As a PhD student in the special education program, you'll receive the training to find solutions to problems that help individuals with disabilities learn and grow. The program’s rigorous coursework and faculty-guided experiences will prepare you for a leadership role in special education.
Note: Due to the various impacts of the COVID-19 global pandemic, the special education program will NOT require the GRE in the application for admissions for the incoming fall 2022 MA and PhD cohort.
Graduates with their doctorate in special education conduct research, teach in universities, and work in other educational settings in special education.
The University of Minnesota's special education program is one of only seven in the U.S. included in the National Center for Leadership in Intensive Intervention (NCLII-2) consortium. NCLII-2 is funded by the Office of Special Education Programs (OSEP) to prepare special education leaders to become experts in research on intensive intervention for students with disabilities who have co-occurring, persistent, and severe academic (e.g., reading and math) and behavioral difficulties.
Watch a replay of a recent info session on the special education PhD, MA, and MA with an emphasis in applied behavior analysis (ABA).
Doctorate of Philosophy (PhD) (66 credits)
Visit the College of Education and Human Development's Finance and Funding page for information on tuition.
Submit your application materials by Dec. 1, and you’ll automatically be considered for Graduate School fellowships and departmental awards based on scholastic achievement. Notification of awards will be sent in March.
After working in schools for five years, I realized I wanted to contribute to research and train future educators. I decided to join the department after speaking with Dr. McMaster and discovering the program was ideal for helping me achieve my goals.
Kyle Wagner, PhD alumni
Choose your area of emphasis in special education based on the faculty member whose research is most interesting to you.
Create conditions for successful response to intervention of academically diverse learners by: