phd topics in special education

Ph.D. in Special Education

What you can earn, credits earned, time commitment, upcoming deadline, our graduates are leaders and change agents.

The Special Education Doctoral Program is more than a traditional Ph.D. It's a transformative journey designed to create special education leaders who bring systemic change to educational and community settings. With a strong focus on inclusive education, we will prepare you with the skills, knowledge and relationships needed to drive structural and systemic change.

You'll craft a tailored program of study, blending advanced coursework in special education with diverse perspectives from outside disciplines. Our apprenticeship-style model combines face-to-face learning with real-world experiences, ensuring you're ready for impactful roles in research, teaching and service.

• We are a community that values the range of strengths, interests, and career goals that lead one to pursue a Ph.D. in special education
• We approach our work with a spirit of inquiry and collaboration, leading to differentiated experiences with each student
• We view doctoral graduates as leaders and change agents, equipped with the skills, knowledge, and relationships for advancing structural change

Our faculty specialize in the following areas:

• Research methodologies in special education (qualitative, quantitative, mixed methods, single case design)
• Teacher education and ongoing professional learning of special educators
• Intersectional issues of and approaches to addressing educational (in)justice
• Early intervention and early childhood 
• Critical and disability studies perspectives on inclusive education 
• Applied Behavior Analysis
• Literacy and reading instruction for individuals with disabilities
• Mathematics learning disabilities (dyscalculia)
• Positive behavior interventions and supports, social emotional learning, and multi-tiered systems of support
• Supporting learners with disabilities in inclusive settings  

What you'll learn

In our program, you'll delve deep into specialized topics within special education and master research traditions, explore the historical and theoretical underpinnings of the field and construct meaningful research designs. You'll gain expertise in addressing the critical issues that affect children/youth (birth-21) and their families: access, inclusion and equity

After graduation

Upon graduation, our Ph.D. alumni go on to shape the future of special education. Whether as faculty members, researchers or leaders in educational institutions, they drive innovation and advocate for equitable access. Our graduates impact communities locally, nationally and even internationally.

Let's connect

We're excited that you're interested in our program! By joining our mailing list, you can receive updates on info sessions, deadlines, financial aid and more!

Connect with us

For additional information or questions regarding the doctoral degree, please email [email protected] or Maggie Beneke, Program Director .

Our program is designed to be both flexible and comprehensive. While most students complete their Ph.D. in 4-5 years, we understand that each academic journey is unique. You'll work closely with advisors to tailor your program, focusing on areas of research specialization that align with your goals and interests.

Within the first year of study, each student enrolls in the Educational Inquiry series with other first-year doctoral students across the College of Education. This helps you learn more about research traditions in educational research.

Special education doctoral students also enroll in a seminar which supports your:

• Understanding of the historical and theoretical background of special education
• Writing of a literature review related to a topic of interest
• Constructing of a research design

Admission requirements and process

As one of the top-rated doctoral programs in the U.S., we have more applicants than we can admit. Please pay close attention to all admission requirements. We also strongly encourage you to contact individual faculty members whose work aligns with your interests. Finding a fit with an advisor is critical to the admissions process.

To meet the individualized needs of students and advisors, our acceptance rate may vary. We generally accept annual cohorts of roughly 5-8 students.

Application deadlines are usually in January of each year for incoming fall cohorts.

Your degree can be in-progress when applying but must be completed before program starts

• Include one from each institution from which you've earned a degree and one from every institution you have attended in the previous 5 years.
• Your transcripts must include your name, coursework and degree (if completed)
• If you are offered admission , the UW Graduate School will request an official transcript from your most recent degree earned

The UW Graduate School requires a cumulative GPA of 3.0, or 3.0 for your most recent 90 graded quarter credits (60 semester credits). However, we review your application holistically. If your GPA is below 3.0, contact us at [email protected] for advice on how to strengthen your overall application.

During the online application process, you will be given instructions for adding your recommenders and getting their letters submitted electronically. All recommenders must submit their letters online.

A current academic and professional resume or vita is required. In addition to educational degrees and professional experience, you should include a listing of all relevant awards, publications, presentations or other achievements that will help us evaluate your application.

The admissions committee uses your statement of purpose, along with other evidence, to determine whether your goals are well-matched with our programs. Your statement should address goals, relevant experience, future plans and how the desired specific program meets your needs. Be sure to include personal experiences that have prepared you for the challenge of graduate school, topics like:

• Scholarly interests
• Career goals
• Your match for the program
• Faculty interests

Your statement should be 3-5 pages, double-spaced.

While optional, you can add to your application by submitting a personal history statement with each application. This statement should address your intellectual growth and development, inclusive of and beyond your academic goals. Speak to topics like:

• Educational, cultural and economic opportunities and disadvantages you've experienced
• Ways these experiences affected the development of your special interests, career plans and future goals.
• Any additional topics requested on a specific program's page

Statements should be no longer than two pages long. And while there are no standard formatting requirements, we encourage double-spaced text with a legible font.

• Gather all required documents
• Visit the Graduate School website
• Log into your account or create a new profile if you are a first-time applicant
• Complete all steps in application process and upload your documents
• You may request a fee waiver during the application process
• Submit your application

Here is our general timeline for decisions. Have questions about the process? Visit our graduate admissions page .

Step 1: Application processing

• Within 7 business days after the deadline, we will check if your application if fully complete
• We will email you whether your application is complete or incomplete
• If your application is missing anything, you will have a short amount of time submit these items
• You can also log into the online application and check your status and see any missing items

Step 2: Application review

• Committees begin reviewing applications about three weeks after the deadline
• You will receiving an email when your application has entered the review phase

Step 3: Decision notification

• The final decision will be emailed to you
• Your status will also be updated in the online application

We value and welcoming applications from international students! If you are applying from outside the United States, there are additional requirements and application materials.

• At minimum, you must have the equivalent of a U.S. bachelor's degree (a four-year degree from an institution of recognized standing)
• The national system of education in the foreign country
• The type of institution
• The field of study and level of studies completed
• International transcripts must be submitted in the original language.
• Your transcript should include date of graduation and title of the awarded academic degree
• If your transcript is not in English, you must also provide a certified English translation
• You do not need to have your transcript evaluated for the degree by an agency

Per  UW Graduate School policy , you must submit a demonstration of English language proficiency if your native language is not English and you did not earn a degree in one of the following countries:

• United States
• United Kingdom
• New Zealand
• South Africa
• Trinidad and Tobago

The following tests are accepted if the test was taken fewer than two years ago:

• Minimum score: 80
• Recommended score: 92+
• The UW's 4-digit code is 4854
• University of Washington All Campuses, Organisation ID 365, Undergrad & Graduate Admis, Box 355850, Seattle, WA, 98105, United States of America
• Minimum score: 6.5
• Recommended score: 7.0+
• School information for submission: University of Washington, All Campuses Undergraduate & Graduate Admission Box 355850 Seattle, WA 98195
• Minimum score: 105
• Recommended score: 125+
• Follow the instructions on the Duolingo website to submit your scores

If apply and are offered admission to UW, you will need to submit a statement of financial ability.

Costs and funding

We are a tuition-based program. Estimated tuition rates are based on your residency: 

• Washington state residents: $19,584 per year
• Out-of-state students: $35,352 per year

Estimates are subject to change and may differ due to course load and summer quarter enrollment. Estimates include building fees, technology fees, U-Pass, etc. Additional program-specific fees are not included in this estimate.

View the UW tuition dashboard → Visit the Office of Planning & Budgeting →

Currently, nearly all students seeking funding are supported throughout their program. Our special education program and associated research centers strive to fund each student throughout their program. Funding is contingent upon various factors including levels of funding, student prior experience (e.g., practical experience as a former teacher or therapist), enrollment status as a full-time student, and student performance.

Graduate Student General Scholarships

Frequently asked questions.

Your primary consideration should be specialization and fit with a potential advisor based on your research interests and career goals. We strongly encourage you to review the faculties’ areas of specialization, read faculty bios, and contact individual faculty about your interests in pursuing a special education doctoral degree at UW.

There are a number of supports and affinity spaces for graduate students within and beyond the College of Education. These include (among others):

• Associated Students of the College of Education
• Center for Communication, Difference, and Equity
• Disability Resources for Students
• The D Center
• Indigenous Wellness Research Institute
• Intellectual House
• Latino Center for Health
• Native Organization of Indigenous Scholars
• Office of Student Diversity and Inclusion
• Samuel E. Kelly Ethnic Cultural Center
• Washington Institute for the Study of Inequality and Race
• Women of Color Collective
• Women’s Center
• Writing Center

Seattle is a city of self-starters who believe that anything is possible when we work together. We’re adventurous and entrepreneurial, caffeinated and connected. This global hub for innovation is an international epicenter for turning ideas into actions, and the UW is at the heart of it. Whether you’re into art or food, history or tech, city living or the outdoors, there’s a community for you here.

We hold a virtual interview process for applicants with competitive applications. You are welcome to schedule a visit on your own - please let us know if you are planning to come! The College of Education also holds annual Admitted Student Day in the spring. Once applicants are admitted, advisors may apply for funds to support student visits. If you have been admitted and are interested in visiting, we encourage you to speak with your advisor about applying for student visit funds.

As one of the top-rated doctoral programs in the U.S., we have more applicants than we can admit. Please review admission requirements. Beyond the application requirements, finding a fit with an advisor or advisor(s) is critical to the admissions process. Again, we strongly encourage you to contact individual faculty members whose work aligns with your interests.

To meet the individualized needs of students and advisors, our acceptance rates vary. We generally accept annual cohorts of roughly 5-8 students.

Our application deadline is usually in January of each year for incoming autumn quarter cohort.

No. The doctoral program is designed for face-to-face coursework and experiences. Such an apprenticeship model is critical for doctoral preparation in the areas of research, teaching, and service. 

Graduates of the Ph.D. program in Special Education go on to a range of careers locally, nationally, and internationally. Graduates go on to careers as faculty members, researchers, or leaders in school districts, state agencies, or educational businesses.

Program Faculty

Maggie Beneke

Carol Davis

Alice Bravo

Angel Fettig

Roxanne Hudson

Katherine Lewis

Kathleen Artman Meeker

Charles Peck

Selma Powell

Carly Roberts

Nancy Rosenberg

Ilene Schwartz

Scott Spaulding

Connect with Pitt Education

PhD in Special Education

Receive advanced training in special education to support health and well-being in all learners.

The PhD in Special Education will prepare you to assume academic faculty positions at the university level. The program is geared toward improving the educational and related service programs for children and youth with disabilities.

PhD candidates are mentored by a faculty adviser who shares their research interests and are supported by graduate faculty in Special Education.

Students may focus their studies in one or more of the following areas:

• Applied behavior analysis
• Emotional and behavior disorders
• Learning disabilities or severe disabilities
• Visual impairment and blindness

Request Info

View Tuition

Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

Full-Time or Part-Time

4 years on average

Enrollment Term

Application Deadline

Admissions Requirements

No GRE Exam is required

Program Overview

Multiple Specializations

• Learning disabilities
• Severe disabilities

Mentoring Support

Special education PhD students will be mentored by Special Education faculty who will support them throughout their academic career. Students will have many opportunities to collaborate within and between programs to pursue special education topics of interest. Each student will have mentored opportunities to demonstrate all of the skills required by university level faculty which include: synthesizing current literature, submitting peer-reviewed manuscripts and grants, reviewing submissions for publication, teaching university level classes, conceiving and conducting research projects in authentic environments, and presenting at national conferences.

Comprehensive Preparation

As a PhD student, you will teach graduate and undergraduate courses, mentor graduate students, developing a research agenda that will result in funded and published research, and translating research outcomes for the improvement of educational and related service programs for children and youth with disabilities.

The PhD program is writing and research-intensive and PhD candidates will have multiple opportunities to learn and participate in the review of research literature, the preparation and submission of research grant proposals, the design and implementation of research studies, and the preparation and dissemination of research reports.

"Pitt has consistently made available a wide range of supports to help me advance academically and professionally. This allowed me to create my unique research identity and explore career possibilities that otherwise I would not have known about." Haya Abdellatif - Pitt alumni

Take the Next Step

Prerequisites

• Master’s degree in a Special Education related area
• 3 years teaching children with disabilities or similar experience
• Additional PhD Admissions requirements

Students will complete a series of formal milestones to prepare then as a special education faculty member. The milestones will allow students to engage in academic writing, proposing and conducting research, and defending their work in an academic forum. In addition, students will be mentored through teaching university level classes and other faculty roles and responsibilities.

• Special Education Coursework: 24 credits
• Cognate courses: 0-18 credits either taken or transferred from outside the School of Education
• Required research methodology courses: 15 credits
• Supervised Research/teaching practicum: 6 credits
• First-Year School-wide seminars: 3 credits
• Writing workshops: 6-8 credits
• Electives: Variable credits
• Dissertation: 18 credits

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Career Pathways

• University faculty (research and/or teaching)
• School administration
• Leadership in not-for-profit organizations

Program Faculty

Program Coordinator

Douglas E. Kostewicz

Rachel E. Robertson

Tessa McCarthy

Phillandra Smith

Program News

PhD Alumna MiIsha Reid Receives 2023 CEC Dissertation Award

PhD Alumna MiIsha Reid Receives 2023 CEC Dissertation Award - Read more

PhD Student Dylan Kapit Receives LGBTQIA+ Research and Outreach Funding

PhD Student Dylan Kapit Receives LGBTQIA+ Research and Outreach Funding - Read more

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Home > School, College, or Department > College of Education > Special Education > Dissertations and Theses

Special Education Theses and Dissertations

Theses from 2024 2024.

