The doctor of philosophy in special education leads primarily to careers in
research and university teaching.
The program trains graduates to address problems related to the
full development of individuals with disabilities and their
families. Intensive course-related learning and guided experiences
prepare students to assume professional leadership.
The five specializations available are listed in the next section
below. Rather than choosing a program based on specialization,
however, we recommend that you choose a specialization based on the
faculty member whose research is
most interesting to you. Please take some time to examine faculty
research projects, and then
contact the appropriate faculty member before applying.
A doctoral minor requires at least 15 credits of graduate-level
EPSY courses, of which at least 9 credits must be in 8xxx courses.
Course selection is determined in consultation with the Educational
Psychology committee member.
More information about the field of special education, the job
outlook, and earnings are available from the following sources:
Occupational Outlook
Handbook (Bureau of Labor Statistics) and
ISEEK.
Evidence-Based Reading Instruction for English Language Learners in
Preschool through Sixth Grades: A Meta-Analysis of Group Design Studies.
by Han, Insoon, 2009
A Validation Study of Korean Version of the Minnesota Self-
Determination Scales (K-MSDS) for Adults with Intellectual Disabilities.
by Cho, Jaehyun, 2009
Predictors of Behavioral Problems for Students with High- Incidence
Disabilities.
by Chen, Chin-Cheh, 2008
Relation between 1-Minute CBM Reading Aloud Measure and Reading
Comprehension Tests: A Multilevel Meta-Analysis.
by Yeo, Seungsoo, 2008
Effects of Praise on Student Behavior in the Classroom.
by Cherne, Jessica Lynn, 2008
The Relative Effects of Reading Interventions on Reading and
Understanding from Science Text for High School Students with
Learning Disabilities.
by Seifert, Kathleen Louise, 2008
The Evaluation of Two Methods of Measuring Pain Expression in
Individuals with Mental Retardation and Developmental Disabilities.
Shinde, Satomi Kimura, 2008
The Validity of Isolated Word Reading and Passage Reading as
Predictors of Grade 3 Reading Achievement: A Longitudinal Study.
by Wayman, Miya Miura, 2008
An Analysis of Verbal Interactions During Dialogic Reading with
Spanish-Speaking Children Enrolled in a Head Start Home Visiting
Program.
by Duran, Lillian K, 2008
The Effects of Pairing Curriculum-Based Measurement with a
Structured Approach that Includes Providing Instructional
Alternatives on Teacher Decision Making and Student Achievement.
by Ticha, Renata, 2008
The Role of Emotion and Stress in Predicting Response to Relaxation
and Social Skills Interventions in an Early Childhood Therapeutic
Preschool Program.
by Hoch, John David, 2007
Predicting the Success on a State Standards Test for Culturally and
Linguistically Diverse Students Using Curriculum-based Oral Reading
Measures.
by Kung, Shu-Hsuan, 2007
Effects of Immediate, Signaled Delayed, and Unsignaled Delayed
Reinforcement on Response Persistence Following Concurrent Schedules of
Reinforcement.
by Hartman, Ellie Christen, 2007
What Good and Struggling 5th Grade Readers do when Reading Expository
Text for a Specific Purpose: Implications for Intervention.
by Tilstra, Janet S, 2007
Distance Education for Early Childhood Professionals: Effectiveness of
Online Instruction in Social Emotional Development and Challenging
Behavior.
by Watson, Christopher Lawrence, 2007
The Role of Reading Proficiency in Mathematics
Achievement Score and Coursetaking Disparities.
by Jiban, Cynthia Lynnel, 2006
Intelligence-related Terms in Mental Retardation,
Learning Disability, and Gifted/Talented Professional Usage,
1983-2001: The 1992 Mental Retardation Redefinition as
Natural Experiment.
by Garwick, Geoffrey Byron, 2006
Brief Experimental Analysis of Early Reading
Interventions.
by Petursdottir, Anna-Lind G, 2006
Examining the Technical Adequacy of Ecisting and
Alternative CBM Scoring Procedures for Written Expression
for Students with and without Hearing Loss.
by Cheng- Shu-Fen, 2006
The Technical Adequacy of Curriculum-Based Measurement in
Writing with English Language Learners.
by Campbell, Heather M, 2006
Assessment of Second
Language Proficiency Using Curriculum- Based Measurement.
by Seo, Kyounghee, 2005
Effects of Self-management on
the Acquisition and Generalization of Verbal Behavior in
Preschool Teachers.
by Dahl, A Norman, 2005
An Examination of
Integrated Literature Response and Social Skills
Instruction.
by Bardon, Lisa Ann, 2004
Identifying Valid and
Reliable Measures for Evaluating the Written Expression of
College Students.
by Benson, Betty J, 2004
Special Education Teacher
Interaction Styles During Instruction and Task Behaviors of
Elementary Students with Cognitive Disabilities.
by Kim, Ockjean, 2004
Identification
and Reported Behavioral Response to Nonverbal Emotional Cues
in the Classroom: A Comparison of Students with
Emotional/Behavioral Disorders and Their Typically
Developing Peers.
by Johnson, LeAnne Denise, 2004
