phd in special education nyc

Intellectual Disability Autism PhD

Ph.D. in Special Education: Intellectual Disability/Autism

Intellectual Disability/Autism is one of the focus areas that may be selected by applicants to either the Ed.D. or the Ph.D. programs in the Applied Sciences of Learning and Special Education. 

The doctoral programs in Intellectual Disability/Autism are research-intensive programs designed to prepare graduates for a variety of academic and professional roles in the field of developmental disabilities. Given our programs’ strong research emphasis, all doctoral students will take rigorous statistics and research methods coursework. We practice a research-apprenticeship model of student mentorship and training. As part of this training, all doctoral students will engage in research activities as part of faculty members' research teams, where they will gain experience with all aspects of the research process: data collection in schools and/or research labs, data management, observational coding, data analysis, and manuscript preparation.  Past doctoral students have oriented their preparation towards careers as college and university professors, researchers, program directors, or curriculum and instructional evaluators.

Successful doctoral candidates will pass a doctoral certification examination in the Applied Sciences of Learning and Special Education and will complete a doctoral certification project in their area of specialization. Upon achieving official status as a doctoral candidate, students will be eligible to select a faculty committee and begin work on their doctoral dissertation research. 

• Requirements

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

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Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Requirements from the tc catalog (ay 2023-2024).

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

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Research and Evaluation Emphasis:

Students with excellent potential as researchers and theoreticians who are interested in scholarly careers in special education, education, and related social sciences may apply for the Ph.D. degree program, which represents the highest level of achievement in the Arts and Sciences. This degree program is administered jointly by Teachers College and the graduate faculty of Columbia University. Prospective students may obtain information on program offerings by contacting the program office.

Intellectual Disability/Autism is one of the exceptionality focus areas that may be selected by applicants to the Ph.D. Programs in Special Education. Individuals who are interested in careers as researchers and scholars in the field of developmental disabilities or special education, inclusive education, and related social sciences may apply for the Ph.D. degree program (84 credits).

The doctoral program in Intellectual Disability/Autism is a research-intensive program designed to prepare graduates for a variety of academic and professional roles in the field of developmental disabilities. Given our program’s strong research emphasis, all doctoral students will take rigorous statistics and research methods coursework. In addition, we practice a research-apprenticeship model of student mentorship and training, thus all students will engage in research activities with faculty members. Doctoral students may orient their preparation towards careers as college and university professors, researchers, program directors, or curriculum and instructional evaluators.

Successful doctoral candidates will pass a doctoral certification examination in general special education, and will complete a doctoral certification project in their area of specialization. Upon achieving official status as a doctoral candidate, students will be eligible to select a faculty advisory committee and begin work on their doctoral dissertation research.

Procedures for admission to the Ph.D. program in Special Education in the Department of Health Studies & Applied Educational Psychology at Teachers College are administered jointly by the Office of Admission and the Department. Applicants are evaluated according to the following criteria:

Strong academic record and potential,

GRE scores,

Two to three years of successful teaching experience in special education and/or evidence of strong applied or basic research experience in a related field (e.g., empirical Master’s thesis, conference presentations, and/or peer- reviewed publications),

Scholarly and professional promise,

Appropriate fit with faculty research,

Appropriate career objectives,

English proficiency (TOEFL score of at least 600), if applicable,

Non-academic attributes that demonstrate ability to meet the challenges of working with people with developmental disabilities and conducting research with this population,

Academic or professional writing sample.

Course requirements in each of the following categories must be satisfied in order to complete the 84-credit Ph.D. program:

Master’s-level courses in Intellectual Disability/Autism (30 credits total)

Core Coursework in Special Education (24)

HBSE 5010 Study of the philosophic foundations of special education (3)

HBSE 6010 Advanced study of problems and issues in special education (3)

HBSE 5901 Problems in special education – Intellectual Disability/Autism (3)

HBSE 6501-I Advanced seminar in Intellectual Disability/Autism (3)

HBSE 6501-II Advanced seminar in Intellectual Disability/Autism or seminar in Deaf/Hard of Hearing or Seminar in School Psychology (3)

HBSE 6001 Research in special education: Group Design (3)

HBSE 6005 or HBSE 6031 Research in special education: Single Case Design (3)

HBSE 7500 Dissertation seminar (3)

Coursework in Statistics and Research Methodology (15)

HUDM 4122 Probability & statistical inference (3)

HUDM 5122 Applied regression analysis (3)

HUDM 5123 Linear models and experimental design (3)

Advanced statistics, research methods, evaluation, or measurement course (3)

Specialization Electives (15)

Elective coursework (15)

Areas of specialization include:

Health, Neuroscience, Movement, or Communication Sciences Developmental, Counseling, or School Psychology, Educational Policy or Organization & Leadership, Diversity & Multicultural Studies Research Methodology

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Program Director : Laudan B. Jahromi, Ph.D.

Teachers College, Columbia University 528 West 121st St., 5th Floor

Phone: 212-678-3880 Fax: 212-678-8259

Email: Erica Schenk (es3747@tc.columbia.edu)

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Graduate Programs in Special Education

​The Graduate Programs in Special Education (GPSE) are accredited by the New York State Education Department, the Council for the Accreditation of Educator Preparation (CAEP), and the Council for Exceptional Children (ECP). 

We offer three Master of Science in Education (MSED) Programs, a Master of Art in Teaching (MAT) Program, and three online 12 credit Advanced Certificate Programs.  Each program prepares candidates to work with children or youths whose disabilities range from mild to severe. Upon completion of their program, graduates are eligible for initial/professional or permanent New York State Certification in Special Education within their age/grade level.

• MAT in Childhood Education and Special Education (Grades 1-6) Dual Certification
• MSED in Early Childhood Special Education (Birth-2nd Grade)​
• MSED in Childhood Special Education (Grades 1-6)​​
• MSED in Adolescent Special Education Generalist (Grades 7-12)
• MSED in Integrated Bilingual Early Childhood Special Education​
• Advanced Certificate in Early Childhood Special Education (Birth—2nd Grade)​
• Advanced Certificate in Childhood Special Education (Grades 1-6)
• Advanced Certificate in Adolescent Special Education (Grades 7-12)
• Board Certified Behavior Analyst Track (BCBA)​

Program Retention

​All candidates once admitted are expected to demonstrate professional behaviors and dispositions that are consistent with (a) the Core Values of the Education Unit at Queens College of “promoting Equity, Excellence, and Ethics in urban schools and communities;” and (b) the code of ethics for special education professionals.

Additionally Candidates must:

• Receive a grade of B or better in ECPSE 720 and ECPSE 722 to register for ECPSE 725, Internship in Severe Disabilities. Candidates should meet with faculty advisor if they receive a grade lower than B in these two courses.
• Candidates in the Adolescent MSED and Post Master’s programs must fulfill all of their outstanding undergraduate prerequisites before registering for ECPSE 725, Internship in Severe Disabilities.
• Maintain a 3.0 GPA overall to register for internship course or research courses.
• Maintain a 3.0 GPA and demonstrate professional dispositions and behavior to remain matriculated and to graduate.
• Meet with an advisor if they get a course grade lower than B- or if they demonstrate questionable professional dispositions or behavior. A candidate and his/her advisor will then make a plan to determine (a) how to rectify any academic or behavioral deficiencies, and (b) the conditions for continuing in the program.
• Receive a grade of B or better in ECPSE 725 Internship in Severe Disabilities.
• Purchase and maintain an electronic portfolio, Anthology account for the entire duration of the designated program (e.g. 3 years for MSED programs; 1 year for Post Master’s programs).
• Should an individualized plan needed to address academic or behavioral deficiencies within an internship situation during ECPSE 725 Internship in Severe Disabilities, a candidate may be required to participate in a guided internship experiences. The candidate would then be required to register for Supervised Internship in Special Education (ECPSE 754) to fulfill the requirements of the individualized plan.
• As per Queens College graduate student governance policy, a matriculated graduate student who is dismissed must remain out of the College for at least one semester. To return, the student must file a formal application for reentry and pay a non-refundable re-entry fee by the appropriate deadline. The student must also petition the Office of Graduate Studies for permission to reenter. Requests for re-entry will be reviewed on an individual basis. Permission to re-enter following suspension may be granted one time only.

