aspiring Teachers of Color Scholarship Pilot Program provides post-secondary financial assistance to eligible undergraduate and graduate students who are preparing to become teachers, have demonstrated financial need, and belong to racial or ethnic groups underrepresented in the state’s teacher workforce.

Visit OneStop Student Services for more information on available financial aid.

M.Y. Savana Bak

Assistant professor

Anne Foegen

Professor and department chair

Debbie Golos

Associate professor

LeAnne Johnson

Associate professor and special education program coordinator  

Jennifer McComas

Professor and head of special education MA with emphasis in ABA 

Kristen McMaster

Professor and Guy Bond Chair in Reading

Frank Symons

Emma Birkmaier Education Leadership Professor, Senior Associate Dean for Research and Policy, Distinguished McKnight University Professor

Jason Wolff

William Harris Professor in Child Development, associate professor, Director of Graduate Studies

Online PhD in Special Education Every Student Needs Someone Who Cares

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Learn How to Meet Your Students’ Unique Needs with a PhD in Special Education Online

You are an education professional seeking a terminal degree. You love working directly in the classroom and equipping your students for success. You are passionate about helping students with special needs learn, grow, and thrive.

If that sounds like you, Liberty University’s PhD in Education – Special Education can help. Our program provides an in-depth look at learning theory and research methods with the goal of helping you bolster your effectiveness as an educator. You can learn how to help all of your students — including those with disabilities — excel at every level of education, from kindergarten through college.

Explore methods for making effective, data-driven decisions and implementing evidence-based practices in the classroom. This doctorate in special education online program can help equip you to work as a school leader at public and private institutions. Partner with us and prepare to serve as a Champion for Christ in the education field — and beyond.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty University’s PhD Program in Special Education?

Are you worried that school will get in the way of your other commitments and priorities? If so, we have just what you need! Our PhD in special education is offered 100% online, so you can complete your coursework from the comfort of your home and easily access your materials whenever you need them. Most importantly, you can stay invested in your family and career while furthering your education.

In this online doctoral degree program in special education, you’ll study under professors who have years of experience in research, teaching, and academia. With their guidance, you can gain the tools you need to help your students succeed.

We don’t just train educators — we equip qualified professionals who seek to use their skills in service to God and others. At Liberty, you will analyze education practices through the lens of a biblical worldview. Our faculty are grounded in the Christian faith and are committed to helping you lead with excellence and integrity in the education field.

What Will You Study in Our Online PhD Program in Special Education?

This special education doctoral program online is broken down into 4 main parts: core education courses, research classes, a dissertation project, and the special education concentration. You can gain foundational skills in the theoretical, historical, and philosophical aspects of education. Additionally, you can explore current trends in educational technology, allowing you to stay knowledgeable about the most cutting-edge research in the industry.

Our PhD in special education online courses can help prepare you to meet the needs of students with physical impairments, behavioral disorders, and learning disabilities. In particular, you can learn how to collaborate with families, service providers, and school administrators in helping these students set and achieve academic goals.

Every student is unique, so our courses can help train you to evaluate the needs of individual students and help them reach their full potential. Upon graduation, you could work directly in the classroom or as the director of a special education program. Whether you want to work in early childhood education or at post-secondary institutions, our online PhD in special education can help you pursue your career goals.

This program contains several research methods courses, culminating in an extensive final dissertation project. You’ll have the opportunity to conduct original research and contribute to the base of knowledge in your field.

Potential Career Opportunities

By earning your Doctor of Philosophy in special education, you can pursue a variety of job opportunities in the field of education. Some of the roles you may qualify for include:

• Educational consultant
• K-12 special education teacher*
• Rehabilitation facility director
• School superintendent
• Special education director
• Survey researcher
• Training and development specialist
• University administrator
• University professor

*This career may require a teaching license.

Featured Courses

• EDUC 701 – Advanced Learning Theory and Research
• EDSP 722 – History and Future of Special Education
• EDSP 725 – Assessment and Evaluation in Special Education
• EDSP 726 – Disability and Learning

Degree Information

• This program falls under the School of Education .
• View the Graduate Education Course Guides (login required) .
• This program contains optional on-campus intensives . Most intensives are offered in a week-long course format, with a few being offered in a weekend-only format.
• An extensive final dissertation project is required.

Degree Completion Plan

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Liberty’s Doctor of Philosophy in Education Program

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

Ready to Apply?

Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

What are the benefits of earning a phd in special education.

By completing this online doctorate degree in special education, you’ll earn a terminal credential that can help demonstrate your expertise to employers. With a PhD, you could potentially earn a higher salary or advance to top-level leadership roles.

Most importantly, our doctorate in special education online can help strengthen your ability to serve students with learning disabilities and make a positive impact on them. You will explore special education teaching philosophy and learn how to help students with disabilities thrive in their academic, professional, and personal life.

What is the difference between an EdD and a PhD in special education?

A Doctor of Education (EdD) and a Doctor of Philosophy (PhD) are both terminal degrees that offer advanced training in the field of education. However, they have some important differences.

An EdD is a professional doctorate designed to equip you with vocational knowledge. In contrast, our online PhD in special education program can help you pursue a career in research or teaching. Additionally, our EdD requires a final capstone project while our PhD program involves an extensive dissertation.

Both degrees are valuable — you’ll just need to evaluate which one best matches your career goals!

Does this degree require any culminating project?

Liberty’s online PhD program contains an integrated dissertation process, allowing you to work toward your final research project while completing your regular classes.

What are the benefits of pursuing a program like this online?

If you’re a full-time parent or working professional, we provide the flexibility you need to take the next step in your academic journey. Completing your PhD gives you a terminal educational credential that shows employers you have reached the pinnacle of achievement in your field.

What resources will be available to me in this program?

As a doctoral student, you can access a wealth of resources through our top-notch research portal while completing your PhD in Education at Liberty University.

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• School of Special Education

Ph.D. Special Education

• College of Education and Behavioral Sciences
• PhD Special Education

The doctoral program in special education is designed to prepare leaders who understand that special educators should "anticipate rather than remediate," who provide for all students the best programs that can be derived from our current knowledge base, and who thus "raise education beyond the common level of mediocrity". *

We seek students who are idealists, realists, and scholars; who understand that leadership is neither seized nor bestowed; and who want to have direct impact on the lives of infants, children, and youth with disabilities.

The faculty in special education subscribes to a model of stewardship in doctoral preparation and accordingly passes on to its students the ability to:

• Create change
• Collaborate with colleagues in P-12 and higher education
• Honor diversity in all its forms
• Identify and implement evidence-based practice
• Design and carry out research in Special Education
• Contribute to the development of special education law and policy
• Participate actively in the national discourse
• Supervision
• Scholarship
• Grant writing
• Individualization of instruction

Learn More About the Special Education Ph.D.