Early Reading Instruction Methods: An Analysis on the Outcomes of Whole Language Instruction and Phonics Instruction , Kaitlin E. Nims-Fournier (Thesis)

Theses/Dissertations from 2023 2023

Improving Peer-to-Peer Learning for Students with Extensive Support Needs in Inclusive Classrooms , Zachary Michael Deets (Dissertation)

Behavior Training for Educators: What Training do Educators Need to Support Students with Challenging Behaviors? , Michelle R. Milburn (Dissertation)

Beyond First Thoughts: Understanding the Essence of Equitable Decision-Making, A Phenomenological Study, White Practitioners as Equitable Educational Decision-Makers , Zinnia Un (Dissertation)

Theses/Dissertations from 2022 2022

An Examination of Educator Perspectives on Career and College Pathways for Black, Indigenous, and Students of Color with Disabilities , Rachel Anne Herrick (Dissertation)

Theses/Dissertations from 2021 2021

"It's Not by Accident": Examining Leadership Efforts to Disrupt Oregon's Segregated K-12 Education System , Michael Eric Salitore (Dissertation)

Theses/Dissertations from 2020 2020

Inclusion for Speech-Language Pathology Minority Graduate Students , Teresa Michelle Roberts (Dissertation)

Theses/Dissertations from 2019 2019

Early Intervention Referral Outcomes for Children at Increased Risk of Experiencing Developmental Delays , Kristi Laurine Atkins (Dissertation)

Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime , Melissa Pebly (Dissertation)

Theses/Dissertations from 2018 2018

The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments , Jacqulyn Anne Donnenwirth Daniels (Dissertation)

Theses/Dissertations from 2017 2017

A Phenomenological Study of the Lived Experiences of Parents of Young Children with Autism Receiving Special Education Services , Donna Marie Barrow (Dissertation)

A Brief Intervention to Increase the Use of Precorrection and Praise by Elementary School Teachers , Dustin Bindreiff (Dissertation)

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? , Elizabeth Ann DuBois (Dissertation)

Theses/Dissertations from 2016 2016

An Investigation of School-Based Specific Learning Disability Identification , Bonnie Heather Bartos (Dissertation)

Desirable Conversations: Sexuality and Women with Intellectual Disabilities , Neera Malhotra (Dissertation)

An Examination of School Readiness: How Is the Construct Defined for Children Who Are Blind? , Lisa Joann McConachie (Dissertation)

The Efficacy and Feasibility of a Context-Specific Autism Behavior Rating Tool with Real Time Data Collection Methods from the Perspectives of Clinicians, Educators, and Parents , Kathleen Marie Panaccione (Dissertation)

Exploring the Impact of an LD Diagnosis on the Self-Determination of Women in Poverty , Cynthia Jakes Stadel (Dissertation)

Theses/Dissertations from 2014 2014

Adjustment to College among Lower Division Students with Disabilities: An Exploratory Study , Kristy Lee Ann McNulty (Dissertation)

Theses/Dissertations from 2013 2013

The Effect of Teacher-Identified Classroom Management , Monica Rose Root (Thesis)

Theses/Dissertations from 2011 2011

Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs , Meredith Villines (Thesis)

Theses/Dissertations from 2008 2008

The Use and Interpretation of the Batería III With U.S. Bilinguals , Julie Esparza Brown (Dissertation)

Theses/Dissertations from 1979 1979

An Evaluation of a Data-Based Sex Education Training Program for Mentally Retarded Adults , Patricia Ann Riley (Thesis)

Theses/Dissertations from 1972 1972

The Effects of Perceptual-Motor Training on the Perceptual-Motor Skills of Emotionally Disturbed Children , Karen R. Brown (Thesis)

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Fully Funded    |    Impressive Research   |    SPED Handbook    |    Information Session    |    Apply Now

Learn from leading researchers in the field of special education 

Our nationally ranked University of Oregon Special Education program has a track record of preparing graduates to stand out in their careers and improve educational practices. The research, resources, and practices our program faculty conduct impacts the field of education in the US and globally.

Our doctoral training experience is unique and individualized. Our program competencies (see handbook ) are designed to support you to develop expertise in the domains of teaching, service, and research. Working with your advisor and other program faculty, you will create a plan that will provide you expertise in the areas you are interested in studying while being exposed to all of the service and research experiences our program and COE faculty conduct.

Our program faculty teach and research a wide range of topics in the field of special education (e.g., dual language learners, assessment, autism, social emotional learning, early childhood, behavioral analysis, post-school community engagement, instruction, equity in school discipline, etc.) with a critical eye toward improving systems and practices to promote equity in educational outcomes for all students. We typically admit 4-8 students a year to work as a cohort to maximize your learning and experiences.

All admitted students receive four years of funding (including tuition and health insurance coverage).

New Training Opportunity! Project LMAESTRO will prepare future special education leaders in research, practitioner preparation, and community collaboration focused on:

• supporting young children with special needs including children with autism
• implementation science
• culturally and linguistically responsive practices

Accepted students will receive full tuition, insurance, and a stipend plus:

• Mentorship and training opportunities with autism experts across our project network
• Community partnered research and practical training opportunities

For more information on LMAESTRO, contact Dr. Stephanie Shire [email protected]

Information Session

Want to learn more? Didn't get a chance to attend our info session Monday, October 23, 2023? That's okay, we've got you covered! Watch a recorded information session to learn more about the doctoral degree program.

View Info Session PowerPoint

We have a proven track record of students completing in less than 5 years and our graduates obtain leadership positions in the following areas:

What our students are saying .

Why did you choose to come to the UO?       “I saw an opportunity to work with UO faculty members who are making a tremendous impact in the local and global communities.”

--Rikki Wheatley, Current third year doctoral student

What projects are you excited to work on?      The SIMPLE grant - Dr. James Sinclair focusing on mental health supports and integration of mental health for high school students with disabilities.

--Current second year doctoral student

Check out the impressive research our students are doing by visiting the Doctoral Ducks research site: https://blogs.uoregon.edu/speddoc/ .

Graduate student showcase .

Meet our Special Education program graduate students and learn about their varied background, research interests, and future aspirations.

Graduate Student Showcase

Unique and Individualized Doctoral Training Experience

• Individualized plan of study: Our program competencies (see handbook) are designed to support each candidate to develop expertise in the domains of university teaching, service, and research. How a candidate satisfies each competency is individualized to the candidate’s interests in collaboration with program faculty. 
• Collaborative Learning Environment: Each year approximately 4-8 students are accepted and work with one another using a cohort approach to create a collaborative and supportive learning experience.

SPED PhD Handbook

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College of Education

Overview: phd special education.

The PhD program in Special Education prepares students for careers as university scholars and professors, as well as for leadership positions in educational institutions.  Within the context of urban education, this program emphasizes theory and research on emotional/behavior disorders, language and learning disabilities, developmental and intellectual disabilities, early intervention, transition, and teacher preparation.  Students have the opportunity to be involved in research in a wide range of critical issues in special education using a variety of research methodologies.  Research topics may include parent-child and peer interactions, bilingual special education, social skills in students with disabilities, language and literacy in students with disabilities, inclusion and public policy, early intervention models, and preparation of special education teachers and leaders for urban schools.

Overview of Requirements (Fall 2013) Heading link Copy link

This program requires a minimum of 96 semester hours beyond the baccalaureate degree, or a minimum of 64 semester hours beyond the master’s degree.  These requirements include a 6-hour research project and 12 hours of dissertation credit.  You are also required to pass written and oral portions of a preliminary examination and successfully defend your dissertation research.  If you enter the program with an earned master’s degree in a field relevant to special education, the requirements are:

• COE Doctoral Studies Core —12 hours
• Methodology Requirement –- 12 hours
• Special Education Program Core — 22 hours (minimum)
• Research Project — 6 hours
• Preliminary Examination — Written Portion
• Preparation of a Dissertation Research Proposal
• Preliminary Examination—Oral Portion
• Dissertation Research — 12 hours (minimum)
• Dissertation Defense

If you enter with a bachelor’s degree but not a master’s degree, you must take a minimum of 32 hours of additional coursework in an area of specialization approved by your advisor.

Doctoral Studies Core (12 hours) Heading link Copy link

All doctoral degrees in the College of Education require a core of courses that focuses on different types of research in educational settings, research design, and the analysis of educational data.  These core courses will help you develop the minimum skills needed to evaluate research literature and to begin your own independent research.  You are encouraged to take these core courses early in your program; however, you may take other courses in the program before completing this set of courses.

The requirements of the Doctoral Studies Core are:

• ED 504—Urban Contexts and Educational Research (4 hours)
• ED 505—Introduction to Educational Research: Paradigms and Processes (4 hours)
• ED 506—Introduction to Educational Research: Designs and Analyses (4 hours)

Methodology Requirement (12 hours) Heading link Copy link

In addition to the Doctoral Studies Core above, you must take a minimum of three research methodology courses as described below.  Note also that you may choose or be encouraged by your faculty advisor to take additional courses in research methodology beyond these minimums in order to meet your personal scholarly and professional goals.

The Methodology Requirement includes:

• ED 502—Essentials of Qualitative Inquiry in Education (4 hours)
• ED 503/EPSY 503—Essentials of Quantitative Inquiry in Education (4 hours)
• A third methodology course selected in consultation with your advisor (4 hours)

Special Education Program Core (22 hours minimum) Heading link Copy link

All students in the Ph.D. in Special Education program must take a minimum of 22 semester hours in coursework related to the field of special education.  At least 16 of those hours must be taken in the College of Education.

All students in the program must take:

• SPED 564—Proseminar in Special Education (4 hours)
• Three special education seminars—SPED 592 (4 hours each for a total of 12 hours)

Recent Special Education seminars (SPED 592) have focused on research on literacy, teacher preparation, inclusion policies, and qualitative methods.

You may take your elective courses within the Department of Special Education or in other departments of the College of Education.  While you may take all your courses in the College of Education, you are encouraged to take courses in other departments and units of the University such as Disability Studies, Psychology, and Sociology.  Study outside the College of Education can help you develop additional conceptual and methodological tools for use in the study of educational issues.

You should be aware that 22 semester hours is the minimum number of hours required to establish an area of specialization.  Students typically take more than the minimum number of courses, or may be required to do so by their faculty advisors.

Teaching Internship Heading link Copy link

A teaching internship is strongly recommended for those individuals intending to pursue a career in higher education or school leadership.  A teaching internship requires that you register for SPED 538 (up to 8 hours) and co-teach a university course under the direction of a faculty instructor.  The course should be related to your interests and future career objectives.  A faculty member will be the instructor of record and will supervise you closely throughout the internship.  You will assume responsibility for course instruction, student interaction, and evaluation to the extent negotiated with the instructor.  You should complete this requirement prior to being considered for a visiting lecturer position.  In addition to this internship, you are encouraged to seek opportunities to deliver guest lectures in other classes offered by the Department of Special Education.

Research Project (SPED 593, 6 hours) Heading link Copy link

The research project is an important initial experience in doing research on actual issues in your chosen area of study.  The research project may also provide an opportunity to explore and pilot ideas for dissertation research.  If you wish, you may collaborate on research projects with program faculty and perhaps with other doctoral students.  Ideally, you would work on such projects with faculty as full research colleagues and be involved in all aspects of the project, from design through implementation, analysis, and writing of results.  Such work may culminate in a presentation at a scholarly conference or in submission of a manuscript to a professional journal for publication.  You should consult your faculty advisor to determine when you are ready to embark on your research project.  As you design your project, you should discuss with your advisor the need for Institutional Review Board (IRB) approval for your project.  Information about IRB approval of student research is contained in Section V of this handbook.

Annual Reviews Heading link Copy link

To enable you and your faculty advisor to monitor and provide feedback on your progress through the program, you are required to prepare and submit a formal progress report each year.  This involves completing a form called the Professional Development Plan (PDP), which lists courses and experiences needed across different competency domains.  Department faculty review and discuss your performance and give written feedback and recommendations to enhance or sustain your progress in attaining course, teaching, and research goals.  If you do not complete the annual review process you will not be able to register for future semesters until you have submitted a PDP. (Note for Ph.D. students who were admitted after 2010:  in the annual review process, students whose progress raises serious concerns for two consecutive years will be dropped from the program.)

The Preliminary Examination Heading link Copy link

The purpose of the preliminary examination is to determine your readiness to undertake dissertation research.  The examination has two parts—a written portion that focuses primarily on your program of study, and an oral portion that focuses primarily on your dissertation proposal.  Both portions are evaluated by a preliminary examination committee.  Passing the preliminary examination constitutes formal admission to candidacy for the Ph.D.

The written portion of the preliminary examination should be taken when you have completed most, though not necessarily all, of your coursework.  The oral portion of the exam should be taken when the dissertation proposal is completed.  You must take and pass the oral portion of the exam before beginning your dissertation research. Also before dissertation research can begin, the Institutional Review Board (IRB) must give approval (see Section V).

