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.
Need to obtain your initial teacher certification? Explore our M.Ed. in Special Education with initial certification page.
Already have a bachelor's degree and are certified to teach? Our fully online M.Ed. in Special Education (advanced track) is designed for current education professionals who desire advanced expertise and career opportunities in serving students with disabilities.
The M.Ed. in Special Education includes a heavy emphasis on applied behavior analysis, evidence-based behavioral strategies, and research on teaching students with learning disabilities, autism, and intellectual disabilities. This program is uniquely focused on the needs of students with disabilities across multiple settings.
Future teachers who need their initial teacher certification should explore or M.Ed. in Special Education with certification.
| Semester Start |
Courses Start |
Application Deadline |
All Supporting Documents Due |
Registration Deadline |
Tuition Deadline |
|---|---|---|---|---|---|
| Spring |
01/17/23 |
12/02/22 |
12/12/22 |
01/11/23 |
01/13/23 |
| Spring |
03/20/23 |
02/15/23 |
02/24/23 |
03/15/23 |
03/17/23 |
| Summer |
05/15/23 |
04/14/23 |
04/24/23 |
05/10/23 |
05/12/23 |
| Summer |
06/26/23 |
05/19/23 |
06/07/23 |
06/21/23 |
06/23/23 |
| Fall* |
08/21/23 |
07/21/23 |
08/01/23 |
08/16/23 |
08/18/23 |
| Fall |
10/16/23 |
09/15/23 |
09/25/23 |
10/11/23 |
10/13/23 |
The M.Ed. in Special Education program (with or without certification) only admits students into its Fall Cohort.
View the official catalog for additional admissions criteria and important information for the:
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.
Graduate students will be prepared for advanced preparation to serve students with disabilities.
Total 30 hours, including:
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.
Academic Advisor III
Associate Professor, Special Education
Research Interests: General curriculum access, severe disabilities, STEM, systematic instruction
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.
Associate Professor, Special Education
Research Interests: Multi-tiered systems of support and equity, disproportionality, equity, behavioral disorders
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.
Assistant Professor, Special Education
Research Interests: Writing assessment and writing instruction, SCRD, meta-analyses, RCT
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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