*Gilhool, T.K. (1989). The right to an effective education: From Brown to PL 94-142 and beyond. In D. Lipsky & A. Gartner (Eds.), Beyond separate education: Quality education for all (pp. 243-253). Baltimore. Brookes

• Admission Requirements
• Online Program

Program Details

Program Coordinator: Dr. Silvia Correa-Torres Telephone: 970-351-1660

Location Greeley Campus ( not currently accepting applications) , online

Credit Requirements 77-83 Credits

Time to Completion 3-5 years (depending on enrollment status and professional goals)

View Program Overview

Course Structure and Delivery

The doctoral program is composed of required courses in special education and research methods, electives, research tools, and requires the completion of a dissertation.

This program is available at the UNC main campus in Greeley ( not currently accepting applications)  or online via Extended Campus .

Doctoral Learners are guided through their program by their advisor (who usually serves as Research Chair for the dissertation) and a committee of faculty from special education and other disciplines. The Doctoral Comprehensive Performance Assessment Matrix is a capstone experience that demonstrates synthesis of the doctoral learner's knowledge of and experience with doctoral program themes of theory, pedagogy, research methodology, evidence-based practice, public policy and advocacy, and collaboration. At least one of these matrix activities serves as the Doctoral Written Comprehensive Examination, and the entire matrix is presented to the committee as part of the Oral Comprehensive Examination. The doctoral dissertation is defended by the Doctoral Learner in a committee meeting open to the campus community.

Interested in Applying?

View Admission Requirements and Application Process.

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Special Education (PhD)

• Program description
• At a glance
• Degree requirements
• Admission requirements
• Tuition information
• Contact information

edupltpe, edute, teachers college

Graduates of this doctoral program receive an interdisciplinaty Ph.D. in curriculum and instruction with an emphasis in special education. Students can expect a rigorous program providing ample opportunity to participate in course work that includes special education, applied linguistics and educational leadership as well as programs in trans-border studies and social justice.

Faculty consists of professors with a wide rage of expertise including:

• Applied linguistics.
• Critical race theory.
• Educational anthropology.
• English language learners.
• Native American Indigenous studies.
• Research and evaluation.
• Special education.

We seek applicants interested in researching the intersections of equity, special education and learning in schools using multiple methods. A faculty strong in research methodology offers courses as varied as hierarchical linear modeling and video ethnography as well as single subject design and advanced research design.

Students apprentice as researchers in the Equity Alliance at ASU which offers multiple opportunities to design, collect, and publish research studies and enables students to develop expertise in research, professional learning, leadership for school-wide equity related to RTI and racial disproportionality in special education, and skills for leadership positions in higher education and state or local agencies.

Each student has a faculty advisor/mentor and a doctoral program/dissertation committee with faculty that assist in developing an individualized program based on the student's prior training and career goals.

The Ph.D. concentration in special education, which is designed to produce teacher educators and researchers in special education, is an integral part of the interdisciplinary Ph.D. in curriculum and instruction program. The corresponding goals of the Ph.D. program in special education are:

• Produce research scholars who can add to the knowledge base underlying special education.
• Provide experts in design, implementation, and evaluation of special education personnel preparation programs at the preservice and inservice levels.
• Provide students with comprehensive training that meets professionally recognized standards for the preparation of leadership personnel in special education and a related discipline.
• Provide students with the skills necessary to meet the research, teaching, and service activities associated with faculty positions at a full range of institutions of higher education or other professional roles.
• College/school: Mary Lou Fulton Teachers College
• Location: Tempe

84 credit hours, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

Our doctoral curriculum typically requires three years of graduate study including at least a year-long residency on campus. Each year of study involves coursework pertaining to theory, research and practice in special education.

The curriculum provides students with a core set of courses, seminars, internships and research experiences to ensure that they meet professionally recognized standards for the preparation of leadership personnel in special education and in related disciplines; however, the curriculum is unique in that it builds upon this core by integrating a set of experiential research, teaching and service activities into students' programs of study.

Our doctoral curriculum program of study is divided into six basic domains:

• Core requirements in Policy, Leadership, and Curriculum.
• Core requirements in a related discipline.
• Core requirements in special education.
• Dissertation and independent research.
• Inquiry foundations.
• Internships and integrative/professional development seminars.

Each student's program of study includes a series of experiences to enhance his/her mastery of their current and future research, teaching and service responsibilities as a professional in special education.

Core Requirements in Six Domains

Domain 1: Special Education Domain. Our special education program requirement consists of 30 credit hours focusing on course work pertaining to theoretical and conceptual issues in special education as well as research, policy, and practice issues that are applicable to the field of special education but may transcend specific disciplines.

Domain 2: Interdisciplinary Domain. These requirements consist of 12 credit hours in which doctoral students are provided crossover training opportunities in related disciplines that meet the professionally recognized standards for doctoral study in those disciplines. The course and field experience requirements in each of the related disciplines are specific to the discipline.

Domain 3: Research and Inquiry Domain. Our research and inquiry foundations requirement consists of 15 credit hours beginning with basic statistical analysis and intermediate statistical analysis.

Three other courses are also required:

• Introduction to qualitative research.
• Introduction to quantitative research.
• Advanced qualitative analysis.
• Advanced statistical analysis.
• Categorical and nonparametric data analysis.
• Graphical and exploratory data analysis.
• Statistical computing and consulting problems.

Domain 4: Policy, Leadership, and Curriculum Domain. The policy, leadership, and curriculum core requirement consists of at least six credit hours.

Domain 5: Internship and Integrative/Professional Development Domain. Our practicum requirement consists of at least six credit hours of research and university teaching, three two-credit-hour internships. The purpose of the internships is to broaden the training and experiences of students. In addition, doctoral students are encouraged to participate in the Preparing Future Faculty Program offered by the Graduate College. This program consists of two semester hours of faculty roles, responsibilities and participation in an ongoing series of integrative and collaborative seminars coordinated with the Graduate College. Students have the opportunity to develop and participate in interdisciplinary research, teaching and service activities.

Domain 6: Independent Research and Dissertation Domain. A minimum of three credit hours of research and 12 credit hours of dissertation leading to completion of an approved dissertation are required.

A promising candidate must be committed to the field of special education, committed to enhance educational opportunities for culturally and linguistically diverse students, and provide an outstanding application portfolio and interview. Special attention is given to students who are most likely to enter the professoriate or pursue a leadership position in SEA or LEA.

The following are required:

• Application to the Graduate College.
• Curriculum vitae (resume).
• GRE scores.
• Letter of intent/statement of purpose.
• Statement of research interests.
• Three letters of recommendation from individuals who can speak to the applicant's potential for success in a graduate program.
• Transcripts.
• Two writing samples.
• Two years of teaching experience or the equivalent.