Forming a Preliminary Examination Committee Heading link Copy link

You should begin making arrangements to take preliminary examinations when you have almost finished your coursework. First, you must find a faculty member to chair your preliminary examination committee.  Faculty program advisors may serve as committee chairs, or may help to identify another special education faculty member whose interests and expertise may align more closely with your program of study and dissertation research.  You should work with your faculty advisor to identify and recruit at least four other members to serve on your examination committee.

At least three members, including the chair, must be UIC faculty who are full members of the Graduate College.  Tenured or tenure-track faculty are usually full members of the Graduate College; clinical and visiting faculty generally are not.  At least two committee members must be tenured faculty in the College of Education faculty (i.e., associate professors or full professors).  Also, at least two members (in addition to the chair) must be in the Department of Special Education.  The Graduate College does not require that the preliminary examination committee include a member from outside the Department.  However, since the Graduate College does require that each dissertation committee have a member from outside the program (see Section IV), you may want to ask an outside member to be on your preliminary examination committee as well.

Professors who have emeritus status maintain their same rights to work with doctoral students for at least a three-year term (this term is renewable).  They can serve as doctoral advisors, committee chairs, and committee members.  If they were tenured and full members of the Graduate College at the time of their retirement, these professors emeriti retain these statuses for purposes of composing an exam or dissertation committee.

In order to formally constitute the preliminary examination committee, you must submit to the Graduate College a Committee Recommendation Form.  This form may be obtained from the Graduate College’s website: http://grad.uic.edu/cms/?pid=1000329 .    At the same time, you should ask the Office of Student Services (3145 ETMSW) for a degree checklist (see Section IV).  A list of the courses you have taken is available through the my.UIC portal: https://my.uic.edu/common/ . You must return the completed degree checklist with the signed Committee Recommendation Form to the Office of Student Services.  The completed form must be signed by the committee chairperson and submitted to the Office of Student Services at least three weeks before the date of the examination.  Before submitting this form, you must be sure that the faculty members identified to serve on the committee have agreed to serve.  If you want to include a committee member who is not on the faculty at UIC or is not a member of the UIC Graduate College, the Graduate College must approve that member.  This approval process is initiated when the Committee Recommendation Form is submitted to the Office of Student Services.  A copy of the potential committee member’s full current curriculum vitae must be submitted with the Committee Recommendation Form.

Written Portion of the Exam Heading link Copy link

The chairperson of the preliminary examination committee will convene at least two other committee members (one of whom must be in the Department of Special Education) to develop questions for the written portion of the exam.  The written portion of the preliminary examination consists of a comprehensive take-home exam.  Questions for the take-home exam may address any area that is relevant to your course of study, including topics related to your proposed dissertation.  You will have the opportunity to inform your committee of relevant topics.  The committee will take these topics into consideration and subsequently assign questions that you can address over a ten-day period.  Your preliminary exam committee will read the exam.  Responses should be written in a style typical of scholarly writing and in APA Manual format (6th edition).  You must pass the written portion of the exam to take the oral portion of the exam, which focuses primarily on the dissertation proposal.  After you have passed the written portion of the exam, the chair will submit a form indicating this accomplishment to the Office of Student Services for inclusion in your file.

Preparing a Dissertation Proposal Heading link Copy link

Your coursework, research project, and independent readings should give you a good start on planning dissertation research.  It is important for you to decide on a topic, conduct a relevant review of literature, and carry out a pilot study before taking the written portion of the preliminary examination.  Of course, the written portion of the exam will help develop further your ideas for your dissertation research.  After completing the written portion of the preliminary examination, you should prepare to complete your proposal for dissertation research and prepare for the oral portion of the preliminary examination.

Dissertation research may be developed from the many possibilities related to your area of study and from a variety of research traditions.  The process of writing a dissertation proposal is challenging, but it provides unprecedented opportunities for contributing to our field, as well as creative and personally rewarding work.  You should draw on your studies to date and avail yourself of the advice and support of your committee chair, committee members, and other faculty.  The organization, content, and length of the proposal are issues that you will decide with the chair of your preliminary examination committee, in consultation with other committee members.

When you and the committee chair agree that the dissertation proposal is ready for review and approval, you should work with the chair to distribute the proposal to members of the preliminary examination committee and to schedule the oral portion of the preliminary exam.  The proposal should be distributed to committee members for review at least three weeks before the scheduled exam date.  It is strongly recommended that you include in the proposal a draft of the IRB application.  As a rule, you should not submit your application to the IRB before the oral portion of the examination is completed because committees may make recommendations for changing research protocols during the exam.  (See Section V for more information about IRB requirements and procedures.)

Oral Portion of the Exam Heading link Copy link

The oral portion of the preliminary exam is primarily a hearing on the dissertation proposal, although it may also address aspects of the written portion of the exam.  The oral portion of the exam must be taken and passed before dissertation research can begin.  The primary function of the oral portion of the exam is committee review, revision, and approval of the dissertation research proposal.

Evaluation of the Preliminary Exam Heading link Copy link

Both written and oral portions of the preliminary examination are evaluated on a pass-fail basis.  If two or more members of the preliminary examination committee assign a failing grade to a portion of the exam, you fail that portion.  If necessary, the entire portion of the exam or some element of that portion can be retaken once.  If you fail the oral portion of the exam you may be asked to do additional work or to revise your dissertation proposal before the committee gives final approval.  Even if a committee does not fail you on the oral portion of the exam, it may require that you make particular changes in the dissertation proposal before the proposal is approved.

Passing the oral portion of the preliminary exam signifies that committee members have given their approval for you to carry out your proposed dissertation research.  Once you have reached this point, you must submit the final version of the IRB application for approval (see Section V).  Before submitting an application to the IRB you must have it reviewed and signed by the committee chair and the chair of the Department of Special Education.

After you pass both the oral and written portions of the preliminary exam, you are considered to have advanced to candidacy.

Dissertation Research (SPED 599, 12 hours minimum) Heading link Copy link

After passing the oral portion of the preliminary examination and receiving approval from the IRB, you (now designated a ‘doctoral candidate’) may begin your dissertation research.  You must register for a minimum of 12 hours of dissertation credit during the time that you conduct and write up your research.  After you have registered for the minimum of 12 hours of dissertation credit you may petition the Graduate College to be permitted to register for 0 (zero) hours of dissertation credit.  See Section IV, Registration Guidelines for Doctoral Candidates, for details and exceptions.

Dissertation Defense Heading link Copy link

When you near the end of dissertation research, you should begin to plan your dissertation defense with your dissertation committee chair.  See Section IV for specific information about organizing and scheduling a meeting for the dissertation defense and filing all the paperwork required before the defense can be conducted.

According to Graduate College regulations, at least one year must pass between completing the oral portion of the preliminary examination and the dissertation defense.  If you fail to complete all program requirements, including the dissertation defense, within five years of passing the oral portion of the preliminary examination you must retake the preliminary examination.

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Digital Commons @ USF > Theses and Dissertations

Special Education Theses and Dissertations

Theses/dissertations from 2024 2024.

Beliefs of Male Elementary School Special Education and General Education Teachers Regarding Full Inclusion for Students with Autism Spectrum Disorder in Saudi Arabia , Sultan Alanazi

The Integration of Assistive Technology by Female In-Service Teachers of Students with Learning Disabilities in Saudi Arabia: A Qualitative Interview Study , Badriah Alotaiby

Theses/Dissertations from 2023 2023

Factors to Consider for Effective Implementation of AAC With Students With Autism: Saudi special education teachers’ perspectives , Mazen Abdurhman Almethen

Saudi Parents as Advocates for Their Young Children with Disabilities: Reflections on The Journey , Sadeem A. Alolayan

Self-Determination and The Lived Experience of Employed Adults with Intellectual Disabilities: An Interpretative Phenomenological Analysis , Abdelrahman Mohammad Alzarie

Theses/Dissertations from 2022 2022

Graduate Teaching Assistants’ Knowledge and Attitudes Toward Students with Disabilities in Higher Education , Yanlys De La Caridad Palacios

The Specifics of Specific Learning Disability: An Analysis of State-Level Eligibility Criteria and Response to Intervention Practices , Lora M. Williams

Theses/Dissertations from 2021 2021

Barriers to Reducing the Assistive Technology use for Students with Autism as Perceived by Special Education Teachers in Saudi Arabia , Othman Ahmed Alasmari

Saudi Teachers’ Perspectives on Implementing Evidence-Based Practices Specifically Designed for Students with Autism Spectrum Disorder , Ahmad Saad Alghamdi

Perceptions of Preservice Teachers of Students with Intellectual Disabilities About their Preparation for Inclusive Education , Abdullah Aljudaya

Experiences of Saudi Arabian Mothers of Young Children with Disabilities: An Exploratory Study , Samirah Bahkali

Theses/Dissertations from 2020 2020

Perceptions of Preservice Teachers of Students with Autism and Intellectual Disabilities in their Teacher Preparation Programs in Saudi Arabia , Salman Almughyiri

Theses/Dissertations from 2019 2019

The Use of Assistive Technology with Students with Severe Intellectual and Developmental Disabilities in Saudi Arabia: Teachers’ Perspectives , Khalid Mohammed Abu Alghayth

Saudi Special Education Preservice Teachers’ Perspective towards Inclusion , Sarah Binmahfooz

The Teacher Evaluation Conundrum: Examining the Perceptions of Special Education Teachers , Gordon Brobbey

Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team , Danielle Lane

Threats to Teaching: An Investigation Into the Constructs of Compassion Fatigue in the Classroom , April M. Steen

Theses/Dissertations from 2018 2018

General Education Teachers’ Perceptions of Response to Intervention Implementation: A Qualitative Interview Study , Adhwaa Alahmari

Deaf Lesbian Identity , Noël E. Cherasaro

Beyond Replicative Technology: The Digital Practices of Students with Literacy-Related Learning Difficulties Engaged in Productive Technologies , Aimee Frier

Learning in the Margins: The Educational Experiences of an African American Male with Disabilities , Aisha Holmes

Including children with learning differences: Experiences of independent school teachers , Lisa M. Lockhart

Theses/Dissertations from 2017 2017

Perceptions of Arab American Mothers of Children with Autism Spectrum Disorder: An Exploratory Study , Haifa Alsayyari

It’s Not All Sunflowers and Roses at Home: A Narrative Inquiry of At-Risk Girls and Their Perceptions of Their Educational Experiences , Jessica Aggeles Curtis

Improving Reading Comprehension of Children with ASD: Implication of Anaphoric Reference Support with Computer Programming , Seda Karayazi Ozsayin

Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation , Mehmet Emin Ozturk

Theses/Dissertations from 2016 2016

The Role of Prep Schools in the Middle to High School Transition of Students in Southeastern Turkey , Mucahit Kocak

Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill , Orhan Simsek

Theses/Dissertations from 2015 2015

Examining Experiences of Early Intervention Providers Serving Culturally Diverse Families: A Multiple Case Study Analysis , Wendy Lea Bradshaw

Restricted and Repetitive Behaviors as Strengths, not Weaknesses: Evaluating the Use of Social Stories that Embed Restricted Interests on the Social Skills of Children with Autism Spectrum Disorder , Maya Nasr

Theses/Dissertations from 2014 2014

The Fight Within: Experiences of School District Employees Who Advocate for the Rights of Their Own Children with Disabilities Inside the Districts Where They Work, a Heuristic Case Study , Keri Haley

Constructing an "Appropriate" Education in Florida Special Education Due Process Final Orders , Michelle Henry

Interagency Collaboration for the Provision of Services to Migrant Children with Disabilities: An Exploratory Study , Georgina Rivera-Singletary

Theses/Dissertations from 2013 2013

Reading Assessment Practices of Elementary General Education Teachers: A Descriptive Study , Sarah Mirlenbrink Bombly

Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School , Tristan L. Glenn

Teacher Perspectives on the Instructional Impact of the Florida Alternate Assessment , Katherine Hawley

Blending Worlds, Reforming Practice?: An Instrumental Case Study Of Collaborative Early Childhood Teacher Education , Ann Marie Mickelson

The Perspectives of Graduate Students with Visual Disabilities: A Heuristic Case Study , Luis Perez

Connective Capacity: The Importance and Influence of Dispositions in Special Education Teacher Education , Scot Mcgregor Rademaker

Examining School Capacity for Inclusion Using a Multi-Dimensional Framework: A Case Study , Amy Lenee-Monnier Toson

Becoming a Teacher in Multiple Voices: An Exploration of Teacher Identity Formation Among Teachers of Students with Autism Spectrum Disorder , Mary E. Wilt

Theses/Dissertations from 2012 2012

A Multi-Perspective Exploration of a Cross-Age Tutoring Initiative: An Analysis of the Responses of All Students , Ann Elizabeth Gillies

Examining Teacher Identity and Prospective Efficacy Beliefs Among Students Enrolled in a Precollegiate Urban Teaching Academy (UTA) , Marsha Simon

Theses/Dissertations from 2011 2011

Preservice Teachers' Perceptions of their Perspective Transformations: A Case Study , Victoria Caruana

The Development of The Personal Strengths Intervention (PSI) to Improve Self-Determination and Social-Emotional Levels in Postsecondary Students with Learning Disabilities and/or ADHD: A Multiple Baseline Study , Jennie L. Farmer

Kujichagalia! Self-Determination in Young African American Women With Disabilities during the Transition Process , La Tonya L. Gillis

Perspectives of Teachers of Students with Autism Spectrum Disorders Regarding the Factors Related to Their Intent to Remain in the Profession , Glenda Esther Koshy

High Stakes Play: Early Childhood Special Educators' Perspectives of Play in Pre-Kindergarten Classrooms , Joanne Scandling Manwaring

School-Wide PBS: The Link Between Action Planning and Outcomes , Stephanie Angelique Martinez

Guided by the Spirit: Understanding Student Behavior and Theological Philosophy Through the Lens of Secondary Catholic School Teachers , Angela Marie Mucci

It Takes More Than a Whistle: Perceived Characteristics of Effective School Based Coaches , Jenna Nicole Sage

Examining the Experiences of a Select Group of First Year Special Education Teachers: A Multiple Case Study Analysis , Roseanne Kaiser Vallice

Theses/Dissertations from 2010 2010

A Canine Audience: The Effect of Animal-Assisted Therapy on Reading Progress Among Students Identified with Learning Disabilities , Julie Omodio Griess

The Lived School Experiences of a Select Group of Female Adolescents Labeled Emotionally/Behaviorally Disordered , Anna Robic

Theses/Dissertations from 2009 2009

Lived Experience: Diverse Perspectives on Raising a Child with Autism , Heather J. Brace

An examination of the implementation of the Second step program in a public school system , Lynn Pedraza

Portraits of Online Teaching and Learning: The Experiences of an Instructor and Six Graduate Students in a Course Entitled Educating Students with Autism , Sarah R. Semon

Striving and Surviving: The Phenomenology of the First-Year Teaching Experience , Michael D. Smith

Theses/Dissertations from 2008 2008

Transition Experiences of Selected Emerging Adults With Emotional and Behavioral Difficulties in Higher Education , Kathleen M. Fowler

A Qualitative Analysis of a Teacher Support Program for Educating Students with Emotional Disturbance in an Inclusive Setting , Crystal Williams Harmon

Evaluating the Efficacy of the Developing Algebraic Literacy Model: Preparing Special Educators to Implement Effective Mathematics Practices , Sharon N. E. Ray

Theses/Dissertations from 2007 2007

The Effects of Mentoring on the Elementary Special Education Mentor , Maria Angeliadis

Prevalence of Language Disorders Among Children with Severe Behavioral Problems Referred for a Psychiatric Evaluation by a Large Urban School District , Brenda J. Curtwright

Implementing differentiated instruction in urban, Title I schools:: Effects of facilitated support groups and program fidelity on student achievement , Deborah W. Hellman

Key stakeholder perceptions of the expulsion process for high school students identified as emotionally disturbed , Suzanne R. O'Neill

Theses/Dissertations from 2006 2006

An examination of the experiences of five African American male students with regard to school discipline practices , Simon Yohann Earle

Examining the characteristics of teachers in a Master of Arts in Teaching (MAT) program in varying exceptionalities: Responding to the "highly qualified" teacher mandate , Erica Djuan McCray

Theses/Dissertations from 2005 2005

"I've Got the Power!": Investigating Pre-service Special Educators' Perceptions and Abilities to Teach Reading to Students with Disabilities" , Tandria Milango Callins

Evaluating Positive Behavior Support Plan Implementation In The Home Environment Of Young Children With Challenging Behavior , Michelle A. Duda

Asperger Syndrome: A Case Study on One Family’s Understanding , Ben Graffam

An Examination Of The Relationship Between Urbanicity and Children With Emotional Disturbances Served In Restructuring Public Schools , Karen Monk Harris

Voices From a Marginalized Population: Life Histories of Individuals With Physical Impairments , James Peter Marsh

The Effects of Hand Fidgets on the On-Task Behaviors of A Middle School Student With Disabilities in an Inclusive Academic Setting , Karen S. Voytecki

Theses/Dissertations from 2004 2004

Speech-Language Pathologists’ Professional Efficacy Beliefs about Assessing the Language Skills of Bilingual/Bicultural/Bidialectal Students , Karen Patricia Harris

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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.

• Department of Special Education
• Special Education (B.S.)
• Special Education (M.Ed.)
• Early Childhood Education Track (M.Ed.)
• High Incidence Track (M.Ed.)
• Low Incidence: Severe Disabilities Track (M.Ed.)
• Low Incidence: Visual Disabilties Track (M.Ed.)
• Special Education (Ph.D.)
• Request Information

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

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Special Education: Ph.D. - Doctor of Philosophy in Education

The Ph.D. in education with a concentration in special education program provides students a unique opportunity to develop skills needed for success as teacher educators, researchers, and scholars in the field of education.

At a Glance

Program results.

Ph.D. - Doctor of Philosophy in Education

Special Education

Career Objective

Students who pursue advanced studies in Special Education generally have one of two settings in mind for employment, one a university or college setting, the other a research-and-development center, agency, or organization.

Best Suited To

Individuals with at least three years of experience teaching students with disabilities, seeking to contribute to the knowledge base in special education and to teacher education in general.

Program Type

Estimated length, application deadline, about this program.

Doctoral study in special education at the University of Virginia School of Education and Human Development provides students a unique opportunity to develop skills needed for success as teacher educators, researchers, and scholars in the field of education.

In addition to the usual coursework, doctoral students work closely with faculty members on research projects, college teaching, support of professional organizations, and other activities that will be important parts of their subsequent professional careers.

Graduates of the Ph.D. in education with a concentration in special education program have become eminent scholars and leaders of professional organizations.

Goals of the Ph.D. in education with a concentration in special education program:

Students who pursue advanced studies in special education generally have one of two settings in mind for employment– one in a university or college setting, the other in a research-and-development center, agency, or organization. The Ph.D. program includes coursework, a research apprenticeship, and practical experiences to prepare graduates to produce original research that contributes to the knowledge base in special education and to teacher education in general; it also prepares graduates to provide effective leadership in this area. For those who plan to work in colleges and universities, the Ph.D. program additionally prepares graduates to educate special education professionals with evidence-based practice as the base.

• Request Information

Program Overview

Admission requirements.

Admission requirements that apply specifically to this program are listed below:

• Admission to this Ph.D. program requires a relevant master’s degree (e.g., special education or closely aligned field).
• Applicants must have a minimum of three years of experience teaching students with disabilities.
• Applicants must provide a goals statement as part of the online application. The goal statement should include (a) why you want to pursue a doctoral degree in the selected area (e.g., high-incidence disabilities), (b) with whom you want to study and why, and (c) your goals for work after graduation.
• Applicants must provide a writing sample as part of the online application. The writing sample requirement may be met by submitting one of the following:
•  A paper written for a graduate-level course completed within the past 5 years;
•  A published journal article;
•  A newsletter article published by a professional organization;
•  A grant proposal submitted for funding (must have been written independently); or
•  A 3-5 page topical essay on a current issue in special education of interest to you.

Visit our  Graduate Admission  page for the full admission process.

Graduate Admission

Application for admission is made to the School of Education and Human Development Office of Admission & Enrollment. For more information about the graduate admission process, please visit our Graduate Admission page.

To learn more about specific courses taken as part of the completion of this degree, visit the graduate record website. These webpages represent the official repository for academic program requirements. 

The Ph.D. program requires a minimum of 72 credits, at least 54 of which must be coursework. This coursework requirement includes concentration area courses, research methodology courses, and up to 3 credits of research apprenticeship per semester, but does not include internship and dissertation credits. At least 36 course and apprenticeship credits must be completed after admission to the program. Students may apply up to 12 credits of dissertation work towards the total of 72.

Research Methodology Coursework: Ph.D. students will take Research Foundations, an introductory course in educational research common to all UVA School of Education and Human Development doctoral students. Additionally, students are required to take a minimum of three courses in quantitative methods (generally Stats I, II, and III) and two courses in qualitative research methodology (generally Qual I and Qual II). Advisors may suggest additional research methodology courses, depending on the focus of a student’s individual program and research, e.g., single subject research. Students with advanced knowledge in methodology may petition to enroll in courses appropriate to their knowledge.

Research Apprenticeship:  Ph.D. students will participate in a research apprenticeship with their research mentors. Mentors will be assigned based on the student’s research interests. This apprenticeship will occupy approximately 10 hours of each student’s week during the first and second years of study and may increase during the third and fourth years, depending on the student’s specific duties. During this apprenticeship, the student will assist with the mentor’s research and scholarship, which may include data collection, data analysis, library research, presentations, writing for publication, and other related activities.

Education of Teachers Internships-Apprenticeships:  Ph.D. students are expected to complete experiences that enable them to understand the workings of university-level teacher preparation. These experiences may be met through apprenticeship assignments or internships for credit, and consist of, but are not limited to, the following: supervising student teachers, serving as a graduate teaching assistant, serving as the instructor for a preservice or master’s level course, assisting the Director of Teacher Education, working with the novice teachers network, designing and evaluating curricula for P-12 programs, working with clinical instructors and cooperating teachers, supervising early field experiences, serving as a connection between the university and local schools in developing early field experiences, and so forth. Internships will be determined in consultation with faculty advisors.

Assessment:  Assessment of student progress through the Ph.D. program will be multifaceted, and it will include components conducted by faculty members and by students themselves. In general, assessment of progress in the special education doctoral program corresponds with the guidelines described in Ph.D. Doctoral Student Assessments by the Curriculum, Instruction, and Special Education Department (2010).

Student Annual Report:  Annually, each Ph.D. student will complete a report describing his or her growth and accomplishments.

Preliminary Exam: In the first year of study, all Ph.D. students complete a preliminary exam, which is designed to determine the likelihood of the student’s continued success in Ph.D. studies and to help guide plans for future coursework. This exam consists of two parts. The first is a paper on a topic of significance in the field; the student submits the paper in advance to the members of the committee and then responds to questions about it during a face-to-face meeting with the committee. The second is a critique of a research article; students receive an article one week prior to the exam, prepare and present a review of it, and then answer questions about it and their review of it during the face-to-face meeting with the committee.

Pre-dissertation Research Manuscript:  All Ph.D. students, prior to their third year of study, will complete a pre-dissertation research project that results in a manuscript submitted for publication in a peer-reviewed journal. There is no requirement that the paper be accepted for publication, but students are strongly encouraged to revise manuscripts if resubmission is likely to result in publication. Research mentors will work with students to shape these papers toward eventual publication; co-authored papers are acceptable, but the student should take primary responsibility for completing the work.

Comprehensive Examination:  All students will complete a written comprehensive examination to demonstrate understanding of the knowledge base and methodology in a concentration area of special education and demonstrate readiness to undertake doctoral dissertation research. The examination will be graded independently by at least two faculty members. With approval of the special education graduate program, a research manuscript accepted for publication may be used to satisfy part of the qualifying examination.

Dissertation: Ph.D. students will complete a dissertation proposal and a dissertation following either the traditional model or the three-paper option described in the School of Education and Human Development Dissertation Manual.

Course Descriptions

Information on courses that are part of the Ph.D. in Education-Special Education curriculum can be found on the UVA graduate record website.

Additional Program Details

Departmental fellowships and assistantships are provided to a select number of applicants each year. A typical funding package includes funding for nine months in a combination of wages and stipends, tuition and all mandatory fees, and funds to cover student health insurance costs. The University also offers a limited number of competitive fellowships for which students enrolled in Ph.D. programs may apply.

Visit the  Fellowships, Scholarships, and Awards  page for additional funding opportunities.

In 2024, the UVA School of Education & Human Development is ranked #8 for best graduate schools of education in the country by U.S. News and World Report.

The school also ranked ranked #4 in special education for graduate schools of education.

Program Faculty

Michael J. Kennedy

Mandy Rispoli

• Quantitative Foundation Bicentennial Professor
• Director, STAR Global Programs

LaRon A. Scott

• Associate Dean for Diversity, Equity and Inclusion
• Associate Professor

William J. Therrien

• Thomas G. Jewell Professor of Education
• Director, STAR Research in Practice

Current Ph.D. Students

Below are some current students in this program. Prospective students are encouraged to reach out to current students via email to inquire about the program experience.

Susan Aigotti

• Ph.D. Student

Francis Corr

Alisha Demchak

Danielle A. Waterfield

Nathan Welker

• Teaching Assistant

Lysandra Cook

• 434-921-0831
• [email protected]

Bavaro Hall 315 PO Box 400763 417 Emmet Street S Charlottesville, VA 22903

Admission & Enrollment

Engaging with prospective students and families on the process of applying to our school.

• 434-924-0742
• Ridley Hall 102
• Monday-Friday: 8:30 am - 5:00 pm

Information Sessions

The school hosts a variety of admission events including information sessions and open houses for prospective students as they explore our degree program offerings. View upcoming opportunities to engage with faculty and staff.

Ed.D. in Curriculum & Instruction Program - Virtual Office Hours

• September 17, 2024
• 12:00 - 1:00 PM EDT

Online M.Ed. in Curriculum & Instruction Information Session - September 17, 2024

• 7:30 - 8:00 PM EDT

Undergraduate Majors Virtual Information Session for External Transfer Students

This information session is intended for students who are transferring to UVA from another institution.