Fieldwork Requirements and Guidelines

All candidates in the special education programs, including MSED, Advanced Certificate, and MAT programs, are required to complete an internship in severe disabilities. This field-based course is designed to provide candidates with individualized supervision and regularly scheduled group seminars focused on educating students with severe intellectual disabilities, including students on the autism spectrum. This course offers an integrated approach to teaching which combines both knowledge and practice into a meaningful and comprehensive context. Each candidate is placed in a setting with an experienced teacher of special education and will participate in all classroom activities as assigned by the supervising teacher, the school, and college professors. Faculty will observe the candidate teaching a lesson at the internship site a minimum of three times.

All special education courses contain field-based assignments, in which candidates are required to fulfill designated hours (as specified in each course) in educational settings that serve students with disabilities. Candidates are expected to demonstrate professional behaviors and dispositions at their field sites.

Announcements

Office information.

Program Coordinator: Dr. Sun A. Kim Powdermaker Hall, Room 032L Phone: 718-997-4892 Fax: 718-997-5248​ Sun.Kim@qc​.cuny.edu

Faculty: Fredda Brown, Emeritus Professor Denise L. Ferrara , Lecturer Jennifer Geskie , Assistant Professor Lenwood Gibson , Associate Professor Deborah J. Gruber , Lecturer Doctoral Schedule Mary Theresa Kiely , Associate Professor Sun A Kim , Associate Professor Craig A. Michaels , Professor Sara B. Woolf , Associate Professor Peishi Wang, 2005-2022

Administrative Staff: Jaclyn Arroyo 718-997-5240 [email protected]

Course Content and Descriptions

Tips for New Candidates

• Download and review the STUDENT HANDBOOK​​
• Meet with your advisor for program    planning at least once each year, and make sure to just stop by now and then to say “hello!”
• When you have an important matter to discuss in person with a professor, make an appointment to be sure you have time; do not rely on office hours for this kind of communication.
• If an assignment seems too difficult or complicated, speak with other students and/or with your professor chances are you have misinterpreted it.
• Be organized and keep copies of all program and class materials (e.g., acceptance letter, advisement materials, papers, class notes, syllabi).
• Make copies of your papers and projects before handing them in.
• Take the opportunity to develop relationships with other students and be sure to share your telephone numbers and Email addresses with each other.
• Be sure if you register for the course and section there are financial penalties for dropping courses after specific dates during the semester.
• If you have not already done so get a Queens College ID Card and activate your Queens College CAMS account, you will also need to get a Queens College Email address.
• You will need to use the CUNYfirst system for registering, checking your grades, and paying your bills.

Scholarship Info

​Click here for Queens College Scholarship information and applications.

Important Links

• Graduate Admissions
• NYS Certification Exams
• Teacher Certification
• Council for Exceptional Children
• Autism Workshop
• Follow Follow

• Graduate Programs

Special Education

• Adolescent Education
• Bilingual Education
• Childhood Education
• Computer Science, Math and STEM Education
• Counseling Programs
• Creative Arts Education
• Dual Certification Programs
• Early Childhood
• Educational Psychology
• Leadership Programs
• Applied Behavior Analysis
• Blindness and Visual Impairment
• Dual Certification in Deaf and Hard of Hearing and Childhood Education
• Severe/Multiple Disabilities
• Professional Certification (Advanced Preparation) in Childhood Special Education-Behavior Disorders for NYS Certified Teachers
• Professional Certification (Advanced Preparation) in Early Childhood Special Education for NYS Certified Teachers
• Professional Certification (Advanced Preparation) in Childhood Special Education-Learning Disabilities for NYS Certified Teachers
• Deaf and Hard of Hearing for NYS Certified Teachers
• Teaching English to Speakers of Other Languages (TESOL)
• All Graduate Programs

Hunter’s School of Education boasts a wide range of master’s degree and post-master’s advanced certificate programs in Special Education. These nationally recognized programs prepare teachers to implement specially designed instruction for students with unique needs and lead to New York State teacher certification. Graduates will learn how to assess students, implement individualized interventions, and apply evidence-based practices to real-world situations. They are ready to succeed in a variety of educational settings, including public and private schools, general and special education programs, home programs, hospitals, clinics, health agencies, and residential facilities. A unique feature of our programs is the breadth of opportunities available, many of which offer dual certification. Each program includes coursework in cross-categorical core knowledge as well as disability-specific instruction. Professionals already working in the field will find our programs flexible, rigorous, and relevant to their specific career goals. For those entering a new career in special education, our programs provide excellent preparation for work across diverse cultures, languages, abilities, settings, ages, and urban contexts.

Programs in Special Education

• Adolescent Special Education
• Adolescent Special Education (Advanced Certificate)
• Applied Behavior Analysis (Advanced Certificate)
• Blind and Visually Impaired
• Childhood Special Ed: Behavior Disorders (Dual Certification)
• Childhood Special Ed: Behavior Disorders for NYS Certified Teachers
• Childhood Special Ed: Behavior Disorders (Advanced Certificate)
• Childhood Special Ed: Learning Disabilities (Dual Certification)
• Childhood Special Ed: Learning Disabilities for NYS Certified Teachers
• Childhood Special Ed: Learning Disabilities (Advanced Certificate)
• Childhood Special Education: Severe/Multiple Disabilities (Dual Certification)
• Childhood Special Education: Severe/Multiple Disabilities for NYS Certified Teachers
• Deaf and Hard of Hearing Dual Certification
• Early Childhood Development and Learning: Diverse Children and Families (Early Childhood Special Education Dual Certification)
• Early Childhood Development and Learning: Diverse Children and Families (Early Childhood Special Education for NYS Certified Early Childhood Teachers)
• Early Childhood Development and Learning: Diverse Children and Families (Early Childhood Special Education Advanced Certificate)
• Early Childhood Development and Learning: Diverse Children and Families: Severe/Multiple Disabilities
• Gifted Education Extension (Advanced Certificate)
• Professional Certification (Advanced Preparation) in Childhood Special Education: Behavior Disorders
• Professional Certification (Advanced Preparation) in Childhood Special Education: Learning Disabilities
• Professional Certification (Advanced Preparation) in Early Childhood Special Education
• Severe/Multiple Disabilities (Advanced Certificate)

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Special education, msed.

• New York City
• Westchester

Be An Essential Advocate

The MSEd in Special Education prepares you to empower student success in the fastest-growing area of the education profession. You will gain enhanced knowledge of learning disabilities and differences, as well as the methods and strategies to increase your effectiveness in the classroom. You will develop your skills and expertise in implementing inclusionary practices, and differentiated instruction techniques to help students with special learning needs and abilities become successful and lifelong learners.