Additional materials may be required to gain admission into certain programs or cohorts.

Admission to the program is contingent upon the commitment from an approved mentor in the concentration to advise and mentor the applicant.

Note: This program is operating at maximum capacity and no new admissions are planned for fall 2011.

Educational Leadership & Innovation, Division | ED 120 [email protected] 602-543-6358

The Top 19 Online PhD in Special Education Degree Programs

Reviewed by Mary McLaughlin, Special Education Teacher; M.S. SpEd

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The Census Bureau reports that only 1.68 percent of U.S. adults over age 25 have finished a terminal doctorate degree. Attending graduate school for a PhD in Special Education can set you apart in the teaching field with top-level knowledge of childhood disabilities. Doctoral programs in special education develop the research and pedagogical skills required to adapt Common Core curriculum. Earning a doctorate in education leads to mean lifetime earnings at $2.80 million, which is significantly higher than the master’s-level average of $2.26 million. Advanced training can unlock jobs like special education administrator, educational diagnostician , applied behavior analyst, assistive technology specialist, and early intervention director. Some PhD graduates become tenured college faculty to train tomorrow’s special educators.

Thanks to digital technology, finishing your doctorate can happen wholly online too. We’ve devoted the following article to the Top 20 Online PhD in Special Education Degree Programs nationwide. We aligned our order with the U.S. News and World Report rankings for the best graduate online education offerings. Next, we narrowed down the list to universities offering doctoral concentrations for special education teachers primarily online. Strong preference was given to programs recognized by the Council on Accreditation of Teacher Preparation ( CAEP ) and/or Council for Exceptional Children ( CEC ). Other factors we considered were post-grad enrollment, curriculum model, academic rigor, teacher licensing, financial aid, dissertation support, and flexibility.

Here are our selections for the Top 20 Online PhD in Special Education Degree Programs:

1. University of Buffalo-SUNY

Endowed for $619.3 million, the University of Buffalo-SUNY is a flagship public, sea-grant and space-grant RU/VH doctoral institution with over 9,800 post-grad Bulls studying in New York’s Southern Tier and online. The U.S. News recognized UB for the10th best online graduate education programs nationwide. With CAEP approval, the Graduate School of Education confers a 72-credit PhD in Curriculum, Instruction and the Science of Learning online with research clusters like Spatial Literacy and Special Education.

Learn more about the Online PhD In Special Education Program at the University of Buffalo – SUNY here.

2. St. John’s University

Headquartered on Utopia Parkway in Queens, St. John’s University is a private, nonprofit Catholic NAICU member endowed for $644 million that’s upholding Vincentian values to educate over 5,600 post-graduates on-site and online. The U.S. News distinguished SJU for America’s 22nd best online graduate education degrees. Special educators with current NYSED certification could enter the CAEP-accredited School of Education to pursue the 42-credit PhD in Literacy for Diverse and At-Risk Learners online.

Learn more about the Online PhD In Special Education Program at St. John’s University here.

3. University of Colorado – Denver

Attracting over 18,000 students and $375 million in research funding, the University of Colorado-Denver is a public, land-grant RU/H institution created in 1912 that’s offering courses at the Auraria Campus, Anschutz Medical Campus, and online. According to the U.S. News, UC-Denver houses the country’s 47th best online graduate education programs. The CAEP-accredited School of Education grants its 75-credit PhD in Education and Human Development in seven concentrations, including Early Childhood Special Education, online.

Learn more about the Online PhD In Special Education Program at the University of Colorado – Denver here.

4. University of Pittsburgh

Classified as a public, doctoral-granting RU/VH institution with a community impact of $1.7 billion, the University of Pittsburgh has grown since 1787 to enroll more than 9,800 post-grad Panthers on its 132-acre urban campus in Oakland and online. The U.S. News honored Pitt for awarding the United States’ 47th best online graduate education degrees. Aligned to CAEP guidelines, the three-year, part-time EdD in Special Education offers hybrid online courses with specializations like Autism and Early Intervention.

Learn more about the Online PhD In Special Education Program at the University of Pittsburgh here.

5. Regent University

Affiliated with five Fulbright Scholars, Regent University is a private, nonprofit evangelical Christian institution led by Chancellor Pat Robertson with a $186 million endowment that’s serving 3,900 post-grads in Virginia Beach and online. The U.S. News applauded Regent for America’s 56th best online graduate education degrees. Maintaining CAEP accreditation, the Graduate School of Education awards a 66-credit EdD or 75-credit Online PhD in Special Education with only one four-day campus residency each year.

Learn more about the Online PhD In Special Education Program at Regent University here.

6. Concordia University Chicago

Established by Lutheran followers of Johann Konrad Wilhelm Lohe in 1864, Concordia University Chicago transformed from a private teacher’s seminary into a liberal arts institution with over 3,600 post-grad Cougars studying in River Forest and online. The U.S. News lauded CUC for the 66th best online graduate education degrees nationwide. The CAEP-accredited College of Education confers a 61-credit EdD or 67-credit PhD in Special Education Leadership online for master’s-level teachers with LBS1 Endorsement.

Learn more about the Online PhD in Special Education Program at Concordia University Chicago here.

7. Drexel University

Opened in 1891, Drexel University is a private, nonprofit RU/H institution that’s enrolling over 10,900 post-grad Dragons in the AITU both online and on-site in Philadelphia’s Powelton Village. As a USDLA Best Practices Award winner, Drexel grants America’s 84th best online graduate education degrees according to the U.S. News. Within the CAEP-accredited School of Education, online cohorts can enter the three-year, part-time EdD in Educational Leadership and Management with a 15-credit Special Education Leadership Concentration.

Learn more about the Online PhD in Special Education Program at Drexel University here.

8. University of West Georgia

Originally called the Fourth District A&M School in 1906, the University of West Georgia has evolved into a public, doctoral-granting RU/H institution with a $20.49 million endowment and around 2,000 post-grad Wolves studying from Carrollton to Dalton and online. The U.S. News tied UWG for America’s 84th best online graduate education programs. With CAEP approval, the three-year, 60-credit Online EdD in School Improvement degree confers an Area of Concentration in Special Education.

Learn more about the Online PhD in Special Education Program at the University of West Georgia here.

9. Nova Southeastern University

Sprawling across 480 acres in the Sunshine State’s eighth-largest city, Fort Lauderdale, Nova Southeastern University is a private, nonprofit RU/H distance learning hub endowed for $102.7 million to educate nearly 20,100 post-grad Sharks yearly. The U.S. News designated NSU as America’s 84th best online provider of graduate education degrees. The CAEP-accredited Fischler College of Education awards a 54-credit Doctor of Education concentrated in Special Education online with an optional BACB-approved Applied Behavior Analysis track.