• September 18, 2024
• 6:00 - 7:00 PM EDT

Online Reading Education Programs - Virtual Information Session - September 19, 2024

• September 19, 2024
• 7:00 - 7:30 PM EDT

M.Ed. in Administration & Supervision Information Session - September 24, 2024

• September 24, 2024
• 4:00 - 4:30 PM EDT

M.Ed. in Special Education Virtual Information Session - September 24, 2024

M.ed. in communication sciences & disorders in-person visitation day.

• September 27, 2024
• 9:00 - 10:30 AM EDT
• Sheila C. Johnson Center, 417 Emmet Street South, Charlottesville, VA 22904

M.Ed. in Communication Sciences & Disorders Virtual Visit

• 10:00 - 10:45 AM EDT

Special Education News

Student profile: sean mcdonald, special education.

For soon-to-be triple ’Hoo Sean McDonald, growth has come from marrying his ambition with his passion: supporting adolescent learners in special education.

• Special Education

Doctor of Philosophy (PhD)

Advance Your Career

The mission of the Special Education Doctoral Program at Purdue University is to prepare scholars for faculty positions in higher education. This residential, full time, and competency-based program is designed to prepare students to conduct rigorous scientific and applied research, to teach at the university level, and to become leaders who strive to improve educational outcomes and quality of life for individuals with special needs. Our mission is accomplished through challenging coursework, competency-based faculty mentorship, and active student involvement in applied research.

This residential program has rolling admission . Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “ Admissions ” tab.

Application Deadlines

*Those applicants interested in being considered for any available PhD funding should submit completed applications by December 1 for the following Fall semester .

All other applicants have a deadline of April 15 for the Fall semester.

Program at a Glance

• Major/Department: Educational Studies
• Research Area: Special Education
• Degree Objective: Doctor of Philosophy (PhD)
• Program Delivery: Residential
• Does this program lead to licensure? * No , this is a non-licensure program

Start Your Giant Leap with One Small Step

Request Information

The Special Education doctoral program includes 45 credits in Special Education coursework, 15 credits in statistics and research design coursework, 9 credits in coursework for a cognate area outside of, but related to Special Education (e.g. educational policy, child development, social justice, etc), and approximately 21 credits in core competencies of research, grant writing, university teaching, and professional engagement.

Statistics and Research Methods Courses

• EDPS 55600 and 55700
• STAT 50100 and 50200
• EDPS 63000 (EDPS 53300 or equivalent as prerequisite)

Core Special Education Courses

• EDPS 65000 – Critical Issues in Special Education
• EDPS 66100 – Review and Implications of Research in Special Education
• EDPS 66400 – Research Seminar in Special Education (students register for rotating topics each fall until they pass prelims)

Such course work may be from other education programs or may include audiology and speech, language pathology, language development, instructional development, child development and family studies, psychology, etc. The Plan of Study must have at least one related area primarily outside of Special Education (in another program or Department, or combination of programs or Departments). The minimum requirement for the cognate is 9 credits.

Signature Areas

Research is an important and integral part of each doctoral student’s program at Purdue. The specific course requirements for the major emphasis will be determined by the student, the advisor, and the advisory committee, subject to approval by the Graduate School.

The Ph.D. program in Special Education offers four signature areas for students to conduct research:

• Autism and Developmental Disabilities
• Challenging Behavior Assessment and Intervention
• Disproportionality in Identification, Placement, and Discipline
• Mathematics Instruction and Learning Disabilities/Difficulties

In addition to a submitted application (and any applicable application fees paid), the following materials are required for admission consideration, and all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

A completed master’s degree is required prior to admission.

Application Requirements

Here are the materials required for this application

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• GRE Scores (optional)
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

How to Apply

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Educational Studies
• Please select an Area of Interest: Special Education
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

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Doctor of Philosophy in Education (PhD), Special Education

Courses start every monday, take the first step in your national university journey, 240k+ alumni worldwide, phd-ed in special education.

For education professionals with a desire to be an active scholar in the field of education and make significant contributions to the existing body of knowledge, the Doctor of Philosophy (PhD) in Education program can take both your research skills and career options to a higher level. The program begins with a review of theoretical frameworks to support your understanding of the role of theory in a PhD degree. Coursework combines this strong base of theoretical knowledge with an individualized focus to conduct research in pre-K-12, post-secondary, and adult learning environments as you contribute new and innovative findings to advance your field of educational specialization.

Why Earn Your Doctorate in Special Education with National University?

The Special Education (SE) specialization is designed for professionals who work with gifted and disabled students in a variety of settings. The program covers a spectrum of related issues, including the development and characteristics of students, learning differences, and instructional strategies that address these special needs. The coursework provides you with the knowledge and contemporary research skills to plan, assess, and deliver instruction to gifted students and those with mental, physical, behavioral, or learning disabilities.

Admission Requirements 

A conferred post-baccalaureate master’s degree or doctoral degree from a regionally or nationally accredited academic institution or an international institution determined to be equivalent through an approved evaluation service.

Dissertation Process

In addition to the foundational and specialization courses, each PhD student is required to complete a high-quality dissertation through a systematic process and sequential courses assisted by faculty. A PhD dissertation is a scholarly documentation of research that makes an original contribution to the field of educational study. The step-by-step process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of your dissertation.

Courses and Sequence

The PhD in Education program requires 60 credits for degree completion. Additional credit hours may be allowed as needed to complete your dissertation research. If granted, additional courses will be added to your degree program in alignment with the SAP and Academic Maximum Time to Completion policies. The estimated time needed to complete this program is 45 months.

Course Details

Course listings.

A PhD prepares you to make significant contributions to the body of literature within the education field. This course prepares you for understanding what theory is, recognizing theoretical frameworks within existing literature, connecting your research interests to existing theoretical frameworks, and justifying how your research will add to the wealth of current theories in the field.

Specialization Course 1

Your success as a scholarly professional will largely depend upon your communication skills, particularly in your written work. This course supports your development as a scholar who can publish in different types of research-based publications for a variety of audiences. You’ll practice synthesizing multiple sources, formulating arguments, and integrating feedback through iterative drafts of your work. These are key capabilities you’ll need as you submit your research in published manuscripts and presentations.

In this course, you’ll develop effective search and writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified themes, including a study problem, purpose, and theoretical perspectives; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal is for you to understand strategies for surveying scholarly literature that avoid bias, focus on educational, practice-based research problems, and address the requirements of a scholarly literature review.

Specialization Course 2

This course introduces you to the research process by exploring its underpinnings, examining its paradigms, and investigating the foundations of qualitative and quantitative methodologies used in educational studies. You’ll identify criteria for the development of quality research studies that are ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, transferability, and rigor. The goal is to familiarize yourself with the concepts and skills associated with conducting theoretical and applied research.

Specialization Course 3

This course provides the foundational knowledge to become a critical consumer of statistical-based research and a skilled analyst of non-inferential quantitative data. Coursework focuses on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, and interpretations and critical inferences in statistical results. You’ll use software applications to complete statistical computations and perform quantitative data analysis. The course culminates in a synthesis project to demonstrate your statistical skills and present your results using APA guidelines.

Specialization Course 4

Elective Course*

Specialization Course 5

A focus on qualitative research methodology and the designs and methods used to collect and analyze data in educational research. You’ll examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness, and the responsibilities of the qualitative researcher will also be explored.

Specialization Course 6

An exploration of quantitative research methodologies and associated designs and methods. You’ll examine paradigmatic perspectives along with the tenets and conventions of quantitative research. Topics for examination include feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You’ll also look at the components of quantitative research designs that support meaningful studies within the field of education.

Select One of the Following Two Data Analysis Courses:

An exploration of advanced statistical principles and how to apply them to quantitative research. This course provides an overview of advanced statistical concepts used in empirical research, including inferential analyses. You’ll use SPSS software to perform advanced computations as you build independent, scholarly statistical skills. Coursework will emphasize multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and the proper presentation of statistical results.

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. Coursework takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods for presenting analyses and findings.

The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a PhD candidate. You’ll synthesize discipline-specific content with research designs and analysis methods to create a prospectus for a theoretically-based research study that focuses on furthering knowledge in the field of education. Whereas EdD research focuses on addressing a researchable problem with practical applications, PhD research has a focus on contribution to theory and the broader discipline of education. This course is begun only after all your foundation, specialization, and research courses have been completed, and your prospectus will likely become the foundation of your PhD dissertation. 

Students in this course will be required to complete chapter one of their dissertation proposal, including the following: a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee-approved chapter one is required to pass the course. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of chapter one.

In this course, you’ll work on completing chapters one to three of your dissertation proposal and receiving committee approval for the dissertation proposal (DP). Chapter two consists of the literature review, while chapter three covers the research methodology and design, including population, sample, measurement instruments, data collection and analysis, limitations, and ethical considerations. Completed, committee-approved chapters two and three are required to pass the course, as is a final approved dissertation proposal. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of these requirements.

In this course, you’ll prepare, submit, and obtain approval of your Institutional Review Board (IRB) application. You’ll also collect data and submit a final study closure form to the IRB. If you’re still collecting data at the end of the 12-week course, you’ll be able to take up to three supplementary eight-week courses to complete data collection and file your IRB study closure form.

In this dissertation course, you’ll work on completing chapters four, five, and your final dissertation manuscript. Specifically, you’ll complete your data analysis, prepare your study results, and present your findings with an oral defense and a completed manuscript. A completed, committee-approved dissertation manuscript and successful oral defense are required to complete the course and graduate. If you don’t receive approval for either or both, you can take up to three supplementary eight-week courses to finalize and gain approval.

* The elective can be satisfied with any doctoral-level School of Education course. The course listed in the degree plan can be changed upon request. Contact your academic and finance advisor for assistance.

Specialization Courses

SE-7100 Advanced Topics in Special Education

As the first course in this specialization, the focus here goes beyond individual students and classrooms to a programmatic level that includes entire schools or districts. Another focus includes educational equity, social justice, inclusion, and ethical nuances within the context of special education programs. You’ll also consider teacher retention and the implications of high-and-low-incidence disabilities on special education program planning and implementation. Throughout the course, you’ll cultivate communication skills, particularly around conflict management and collaboration.

SE-7200 Analyzing Data and Monitoring Student Progress

Here you’ll learn how to collect, analyze, interpret, and use individual and aggregated student data to monitor student progress and improve special education programs. You’ll also consider historical perspectives, different techniques, and coding systems for students who use a behavior plan. Throughout the course, you’ll prioritize considerations for equity, fairness, and bias in the collection, analysis, interpretation, and utilization of student data.

SE-7300 Leadership, Law, and Finance in Special Education

The areas of finance, law, and leadership are deep topics in special education. This course touches on each one at a higher level. You’ll explore the various funding models for special education programs and services, including legal considerations, service delivery models, and specific leadership scenarios and reporting obligations. Throughout the course, you’ll consider the role of leadership in cultivating culturally responsive relationships with all stakeholders to ensure equity and fairness.

SE-7400 Implementing Programs for Students with Intellectual and Learning Disabilities

This course focuses on implementation of special education programs at school and district levels for students with intellectual and specific learning disabilities (SLDs). You’ll investigate necessary support, service delivery models, and quality assurance approaches, and synthesize research for evidence-based practices, including strategies for promoting equity, inclusion, and social justice. While some of the concepts here will apply to other categories of disability, this course concentrates specifically on intellectual and specific learning disabilities.

SE-7500 Implementing Programs for Students with Emotional and Behavioral Disorders

This course focuses on implementation of special education programs at school and district levels for students with emotional and behavioral disorders. You’ll investigate necessary supports, service delivery models, and quality assurance approaches, and synthesize research for evidence-based practices, including strategies for promoting equity, inclusion, and social justice. While some of the concepts here apply to other categories of disability, this course uses the lens of emotional and behavioral disorders.

SE-7600 Advanced Capstone in Special Education

In this final course of the specialization, you’ll synthesize your work across all courses into a capstone project of your own design. This project will integrate theory and practice within a specific topic of your choosing related to special education programs at the school or district levels. As you prepare your project, you’ll evaluate the impacts of current trends, technologies, and issues of bias, fairness, and social justice. Your project will reflect not only your knowledge and skills in relation to the course learning outcomes, but also your overall preparedness to influence special education programs at the school or district levels.

Program Outcomes

The PhD in Education program prepares you for making significant contributions to the body of knowledge in the broad field of education as well as a more narrowed area of instructional specialization. Learning outcomes include the ability to:

• Develop deep knowledge of educational systems, theories, and research in an area of expertise
• Interpret theories, research, and ideas for different audiences through multiple methods of communication
• Integrate ethical principles and professional standards for a specific discipline within the field
• Conduct autonomous or collaborative research using high-level analytical skills
• Contribute to the body of knowledge specific to a discipline within the field

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Home > College of Education and Human Services > CEHS_DEPARTMENTS > SPECED > Special Education Graduate Theses and Dissertations

Special Education Graduate Theses and Dissertations

Theses/dissertations from 2024 2024.