Be Ahead of the Class

• Get hired. Our strong partnerships with local school districts mean that our students are getting hired before they even graduate.
• Our coursework integrates key knowledge and dispositions necessary to teach in today’s modern classrooms, using technology to address the specific needs of all learners, including students with disabilities and culturally and linguistically diverse students.
• We are a proud member of the Association for Advancing Quality in Educator Preparation (AAQEP), an accreditation organization for educator preparation programs that promotes the preparation of effective educators by way of innovative, outcomes-focused programs that engage education’s toughest challenges, directly and in context.

Take Courses Like…

Designed for teachers with their certification in early childhood, childhood or adolescent education, the 30-credit master’s program is organized into three interrelated strands that integrate theory, technique, and practice in instruction and assessment.

• ED 670 Trends and Issues in Special Education
• ED 675 Students with Severe Disabilities
• ED 677 Literacy for Children with Special Needs

Experiential Learning and Opportunities 

Become prepared to work with students who have disabilities. Deepen your knowledge about the characteristics of typical and atypical learners. Learn how to effectively use inclusive practices and differentiated instruction to support students with special needs and abilities. The program culminates in a one-semester, full-time practicum in a classroom setting with students with disabilities, and a related teacher-as-researcher course that includes an action research project.

Choose Your Career

After completing the program, you are eligible for an initial certificate in teaching students with disabilities.

Where are Pace Graduates Employed?

NYC Department of Education, Dutchess, Putnam, Rockland, and Westchester School Districts

of our graduates are employed

Best Special Education School (Source: College Factual)

Special Education Job Placement (Source: Intelligent.com)

Search NYU Steinhardt

Special Education

Bachelor of science early childhood education and early childhood special education birth–grade 2, initial certification.

Prepare to teach young children at different developmental stages and with varying capacities and needs through course work and field experiences.

Bachelor of Science Childhood Education and Childhood Special Education Grades 1–6, Initial Certification

Gain hands-on experience student teaching in schools and collaborating with families to teach children with varying capacities and needs.

Master of Arts in Teaching Teaching Students with Disabilities: Transformational Teaching Grades 7–12, Initial Certification

Get the in-demand skills you need to become a secondary school educator for students with disabilities and other learning challenges. Graduates are eligible for initial certification.

Application Extended: Still Accepting Applications

Master of Arts in Teaching Teaching Students with Disabilities and Computer Science: Transformational Teaching Grades 7–12, Initial Certification

Become a skilled educator for students with disabilities in grades 7–12 and also prepare to teach computer science in all grades in this initial certification program. Generous grants available!

Master of Arts in Teaching Secondary Education: Teacher Residency Initial Certification

In one year, you’ll earn your master of arts in teaching (MAT) through an immersive teacher residency experience paired with technology-enhanced course work.

Master of Arts Early Childhood Education and Special Education Birth–Grade 2, Initial Certification

Learn to teach children of all ability levels during their youngest years, becoming eligible for early childhood special education certification, birth–grade 2.

Master of Arts Early Childhood Special Education Birth–Grade 2, Professional Certification

Teach children of all ability levels during their earliest years as you undertake extensive study of their development in multiple contexts.

Master of Arts Childhood Education and Childhood Special Education Grades 1–6, Initial Certification

Learn to educate children at all learning levels and become eligible for initial teaching certification in general and special education for grades 1–6.

Master of Arts Childhood Special Education Grades 1–6, Professional Certification

Expand your teaching skills through pedagogy and fieldwork and prepare to earn professional certification to work with students with or without disabilities.

Master of Arts Teaching Social Studies and Students with Disabilities Initial Certification

Develop the skills to teach a range of diverse students in social studies and history as you gain a dual certification in Social Studies and Special Education.

Master of Arts Teaching English and Teaching Students with Disabilities Grades 7–12, Initial Certification

Explore deep English content knowledge and pedagogical methods that address the needs of students with disabilities and other learning challenges.

Doctor of Philosophy Teaching and Learning

Become a first-rate scholar and practitioner in a focus area of your choosing, including literacy education, mathematics education, special education, and more.

Minor Teacher Education

Explore a career as a classroom teacher or in fields such as psychology, advocacy, or social work through the study of education and human development in this undergraduate minor.

Masters in Special Education and Teaching Programs in New York

1-25 of 59 results

Steinhardt School of Culture, Education, and Human Development

New York, NY •

New York University •

Graduate School

• • Rating 4.32 out of 5   28 reviews

Master's Student: So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and encourages me to stay on top of asynchronous work for my zoom meets. Another big plus about this program and why I chose it is that I did not graduate with a bachelor’s in speech or CSD. This program offers most prerequisite classes that extend your plan of study but is so worth it. The only down side is the prerequisites required by ASHA cannot be taken through their program. So while I have taken statistics, a biological and behavioral /social science during my undergrad I will need to take a physical science outside of the program before I start my clinic/practicums. Overall, many of my peers seem to enjoy the program too and even though the program is online for me, the helpfulness and acceptance from professors is truly unmatched. ... Read 28 reviews

New York University ,

Graduate School ,

NEW YORK, NY ,

28 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says So far I’m almost a year into NYU Steinhardt’s online speech program and I love it! For those who don’t mind online learning and can time manage, this is for you. It gives me more flexibility and... .

Read 28 reviews.

Warner School of Education and Human Development

Rochester, NY •

University of Rochester •

• • Rating 4 out of 5   1 review

Master's Student: The inclusion classes are great. Some of the professors exhibit some microaggressions, but for the most part the education is good. It is a smaller school, so everybody knows each other, which can be good or bad, depending on how you look at it. Overall a pretty good school, but my undergrad was better so I tend to compare the two. ... Read 1 review

Blue checkmark.

University of Rochester ,

ROCHESTER, NY ,

1 Niche users give it an average review of 4 stars.

Featured Review: Master's Student says The inclusion classes are great. Some of the professors exhibit some microaggressions, but for the most part the education is good. It is a smaller school, so everybody knows each other, which can be... .

Read 1 reviews.

School of Education - Syracuse University

Syracuse, NY •

Syracuse University •

Graduate Student: Professors are more than willing to help you most of the time. Not a lot of room to change up classes if you have a difficult personal life/schedule. ... Read 1 review

Syracuse University ,

SYRACUSE, NY ,

Featured Review: Graduate Student says Professors are more than willing to help you most of the time. Not a lot of room to change up classes if you have a difficult personal life/schedule. .

Russell Sage College

Graduate School •

• • Rating 4.28 out of 5   25

Mississippi State University

MISSISSIPPI STATE, MS

• • Rating 4.52 out of 5   50

SUNY Plattsburgh School of Business & Economics

SUNY Plattsburgh •

PLATTSBURGH, NY

Binghamton University, SUNY College of Community and Public Affairs

Binghamton, NY •

Binghamton University, SUNY •

• • Rating 4.71 out of 5   7 reviews

Master's Student: My experience at Binghamton University has been good. I've been given the ability to pursue multiple different tracks within biomedical engineering and have had a multitude of options when it comes to picking my classes. I have also been able to get my master's degree in 1 year by taking master's classes during my senior year of undergrad at Binghamton. I also have access to a large number of labs and have always been able to talk to any of the professors heading these labs about what they do. ... Read 7 reviews

Binghamton University, SUNY ,

BINGHAMTON, NY ,

7 Niche users give it an average review of 4.7 stars.

Featured Review: Master's Student says My experience at Binghamton University has been good. I've been given the ability to pursue multiple different tracks within biomedical engineering and have had a multitude of options when it comes... .