Learn more about the Online PhD in Special Education Program at Nova Southeastern University here.

10. University of the Cumberlands

Nestled in Williamsburg, Kentucky, around 70 miles north of Knoxville, the University of the Cumberlands is a private, nonprofit Baptist institution that’s holding a $73.3 million endowment to educate around 3,150 post-grad Patriots on-site and online. According to the U.S. News, UC delivers the country’s 92nd best online graduate education offerings with CAEP accreditation. Tracing back to 1888, the School of Education began a 60-credit Doctorate in Educational Leadership with specialty areas like Special Education.

Learn more about the Online PhD in Special Education Program at the University of the Cumberlands here.

11. Texas Tech University

Belonging to the ORAU, Texas Tech University is the Longhorn State’s sixth-largest public, doctoral-granting research hub educating over 6,050 post-grad Red Raiders within the Big 12 Conference in Lubbock, Abilene, Dallas, and online. The U.S. News ranked TTU 108th nationally for the best online graduate education degrees. Adhering to CAEP and CEC standards, the College of Education offers a 90-credit Special Education PhD online for master’s-level teachers with optional Educational Diagnostician Certification.

Learn more about the Online PhD in Special Education Program at Texas Tech University here.

12. Portland State University

Occupying a 50-acre, LEED-certified campus in Oregon’s “Rose City,” Portland State University is a public, co-educational APLU research center endowed for $58.4 million that’s welcoming around 5,600 post-grad Vikings on-site and online. The U.S. News recognized PDX as America’s 101st best graduate education school and ninth most innovative college. The CAEP-accredited Graduate School of Education offers an Educational Leadership Doctoral (EdD) in Special Education with hybrid, 11-week sessions with online D2L components.

Learn more about the Online PhD in Special Education Program at Portland State University here.

13. West Virginia University

Enrolling around 6,600 post-grad Mountaineers, West Virginia University is a public, land-grant and space-grant RU/VH institution carrying a $515 million endowment for online and on-site teaching in Morgantown. The U.S. News congratulated WVU for America’s 123rd best online graduate education degrees. Approved by the CAEP and CEC, the College of Education and Human Services awards a 42-credit, post-master’s Doctoral Program in Special Education online for PreK-12 certified teachers with two full years of classroom experience.

Learn more about the Online PhD in Special Education Program at West Virginia University here.

14. New Mexico State University

Featuring nearly 121,000 living alumni like Alvy Ray Smith and Paul W. Klipsch, New Mexico State University is a public, space-grant Hispanic-serving RU/H institution endowed for $214.8 million to teach 3,700 post-grad Aggies in Las Cruces and online. The U.S. News ranked NMSU the 101st top graduate education school countrywide. The CAEP-accredited College of Education offers a hybrid, tech-based PhD in Educational Leadership for 78 credits with cognates like Child Development and Special Education.

Learn more about the Online PhD in Special Education Program at New Mexico State University here.

15. University of Northern Colorado

Established as the Colorado State Normal School in 1890, the University of Northern Colorado is a public, doctoral-granting institution located in Greeley to educate over 2,800 post-grad Bears online and on-campus. According to the U.S. News, UNCO houses the nation’s 123rd best online graduate education degrees. Through the Bresnahan-Halstead Center, the 72-credit Special Education PhD is conducted online with CAEP-accredited categorical emphases like Autism, Visual Impairment, Deaf and Hard of Hearing, and Behavioral Disorders.

Learn more about the Online PhD in Special Education Program at the University of Northern Colorado here.

16. Slippery Rock University

Positioned 52 miles north of Pittsburgh on western Pennsylvania’s largest campus, Slippery Rock University is a public, co-educational PASSHE member that’s endowed for $16.5 million to educate around 700 post-grads on-site and online. The U.S. News placed SRU as the North’s 75th best college and 23rd top public school. Maintaining CAEP accreditation, the College of Education offers a three-year, part-time Doctor in Special Education program primarily online with weekend face-to-face teaching during summers.

Learn more about the Online PhD in Special Education Program at Slippery Rock University here.

17. Liberty University

Started by Southern Baptist televangelist Jerry Falwell of Thomas Road Baptist Church in 1971, Liberty University is a private, nonprofit faith-based NAICU institution endowed for $1.05 billion to educate over 12,500 online post-grads from Lynchburg, Virginia. The U.S. News crowned Liberty the 174th best online college nationwide for graduate education. Charging $595 per credit full-time, the CAEP-accredited School of Education grants a 60-credit EdD in Curriculum & Instruction for Special Education online.

Learn more about the Online PhD in Special Education Program at Liberty University here.

18. Gwynedd Mercy University

Founded in 1948 on Willowbrook Farm in 1948, Gwynedd Mercy University is a private, nonprofit CIC member rooted in the Sisters of Mercy’s Catholic tradition to educate around 650 post-grad Griffins from eastern Pennsylvania and online. According to the U.S. News, GMU is the North’s 137th best regional college with a 10:1 student-faculty ratio. Online master’s-level cohorts finish the CAEP-accredited, 54-credit Accelerated Executive PhD in Educational Leadership in Special Education in just three years.

Learn more about the Online PhD in Special Education at Gwynedd Mercy University here.

19. Walden University

Owned by Laureate Education, Walden University is a global publicly traded, for-profit network led by President Jonathan A. Kaplan that’s enrolling over 48,900 online students in 50 states and 29 countries from Minneapolis-St. Paul. Niche ranked Walden as America’s 73rd best online college and Minnesota’s 22nd top value. Featuring two in-person and two virtual residencies, the CAEP-accredited Riley College of Education’s 86-unit PhD in Education grants nine specializations, including the NAEYC-sponsored Early Childhood Special Education track.

Learn more about the Online PhD in Special Education at Walden University here.

The Top 20 PhD Programs in Special Education The Top 15 Accredited Online Special Education Doctoral Degree Programs The Top 15 Accredited Schools Online Offering Doctoral Degrees in Special Education

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Become a Special Education Teacher

25 Best Online Doctorate in Special Education [2024 Guide]

Special education is a passion for many people, but if you want to distinguish yourself with the highest educational qualification of the field, then an online doctorate in special education may be the path for you.

Earning a doctoral degree is no easy feat, as it consists of several years of intensive coursework and either a dissertation or capstone project. While it does require great commitment and determination, many people find that the hard work is well worth it.

Editorial Listing ShortCode:

Let’s explore what it’s like to earn a doctoral degree online as well as how an EdD or PhD in Special Education can help you achieve your goals post-graduation.