How Virtual Reality Simulations Prepare Teachers in Teacher Preparation Programs for Inclusive Classrooms , Lorilei G. Thompson

Theses/Dissertations from 2023 2023

Understanding Being a Special Education Teacher in the Era of COVID-19: Teacher Perceptions Two Years In , Amanda N. Walkup

Theses/Dissertations from 2022 2022

Identifying Factors that Increase Sustainability of SWPBIS in US Middle Schools , Heather L. Hoffert

Teachers’ Perceptions of Causes of Academic Difficulties Experienced by Students who are Culturally and Linguistically Diverse , Courtney D. Miller

Choosing Not to Participate: Cyber Truancy and Special Education , Elizabeth A. Popielarcheck

Theses/Dissertations from 2019 2019

Computer-Assisted Instruction Compared to Traditional Instruction on Letter Recognition for Preschoolers with Special Needs , Jamie Nicole Harvey

Effects of Teacher Training in Trial-Based Functional Analysis via Video Modeling , Mary Haspel

Technology Use By Teachers Of Deaf And Hard-Of-Hearing Students , Nichole K. Zirzow

Theses/Dissertations from 2017 2017

Beyond the classroom: The need for support for parents with a child diagnosed with autism, ID, and behavioral problems , Erica Curington

Theses/Dissertations from 2014 2014

Development of the Dynamic Evaluation Model to Significantly Advance Autism Research , Dana Cihelkova

Application Activities Designed to Prepare Preservice Special Education Teachers for Response and Prevention of Bullying Behaviors , Crystal Smith

Theses/Dissertations from 2012 2012

Instructional Leadership for Middle School Students with Disabilities in the General Education Classroom: The Role of the Principal , Jeremy M. Lynch

Using the Concrete-Representational-Abstract Sequence to Connect Manipulatives, Problem Solving Schemas, and Equations in Word Problems with Fractions , Julie L. Reneau

Expanding training opportunities for parents of children with autism , Jennifer Lee Suppo

Stakeholders' Perceptions of Special Educator Induction Programs in a Low Attrition District , Jeremy Vittek

Theses/Dissertations from 2011 2011

Diversity as an Influence on the Choice of Teaching Positions by Pre-service Students in Special Education , Tara A. Brooks

Theses/Dissertations from 2010 2010

Use of direct instruction to teach reading to students with significant cognitive impairments: Student outcomes and teacher perceptions , Philip Michael Kanfush III

Literacy knowledge among teachers: Considerations for implementation of the RtI initiative , Amy F. Conner Love

Theses/Dissertations from 2009 2009

The principal's role in creating a school culture that fosters achievement of students with high incidence disabilities: A study of one school , Shelby B. Haines

Life stories of selected adults with learning disabilities: How they come to understand and choose to reveal their disabilities , Christine M. Sampson

Mathematics professional development needs of general education and special education teachers , Kathryn L. Servilio

Theses/Dissertations from 2008 2008

Analysis of elementary teachers' self-reports of variables influencing teacher decisions during the special education referral process , Bernard Charles Jones

Theses/Dissertations from 2006 2006

Perspectives of key stakeholders with regard to extended school year programs , Billie E. Bonnett

Field perceptions of the Vision Initiative for Children's preschool vision screening training model , P. Kay Nottingham Chaplin

Theses/Dissertations from 2005 2005

An exploration of interdisciplinary collaboration when serving students with moderate and severe disabilities at the middle and high school levels: A current snapshot of perceived barriers and opportunities , Sara A. Brannan

Theses/Dissertations from 2004 2004

Preservice general education teachers' perceptions of special education training needs , Kalie Renee Kossar

Theses/Dissertations from 2002 2002

Participants' beliefs about educational risk and resilience in Energy Express, a summer intervention program for West Virginia's elementary schoolchildren , Lynn G. McMullen

Perceptions of moral agency among some preschool special needs teachers , Stephen Keith Pavlovic

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Project LEADERS: Fully funded PhD in Special Education with specializations in severe disabilities and advanced research methods

Preparing future scholars in severe disabi l iti e s and ad vanc e d r e s earch methods.

The Department of Educational Studies Special Education program was recently awarded a grant through the U S Department of Education Office of Special Education Programming that will fund a cohort of five PhD students to study severe disabilities and advanced research methods.

Apply by December 1, 2021 at https://go.osu.edu/spephdapplynow

Learn more about the program at https://go.osu.edu/spedphd

Benefits include:

• Tuition, books, and fees
• Monthly living stipend
• Conference travel and training opportunities
• Mentorship from leading experts in severe disabilities and advanced research methods
• Total value of $194,000

Project LEADERS FAQs:

When does the program begin and end? Students will begin the program in Summer 2022 and graduate in Summer 2026. Prospective students must apply by December 1, 2021.

Is this a full-time or a part-time program? The program is full-time only. A monthly living stipend is included.

Is this an online program? Although some courses will be delivered in an online format, most coursework and training activities will be delivered in person.

What qualifications are required for acceptance? Successful candidates will have a master’s degree and practical experience working with students with severe disabilities in schools.

Is the GRE required? No, the GRE is not required for admission.

Do students need a background in research methods or statistics? No background in research methods or statistics is required. Training will be provided.

Who are students with severe disabilities? This program focuses on studying special education for students with intellectual disability, on the autism spectrum, or with multiple disabilities who have intensive support needs.

Who will advise students in LEADERS? Students will be advised by leading experts in severe disabilities ( Dr. Matt Brock ), advanced quantitative methods ( Dr. Ann O’Connell ), and complex communication challenges ( Dr. Laura Justice ).

How do applicants express interest in LEADERS funding? Every applicant who describes an interest in severe disabilities in their personal statement will be considered for LEADERS funding.

How many students will be accepted into LEADERS?

Five students will be accepted into LEADERS through a competitive admission process.

What research opportunities will be available? Students will receive mentorship on federally funded research projects such as FLIP Recess and PEERS , as well as opportunities to partner on other research projects at the Crane Center for Early Childhood Research and Policy . In addition, students will receive access to restricted datasets from the U.S. Department of Education.

In addition to coursework and mentorship, what additional training opportunities will be available? LEADERS funding will pay for students to receive training to administer the Autism Program Environmental Rating Scale (APERS), attend the Council for Exceptional Children Leadership Summit, attend multiple national conferences in special education, and receive training and consultation from experts from other Universities.

What kind of training will be provided in advanced research methods? Students will complete the Graduate Interdisciplinary Specialization in Quantitative Research Methods.

Will this funding be offered for students who apply after 2021? No, this funding is only available for students who apply by December 1, 2021 for admission in Summer 2022.

Where do students work after they graduate? Recent graduates in the severe disabilities program are currently working as special education faculty at major Universities across the United States including the University of Oklahoma, Duquesne University, and Cleveland State University.

What is it like to live in Columbus, Ohio? Columbus is the 15th largest city in the United States, and offers outstanding opportunities to enjoy art, music, live sports, dining, parks, and nightlife. In addition, Columbus has very affordable housing compared to other metro areas. Read more about living in Columbus here .

Additional questions? Please contact Dr. Matt Brock

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Special Education, Ph.D.

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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

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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 

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PhD in Advanced Educational Studies – Special Education Advancing Techniques to Educate Every Student Effectively

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100% online, 8-week courses

Transfer in up to 39 credit hours

Take Your Scholarship Further with Liberty’s Advanced Studies PhD in Special Education

Completing your Doctor of Education (EdD) was an enormous achievement. You spent years researching the field of education from a professional perspective, but you are not done yet. Your desire to understand the full scope of this field drives you further. If you are interested in adding a dissertation on special education to your list of accomplishments, Liberty University has the PhD you need to make it happen.

Becoming a researcher and leader in the field of education means assuming a role in shaping the future of its policies, goals, and objectives. Whether you want to make an impact in a K-12, business, or government setting, a PhD in Advanced Educational Studies – Special Education is the degree you need.

By coming into this PhD with a conferred doctoral degree, you will be able to transfer up to 39 of your hard-earned credits into the program. With the PhD in Advanced Educational Studies requiring a total of 60 credit hours, you will be just 21 credit hours away from adding a PhD to your name.

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Why Choose Liberty’s Advanced Educational Studies Doctoral Program?

Liberty’s PhD in Advanced Educational Studies gives you new opportunities as an education professional. All of the research and work that went into your EdD can be seamlessly applied to this program – including a large number of your completed credits! By transferring your doctoral courses into our PhD, you will be able to expand your current insight into the field while moving quickly towards a new doctoral credential.

While an EdD focuses more on professional development and application, your work in the PhD in Advanced Educational Studies – Special Education program will allow you to demonstrate your scholarship through a dissertation process. You will analyze scholarly research related to the field of special education so you can create and present original research by the end of the program.

One element that makes Liberty’s PhD program so unique is how we incorporate our commitment to the Christian faith into it. Our advanced educational studies program is designed to address the spirit as well as the intellect. Each course will include a consideration of Scripture relevant to the topic area.

Not only will your courses integrate biblical principles but your professors will also guide and instruct you from their faith. Our mission is to equip you as an expert in the field of special education who leads with confidence and integrity.

What Will You Study in Our PhD in Advanced Studies for Special Education Degree?

The goal of your coursework in the PhD in Advanced Educational Studies is to have you well-equipped to communicate through various mediums and critically problem-solve. Additionally, this program will help to increase your information literacy through the examination of current literature, research defense, and dissemination.

By focusing your research and dissertation on special education, you will study the unique needs of students with all forms of learning disabilities. You will also study best practices in curriculum and program development for children with behavioral disorders, special needs, and those who excel and need more challenging programs.

Understanding these topics in special education is vital for effectively serving your school administration at the local, state, and national level.

Some of the additional topics you will cover in this program include:

• A biblical perspective on decision making within the field of education
• Advanced practices in designing and conducting original research
• Educational theories within the field for professional and academic practice
• Pedagogical concepts and approaches based upon research and knowledge of the discipline
• Theories and evidence-based practices that inform leadership, research, and teacher preparation in special education

Potential Career Opportunities

• Educational consultant
• Educational researcher
• K-12 special education director
• University administrator
• University professor

Featured Courses

• EDSP 722 – History and Future of Special Education
• EDSP 724 – Collaboration and Communication in 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) .
• An extensive final dissertation project is required.

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

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Admission Information for Our PhD in Advanced Educational Studies Online 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 EdD or PhD in Education 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 PhD degree after the last day of class for your EdD or PhD in Education degree.
• Complete a Doctoral 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 9 credit hours of completion for an EdD or PhD in Education program.
• 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] .

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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

Does this program allow transfer credit.

Our PhD online allows you to transfer in up to 39 credit hours so you can turn your EdD into a PhD quickly – depending on your transfer credit.

Does this degree require any culminating project?

You will complete your PhD with an integrated dissertation, giving you a terminal educational credential that shows employers you have reached the pinnacle of your field’s achievement.

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Top 20 PhD Programs in Special Education

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

Heading to graduate school for a Doctor of Philosophy is an option worth considering for special educators seeking career advancement. The PhD in Special Education is a terminal degree that provides the highest level of research-based methods for studying and developing new pedagogical tools that improve outcomes for exceptional children. Many PhD graduates enter faculty positions in higher education to teach tomorrow’s teachers. The BLS predicts faster-than-average job growth in academia at 13 percent through 2024. University-level education professors report a mean annual wage of $70,260. Education PhD holders could also become special education directors, school principals , curriculum developers, superintendents, and childcare administrators.

Therefore, we’ve constructed the following list of the Top 20 Ph.D. Special Education Programs in the United States. We consulted with the U.S. News and World Report rankings to narrow down the best campus-based colleges for graduate teaching degrees. We visited the website for each high-ranking school to find Ph.D. programs, which are more scientific and lab-oriented than Ed.D. degrees. Our ranking favored programs offering several degree specializations. Special priority was given to teacher programs accredited by the Council for the Accreditation of Educator Preparation (CAEP) or similar entities. Other conditions considered were doctoral tuition support, graduate assistantships, student-faculty ratio, admission selectivity, academic rigor, and dissertation opportunities.

1. University of Wisconsin – Madison

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As a “Public Ivy,” land-grant institution with RU/VH status, the University of Wisconsin-Madison stands upon 936 urban acres along Lake Monona to educate over 13,800 post-graduates. The U.S. News applauded UW-Madison for the third best graduate education school nationally. Within the NCATE-accredited School of Education, advanced cohorts of four to eight students pursue the 56-credit Special Education Ph.D. program yearly. Over $50 million in extramural funding supports dissertations in the Wisconsin Center for Education Research (WCER).

Doctoral Tuition: $791 (in-state) or $1,623 (out-of-state) per credit

Learn more about the Top PhD Programs in Special Education at the University of Wisconsin – Madison here.

2. Columbia University

Endowed for $9.04 billion, Columbia University is a private, Ivy League AAU member founded in 1754 before the Declaration of Independence that’s now enrolling around 19,500 post-grads on 299 urban acres in Upper Manhattan. The U.S. News ranked Columbia’s Teachers College seventh nationally for best graduate education. Special educators have several doctoral options, including a Ph.D. in Applied Behavior Analysis, Ph.D. in Intellectual Disability/Autism & Severe/Multiple Disabilities, or Ph.D. in Deaf and Hard of Hearing, with CAEP approval.

Doctoral Tuition: $9,072 (half-time) or $18,144 (full-time) per semester

Learn more about the Top PhD Programs in Special Education at Columbia University here.

3. Vanderbilt University

Attracting 5,800 post-grads from 90 foreign countries, Vanderbilt University is a private, nonprofit RU/VH institution in the 568 Group that’s located on a 330-acre urban campus in Middle Tennessee near midtown Nashville. According to the U.S. News, the Peabody College is tied for America’s seventh best graduate education school. The NCATE-accredited Ph.D. in Special Education provides four tracks: Early Childhood, High Incidence, Severe Disabilities, and Visual Impairments. Doctoral candidates also contribute to Vanderbilt’s premier Kennedy Center Research on Human Development.

