Graduate opportunities

We offer coursework leading to a Master of Education degree in Special Education and endorsements, certifications and concentrations in:

  • Autism intervention
  • Educational diagnostics
  • High incidence disabilities
  • Instructional Model to Prepare Adept Certified Teachers in Special Education (IMPACT)

Gain new perspectives

Graduates of the program are teachers, diagnosticians, coordinators and supervisors in schools, juvenile correctional facilities, psychiatric hospitals, regional service centers and private or governmental agencies.

Many of our faculty members are nationally known in their field. They remain current on practices through research experiences, high levels of academic preparation and the service projects they coordinate. They have expertise in programs and procedures; establishing partnerships to facilitate services for exceptional individuals; systems for behavioral management of special populations; and parent and professional communication and collaboration.

In addition to specialized courses, we provide many opportunities for you to participate in interdepartmental studies, become involved in community-based programming and network with other special education professionals.

The College of Education is accredited by the National Council for the Accreditation of Educator Preparation (1140 19th St., Suite 400; Washington, D.C. 20036; telephone 202-223-0077). This accreditation means we meet or exceed strict academic standards for excellence in education. The college is also one of Texas' top producers of teachers, administrators, counselors and other school professionals.

Research centers and opportunities

The Department of Educational Psychology, which oversees this degree program, is affiliated with various research and intervention centers. These affiliations provide research and development opportunities for faculty and students.

The UNT Kristin Farmer Autism Center provides opportunities for research and intervention with individuals with autism.

The Office for Giftedness, Talent Development and Creativity is committed to transforming potential into excellence through innovative education opportunities, research and community outreach.

The Office of Research Consulting provides research and statistical consulting services.

Attending UNT

Admission requirements

You'll need to meet the admission requirements for the Toulouse Graduate School® and provide the department the following items:

  • One- to three-page personal statement describing your goals, reasons for applying to the program and any related job experiences such as teaching, working with special populations, or research and evaluation experiences
  • GRE scores that are less than five years old
  • Two letters of recommendation from academic or professionally applicable sources
  • Résumé or curriculum vitae that includes previous career and educational experiences

The educational diagnostician concentration also requires a copy of your teaching certificate and two years experience as a fully licensed teacher.

All program application materials, including GRE scores, must be received within two months of the submitted application. The admission requirements for the graduate school are outlined at and

Program advisors

Miriam Boesch: Autism intervention

J. Darrell Mohr: IMPACT alternative certification in special education

Angela Patton: High incidence disabilities

Pamela Peak: Educational diagnostician

Degree requirements

Requirements vary based on the specialization you pursue. Specific courses are outlined at General requirements are:

  • 6 credit hours of departmental core courses
  • 9 credit hours of common special education courses
  • 18 credit hours of concentration courses

Financial assistance

Several of the special education graduate programs receive tuition and stipend support funding through the Office of Special Education Programs. Other scholarships and stipends may also be available to help you pursue your graduate degree. Visit or for financial assistance and scholarship opportunities.


Miriam Boesch, Assistant Professor; Ph.D., Purdue University. Augmentative and alternative communication; communication interventions for individuals with severe autism; systematic literature reviews; using AAC strategies for remediating problem behavior in school-age children with autism.

Mei Chang, Assistant Professor; Ph.D., Ball State University. Neurocognitive functioning; neurodevelopmental disorders; neuropsychological assessment; academic achievement of racial/ethnic minority concentration; research, measurement and evaluation/statistics.

Bertina Hildreth Combes, Associate Professor and Dean for Academic Affairs and Research; Ph.D., University of Texas at Austin. Transition of students with learning disabilities from high school to post-secondary settings; mentoring; teacher development; use of juvenile literature in teaching about disabilities.

Smita Shukla Mehta, Associate Professor; Ph.D., University of Oregon. Applied behavior analysis; functional behavioral assessment; positive behavior support; behavioral escalation and prevention of problem behavior; classroom and instructional management; severe disabilities and autism; philosophy and practice for inclusive education.

J. Darrell Mohr, Senior Lecturer; Ph.D., University of North Texas. Special education; behavioral disorders.

Angela Patton, Senior Lecturer; Ph. D., University of North Texas. Exceptional learners; transition education and services; collaboration with parents, paraeducators and professionals.

Pamela Peak, Principal Lecturer; Ph.D., University of North Texas. Academic assessment; learning disabilities; bilingual collaboration in teacher preparation.