Universities Offering Online Doctorate in Special Education Degree Programs

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

1. Ball State University

Ball State University offers a Doctorate in Education along with a Special Education concentration. There’s a general special education track as well as tracks in applied behavioral analysis and autism, high incidence and low incidence teaching and training, and emotional and behavioral disorders. The program is approximately 90% online.

Ball State is accredited by the Higher Learning Commission.

2. Capella University

The PhD in Education program at Capella University features a concentration in Special Education Leadership.

It includes 4 core courses and 10 specialization courses as well as a dissertation, 2 internships, and 3 residencies. Students learn about special education curriculum, instruction, community and family collaboration, financial resources, and laws and regulations.

Capella University is accredited by the Higher Learning Commission.

3. City University of Seattle

Students enrolled in City University of Seattle’s Doctor of Education in Leadership program can select concentrations from organizational leadership, higher education leadership, or specialized study.

The specialized study option opens many additional avenues of study tailored to fit students’ individual needs. The school also offers an endorsement in special education.

CityU  is accredited by the Northwest Commission on Colleges and Universities.

4. Drexel University

Drexel University’s Doctor of Education in Educational Leadership and Management program features ten concentrations, including one in Special Education Leadership.

Its goal is to provide students with the skills, resources, and knowledge necessary to become special education program directors. Most students usually finish the program in 3 to 5 years.

Drexel University is accredited by the Middle States Commission on Higher Education.

5. Duquesne University

Students enrolled in Duquesne University’s PhD in Special Education program should learn a lot about social justice, early intervention, assessment, and curriculum design. It’s an 80 credit program that allows both full-time and part-time students to enroll. The program features further specializations in assessment and learning and autism and behavior.

Duquesne University  is accredited by the Middle States Commission on Higher Education.

6. Grand Canyon University

Grand Canyon University’s Doctor of Education in Organizational Leadership program offers students a concentration in Special Education.

It’s a qualitative program that focuses primarily on research. The curriculum includes courses such as foundations of research design, qualitative data analysis, results and findings, designing a qualitative study, and special education law.

Grand Canyon University is accredited by the Higher Learning Commission.

7. Gwynedd Mercy University

Gwynedd Mercy University offers a quick and flexible way to earn a doctoral degree with its 54 credit, online, accelerated Executive Doctorate in Educational Leadership program.

Students can choose from four concentrations, including one in Leadership in Special Education. Focus is placed on educational research, teaching, curriculum development, and education policy.

Gwynedd Mercy University  is accredited by the Middle States Commission on Higher Education.

8. Liberty University

Liberty University’s Doctor of Education in Curriculum and Instruction program includes a Special Education concentration for students hoping to become special education instructors or program directors, gifted student instructors, or school administrators.

The curriculum focuses on organization and design of gifted education programs, educational assessment, classroom management, and learning theory.

Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

9. National University

National University offers a PhD in Education with a Special Education specialization. The program is designed for special education professionals who work in a variety of settings and want to make significant scholarly contributions to the field.

The curriculum involves research and advanced study of topics such as educational equity, inclusion, educational leadership, and methods for monitoring student progress.

National University is accredited by the WASC Senior College and University Commission.

10. Nova Southeastern University

The Doctor of Education in Special Education program at Nova Southeastern University is specifically designed for current education professionals hoping to move into special education leadership positions.

The curriculum is diverse and comprehensive, and students can choose between giving traditional dissertations or completing strategic research projects to earn their degrees.

NSU  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

11. Portland State University

Portland State University offers its educational leadership doctorate program 100% on-campus, 100% online, and in hybrid format. It features multiple specializations from which students can choose. One of these is the special education concentration. It’s main focus is on the leadership of agencies, schools, and communities serving people with disabilities.

Portland State University  is accredited by the Northwest Commission on Colleges and Universities.

12. Regent University

Regent University’s Doctor of Education program is a Christian-oriented program designed to train 21st century leaders for every aspect of education.

There are numerous concentrations available, but students hoping to become special education leaders and directors can select the Special Education concentration to learn about special education policy, practice, and research.

Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

13. Slippery Rock University

The Doctor in Special Education program at Slippery Rock University is for current educators and human service workers who want to transition into special education leadership positions. The degree requires 60 total credits for completion, but students can transfer up to 12 previously earned credits into the program.

Slippery Rock University is accredited by the Middle States Commission on Higher Education.

14. St John’s University

Although St. John’s University doesn’t offer a doctoral degree in special education, it does offer a PhD in Literacy with an optional TESOL and Bilingual Education concentration. This degree can lend itself nicely to careers in special education because of its foundations of literacy and special topics in literacy courses.

St. John’s University is accredited by the Middle States Commission on Higher Education.

15. Texas Tech University

Students in Texas Tech University’s PhD in Special Education program should be prepared for careers as consultants, specialists, teachers, and researchers. The curriculum adheres to the code of ethics put in place by the Council for Exceptional Children and requires 90 credits for completion. Currently, GRE scores are being waived.

Texas Tech University  is accredited with the Southern Association of Colleges and Schools Commission on Colleges.

16. University of Alabama

The University of Alabama offers an online Doctor of Education in Special Education with specialized tracks in Leadership, Autism, Collaborative, and Gifted. New sessions begin every fall. The program requires 72 credits, including both coursework and a dissertation. Courses may be synchronous or asynchronous.

The University of Alabama is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

17. University of Colorado – Denver

University of Colorado – Denver’s Doctor of Education in Leadership for Educational Equity program is a special education doctoral degree focused specifically on early childhood learners.

Graduates should understand the issues surrounding inclusive early childhood education, advocate for children with disabilities and diverse abilities, and become effective leaders in the field.

The University of Colorado – Denver is accredited by the Higher Learning Commission.

18. University of Florida

The Doctor of Education in Special Education program at the University of Florida seeks to educate participants in all matters of special education. Students learn to advocate for individuals with disabilities, serve as school leaders and service providers for these individuals, and communicate and work collaboratively with the individuals’ families.

The University of Florida is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

19. University of North Dakota

University of North Dakota’s Doctorate in Education in Educational Practice and Leadership is a 100% online program designed for working educational professionals. The degree takes about 3 years to complete, and there’s a Special Education concentration. Most of the courses in this concentration focus on the field of educational diagnostics.

The University of North Dakota is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

20. University of Northern Colorado

The University of Northern Colorado offers a PhD in Special Education that’s flexible and allows students to customize their courses based on their interests and skills.

The program puts a strong focus on evidence-based practice, research methodology, pedagogy, public policy, collaboration, and educational theory. The school doesn’t charge out-of-state tuition.

The University of Northern Colorado is accredited by the Higher Learning Commission.

21. University of Pittsburgh

University of Pittsburgh offers both a Doctor of Education in Special Education and a PhD in Special Education. The PhD program focuses more on the actual education of students and covers topics like early intervention and education of students with mental and physical disabilities. The EdD in Special Education program is more research-based.