Read 7 reviews.

Graduate School of Education - Fordham University

Fordham University •

• • Rating 3.8 out of 5   10 reviews

Master's Student: the best part about this experience is all of the hands-on experience we get. i am in th mental health counseling program, and most of our work is split between educaitonal courses and practicum courses, where we can actually practice our therapy skills. It is very helpful for someone like me, who wants to be a therpist but does not have much individual counseling experience. The only downside that I can identify is the lack of guidance when it comes to certain administrative things, such as course registration. the class schedule is layed out perfectly for us., but registration is a bit difficult due to some unorganization on some peoples part. ... Read 10 reviews

Fordham University ,

10 Niche users give it an average review of 3.8 stars.

Featured Review: Master's Student says the best part about this experience is all of the hands-on experience we get. i am in th mental health counseling program, and most of our work is split between educaitonal courses and practicum... .

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Ralph C. Wilson, Jr. School of Education

St. John Fisher University •

St. John Fisher University ,

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School of Health Sciences and Human Performance - Ithaca College

Ithaca, NY •

Ithaca College •

• • Rating 5 out of 5   1 review

Current Master's student: The program I am in is the Mental Performance Masters program. This program for me so far has been exceptional. The course I am taking along with the professors and their mastery of the topic make this program amazing. For someone that minored in psychology in undergrad, I fit into the style of this program very well. I went from constant lectures with my major courses in undergrad, to now discussing topics every day in class and applying it in role play scenarios. When it comes down to topics and theories, since I have been able to apply them first-hand, I feel a lot more confident with my ability to practice the things I have learned without hesitation. ... Read 1 review

Ithaca College ,

ITHACA, NY ,

1 Niche users give it an average review of 5 stars.

Featured Review: Current Master's student says The program I am in is the Mental Performance Masters program. This program for me so far has been exceptional. The course I am taking along with the professors and their mastery of the topic make... .

St. Bonaventure University School of Education

St Bonaventure, NY •

St. Bonaventure University •

• • Rating 5 out of 5   6 reviews

Master's Student: There's a lot of interaction with classmates and the material is interesting. The variety of classes is great and the student advisors are helpful. ... Read 6 reviews

St. Bonaventure University ,

ST BONAVENTURE, NY ,

6 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says There's a lot of interaction with classmates and the material is interesting. The variety of classes is great and the student advisors are helpful. .

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School of Education and Health - Manhattan College

Riverdale, NY •

Manhattan College •

• • Rating 5 out of 5   2 reviews

Other: I am a Health Information Technician graduate from Ethiopia and now I am a candidate or a health informatician. My dream is I want to be an outstanding professional in the fields of HI. I want to work with a DHIS2 and to eliminate health and information bias. ... Read 2 reviews

Manhattan College ,

RIVERDALE, NY ,

2 Niche users give it an average review of 5 stars.

Featured Review: Other says I am a Health Information Technician graduate from Ethiopia and now I am a candidate or a health informatician. My dream is I want to be an outstanding professional in the fields of HI. I want to... .

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School of Education and Health Sciences - Adelphi University

Garden City, NY •

Adelphi University •

Adelphi University ,

GARDEN CITY, NY ,

School of Education - University at Albany, SUNY

Albany, NY •

University at Albany, SUNY •

Master's Student: Professors are supportive and are always willing to help! The curriculum for my major covers all bases of the profession in depth. ... Read 2 reviews

University at Albany, SUNY ,

ALBANY, NY ,

Featured Review: Master's Student says Professors are supportive and are always willing to help! The curriculum for my major covers all bases of the profession in depth. .

Hofstra University's School of Education

Hempstead, NY •

Hofstra University •

• • Rating 5 out of 5   3 reviews

Master's Student: I just started at Hofstra University last semester. Throughout the application process through my first semester, I always felt that the staff at Hofstra were so welcoming and encouraging. I feel as if the staff truly care about how you are doing and want to help you succeed. My favorite part of Hofstra so far is that all of my professors have been so understanding. Balancing work and school can be very overwhelming, especially in the beginning. Anytime I needed extra help or time with assignments or anything, my professors were so kind and understanding. The professors at Hofstra are also extremely intelligent. In just one semester, I feel that I have learned so much. Overall, I have no complaints and urge every student going into education to choose Hofstra. ... Read 3 reviews

Hofstra University ,

HEMPSTEAD, NY ,

3 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says I just started at Hofstra University last semester. Throughout the application process through my first semester, I always felt that the staff at Hofstra were so welcoming and encouraging. I feel as... .

Read 3 reviews.

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CUNY Brooklyn College School of Education

Brooklyn, NY •

CUNY Brooklyn College •

CUNY Brooklyn College ,

BROOKLYN, NY ,

CUNY Queens College School of Education

Queens, NY •

CUNY Queens College •

• • Rating 4.36 out of 5   11 reviews

Master's Student: I am currently in my second year of the school psychology program. I have had a wonderful experience with my professors and other students in my cohort. The professors offer tons of support and resources to help us flow through the process. Next year I will be in my full year, unpaid internship. During internship, we are also required to take three classes in the fall and two classes in the spring. This will be a tough year to come, but I know I have great support and will be more than ready for my career upon graduation. ... Read 11 reviews

CUNY Queens College ,

QUEENS, NY ,

11 Niche users give it an average review of 4.4 stars.

Featured Review: Master's Student says I am currently in my second year of the school psychology program. I have had a wonderful experience with my professors and other students in my cohort. The professors offer tons of support and... .

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School of Education and Human Services - Molloy University

Rockville Centre, NY •

Molloy University •

Niche User: Professors are down to Earth and approachable. Course requirements are clear and obtainable. Recruitment and admissions procedures where easy and not aggressive. ... Read 1 review

Molloy University ,

ROCKVILLE CENTRE, NY ,

Featured Review: Niche User says Professors are down to Earth and approachable. Course requirements are clear and obtainable. Recruitment and admissions procedures where easy and not aggressive. .

School of Education - CUNY Lehman College

Bronx, NY •

CUNY Lehman College •

Master's Student: My academic experience at Lehman College has been great because the professors show empathy, passion and care for their students. My professors are understanding of the responsibilities I have outside of school and always manage being supportive. The only downfall is I haven't been able to physically take classes on campus because my Master's program is fully online. Overall, I love the student and professor culture, safety regulations and the size of campus. ... Read 2 reviews

CUNY Lehman College ,

BRONX, NY ,

Featured Review: Master's Student says My academic experience at Lehman College has been great because the professors show empathy, passion and care for their students. My professors are understanding of the responsibilities I have... .

Purcell School of Professional Studies

Le Moyne College •

Master's Student: I have not yet started my Occupational Therapy graduate program, but working with this school has been wonderful. Throughout my entire application process the faculty at Le Moyne college were extremely responsive and helpful. They truly care about their students and it shows! ... Read 2 reviews

Le Moyne College ,

Featured Review: Master's Student says I have not yet started my Occupational Therapy graduate program, but working with this school has been wonderful. Throughout my entire application process the faculty at Le Moyne college were... .

Le Moyne College College of Arts and Sciences

School of education - suny new paltz.