Doctoral Tuition: $1,854 per credit hour

Learn more about the Top PhD Programs in Special Education at Vanderbilt University here.

4. University of Washington

Affiliated with seven Nobel Prize laureates, the University of Washington is a public, land-grant APRU institution in the Pac-12 Conference that’s endowed for $2.9 billion and serving over 14,600 post-grad Huskies from 703 acres in Seattle. The U.S. News placed the UW College of Education ninth nationally for graduate teaching programs. Offering tuition waivers and $1,700 monthly stipends, the Ph.D. in Special Education degree has three specializations: High- and Low-Incidence Disabilities, Secondary Education, and Applied Behavior Analysis.

Doctoral Tuition: $5,992 (in-state) or $10,404 (out-of-state) per quarter

Learn more about the Top PhD Programs in Special Education at the University of Washington here.

5. University of Texas at Austin

Led by president Gregory L. Fenves, the University of Texas at Austin occupies 434 urban acres as a flagship public, space-grant RU/VH institution with 11,350 post-graduates. UT-Austin has America’s 11th best graduate education according to the USNWR. Linked to the Texas Center for Disability Studies, the Ph.D. in Special Education program lets Longhorns choose from four concentrations: Autism & Developmental Disabilities, Early Childhood Special Education, Learning Disabilities & Behavioral Disorders, or Multicultural Special Education.

Doctoral Tuition: $5,062 (in-state) or $9,232 (out-of-state) each semester

Learn more about the Top PhD Programs in Special Education at the University of Texas at Austin here.

6. New York University

New York University is a private, nonprofit RU/VH institution with an $8.04 billion budget to educate over 24,300 post-grad Violets from a 230-acre urban campus in Greenwich Village. Founded in 1890, NYU’s Steinhardt School was ranked 13th nationally for best graduate education by the U.S. News. Holding CAEP accreditation, the 60-credit Ph.D. in Teaching and Learning program offers a Special Education emphasis. Students work with poverty-impacted children at 25 partnering schools in East Harlem and South Bronx.

Doctoral Tuition: $10,390 (half-time) or $20,368 (full-time) per year

Learn more about the Top PhD Programs in Special Education at New York University here.

7. University of Oregon

Boasting over 195,000 living alumni, including Columbia’s President Lee Bollinger, the University of Oregon is a flagship public, Pac-12 RU/VH institution endowed for $758 million on a 295-acre urban campus in Eugene along the Willamette. The U.S. News ranked the UO College of Education 14th nationally. Linked with the award-winning Pearl Duck Autism Center, the Ph.D. in Special Education offers five emphases in Positive Behavior Support, Low-Incidence Disabilities, Early Intervention, Prevention & Academic Intervention, and Secondary/Transition Services.

Doctoral Tuition: $16,602 (in-state) or $27,591 (out-of-state) each year

Learn more about the Top PhD Programs in Special Education at the University of Oregon here.

8. University of Kansas

Chartered in 1864 after “Bleeding Kansas” ended, the University of Kansas is a flagship public, land-grant AAU member with a $1.86 billion endowment and 28,100 Jayhawks enrolled on its spacious 1,100-acre urban campus on Mount Oread. Kansas placed 17th for best graduate education school according to the U.S. News. Taking a scientific-practitioner model, the Ph.D. in Special Education maintains CAEP accreditation for six specializations, such as Early Childhood Unified, Instruction Design and Technology, and Special Education Policy.

Doctoral Tuition: $402 (in-state) or $909 (out-of-state) per credit

Learn more about the Top PhD Programs in Special Education at the University of Kansas here.

9. Ohio State University

Reporting $652 million in research expenditures, Ohio State University is a public, sea-grant RU/VH institution contributing to the Big Ten Academic Alliance with over 13,500 post-grad Buckeyes studying on its 1,765-acre headquarters in Columbus. The U.S. News ranked the NCATE-accredited College of Education and Human Ecology 18th nationwide. In Ramseyer Hall, students begin the 63-credit Ph.D. in Educational Studies, Special Education program every Autumn with self-designed specializations like Applied Behavior Analysis or Urban Issues in Special Education.

Doctoral Tuition: $12,888 (in-state) or $33,334 (out-of-state) each year

Learn more about the Top PhD Programs in Special Education at Ohio State University here.

10. University of California – Berkeley

Created under the Dwinelle Bill of 1868, the University of California-Berkeley is a public, land-grant IARU member noted for the Free Speech Movement that’s teaching 10,800 post-grad Golden Bears across its 1,232 urban acres in Alameda County. The Berkeley Graduate School of Education was tied for 18th nationally by the U.S. News. Partnering with San Francisco State University, the Joint Doctoral Program in Special Education offers a Ph.D. and access to the UC SPEDDR Center for Research.

Doctoral Tuition: $11,220 (in-state) or $26,322 (out-of-state) per year

Learn more about the Top PhD Programs in Special Education at the University of California – Berkeley here.

11. University of Virginia

Since becoming the South’s first AAU member in 1904, the University of Virginia has grown its $5.85 billion endowment as a flagship public, land-grant RU/VH institution to engage over 6,500 post-grad Cavaliers upon its 1,682-acre historic campus in Charlottesville. UVA’s Curry School of Education holds CAEP accreditation as the 18th best teacher educator nationwide according to the U.S. News. Advanced cohorts can enter the 72-credit Ph.D. in Special Education program specialized in High-Incidence Disabilities or Gifted/Talented Education.

Doctoral Tuition: $15,224 (in-state) or $25,174 (out-of-state) per year

Learn more about the Top PhD Programs in Special Education at the University of Virginia here.

12. Michigan State University

Split into 17 colleges with 11,400 post-grad Spartans total, Michigan State University is a public, land-grant and sea-grant RU/VH powerhouse with a $2.25 billion endowment that occupies 5,200 acres on the Red Cedar River in East Lansing. The U.S. News applauded MSU for America’s 21st best graduate education degrees. Within the CAEP-accredited College of Education, there’s a 67-credit Special Education Ph.D. program available. Doctoral students conduct dissertations in state-of-the-art labs like the Research on Teaching and Learning Institute.

Doctoral Tuition: $698 (in-state) or $1,372 (out-of-state) per credit

Learn more about the Top PhD Programs in Special Education at Michigan State University here.

13. University of Minnesota Twin Cities

Sitting atop a 2,730-acre urban campus in Minneapolis-St. Paul overlooking the Mississippi River, the University of Minnesota Twin Cities is a public, land-grant and space-grant BTAA member with nearly 15,900 post-grad Golden Gophers enrolled. Minnesota’s CAEP-accredited College of Education & Human Development is ranked 21st nationally by the U.S. News. Teachers could earn the 69-credit Special Education Ph.D. degree on-campus. Several are recruited for the National Center for Leadership in Intensive Intervention (NCLii) Fellowships.

Doctoral Tuition: $8,120 (in-state) or $12,560 (out-of-state) per semester

Learn more about the Top PhD Programs in Special Education at the University of Minnesota Twin Cities here.

14. University of Illinois – Chicago

Easily accessed from the UIC-Halsted Blue Line, the University of Illinois-Chicago is a public, state-funded GCU Coalition member that will “Teach, Research, Serve” with 11,400 post-grad Flames yearly from 244 urban acres on Chicago’s Near West Side. Illinois was ranked 24th for best graduate education by the U.S. News. Adhering to NCATE standards, the 96-hour Ph.D. in Special Education offers practice in the UIC Educational Assessment Clinic and research in the Center for Urban Education Leadership.

Doctoral Tuition: $5,740 (in-state) or $11,860 (out-of-state) each semester

Learn more about the Top PhD Programs in Special Education at the University of Illinois – Chicago here.

15. Utah State University

Established in 1888 from Anthon H. Lund’s vision, Utah State University is a public, land-grant and space-grant RU/VH institution drawing over 3,900 post-grad Aggies from the “Beehive State” and beyond to its 400-acre suburban campus in Logan. According to the U.S. News, USU’s Emma Eccles Jones College is the 26th best graduate education school. Special educators could pursue the 70-credit Disability Disciplines Doctoral Program for seven Ph.D. specializations, including Applied Behavior Analysis, Rehabilitation Counseling, and Special Education.

Doctoral Tuition: $3,138 (in-state) or $9,793 (out-of-state) per term

Learn more about the Top PhD Programs in Special Education at Utah State University here.

16. University of Connecticut

Learn more about the Top PhD Programs in Special Education at the University of Connecticut here.

Belonging to Universitas 21 Global with Ohio State, the University of Connecticut is a public, land-grant, space-grant RU/VH hub located on 4,400 rural acres in Storrs to educate 8,300 post-grad Huskies in New England’s Knowledge Corridor. The NCATE-accredited Neag School of Education has America’s 27th best graduate degrees according to the U.S. News. Full-time students could earn full-tuition coverage for the Ph.D. in Special Education tracks for Literacy Supports, Positive Behavior Supports, Postsecondary Transition, or Early Childhood.

Doctoral Tuition: $7,998 (in-state) or $18,516 (out-of-state) each semester

Learn more about the Top PhD Programs in Special Education at the University of Connecticut University here.

17. University of Pittsburgh

Positioned on 132 urban acres in Western Pennsylvania’s Schenley Farms Historic District, the University of Pittsburgh is a public, land-grant RU/VH center tracing back to 1787 that’s endowed for $3.52 billion and educating 9,800 post-grad Panthers. The NCATE-accredited School of Education is tied for 27th place according to the U.S. News. Special educators have three doctoral options: the Ph.D. in Early Intervention, Ph.D. in Education of Students with Mental & Physical Disabilities, or Ph.D. in Vision Studies.

Doctoral Tuition: $21,260 (in-state) or $34,944 (out-of-state) per year

Learn more about the Top PhD Programs in Special Education at the University of Pittsburgh here.

18. University of Florida

Continuously operating in Gainesville since 1906, the University of Florida is a public, land-grant and sea-grant RU/VH superpower with a $1.46 billion endowment and more than 16,200 post-grad Gators gobbling knowledge on its 2,000-acre suburban campus. The U.S. News ranked UF 29th for best graduate education programs. With NCATE accreditation, the 90-hour Ph.D. in Special Education gives research-oriented training in cutting-edge institutes like the CEEDAR Center. Doctoral candidates could add the Graduate Certificate in Dyslexia or Disabilities in Society.

Doctoral Tuition: $12,740 (in-state) or $30,134 (out-of-state) per year

Learn more about the Top PhD Programs in Special Education at the University of Florida here.

19. University of North Carolina – Chapel Hill

Under Chancellor Carol Folt’s leadership, the University of North Carolina-Chapel Hill educates more than 10,600 post-grad Tar Heels as a public, land-grant SURA member with a $2.89 billion endowment and sprawling 729-acre urban campus near Raleigh. The CAEP-accredited School of Education stood out for America’s 31st best graduate degrees on the U.S. News survey. The 64-credit Ph.D. in Education program offers an Applied Developmental Sciences and Special Education track with emphases like Autism and Early Childhood.

Doctoral Tuition: $11,940 (in-state) or $29,150 (out-of-state) each year

Learn more about the Top PhD Programs in Special Education at the University of North Carolina – Chapel Hill here.

20. Indiana University – Bloomington

Occupying a 1,937-acre urban campus atop Salem Limestone near Giffy Lake Nature Preserve, Indiana University-Bloomington is a public, land-grant URA research institution endowed for $1.98 billion that’s training 10,150 post-grad Hoosiers. According to the U.S. News, the NCATE-accredited W.W. Wright School of Education has the 32nd best graduate teaching degrees. Admitting each January, the Ph.D. in Special Education program grants seven unique specializations, such as Family Supportive Practices, Emotional/Behavioral Disabilities, and Autism Spectrum Disorders Intervention.

Doctoral Tuition: $4,002 (in-state) or $12,161 (out-of-state) per semester

Learn more about the Top PhD Programs in Special Education at Indiana University – Bloomington here.

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Become a Special Education Teacher

Special Education, Ph.D.

• December 1, 2024 (Priority)
• February 1, 2025 (Final)

June 30, 2025

• In-State - $12,540
• Out-of-State - $26,490

The Special Education, Ph.D. is a unique program that caters to special education professionals who wish to advance in their field. This degree program extends past the classroom and into policy and research. Scholars will be trained to see special education with a new lens that only a UMD experience can provide. 

• Prepare highly qualified scholars and researchers in the field of special education
• Prepare highly qualified teacher educators in the field of special education who can prepare personnel in the field of special education
• Prepare leaders, advocates, and policy developers who will make an impact upon the education and lives of individuals with disabilities and their families.

Information on admissions and application to this program can be found on the University Graduate Admissions website.

Admission Requirements           Guide to Applying

Minimum requirements for admission to the doctoral program include:

• A master's degree or equivalent academic coursework in Special Education or a related area from an accredited institution;
• A grade point average of 3.0 or better (based on a 4.0 system) from an accredited undergraduate institution;
• A grade point of 3.5 or better in previous graduate coursework;
• Two (2) years of research or work experience with exceptional populations;
• Three (3) letters of recommendation from individuals who have direct knowledge of the applicant's academic capabilities, work experience, and professional characteristics;
• A statement of academic and research goals including a description of the applicant's previous background, preparation, intended area of study, research interests, and plans for future employment;
• Evidence of writing skills via the statement of academic and research goals.
• For international applicants, a minimum TOEFL score of 100 is required.