The  University of Pittsburgh  is accredited by the Middle States Commission on Higher Education.

22. University of Southern Mississippi

The PhD in Education with a concentration in Special Education program at the University of Southern Mississippi requires 66 credits for completion and meets Mississippi state standards for advanced licensure. There are several qualitative research and quantitative analysis courses in the curriculum as well as courses specific to special education.

The  University of Southern Mississippi  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

23. University of Toledo

University of Toledo’s Doctorate in Curriculum and Instruction program features a Special Education concentration that focuses on turning educators into special education leaders and directors. It’s a rigorous, 60 credit program that usually takes between 4 and 5 years to finish. Students will participate in several virtual internships as well.

The  University of Toledo  is accredited by the Higher Learning Commission.

24. University of West Georgia

University of West Georgia’s Doctor of Education in School Improvement program features nine different concentrations as part of its program.

Students who choose the Special Education concentration will take courses in autism instruction and collaboration, autism characteristics and theory, administrating special education programs, special education law, and program planning and evaluation.

UWG  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

25. Walden University

Walden University’s Doctor of Education in Special Education program requires 79 quarter credits, one face-to-face residency, and a doctoral writing assessment to complete.

Graduates are expected to be able to evaluate the ethical and legal merits of policies surrounding special education, implement assessments and interventions, and evaluate special education programs.

Walden is accredited by The Higher Learning Commission.

Special Education Online Doctoral Programs

Achieving a doctoral degree should make you an expert in the field of special education. This could lead to a variety of career paths, including administrative roles in school systems or higher education, research roles for private organizations, and leadership roles for human services agencies.

In a special education doctoral degree program, you will take advanced courses on disabilities and how they affect a student’s education as well as courses on educating gifted students.

Research is also a major focus for a doctoral program. You will likely take statistics and qualitative research courses, which will help prepare you for your dissertation or capstone project of your program.

Research courses will also give you the tools you’ll need to contribute new ideas and information to the body of special education research. These tools will also assist you in staying current in the field throughout your career.

Because there are many laws that impact education, you can also expect to take courses on educational law. This will help you be well-versed on the various methods that comply with the laws of today and of the future.

Special Education Careers & Salaries

A doctoral degree in special education online can lead to many worthwhile careers, including leadership, teaching, or research roles in school systems, higher education, or other organizations.

With this online degree program in education you could train the next generation of teachers in an education program at a college or university. You could also become an administrator in higher education, potentially leading and directing student success and accessibility departments.

If working in K-12 schools is your goal, then a doctoral degree along with teaching experience would leave you qualified to be a school principal, curriculum designer, or special education department supervisor.

Once you have leadership experience in K-12 education, then you may qualify you to become a school superintendent, a role with great responsibility and high earning potential.

According to the Bureau of Labor Statistics , there are many occupations in the educational field for which someone with a doctoral degree would be qualified.

While some of the occupations listed here may only require a bachelors or masters in special education , a doctoral degree in special education would prepare you for many career paths as an educator, leader, or researcher of special education.

Some of the most common careers for someone holding this degree include school principal, school instructional coordinator, and college or university administrator or professor. You could also work as a leader in an allied human services organization.

There are many occupations that highly value any doctoral degree such as an online doctoral degree in higher education , especially in K-12 and postsecondary administration, so your career path would be uniquely your own.

Choosing an Online Doctorate in Special Education

There are many factors to take into account when choosing a degree program, including cost, time to completion, student to faculty ratio, accreditation, and university reputation.

Here are some special considerations for choosing your online doctorate program in special education:

• Admission requirements : Some doctoral programs are designed for students with only a bachelor’s degree while others require applicants to already hold a master’s degree. Some programs also expect students to have work experience in the education field.
• Length and design : Many online programs are designed for those working full-time, allowing part-time coursework and flexibility in how long it takes to complete the degree. Other online programs are tailored to full-time students who want to complete the program as quickly as possible.
• On-campus requirements : There are 100% online EdD and PhD in Special Education programs, but some universities offer all of the coursework online and still require a few visits to the university campus for dissertation proceedings, when applicable, or intensive seminars.

Every program is different, so it’s important to find the right program that will meet your specific needs, especially since a doctoral program is a great investment of your time and money.

Doctoral Curriculum & Courses

There are many fascinating courses that you will take in an EdD or PhD in Special Education program that will cover laws, disabilities, education, and research. Here are some courses typical of a doctoral degree program in special education.

• Education of Exceptional Children : This course focuses on the needs and psychology surrounding the education of gifted students.
• Law of Exceptionalities : This course typically looks at current laws impacting education in addition to the tools educators will need to understand, interpret, and comply with new laws.
• Law and Higher Education Issues for Students with Autism : This course looks into the legal requirements, in particular the Americans with Disabilities Act (ADA), affecting colleges and universities’ education of students with disabilities and autism and the effective higher education policies on educational support, accommodations, and inclusivity.
• Special Education Policies and Issues : This course will cover social factors affecting people with disabilities, legal requirements of special education, and incorporating community resources.
• Emotional and Behavioral Disorders : An advanced course on the disorders affecting students’ emotions and behavior will look at proven teaching methods, treatment strategies, causes of the disorders, and types of disorders.
• Applied Behavior Analysis : A course on behavioral analysis will typically cover how to conduct an initial assessment of student behavior, determine the most appropriate interventional strategy, assess whether the intervention had a positive effect, and ensure that the positive effects remain in place.
• Introduction of Qualitative Research : Research methods are a major focus in doctoral programs, and a course offering guidance on the many types of qualitative (non-numerical) research will be valuable for educational leaders.
• Research in Special Education : Focusing on methods to conduct effective secondary and tertiary research (rather than primary research), this course will help students hone their skills in finding and analyzing existing data and research.
• Advanced Research Methods : This course will take a deep dive into all research methods and the ways to design studies.
• Grant Writing : A course on grant writing for educators will cover finding grant opportunities, methods for developing grant proposals, and assessing grant outcomes.

Doctoral-level special education courses are incredibly valuable because they teach practical skills, offer knowledge essential for educational leaders, and prepare educators to adapt to new laws and develop better teaching practices.

Admissions Requirements

Most universities have fairly standard admissions applications.

Here are a few components of an application that you should expect to be requested:

• Statement of Goals : Doctoral programs often look for goal-oriented students who are committed and driven to successfully complete the program, so an essay detailing your professional goals and how the degree will allow you to accomplish them is usually required.
• Bachelor’s and Master’s Degree Transcripts : Official transcripts from the college or universities where you earned your bachelor’s degree and master’s degree (if required for admission) are needed.
• Writing Sample : Some programs require a sample of writing you completed for a previous academic program to assess your strengths in writing and research.