New Paltz, NY •

SUNY New Paltz •

SUNY New Paltz ,

NEW PALTZ, NY ,

St. Joseph's University, New York

• • Rating 4.75 out of 5   12 reviews

Administrator: College can be a very exciting and transformative time in a student's life. It's a place where you'll have the opportunity to learn new things, meet new people, and gain experiences that can shape your future. One of the most significant changes when transitioning from high school to college is the level of independence that you'll have. You'll be responsible for managing your time, balancing academic and personal responsibilities, and making decisions that can impact your future. Of course, college can also be challenging at times. You'll likely encounter academic and personal challenges, and you may feel overwhelmed or stressed at various points. However, with the right resources and support, you can overcome these challenges and grow as a person. Overall, college can be a wonderful and fulfilling experience, and it's up to you to make the most of your time there. ... Read 12 reviews

12 Niche users give it an average review of 4.8 stars.

Featured Review: Administrator says College can be a very exciting and transformative time in a student's life. It's a place where you'll have the opportunity to learn new things, meet new people, and gain experiences that can shape... One of the most significant changes when transitioning from high school to college is the level of independence that you'll have. You'll be responsible for managing your time, balancing academic and... Of course, college can also be challenging at times. You'll likely encounter academic and personal challenges, and you may feel overwhelmed or stressed at various points. However, with the right... Overall, college can be a wonderful and fulfilling experience, and it's up to you to make the most of your time there. .

Read 12 reviews.

College of Education - CUNY City College of New York

CUNY City College of New York •

CUNY City College of New York ,

School of Education - CUNY Hunter College

CUNY Hunter College •

• • Rating 3.78 out of 5   9 reviews

Master's Student: Mostly solid professors, good support staff willing to help if they're not busy but they're often very busy. ... Read 9 reviews

CUNY Hunter College ,

9 Niche users give it an average review of 3.8 stars.

Featured Review: Master's Student says Mostly solid professors, good support staff willing to help if they're not busy but they're often very busy. .

Read 9 reviews.

SUNY Oswego School of Education

Oswego, NY •

SUNY Oswego •

Current Master's student: The academic program is rewarding, enriching, and challenging. The professors challenge us and encourage us to do our best work so we become the best educators possible. I would strongly recommend anyone wanting to gain a Masters in Education to enroll at SUNY Oswego. ... Read 3 reviews

SUNY Oswego ,

OSWEGO, NY ,

Featured Review: Current Master's student says The academic program is rewarding, enriching, and challenging. The professors challenge us and encourage us to do our best work so we become the best educators possible. I would strongly recommend... .

Niagara University College of Education

Niagara University, NY •

Niagara University •

Niche User: The environment, the students, and the professors at Niagara University all create such a welcoming place especially to start as a freshmen in college. They have so many helpful resources, with many friendly faces around campus willing to help with anything you may need. Campus life was great too. Between the movie nights, concerts, and other activities they put on for students to participate in, you'll never get bored being at NU! ... Read 2 reviews

Niagara University ,

NIAGARA UNIVERSITY, NY ,

Featured Review: Niche User says The environment, the students, and the professors at Niagara University all create such a welcoming place especially to start as a freshmen in college. They have so many helpful resources, with many... .

Pace University School of Education

Pace University •

• • Rating 4.4 out of 5   5 reviews

Master's Student: The professors try very hard to help assist in lesson planning and any social issues you may have. I was teaching children on the autism spectrum and although the professors courses are geared towards general education teachers, they were empathetic towards special education teachers. ... Read 5 reviews

Pace University ,

5 Niche users give it an average review of 4.4 stars.

Featured Review: Master's Student says The professors try very hard to help assist in lesson planning and any social issues you may have. I was teaching children on the autism spectrum and although the professors courses are geared... .

Read 5 reviews.

The New School College of Performing Arts

The New School •

NEW YORK, NY

• • Rating 4.88 out of 5   8

SUNY Plattsburgh School of Arts and Sciences

Parsons School of Design

• • Rating 4.55 out of 5   20

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Ph.D. in Education: Special Education and Disability Studies

Study in this area of emphasis on issues of disability as they apply to education and human service agencies. Students may focus broadly across disability areas and age ranges, or they may focus more narrowly. Courses are available in the categorical areas of learning disabilities, emotional/behavioral disorders, autism, intellectual disabilities and severe multiple disabilities, and early childhood special education. Cross-categorical courses are also offered, as well as special topics courses related to key contemporary issues in special education.

World-Improving Research and Creativity

The doctorate in Special Education and Disability Studies focuses on issues of disability as they apply to schools (with a focus on teacher preparation) and to human service agencies.

Admission Deadlines

Applications and all associated documents must be received by the following dates to be considered. Fall Semester: July 1 | Spring Semester: Oct. 1.

About Our Program

Students may focus broadly across disability areas and age ranges, or they may focus more narrowly. Areas of study are available in the categorical areas of learning disabilities, emotional/behavioral disorders, intellectual disabilities and severe multiple disabilities, and early childhood/special education/early intervention. Cross-categorical courses are also offered, as well as special topics courses related to key contemporary issues in special education. The program has an emphasis area that the Association for Behavior Analysis International has verified toward the coursework requirements for eligibility to take the Board Certified Behavior Analyst® (Option 1) examination. Applicants will need to meet additional requirements before they can be deemed eligible to take the examination. Applicants interested in the BCBA should contact MaryAnn Demchak for more information at [email protected] .

A key focus of the program is on preparing individuals for jobs in the special education professoriate; however, the doctorate may be tailored for individuals wishing to become special education leaders at the district or state level or work with individuals with disabilities in other agencies, such as college disability support services or non-profit support services.

The Special Education and Disability Studies area of emphasis is guided by the general framework found in the   Doctoral Program in Education Application Handbook . The manual provides general information about doctoral concentrations offered in the College of Education. This page will provide you with specific information that is unique to the Special Education and Disability Studies strand.

Request More Information

Program information.

If you miss the Graduate School deadline, you may still apply to be a Graduate Special to begin taking coursework for your intended first semester. Materials and criteria for the Special Education and Disability Studies area of emphasis are as follows:

• International Studies: TOEFL score of 550 (unless you have a college degree from a U.S. institution)
• Undergraduate and Graduate GPA 3.00 (university requirements)
• Preference for applicants who hold a master's degree from a regionally accredited institution in an area appropriately related to special education. High achieving applicants who possess only a Bachelor's degree from a regionally accredited institution will be considered. Emphasis of prior degree area(s) should be appropriately related to special education.
• Program application form (included in COEHD doctoral application manual)
• Complete vita/resume
• Sample of scholarly writing
• Essay of intent - should include qualifications for completing a doctoral degree and reasons for pursuing the degree
• Three letters of recommendation from professionals qualified to judge potential for success in doctoral work
• Preferred: at least three years teaching special education in a U.S. public school or commensurate experience

All questions regarding application and admission may be directed to Dr. Shanon Taylor, program coordinator and graduate director for special education, at [email protected] .

All materials are submitted through the University's application portal . Once you create your account, go back to MyNevada to log in and start your application. Please reach out to Dr. Taylor if you have any questions.

Program Structure

The Doctor of Philosophy (Ph.D.) program requires a minimum of 72 credits beyond the baccalaureate degree, which includes a minimum of 12 credits of dissertation. Of the remaining 72 credits, a maximum of 24 credits (with grades of B or better) may be applied from a master's degree program or previous post-baccalaureate graduate studies program toward the doctoral degree. These credits must be approved by your chair, the College of Education Doctoral Director of Graduate Study, and the Dean of the Graduate School. Credit for completion of a thesis or special project may not be included. There is no limit on the number of units transferred when student earns master’s en route to Ph.D.

