The graduate programs in Special Education at the University of North Texas strive to make a positive impact on programs and provisions for children, youth and young adults with exceptionalities. Our primary focus is training you in the areas of autism intervention, emotional and behavioral disorders, educational diagnostician, and mild/moderate disabilities.
We offer course work leading to a Master of Education degree in Special Education as well as endorsements, certifications and emphases in:
Our graduates hold positions as teachers, diagnosticians, coordinators and supervisors in schools, juvenile correctional facilities, psychiatric hospitals, regional service centers and private/governmental agencies.
The special education faculty members are nationally known in their field. They remain current on practices through research experiences, their high levels of academic preparation and the service projects they coordinate. They have expertise in a wide variety of areas such as programs and procedures for gifted learners; establishments of partnerships to facilitate services for exceptional individuals; and behavioral management systems for special populations, parent and professional communication and collaboration.
In addition to specialized courses, we provide you many opportunities to participate in interdepartmental studies, become involved in community-based programming, and network with other professionals in special education and other fields.
The College of Education is accredited by the National Council for Accreditation of Teacher Education (2010 Massachusetts Ave. NW, Suite 500; Washington, D.C. 20036; telephone 202-466- 7496). 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.
The Department of Educational Psychology is affiliated with various research and intervention centers, providing faculty and students with opportunities for research and development.
The Autism Center offers opportunities for research and intervention among individuals with autism.
The Center for Parent Education and Family Support engages in research and outreach to support parent and family educators, family support professionals, and other students.
The UNT Institute for Behavioral and Learning Differences serves as a resource for professionals, parents, schools, and community and state agencies. Much of the research focuses on understanding, developing and initiating strategies involving unique behavioral and learning characteristics.
You will need to meet the admission requirements for the Toulouse Graduate School as well as provide the department the following items:
The educational diagnostician concentration also requires a copy of your teaching certificate and two years of 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 gradschool.unt.edu.
Miriam Boesch Autism intervention
Lyndal M. Bullock Emotional/behavioral disorders
Bertina Hildreth CombesMild/moderate disabilities; autism intervention
Mary Bailey Estes Mild/moderate disabilities; IMPACT alternative certification in special education
Endia Lindo Mild/moderate disabilities
Smita Shukla Mehta Autism intervention
Pamela Peak Educational diagnostician
These requirements vary based on your desired specialization. Specific courses are outlined at www.coe.unt.edu/educational-psychology. General requirements are:
Several of the special education graduate programs receive funding through the U.S. Office of Special Education Programs that provides tuition and stipend support. Other scholarships and stipends may also be available to help you pursue your graduate degree. Visit www.coe.unt.edu or financialaid.unt.edu 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.
Lyndal M. Bullock, Regents Professor; Ed.D., Kansas. Designing appropriate educational environments and services for children/youth with severe emotional/behavioral disorders; behavioral assessment and positive interventions; parent-professional communication.
Bertina Hildreth Combes, Associate Professor; Ph.D., 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.
Mary Bailey Estes, Lecturer; Ph.D., North Texas. Charter schools and students with disabilities; emotional/behavioral disorders; bilingual collaboration in teacher preparation.
Endia Lindo, Assistant Professor; Ph.D., Vanderbilt. Effects of reading interventions and family background on elementary and middle school students’ vocabulary and comprehension; improving reading performance of students who are low-achieving/diagnosed with high-incidence disabilities.
Smita Shukla-Mehta, Associate Professor; Ph.D., 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.
Pamela Peak, Lecturer; Ph.D., North Texas. Academic assessment; learning disabilities; bilingual collaboration in teacher preparation.