Other components of a doctoral degree program admissions application that you might encounter, depending on the institution, include recommendation letters, GRE or GMAT scores, and sometimes an admissions interview.

Accreditation

When choosing a doctoral degree program, it is important to find out if universities you’re considering are accredited by a regional accrediting organization .

To be accredited, a college or university must prove that they are meeting their mission through their programs and services and maintaining academic rigor and integrity. To prove this, institutions must engage in a consistent process of self-assessment and continually seek to improve themselves.

Accreditation often speaks to the quality of a college or university. Because doctoral programs are such an investment of time and funds, you may want to make sure that the university you choose is well-respected.

Financial Aid and Scholarships

Student loans are usually available for doctoral students who qualify. Students seeking these opportunities will need to complete the Free Application for Federal Student Aid (FASFA) .

Your chosen university may also have scholarships and grants available that you may be eligible to apply for. Unlike a loan, grants and scholarships do not need to be paid back, so they are the most cost-effective funding opportunity to inquire about.

Many graduate students find that they are able to fund their education through a mix of loans and scholarships or grants. Cost and funding are important factors to consider when choosing your degree program, so it’s always advisable to inquire about funding opportunities early on in the admissions process.

What Can You Do with a Special Education Doctorate?

A doctoral degree in special education can prepare you to be a leader in the education field. You may qualify to be an administrator, teacher, professor, or researcher.

In a school system, you may be a school principal, curriculum designer, or special education department supervisor. In higher education, you may be a professor or administrator of academic or student affairs.

Your career may also lead you to a position as an educational researcher for a private organization or to a leadership position at a human services nonprofit.

How Much Does an Online PhD in Special Education Cost?

Although tuition rates vary, you can expect to pay between $450 and $595 per credit hour when pursuing a doctorate in special education.

Cost and how you can fund your degree are always critical factors to consider when selecting your degree program. It’s advisable to complete the FAFSA and ask your university about scholarships or grants.

A doctoral degree is an investment in yourself that may be reflected in your career, earning potential, and personal fulfillment. It’s important to weigh the cost of the degree against the potential rewards of successfully completing the program.

How Long Does It Take to Get a PhD in Special Education?

A doctoral degree is a significant time commitment because it prepares students to be experts in their field, requiring much training and preparation.

EdD and PhD programs typically require 60 to 90 credits of coursework, including either your dissertation or capstone project, and usually take 3 to 5 years to complete. If you already have a masters degree in education, you may have the opportunity to transfer in credits, shaving some time off of your doctoral degree.

Some programs require applicants to hold a masters degree and may require fewer credits than programs designed for students with a bachelor’s degree only. So there is variance among programs in terms of credit requirements and time to completion.

What’s the Difference Between an EdD vs. PhD in Special Education?

While different in overall focus, EdD and PhD programs will be similar in their course offerings because students in both programs need to have a strong base of knowledge in special education.

An EdD in Special Education online program is focused on preparing students to be practitioners in the special education field. The program prepares people to work directly in the field for a school or institution of higher education, identifying and solving problems to make their services better.

While the PhD may also qualify you to be an educator or educational leader, a PhD in Special Education online program is more focused on conducting research in order to drive new information to the field. Someone holding a PhD might conduct the research that will inform the practical decisions made by those in leadership roles in education.

Most PhD programs still require a dissertation. When it comes to EdD programs, though, students are often given the option of completing a capstone or similar final project in lieu of a dissertation.

Is a Special Education Doctorate Worth It?

Yes, a doctorate in special education is worth it for many students. According to the Bureau of Labor Statistics, education, training, and library jobs are set to grow at 5% over the next 10 years, faster than the average for all occupations.

Common careers for someone holding a doctorate in special education include school principal, instructional coordinator, special education department supervisor, college or university professor, and higher education administrator.

There are many benefits to a leadership role in special education. With a doctoral degree, you will gain the research, problem-solving, and teaching skills necessary to lead the field in directions that will have positive impacts on a wide array of learners.

Getting Your EdD or PhD Online

If special education is your passion and you want to be a thought-leader in the field, then an EdD or PhD in Special Education may be the right path to consider. Even if you have work or family obligations that prevent you from attending a traditional program, there are regionally accredited programs that offer the convenience of a 100% online degree.

Special education is an incredibly important field that is in need of leaders who are strategic and innovative. By obtaining a doctorate in this field, you may have a positive impact on many students’ lives through research and policy.

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• Missouri State continues to be the largest teacher education preparation institute in the state. We support preparing the highest quality of educators while ensuring that we partner with our K-12 schools.
• Missouri State is the only certified apprenticeship for special education.
• The Pathways for Paraprofessionals Program offers a teacher certification in K-12 Mild/Moderate Cross-Categorical Special Education that you work on collaboratively with other paraprofessionals from area public school districts.
• Using grants, scholarships, and other sources of funding, completing the program could be at little or no cost to you.
• Paraprofessionals earn college credit for practicum and student teaching on-the-job while earning a salary as a paraprofessional.
• 100% of the Missouri State University Professional Education coursework is offered after school hours (late afternoon or early evening), online, or summers at a site in a regional location or at Missouri State University.
• Depending on your current number of college credits, there is the potential for paraprofessionals to finish the degree in 2-3 years (if they attend full-time in the fall and spring and take courses in the summer).
• While not required, the MSU Special Education Program offers two Accelerated Masters in Education Program options that allow 12 mixed credit hours to count in both the Bachelor’s of Science in Education (BSED) and the Master’s of Science in Education (MSED) degree program options, thus allowing completion of BSED degree with certification in K-12 Special Education  and  completion of 12 hours towards a Master’s degree upon graduation.
• The paraprofessional must work for a school district. And meet the admissions requirements of Missouri State University.
• Applicants must hold a position or have opportunities to work and collaborate with a K-12 Mild/Moderate Cross-Categorical Special Education classroom while participating in the program.
• Recommendation of paraprofessional for Pathways to Paras Program
• Review of program requirements & approval of field placement competencies in the paraprofessional’s position
• Approval of Lead Teacher as appropriate “cooperating teacher” for supervision and mentoring of paraprofessional seeking teacher certification.
• Missouri State University offers an alternative certification option for persons with a non teaching bachelor's degree OR a teaching degree in a field other than special education. The MSED: Special Education Alternative Certification Track (MSED: SPE-SEACT) provides candidates with a Masters degree + Missouri Certification in K-12 Mild/Moderate Cross-Categorical Special Education.
• Candidates who work as paraprofessionals in a K-12 Mild/Moderate Cross-Categorical Special Education program can complete their field placement at their job site.
• MSED: SPE-SEACT students are eligible for Missouri Department of Elementary & Secondary Education (DESE) Provisional Certification in K-12 Mild/Moderate Cross-Categorical Special Education, which allows them to serve as the teacher-of-record while completing certification & degree requirements.
• MSED: SPE-SEACT courses are fully available online via INET or Zoom platforms.