At least 30 credits of 700-level courses beyond the bachelor's degree, exclusive of dissertation credits, are required for the Ph.D. degree. Degree requirements must be completed within 8 years of admission to the program.

24 credits: Research and required core

• Doctoral Seminar in Education

Required Research Courses:

• One Quantitative research course
• One Qualitative research course
• Program Development and Evaluation
• Survey Research in Education
• Research Applications in Education
• Mixed Methods Research in Education
• Special topics research course such as Single Subject Design
• Others from outside COE (with approval)
• Lower level courses such as EDRS 640 and EDRS 700 or equivalents are prerequisites
• Course names and requirements are subject to change. Please visit the course catalog for the most current information.

36 credits(dependent upon number of dissertation credits carried): Area of emphasis

Coursework is determined by the Advisory/Examining Committee in close consultation with the student. Credits brought in from Master’s degree may apply to area of emphasis.

Minimum of 12 credits: Dissertation

The dissertation is the culminating experience for the doctoral degree. It represents an independent research project that makes a contribution to the field of study.

Coursework earned as part of a master’s degree can count toward the area of emphasis, as well as toward the research or cognate areas, depending on relevance. Decisions about prior coursework are approved by your chair and your Advisory/Examining Committee.

Our program goal is for all students to complete the doctoral degree within 5-6 years. Research has shown that students who work on this trajectory have the highest chance of ultimately completing their doctoral studies. The best way to meet this objective is full-time studies; however, we have students in our program who are part-time students. You will be advised to work closely with your initial advisor and ultimately your chair to develop a timeline and program of study that meets your career goal and is most likely to result in completion.

Research Completed by Doctoral Students

Below are articles, posters, presentations, and more completed by our current doctoral students.

• Parents of Children with Significant Disabilities Describe Their Children’s Eating Habits: A Phenomenological Study Brianna Grumstrup & MaryAnn Demchak This qualitative phenomenological study, through interviews, aimed to understand the experiences of parents of children with significant multiple disabilities about their children's eating habits. (Note: This website link may leverage 3rd party web/multimedia content, if you experience any issues accessing this content, please notify [email protected] .)
• Sexual Health Education for Individuals with Disabilities: A Call to Action Anna Treacy,  Shanon S. Taylor , & Tammy V. Abernathy Expressing sexuality is part of the human experience, yet sexual health is often ignored in regard to persons with disabilities. Individuals with disabilities are at risk of sexual abuse and exploitation, unwanted pregnancies, and sexually transmitted diseases. (Note: This website link may leverage 3rd party web/multimedia content, if you experience any issues accessing this content, please notify [email protected] .)
• Transitioning Adolescents with Emotional and Behavioral Disorders from Most-to-Least Possible Restrictive Environments: Views of Transition Service Providers Natasha Maximoff,  Shanon S. Taylor , & Tammy V. Abernathy This study examined the transition from most-to-least possible restrictive environments for youth with emotional and behavioral disorders. Components of positive transition experiences were identified from the literature as planning for transition at intake in such a way as to promote continuity of care, family involvement, academic and employment success, and assistance in navigating the adult mental health system and services. (Note: This website link may leverage 3rd party web/multimedia content, if you experience any issues accessing this content, please notify [email protected] .)
• Exploring the Importance of an Introductory Doctoral Course Anna Treacy, Nicole Casillas, and Lynda Wiest This article presents a case study conducted by two course participants and a course instructor who jointly explored their experiences in an introductory doctoral course they had recently completed.

Current students: you can submit your research projects here .

Looking for a Graduate Assistantship?

The College of Education & Human Development has a limited number of Graduate Assistantships for full-time students admitted to masters or doctoral programs. 

World-Class Education and Human Development

The College is a recognized leader in guiding, shaping, and mentoring high-performing education professionals who will go forth with a lifelong love of learning and with the skills essential for thriving in a global, knowledge-based economy. The U.S. News and World Report ranks the College of Education and Human Development's graduate programs top 100 in the nation . T he online graduate programs are ranked 88th in the nation.

Program Faculty

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Special Education Family Resources

Beyond access series.

The Beyond Access Series is a part of the New York City Department of Education's Division of Specialized Instruction and Student Support. The series supports families of students with disabilities by providing sessions on topics around special education.

Beyond Access Series page

• View our YouTube page with past sessions and resources

Special Education Compensatory Services

DOE students have benefitted greatly from the return to in-person learning and academic recovery efforts (including Special Education Recovery Services) provided during the 2021-22 school year. However, some students still have gaps caused by periods of blended and remote learning. During the 2023-24 school year, IEP teams will make individualized decisions as to whether each student with an IEP requires “compensatory” specialized instruction or related services to address gaps in progress or skill regression caused by an inability to benefit from remote instruction or missed services due to the pandemic.

Your child’s IEP will include a new page that indicates whether the IEP team (of which you are a member) determined that compensatory services are required, the reason(s) for the recommendation, and a list of recommended services, if any. If your child is recommended for compensatory services, their school will work with you to ensure services are provided.

Compensatory Services Frequently Asked Questions

What are compensatory services.

Compensatory services are specialized instruction and related services in addition to a student’s regular IEP recommendation. As determined by the IEP team, compensatory services may be recommended to students with IEPs to help close gaps brought on by missed services and/or an inability to benefit from blended and remote learning during the pandemic. When needed, compensatory services will help ensure that any remaining gaps due to the pandemic are addressed and that students are set up for success in their current academic programs.

Is my child eligible for compensatory services?

All students with IEPs will be considered for compensatory services. Whether your child requires compensatory services is a decision that will be made at the IEP meeting and will be based on whether your child has any remaining skill regression or gaps in expected progress towards IEP goals due to the learning disruption caused by the pandemic.

Do I need to request compensatory services for my child?

Families do not need to take any action for compensatory services to be considered. All IEP meetings will include a conversation about whether compensatory services are required and, if so, how they will be provided. You may request an IEP meeting at any time if you believe that your child requires compensatory services or a change in their regular program or related service recommendations. 

What if my child’s IEP meeting is not due to be held until later in the year?

If you believe your child may require compensatory services to address gaps in progress or skill regression as a result of the pandemic and their IEP meeting is not scheduled to be held until later in the year, you can request an earlier IEP meeting. This may result in your child’s annual review being held on an earlier date than otherwise anticipated.

When will services be provided?

Whenever possible, compensatory services will be provided during the school day. In some instances (and with family agreement), services may be provided outside of the school day, including as part of the DOE’s Sensory Education, Exploration and Discovery Program (SEED), see next section on this page for more information on the SEED program. 

Who do I contact if I need support? 

Your first point of contact should always be your child’s school. If you need additional support, please email  [email protected]  or call 311. As with other decisions made by the IEP team, you have the right to dispute compensatory services determinations. For more information, including a copy of the Procedural Safeguards Notice, visit  Your Rights . 

This page will be updated with additional information.

Sensory Exploration, Education & Discovery (SEED)

Sensory Exploration, Education & Discovery (SEED) is a unique enrichment-based sensory movement program offered Monday through Thursday and on Saturdays to support students who display intensive sensory needs that significantly impact their school functioning and participation. Under the supervision of a licensed Occupational Therapist and/or Physical Therapist, students participating in the SEED program will have the opportunity to utilize specialized sensory equipment (e.g., swing, trampoline, therapy ball, climbing wall, scooter board, etc.) in an intentionally designed SEED space. The goal of the SEED program is to provide children with sensory experiences that prepare the body and brain for learning through a sensory-based, social-emotional curriculum, including a variety of calming and/or alerting activities. The sensory strategies shared can be used throughout the day to improve self-regulation (the ability to control one’s thoughts, emotional responses, actions, and attention levels). Time is provided at the end of each session for family engagement to support the home-school connection and core belief of "families as partners".

