A teacher uses beakers to explain a science project. Students are wearing goggles and a periodic table of elements is visible in the classroom.

Current Educators Start Here

Take classroom learning beyond the books in our unique, 100% online Master of Education in Special Education. Educators will equip themselves with the know-how to meet the learning and educational goals of students with special needs. Individuals who need to obtain their initial teacher certification should review our M.Ed. in Special Education with certification webpage. 

Woman teaching science class

Need Certification? Future Teachers Start Here

Need to obtain your initial teacher certification? Explore our M.Ed. in Special Education with initial certification page.



Rewatch Info Session

Fall Cohort Deadline

Fall Semester

Submit by July 21

Classes start mid-late August

Semester Start
Courses Start
Application Deadline
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The M.Ed. in Special Education program (with or without certification) only admits students into its Fall Cohort. 

Applicants seeking admission must submit two* recommendation forms. The required Recommendation Form is available for download here. Please wait until you receive your 10-digit, UTA student ID number and until a member of our academic team contacts you to submit your recommendation forms. 

*Note: The principal certification programs require three recommendation forms. 

Course of Study

Graduate students will be prepared for advanced preparation to serve students with disabilities.

Total 30 hours, including: 

  • 100% accelerated online classes
  • Non-Thesis (no thesis is required for this degree program)
  • Opportunities to engage in applied research in your own classroom 
  • Application of coursework immediately within local schools/community, including your own classroom 
A teacher and a student looking at a globe in a classroom

Special Education Degree Plan

Review the degree plan for your chosen track. Need to obtain your initial teacher certification? Explore our M.Ed. in Special Education with initial certification page for aspiring teachers.

Graduate Recruiter

Graduate Advisor

Trisha Fike

Academic Advisor III

Headshot of University of Texas at Arlington employee Trisha Fike. The background shows a UTA campus sign.

Email: patricia.fike@uta.edu

Phone #: 817-272-5822

Office: 511 Carlisle Hall

Program Director & Faculty Members

Dr. Bree A. Jimenez

Associate Professor, Special Education

Research Interests: General curriculum access, severe disabilities, STEM, systematic instruction


Email: bree.jimenez@uta.edu

Phone #: 817-272-3339

Office: 508 Hammond Hall

Bio: Dr. Bree Jimenez is an Associate Professor of Special Education. She has worked in the field of special education for over 20 years, as a classroom teacher supporting students in both elementary and high school, grant-funded research liaison between a local school system and university, then Lead Research Associate for an U.S. federally funded grant with the department of Special Education and Child Development at the University of North Carolina at Charlotte. From 2017-2019, Dr. Jimenez served as a Research Consultant with Mater Dei School in Camden, New South Wales and an Honorary Research Associate in Special Education with the Faculty of Education and Social Work at the University of Sydney. Her research focuses on general curriculum access and assessment for students with intellectual disabilities and autism. Specifically, Dr. Jimenez’ research focuses on math, science, and STEM instruction for students with extensive support needs. She is the author/co-author of over 20 peer-reviewed journals articles, multiple book chapters, and several books on strategies to support academics for students with disabilities. Dr. Jimenez is an executive board member of the Division for Research (DR) and the Division for Autism and Developmental Disabilities (DADD) of the Council for Exceptional Children (CEC). Dr. Jimenez is an author of the internationally implemented academic classroom curriculums: Teaching to Standards: Math; Teaching to Standards: Science; Early Numeracy; Early Science; Access Algebra and Access Geometry.

Dr. Ambra Green

Associate Professor, Special Education

Research Interests: Multi-tiered systems of support and equity, disproportionality, equity, behavioral disorders


Email: ambra.green@uta.edu

Phone #: 817-272-2515

Office: 412 Hammond Hall

Bio: Ambra L. Green, Ph.D. is an Assistant Professor of Special Education within the College of Education at The University of Texas at Arlington. Dr. Green is a national scholar with publications and research focused on students of color with and at-risk for disabilities, issues related to inequitable school practices experienced by students of color (i.e., disproportionality in special education and discipline practices), behavior disorders, positive behavioral interventions and supports, and teacher use of evidence-based practices. She is the Primary Investigator on a $1.1 million U.S. Department of Education Office for Special Education Programs (OSEP) personnel preparation grant which provides rigorous training for master’s special education and social work students to support K-12 students with disabilities and high intensity needs. Dr. Green also has experience working within the U.S. Department of Education Office for Special Education Programs (OSEP) and serves on the OSEP National Technical Assistance Center on PBIS Equity workgroup  Dr. Green was a special educator at the middle school level and a PBIS Coach. She holds current teacher certifications in EC-6 Generalist, 4-8 Generalist, and EC-12 Special Education in the state of Texas. 

Dr. John Romig

Assistant Professor, Special Education

Research Interests: Writing assessment and writing instruction, SCRD, meta-analyses, RCT


Email: john.romig@uta.edu

Phone #: 817-272-1444

Office: 418 Hammond Hall

Bio: Dr. John Elwood Romig is an assistant professor of special education. He is a former high school special education teacher with experience teaching students with mild-moderate disabilities, including learning disabilities, dyslexia, intellectual disabilities, emotional and behavioral disorders, Autism Spectrum Disorders, attention-deficit hyperactivity disorder, and other disabilities. His experience as a classroom teacher influences his research and preparation of future teachers. His research examines methods of writing instruction and writing assessments that can be used to guide instruction and improve outcomes for students with disabilities. He was recognized as a Lasting Legacy Honoree at the University of Virginia for his teaching, and his dissertation received the Student Research Award from the Council for Exceptional Children’s Division for Research. He serves on the editorial review board for several journals, including Teacher Education and Special Education, Intervention in School and Clinic, and Journal of Special Education Technology.  

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