Missouri State University-West Plains offers an Associate Arts in Teaching Degree ( https://wp.missouristate.edu/academics/teaching.htm ) we are working on creating a seamless transition from our West Plains courses into our Pathways for Paras program to ensure t we have a full continuum of supports to help you achieve your dream.

Paraprofessional must agree to:

• Engage in full completion of employment responsibilities while completing certification and degree coursework
• Conduct field experience and course competencies on-the-job while working collaboratively with Lead Teacher in their school district
• Complete 2 years of coursework in conjunction with employment in an approved K-12 Special Education Paraprofessional position to replace required Student Teaching semester [MO DESE requires verification of 2 years of supervised paraprofessional employment  while concurrently completing coursework toward certification.]  Two years of employment and coursework must be completed at the same time during the Pathways for Paras program (prior years of service do not count toward the two-year minimum).

The cost of tuition per credit hour can be found here: https://www.missouristate.edu/costs/undergraduate-costs.htm . For most of our students there are multiple financial aid opportunities through grants and scholarships which can support you moving forward and make this a fiscally responsible decision. Common grant funding includes the FASTrack Grant, the TEACH grant , and the College of Education scholarships . Additionally, if you school district participates in the Learn while you earn portion of the program up to half of your coursework can be taught on site. These courses have no tuition paid and can reduce the total cost by up to 50%.

Interested school districts can contact us to think about creating a district or collaborative multi-district cohort. With this model, almost half of the required coursework (Bachelor’s or Masters) could be offered by professionals within your district with district priorities and experiences to help you be ready for the demands of your job. This coursework would be on a schedule to ensure it meets your needs and tailored to fit the specific needs and courses of the individuals within your cohort. Cost associated with each course would be minimal (i.e. small assessment fee!) and would be included on your diploma and transcript as a Missouri State University course before your degree completion. Once certified you would be able to teach anywhere within Missouri.

Interested school districts can contact us to create a district or collaborative multi-district cohort. With this model, almost half of the required coursework (Bachelor’s or Masters) could be offered by professionals within your district with district priorities and experiences to help you be ready for the demands of your job. This coursework would be on a schedule to ensure it meets your needs and tailored to fit the specific needs and courses of the individuals within your cohort. Cost associated with each course would be minimal (i.e. small assessment fee but no tuition to the university) and would be included on your diploma and transcript as a Missouri State University course before your degree completion. Once certified you would be able to teach anywhere within Missouri.

We are hoping to have you identify when you would like to start this program, and if your district is participating in the Learn While You Earn initiative. Please note that this district component is NOT a requirement. All coursework can be taken through the university. For coursework taken at the university, all courses are online and either in a strictly online format or are facilitated via an online format such as zoom. As for coursework which can be taught by your district, this is up to the district and them meeting your needs but also the needs of the district. It is common for course offerings to occur in the evening, professional development days, back to school days, or other times which you may have already reported to the district. Many of these classes that are taught by your district you will see are practicums or are based around application of knowledge. This is perfect to complete on the job as you will already be doing these skills. As said before though, if you school is not participating it is not a worry. You can still hold your paraeducator position and these practicum courses be your paraeducator/teaching placement, but the content presented will be done through the university.

At this time, this is the only pathway for paraeducators. However, the state allows students to test into other certification areas such as early childhood once you have a degree. All information on the additional assessments can be found here:  https://dese.mo.gov/media/pdf/content-assessments-add-additional-area-certification . We will work with your unique situation to see how your experience will fit into certification and make recommend a summer placement in a traditional K-12 setting or other alternative options to ensure that we are meeting the state requirements. After admission this will all be individualized with your advisor.

We have pathways for individuals at the graduate level to gain initial certification and also achieve their masters. The advantage of this program is that individuals in this track can qualify for a provisional teaching license where they can be a teacher of record and be hired as the teacher for a K-12 classroom.

• Can you look at my transcripts and tell me what classes I need? Unfortunately, looking at transcripts before you are submitted can only give a general idea and may not be an accurate assessment of what coursework is needed. We encourage you to apply (at the undergraduate level this is free) and then we can give you an accurate assessment with your official transcripts.
• What will the “Learn while you Earn” courses look like? As for coursework which can be taught by your district, this is up to the district and them meeting your needs but also the needs of the district. It is common for course offerings to occur in the evening, professional development days, back to school days, or other times which you may have already reported to the district. Many of these classes that are taught by your district you will see are practicums or are based around application of knowledge. This is perfect to complete on the job as you will already be doing these skills. As said before though, if you school is not participating it is not a worry. You can still hold your paraeducator position and these practicum courses be your paraeducator/teaching placement, but the content presented will be done through the university.

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Home > ETD > Doctoral > 5886

Doctoral Dissertations and Projects

Examining the perspectives of general education teachers in implementing a multi-tiered system of support: a qualitative study.

Kristina Nelsen , Liberty University Follow

School of Education

Doctor of Philosophy in Education (PhD)

Susan Stanley

rural, elementary, public schools, general education, perceptions, Multi-Tiered System of Support, collaboration, Professional Learning Communities, professional development, special education, Educational Service Unit, systemic thinking

Disciplines

Education | Special Education and Teaching

Recommended Citation

Nelsen, Kristina, "Examining the Perspectives of General Education Teachers in Implementing a Multi-Tiered System of Support: A Qualitative Study" (2024). Doctoral Dissertations and Projects . 5886. https://digitalcommons.liberty.edu/doctoral/5886

The purpose of this multiple case study was to discover the perceptions of implementing a Multi-Tiered System of Support (MTSS), which included the roles that collaboration, Professional Learning Communities (PLCs), and professional development played in implementation for elementary general education teachers at rural public school districts in northeast Nebraska. The theory guiding this study was Chrislip and Larson's theory on collaborative leadership, as it supported the vitality of understanding the success of implementing MTSS from a collaborative lens. The central research question was: What are elementary general education teachers' perceptions of implementing MTSS in rural public school districts in northeast Nebraska? Purposeful sampling was used to select elementary general education teachers from rural public schools in northeast Nebraska. Data was collected through questionnaires, interviews, and observations. Following the manual coding, first and second-cycle coding, free coding, thematic analysis of participant questionnaires, interviews, and observations, overarching themes were identified into a singular body of evidence using a method of data triangulation. The study found that elementary general education teachers who implement MTSS within their school district lack school-wide support. The specific problem is the lack of time, collaborative opportunities, and professional development for these teachers.

Since August 09, 2024

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