SEED eligible students must be enrolled in a NYC DOE public school/preschool program (Pre-K - HS) and have a current IEP (Individualized Education Plan) recommending occupational therapy services. School community collaborates to identify students who would most benefit from SEED participation with a priority given to students exhibiting intensive sensory needs, students living in temporary housing, and students who had an extensive gap in service delivery. Students will be offered the chance to participate in SEED in one of two twelve-week cycles this school year. In situations where a student cannot participate in SEED due to limited capacity, students will be included in a SEED waiting list for participation in an upcoming cycle.

SEED Program Information 

• SEED sessions will last approximately 45 minutes long and be conducted once a week on select weekdays Monday through Thursday (scheduled between 3:00PM –5:00PM) OR Saturdays (scheduled between 8:30 am – 2:30 pm), for a total of 12 sessions.
• SEED sessions will be conducted in small groups of no more than four children.
• Family engagement is an integral part of the SEED program and is strongly encouraged. 
• The adult who brings the child to the SEED session is expected to remain on-site for the session duration.
• At the end of each session, the SEED provider will discuss the session and activities for carryover with the child's caregiver.
• MetroCard's will be available upon request for every SEED session attended.
• Participation in the SEED program will be in addition to a child's mandated OT/PT sessions.
• Students may participate in both compensatory services during the week and the SEED program if appropriate. If you have additional questions about the SEED program, please email  [email protected] .
• The SEED program is located at 78 schools across the city. The list of SEED sites is below:

Summer 2024 SEED Site Locations

Central seed site locations, expansion seed site locations.

Below is a list of all SEED expansion sites slated to be starting their next cycle March 4, 2023. This list is pending final review.

What Happens During the SEED Session? 

The occupational and/or physical therapist working with your child during SEED sessions will use structured movement and social-emotional activities to help your child develop sensory regulation, social-emotional, and gross/fine motor skills. Students will participate in ‘just right activities’ that challenge them and provide opportunities for them to feel a sense of success and accomplishment. Some of these activities may include:

• e.g., Using sensory-based equipment such as a swing, tunnel, trampoline, etc.
• e.g., Exploring social interactions through structured group activities with peers; improving self-awareness and self-management of emotions
• e.g., Engaging in warm-up and closing activities such as belly breathing, deep pressure, and relaxation
• e.g., Creating sensory tools such as a break box and fidgets which students can take home; modeling of sensory activities/strategies for the family at the end of the session.

Sample SEED Session

Saturday academy.

The Department of Education (DoE) is offering Occupational Therapy (OT), Physical Therapy (PT) and Speech-Language Therapy (SP) services at Saturday Academy sites for preschool and school-age students whose current IEPs recommend OT/PT/SP and those services have not yet been arranged. Additionally, students will be able to receive small group instruction from a special education teacher to support the student’s achievement of IEP goals, and for those students whose IEPs recommend assistive technology (AT), receive onsite training from a member of the DoE AT Team.

Schools will also work with families to enroll students for whom compensatory OT/PT/SP services have been recommended and have not been arranged at school, or for families who prefer services provided on Saturdays and the family is interested in bringing their child to a Saturday site. The Office of Related Services Team will contact those families to confirm site preference and schedule services. 

This program will launch in January 2024.

For more information, please contact your child’s school or email [email protected]

Saturday Academy Sites

Supporting students age 21 and older.

If a student turned 21 or older during the 2020-2021 school year and has not yet completed the requirements for a diploma or exit credential, they may be eligible to return to school for the 2021-2022 school year. If you have not been contacted but think your student may be eligible to return to school, reach out to the principal at your student’s last attended school. Families of students with IEPs in charter schools and 853s should email [email protected] .

Students with IEPs who need to be connected with adult/postsecondary services or instruction but have otherwise completed school can access individualized services to meet their needs, depending on their post-school goals. This can include assistance with:

• Intakes at adult services agencies
• Intakes at vocational programs
• College applications and supporting documents
• Any other connections or referrals that need to be made in order to ensure that the student will be engaged in the appropriate adult programs and services

Most transition consultancy services can be provided through online platforms or telephone conferences. However, in-person transition support consultancy services can be provided upon request. For additional information or to request transition support consultancy services reach out to your borough Transition and College Access Center (TCAC) or the District 75 Transition Office at:

• Bronx TCAC: [email protected]
• Brooklyn TCAC: [email protected]
• Manhattan TCAC: [email protected]
• Queens TCAC: [email protected]
• Staten Island TCAC: [email protected]
• District 75: [email protected]

Other Resources

• Learn at Home Activities
• Assistive Technology
• Occupational Therapy
• Physical Therapy
• Speech Therapy
• How to Get Started in Microsoft Teams
• How to Get Started in Google Classroom

Family Guides and Resources

Hardcopies of the Family Guide to Transition Planning are available at the  TCACs  or by making a request to  [email protected] .

• Special Education Resource for Newly Arrived Families -- English English
• Special Education Resource for Newly Arrived Families -- Spanish Spanish
• Special Education Resource for Newly Arrived Families -- Chinese Chinese
• Special Education Resource for Newly Arrived Families -- Bangla Bengali
• Special Education Resource for Newly Arrived Families -- Russian Russian
• Special Education Resource for Newly Arrived Families -- Urdu Urdu
• Special Education Resource for Newly Arrived Families -- Arabic Arabic
• Special Education Resource for Newly Arrived Families -- Haitian Haitian Creole
• Special Education Resource for Newly Arrived Families -- Korean Korean
• Special Education Resource for Newly Arrived Families -- French French
• Get Help in Your Language -- English English
• Get Help in Your Language -- Spanish Spanish
• Get Help in Your Language -- Chinese Chinese
• Get Help in Your Language -- Bangla Bengali
• Get Help in Your Language -- Russian Russian
• Get Help in Your Language -- Urdu Urdu
• Get Help in Your Language -- Arabic Arabic
• Get Help in Your Language -- Haitian Haitian Creole
• Get Help in Your Language -- Korean Korean
• Get Help in Your Language -- French French
• Family Guide to Preschool Special Education Services -- English English
• Family Guide to Preschool Special Education Services -- Spanish Spanish
• Family Guide to Preschool Special Education Services -- Chinese Chinese
• Family Guide to Preschool Special Education Services -- Bangla Bengali
• Family Guide to Preschool Special Education Services -- Russian Russian
• Family Guide to Preschool Special Education Services -- Urdu Urdu
• Family Guide to Preschool Special Education Services -- Arabic Arabic
• Family Guide to Preschool Special Education Services -- French (Haiti) Haitian Creole
• Family Guide to Preschool Special Education Services -- Korean Korean
• Family Guide to Preschool Special Education Services -- French (France) French
• Family Guide To Special Education School Age Services -- English English
• Family Guide To Special Education School Age Services -- Spanish Spanish
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Doctor of Education (EdD) in Special Education Prepare for Your Next Step

Credit Hours

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100% online,* 8-week courses

Transfer in up to 50% of the degree total

Prepare to Shape the Future of Special Education with a Doctor of Education in Special Education Degree

Are you interested in furthering your career in education? Do you have experience in or are looking to branch out into special education? Do you want to develop a deep understanding of the inner workings of a successful special education program?

