Teacher with students in a classroom. Teacher is giving one student a high five.

Future Students Start Here

Take classroom learning beyond the books in our unique, 100% online Master of Education in Special Education. Through this degree, teachers and educators will equip themselves with the know-how to meet the learning and educational goals of students with special needs. Options are available for individuals who are already certified teachers and those who need to obtain initial certification.


Interested in a Grant-Funded Degree?

Consider Project Match Made in Schools and join a cohort of future educators and social workers committed to teaching and holistically supporting some of the nation's most vulnerable students. The program pays for 100% of tuition and partial fees for one year towards a master's degree.


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Priority Application Date for Fall Cohort

Fall Semester

Submit by July 26

Classes start mid-late August

Semester Start
Courses Start
Application Deadline**
All Supporting Documents Due***
Registration Deadline
Spring II




Summer I




Summer II 06/27/24 06/01/2024 06/10/24 06/23/24
 Fall I  08/19/2024  07/26/2024  Contact Us  Contact Us
Additional Information: 

*The M.Ed. in Special Education program (with or without certification) only admits students into the first Fall Cohort. 

** To meet this deadline, applicants should have applied to UTA's Graduate School. This includes completion of their ApplyUTA application, paying the application fee, and submitting their official transcripts

***Applicants may still need to complete a program-specific application process after being admitted to the Graduate School. 


Applicants seeking admission to the Master of Education 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 Only Program requires three recommendation forms. 

Program Eligibility, International Admissions and English Language Test Score Requirements


Information for Permanent Residents and International Applicants 

Our fully online programs are open to United States Citizens, Lawful Permanent Residents, and International Students who do not hold F1, J1, B1, and B2 status. In addition to the required application and admission documents, the following materials must also be submitted:

  • Lawful Permanent Residents: Submit a copy of your Permanent Resident Card.
  • The TOEFL* or IELTS is required if an applicant’s native language is not English or if the applicant does not hold a bachelor’s or master’s degree from a regionally accredited U.S. institution. It typically takes 10-15 business days for scores to arrive from ETS and be processed by Admissions. The test must be taken in time for results to arrive and be processed in Admissions before completion of the second course. Those wishing to request a waiver of this requirement should contact the graduate advisor. You are required to submit an official test score report sent directly from the testing agency. UTA's ETS institutional code is 6013.

*Certification programs only accept TOEFL due to Texas Education Agency requirements. 

View test score requirements online

Additional Resources

Have additional questions? 

Email UTA's international office at international@uta.edu.

*The resources provided here are for informational purposes. Please review the UTA's website and Official Catalog for official information. 

Course of Study

The following are requirements for the M.Ed. in Special Education within initial certification. 

Total 30 hours, including: 

  • 100% accelerated online classes
  • In-person field experiences 
  • Non-Thesis (no thesis is required for this degree program)
Teacher talks with students in a classroom.

Special Education Degree Plan

Review the M.Ed. in Special Education degree plan based on the semester you start the program.

Program Director & Faculty Members

Dr. Ambra Green

Interim Department Chair

Associate Professor, Special Education


Email: ambra.green@uta.edu

Phone #: 817-272-2515

Office: 412 Hammond Hall

Research Interests: Multi-tiered systems of support and equity, disproportionality, equity, behavioral disorders : 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: Hammond Hall 418

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.