The Doctor of Philosophy (Ph.D.) degree Special Education prepares researchers, teacher educators, and leaders who will advance the education of children and adults with disabilities. The program curriculum requires a minimum of 60 post-Master’s credits. The program is intended for full time students.

Program Handbook

Required Coursework

The 60 credit hours for the PhD are organized into five areas.

The areas are:

• Required Courses in Special Education (15 credits)
• Required Courses in Research Methodology & Design (15 credits)
• Elective Area (15 credits)
• Advancement to Candidacy (minimum 3 credits)
• Dissertation Research (minimum 12 credits)

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Doctorate in Special Education

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Lead the Way in Creating an Equitable and Inclusive Education System

Break barriers and reform special education by gaining cross-disciplinary expertise in our doctoral (EdD) program. The program is designed to support the development of researchers, educators, and scholar leaders as they acquire knowledge in the fields of cognitive psychology and the developmental sciences in an effort to meaningfully translate that knowledge to the most pressing issues in special education today.

As a doctoral student in our program, you'll collaborate with faculty in a variety of areas, including early childhood education, elementary, secondary and transition to post-secondary education, and working with culturally and linguistically diverse learners with exceptionalities. We also focus on students with various disabilities, such as emotional and behavioral challenges.

We're looking for students who are passionate about improving outcomes for children and families, and who are eager to work with transdisciplinary partners to advance research in this field.

Request Information     

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Transform Knowledge into Action Our program infuses cutting-edge theoretical lenses in the field of SEDS to translate and apply research related to learning for diverse populations, developing scholar leaders who are changing the landscape in academic and community settings.

Collaborative Research Students have a unique opportunity to work alongside SEDS faculty, who are nationally recognized researchers in the field, on funded research projects, resulting in a wide range of experiential learning outcomes, such as presenting at conferences and co-authoring research publications.

Convenient Schedule Courses are scheduled once a week in late afternoons and evenings (Monday-Thursday) to accommodate the schedules of working professionals, and for internship experiences.

The GW Advantage

Benefit from our unique location in the heart of our nation’s capital. With close proximity and connections to government and private organizations, along with the area's diverse school settings, our students have access to opportunities to truly affect systems change in special education policy, research, and practice. Our diverse community allows students to explore and investigate the most pressing issues in the education and development of students identified with disabilities, as well as support a more inclusive and equitable world.

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 Program at a Glance

Doctor of Education (EdD) in the Field of Special Education

Department:

Special Education & Disability Studies

Course Delivery:

Main Campus

Program Entry:

The mission of the doctoral program in the Department of Special Education and Disability Studies Department (SEDS) is to prepare scholars and leaders who can translate and determine the appropriate application of research at the school, local, and federal levels for people with disabilities. In other words, scholars draw from findings in developmental science, disability studies, and intervention research practices to develop and implement equitable, inclusive practices for students and adults with disabilities. Our mission is to prepare doctoral candidates for leadership roles in special education and related fields with a strong foundation in developmental science and strength-based, inclusive pedagogy.

 Apply Now

• Guide to Applying
• Admission Requirements
• Application Deadlines

GSEHD’s Office of Admissions invites you to apply for a spot in our program. Please review the following admission and financial information. Ready to take the next step in your career? Review our step-by-step guide to applying to GSEHD > To learn more about the program, admission process, and upcoming events, please connect with the GSEHD Admissions Team at [email protected] or 202-994-9283.

To be considered for admission, applicants must submit the online application form as well as the following required supporting documents. There is no application fee.

• Prerequisite: Master's Degree
• Statement of Purpose
• 2 Letters of Recommendation (must be academic)
• Transcripts from all previously attended colleges or universities

*Additional application requirements may exist for international applicants .

View more details about requirements      

Applications are now being accepted for Fall 2025 . We encourage you to apply as early as possible.

For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283.

 Tuition & Financial Aid

• Tuition Overview

We know embarking upon graduate school is a big decision - due in part to the costs of attending. At GW, we understand the time and thought behind making graduate school work for you. Please take a moment to learn more about the options and opportunities available to help fund your graduate education.

Learn more about scholarships, grants & financial aid     

Graduate tuition is charged per credit hour, unless otherwise noted. Rates vary by program and location.

The tuition rate* for the EdD in Special Education program is $1,905 per credit hour .

This program requires 54 credits .

Please note: Additional fees may apply for international students, late fees, etc. Current tuition rates may be updated during the year.

*Summer 2024, Fall 2024 and Spring 2025

View the current fee chart     

Scholarships are available to eligible admitted students. Review eligibility requirements and learn more about funding your education >

The national, even global perspectives in my fields of passion that GW offered me through various co-curricular experiences are essential to my career development and are something I cannot get anywhere else. Also, as an international student and a working mom, the support and understanding I’ve received from the program have been invaluable. I'm truly grateful for my experience at GW and proud to be part of such a forward-thinking and loving community.

XINXIA LI Current Student, EdD in Special Education

 Career Outlook

Graduates are prepared to have an impact through leadership in academic settings, research communities, policy institutions, and advocacy organizations. You will become a leader, innovator, and change agent in the field of special education.

Our graduates serve as:

• Academic Faculty
• Research Scientists
• Senior-level Policy Analyst
• Special Education Program Directors/Coordinators

• Universities or Colleges
• PreK-12 Educational Settings
• Policy Think Tanks
• Research Organizations, Centers, and Institutes

Special Education (EdD) Faculty

Associate Dean for Research and External Relations; Director of Accreditation; Professor, Special Education and Disability Studies

Assistant Professor, Special Education and Disability Studies

Associate Professor, Special Education and Disability Studies

Department Chair and Associate Professor, Special Education and Disability Studies

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120+ Special Education Research Topics: That You Need to Know

Special education research topics study issues related to the quality of education people with disabilities get. Studying this field helps to improve the learning atmosphere for students with disabilities and address any challenges that they face. For instance, action research topics in special education help improve teachers’ classroom practices and how students adapt to the real world.

Social Issues Special Education Research Topics

Social media research topic in special education, best disability topics for research papers for your special education research, argumentative research topics for special education, easy special education thesis topics, current topics in special education for stem students.

• Conclusion 

You can use several interesting special education research topics in your essay. However, if you need help with educational research topics, read on to find a list of 120+ topics we have compiled.

Social issues research topics play a critical role in identifying problems and solutions that people deal with in a community. That makes it a vital element for people studying special ed research topics. We have compiled qualitative research topics in special education you can use.

• Ways that peer support can help children with disability socialize in the classroom
• What are the social challenges faced by special needs children in mainstream schools?
• A review of how to address the needs of a gifted child that has special needs
• Best ways to address the needs of students with emotional disorders in special education
• Special education feeds vs. school funding: Are there inequality issues?
• How can the education system offer an easy transition to children with special needs in early education?
• Strategies for creating a culturally responsive classroom
• Do educators who work with children with special needs need counseling?
• A look at how children with special needs transit from school to employment
• What are the best practices for developing social skills in students with autism?
• Is it fair to have alternatives to traditional testing for children with special needs?
• In what ways does special education help to promote social justice and Equality in Education
• How to identify students with hidden needs in special education
• What is the role of cultural competence in special education?
• Can poverty influence special needs outcomes?
• Assertive technology in special education: The review
• Are teachers for students with special education with low supply?
• Should those who teach special education get better pay?
• Can education improve the life of a student with special needs?
• Ways that technology can make it easy for educators to train kids with special needs

If you are looking for trending and interesting topics that will impress your professor, then consider choosing anatomy research paper topics or social media research paper topics . Note that the best special edu topic will help take your essay to the next level.

• How do social media help people with special needs in the community?
• A look at how social media has advocated for special education
• What role has social media played in cultural competency in special education?
• Ways that social media has created a voice for people with special needs and the importance of them receiving education
• A look at how social media has influenced adaptive physical education for people with special needs
• Assistive technology in connection with social media for individuals with special needs
• What is the impact of social media on people with hearing impairment?
• Do people with special needs use social media to network and find work?
• In what ways does social media impact the transition to adulthood for people with special needs
• Can social media affect how students with special needs perceive the world?
• Is there any role of social media for kids who need special education
• What is the role of social media in special education
• How to use technology and social media to improve the special education program
• How can social media help students with special needs get more confident
• What resources are available in social media that educators can use in their special needs classes?
• Do social media affect the image that people have of people with autism?
• How can teachers use social media to help kids with autism?
• How does social media bullying affect children on social media?
• Social media can be used to who special education and its importance
• Why it is time for special education to be showcased on social media platforms

One of the topics that students doing special education research have to study is disability because the topics are related. With this subtopic, you have various options ranging from economics research paper topics , to controversial topics in special education. Here is a list of options to choose from.

• Should suspending a student with a disability be an issue
• What can be done to improve the education of people with disabilities?
• Should children with severe disabilities be in a normal class setting?
• In what ways has technology made it easy for people with disabilities to get educated?
• A review of how a teacher’s academic background can affect students with disability
• How should teachers make children with disabilities feel part of the classroom?
• What are the benefits of post-education for adults with disability
• A look at inclusivity policies in public schools when it comes to children with disability
• Parents’ role in educating children with disability
• Mainstream classrooms vs. special classes for students with learning abilities
• How effective are peer support programs for students with disabilities in special education
• Strategies that can help promote social skills development in children with spectrum disorder
• What is the impact of language and communication barriers on the education of people with hearing impairment
• How does early intervention help to support kids with a disability?
• The importance of having community-based programs that help to support people with disability
• Why do teachers teaching special education need to be appreciated
• Can people with special education needs be taught online?
• How can the community help those who need special education to get it?
• Why do parents with special needs students need to work closely with teachers to give the child the best education?
• How should teachers handle the different learning paces of students with special needs in their class?

If well-researched and presented, argumentative essay topics for your special education essay might be best.  With the right topic and information research topics on special education, you can be assured of getting the best grades. You may also be interested in these ideas for biochemistry topics .

• A take on homeschooling for kids taking special education
• Does the size of the classroom affect the ability of the teacher to deal with students who need special education?
• Should special education students be sent to the next class even if they have not passed the current one?
• Should physical education be a compulsory lesson?
• Should the teacher’s proficiency in handling students with special needs to regularly tested?
• Should students with special education needs sit for the same exam as those who do not?
• In what ways can teachers avoid stereotyping?
• How can teachers understand a student’s uniqueness so that they can offer them the right training
• Why should children with special needs not pay extra?
• Why should teachers train on special education outcome
• Why should there be different learning strategies for students with a disability?
• Why are charter schools better for students with a disability?
• Funding for the special education
• What role do paraeducators play in special education classes?
• Do teachers teach students with special needs to require social skills training?
• What is the challenge of transitional planning for students with special needs?
• A review of Collaged admission for students with special needs
• What role does self-advocacy play in students with special education?
• How does remote learning for special education work?
• What are the effects of AHDH medication in schools for people with AHDH?

Are you looking for research topics for special education that are easy? We have compiled great thesis topic ideas for special education; read on and choose one that you can easily handle, and take to review our thesis statement about social media .

• How is co-teaching in an all-inclusive classroom effective?
• In what ways does self-determination impact children with disability
• Play therapy and why it is essential for children with special needs
• The effect of peer tutoring in special education
• What is the role of social skill training in special education
• Is it possible for any qualified teacher to teach children with special needs
• Parents and teachers have a role to play in special education
• Applied behavior analysis and Special education
• Picture Exchange Communication System and Special education
• Why should students with a disability be included in the standard classroom?
• Is mindfulness technique in special education effective
• How does music therapy in the classroom help kids with special needs?
• Analysis of Individualized Education Program in special education
• Visual support while teaching learners with special needs
• Why school psychology is necessary for special education
• Literacy Intervention in special education
• Why do students with disability need transitional planning?
• Speech-language pathologist in special education
• Why school inspection is important in schools dealing with students with special education
• Special education students and learning sciences

You can always go right when you choose current topics as your research in special education topics. If you are searching for a research topic for stem students , here are great topic ideas you can use.

• Comparing social interactions for special kids in stem schools
• Importance of an inclusive teaching approach for stem students with special needs
• What is the role of speech-language therapy in an inclusive environment?
• What performance challenges do special children face due to certain lacks?
• What is the effectiveness of sensory diets in special education
• Physical therapy in kids with disability
• What is positive reinforcement, and why is it important in special education
• What is the role of service learning in children with special education?
• Should special education schools approach stem subjects differently?
• In what ways can special school educators help kids avoid bullying
• How can parents with special needs students ensure better performance?
• Should there be a free education right for children with disability from elementary to college?
• What is the best environment for children with special needs to learn?
• Is it possible for mainstream teachers to teach special education?
• Story-based interventions in special education
• Assistive technology on math skills for students with disabilities
• Orientation and mobility specialist in special education
• What role does a behavior specialist in special education
• Should there be a school nurse in all special education schools?
• Video modeling in special education

Once you have the special education research paper topics you will use, you need to write a great paper or help me write my thesis . Students who need assistance with their research paper – whether with special ed topics or not, can now contact our paper writing service for exceptional work.

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