It takes dedicated and equipped individuals to make a positive impact in the field of education – even more so in special education. Our Doctor of Education (EdD) in Special Education is designed to help you become well-equipped to communicate through various mediums, critically problem-solve, and increase information literacy through examining current literature and research. These skills are essential to effectively lead in special education.

This program can help enthusiastic educators like you develop the knowledge and skills needed to make a profound impact in the field of special education. If you have a passion for molding the minds of others and desire specific training in the area of special education, Liberty University’s 100% online EdD in Special Education may be the right fit for you.

Partner with us and further your education so you can invest in others and create change for the good. Embark on this transformative educational experience and discover how our program can empower you to become a leader, advocate, and catalyst for change in the lives of individuals with special needs.

*Some exclusions apply. Please refer to our exclusions page for more information.

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

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

Why Choose Liberty’s Special Education EdD Degree?

Liberty University is committed to preparing future educators and leaders who can impact the broader field of education for Christ. Our EdD in Special Education is a 100% online program that provides advanced training for educators across various fields. Whether your goal is to work directly with those who have special education needs, design curricula, serve in the administration, or lead an organization, this program can provide you with a well-rounded understanding of learning theory and help you apply it to your professional endeavors.

At Liberty University, we believe in the integration of faith and learning. Our program is founded on a strong Christian worldview, providing a distinct perspective that permeates every course we offer. You can have the opportunity to explore the intersection of biblical truth and the principles of special education, allowing you to develop a deeper understanding of the ethical and moral dimensions of this field.

Additionally, our dedicated faculty members are accomplished professionals in the field of special education. They bring a wealth of experience and expertise to the virtual classroom, ensuring that you receive the highest quality education. You can learn from professors who are committed to mentoring and guiding you throughout your doctoral journey, providing valuable insights and personalized support.

The 100% online format of our EdD in Special Education degree program allows you to further your education and career while maintaining your personal life. When you partner with Liberty University, you can be confident that you are entering an environment designed with your success in mind.

What Will You Study with Our EdD in Special Education Degree?

The EdD in Special Education program is structured to help you expand your knowledge in the realm of serving students with special needs. Through this program, you can:

• Analyze pedagogical concepts and approaches based upon research and knowledge of the discipline for high-impact practices.
• Assess educational theories within the field for professional and academic practice.
• Design and conduct original research that adds to the knowledge base of the discipline.
• Evaluate the process of designing a curriculum and implementing instructional practices.
• Integrate a biblical worldview when defending ethical and moral decision-making within the field of education.

The courses in the EdD in Special Education online program are broken down into 4 groups: education courses, special education core courses, research courses, and capstone project courses. You can have the unique opportunity to deepen your understanding of the broader education field while further focusing on special education. The education courses cover advanced learning theory and research, theories of historical and philosophical foundations, and your choice of either issues and trends in learning technologies or organizational analysis and problem-solving.

The courses specific to special education incorporate the history and future of the field, administration and supervision, collaboration and communication, assessment and evaluation, disability and learning, and critical review of special education literature. You’ll explore principles of special education and disability advocacy from a Christian perspective as well as trace current and historical trends and issues in the treatment of people with disabilities. You can develop the necessary skills for effective leadership, management, and supervision in special education and disability services.

The EdD in Special Education is specifically designed to emphasize the analysis of applied research and the practical application of that research through the creation and presentation of a capstone project. Toward the end of the program, before developing your capstone, you will take research courses that include a survey of educational research, applied research methods, literature review for applied research, and applied research concepts and methodology. To culminate the program, you will conduct original research in the field of special education to be developed into a final capstone project.

Potential Career Opportunities

• Education instructor
• Educational consultant
• K-12 educational technology 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 online EdD degree falls under the School of Education .
• View the Graduate Education Course Guides ( login required ).
• This is a non-licensure program.

Degree Completion Plan (PDF)

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

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

The Office of Graduate Admissions may request additional documentation when conducting admission reviews to evaluate a candidate’s record before a final admission decision can be made.

Please note: Guidelines are subject to change in federal or state regulations for the licensure of school personnel.

Preliminary Acceptance

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

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

Transcript Policies

Official college transcript policy.

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

Admissions Office Contact Information

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(888) 301-3577

Email for Questions

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

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees
• Current Department of Defense Employees

Available Benefits:

• Tuition discounts – $275 per credit hour for EdS and EdD courses
• Additional discount for veterans who service in a civilian capacity as a First Responder (less than $625 per course)
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

Frequently Asked Questions

What is the online doctor of education (ed.d.) program.

Do you want to reach the pinnacle of achievement for advanced education studies? Liberty University’s online Doctor of Education (Ed.D.) program provides all of the advanced education administration, research, curriculum development, and learning theory skills and knowledge needed to help you make a positive impact on the world of education. Through Liberty University’s doctorate in education online program, you will engage with knowledgeable professionals in the field of education who will mentor you in your development as an educator, administrator, and researcher.

Our Ed.D. degree offers a robust theoretical framework that extends your teaching methods and theories to a higher order of application, allowing you to evaluate and address teaching challenges in K-12 institutions and at the university level. Liberty’s online Ed.D. degree allows you to focus on your coursework at home and complete essential hands-on training with flexible scheduling that will meet your needs. To add to this flexibility, our online Ed.D. degree integrates the doctoral capstone project research into your course material so that you can complete this comprehensive demonstration of your education expertise more quickly.

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Quintuplets graduate together at Montclair State University, credit family's 'encouragement'

MONTCLAIR, New Jersey (WABC) -- More than 3,600 students will graduate from Montclair State University in New Jersey on Monday, but it's five in particular that have something extra special to celebrate.

Getting the chance to wear a cap and gown for college graduation is exceptional, but when quintuplets do it... that makes it even more special, five times over for one close-knit family.

"Went very fast...went very fast with headaches, up and downs, now we're here," father Paul Povolo said.

The parents have pulled off a minor miracle.

"I don't see it as my accomplishment, but their accomplishment. I'm just sitting in the corner and wait for them to take off," mother Silvia Povolo said.

Take off they did. The five kids born just minutes apart on the Fourth of July, will be walking together for graduation from Montclair State University.

"We are fortunate enough to all be graduating with diplomas and that kind of thing, and doing it with our very best friends, you know, these are definitely my best friends, so doing it all together is awesome," son Ludovico Povolo said.

"People ask me to explain how to explain how it is and I just say it's like a large friend group that you can't leave," daughter Ashley Povolo said.

ALSO READ | Rutgers doctoral student gives birth on same day she defends dissertation

Who would want to leave this large and loving family? The Povolo kids were always close, and years and time never drove them apart. Their parents used a heavy dose of listening and understanding.

"They were always encouraging us to go outside our shell and do stuff," son Michael Povolo said.

Five graduates with five different degrees, all getting scholarships to go to school close to home and close to each other.

"We look at them. We're proud of them," Paul Povolo said.

Victoria was the first born and Marcus was last.

RELATED | Mother, daughter supports one another on way to graduating from Rutgers together

"It's defiantly something special. It's remarkable that we are all able to do this in one ceremony," Marcus Povolo said.

Even while in college, they spent time eating dinner together for family conversations and helping each other grow. It was a pasta plate filled with encouragement to make it to the finish line together.

"The fact that it happened all at the same time, makes me super proud," Victoria Povolo said.

For the Povolo family, that togetherness is the key.

"We have each other's back to this day, to this day," Victoria Povolo said.

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