The Department of Special Education offers graduate online and campus based education for students interested in teaching, research, and professional service related to infants, toddlers, children, adolescents, and adults with low and high incidence disabilities and their families. Since the 1970s, the department has received national and international recognition. The faculty is known for its leadership to the field, commitment to high-quality inclusive learning and development opportunities for children and youth with low and high incidence disabilities, innovative field-based research, and preparation of highly effective educators. The annual U.S. News and World Report graduate program survey consistently ranks KU's Department of Special Education at the top when compared to more than 200 graduate programs in this field. As one of the most comprehensive special educator preparation programs in the country, the department attracts students from many states and countries.

Programs Offered:

 Students may pursue a master’s degree in one of 5 areas:

• Autism Spectrum Disorder (online)
• Early Childhood Unified (ECU, birth through kindergarten) (campus-Lawrence and Edwards)
• High-incidence Disabilities (online)
• Low-incidence Disabilities (campus-Lawrence)
• Secondary Transition Education and Services (online)

In Kansas, to add an endorsement in high or low incidence disability, one must first obtain an initial teaching license. 

Students seeking to obtain a license or certification in a state other than Kansas or a US territory after completion of your program should refer to our Licensure Disclosures page - https://soehs.ku.edu/current-students/licensure/disclosures.

Graduate Admissions Requirements

Applicants must meet both the University and departmental admission requirements to be considered for the program.

University of Kansas Graduate Admission Requirements

• All applicants must meet the requirements outlined in the Admission to Graduate Study policy. 
• Bachelor’s degree: A copy of official transcripts showing proof of a bachelor's degree (and any post-bachelor’s coursework or degrees) from a regionally accredited institution, or a foreign university with equivalent bachelor's degree requirements is required.  
• English proficiency: Proof of English proficiency for non-native or non-native-like English speakers is required. There are two bands of English proficiency, including Admission and Full proficiency. For applicants to online programs, Full proficiency is required. 

Masters of Science in Education in Special Education Application Requirements

• A completed graduate application.
• Application fee.
• Official transcripts of all degree-granting post-secondary institutions you have attended and an official transcript for each degree earned.
• Two letters of recommendation.
• Personal statement stating your area of interest and licensure status.
• Current resume or CV.

Our online masters programs (autism, high incidence and transition) are comprised of rigorous eight week courses. A majority of the work is completed asynchronously, meaning that it does not happen “live.” Courses are generally eight weeks long (2 courses per a typical semester) and typically contain multiple milestones throughout the course. Students are expected to follow the course modules in order, submit assignments on time, and participate in online discussions with classmates. Potential students must ensure that they are prepared to be successful.  Online coursework will require approximately 15- 20 hours of undivided attention per week (including readings, online discussions, individual projects, etc.).  Consistent access to high speed internet services (basic broadband- 1Mbps) and a personal computer that features Office 2016 or equivalent will be necessary.  A tablet or mobile device (i.e., smartphone) will not be sufficient as a primary computer or primary means of accessing the Internet for the online coursework.

Low-Incidence Disabilities Concentration (campus-based)

Low-Incidence Master's Requirements 

Program completers who pass the state-required licensure exam are eligible to add a low-incidence special education endorsement to their existing Kansas license. 

We highly recommend that students seeking to obtain a license or certification in a state other than Kansas or a US territory first seek guidance from their appropriate licensing agency BEFORE beginning the academic program. The website https://nc-sara.org/professional-licensure-directory provides resources for licensure and certificate boards outside of Kansas.

Along with the required coursework, students successfully complete a thesis, or project which requires a program total of 33 credit hours, or a comprehensive examination which requires a program total of 36 credit hours in the last semester of their program in order to graduate. The comprehensive exam option is only available with approval from the student's faculty advisor.   Students must be enrolled the final semester that they complete the thesis, project or examination. 

Students not seeking low-incidence special education endorsement, will not enroll in SPED 775 or SPED 875 and instead take 2 elective courses (6 credit hours). 

Degree requirements:  

¹

SPED 730 or equivalent is required to be admitted to the program.  If equivalency is not demonstrated, SPED 730 will be added to the student's program plan. 

²

Non-licensure students will work with their faculty advisor to select 2 elective courses in place of SPED 775 and SPED 875.

Master of Science in Education (M.S.E) -Online

The Special Education online graduate programs, with Master's and endorsement-only options, equips students to meet the challenges of being a special educator by building skills to assist both at-risk students and those with identified disabilities.  

Graduates are employed as general educators, special educators, or consultants in a wide range of settings. Many complete course work required for the Kansas educational license or endorsements. Some students from related fields (e.g., speech therapists, occupational therapist, social workers) pursue this degree to expand their professional knowledge and skills for working in educational settings with children and youth with disabilities. These students may choose to complete a master's and not complete Kansas endorsement/licensure requirements.

The degree requires courses in the area of study (plus any endorsement-related courses); a research class; and completion of a project,

For degree seeking students, maintaining a minimum cumulative grade point average (GPA) of 3.0 or higher is required. A minimum cumulative grade point average (GPA) of 3.0 or higher is required to remain in good academic standing and in order to graduate.

Further information can be found in the Graduate Regulations section of the catalog.

The Department of Special Education (SPED) online (Autism, Transition and High Incidence) MSE programs are comprised of rigorous eight week courses. A majority of the work is completed asynchronously, meaning that it does not happen “live.” Courses are generally eight weeks long (2 courses per a typical semester) and typically contain multiple milestones throughout the course. Students are expected to follow the course modules in order, submit assignments on time, and participate in online discussions with classmates. Potential students must ensure that they are prepared to be successful.  Online coursework will require approximately 15- 20 hours of undivided attention per week (including readings, online discussions, individual projects, etc.).  Consistent access to high speed internet services (basic broadband- 1Mbps) and a personal computer that features Office 2016 or equivalent will be necessary.  A tablet or mobile device (i.e., smartphone) will not be sufficient as a primary computer or primary means of accessing the Internet for the online coursework.

At the completion of this program, students will be able to: 

• Demonstrate critical-thinking and analytical skills to facilitate supportive and collegial inclusive learning communities premised on flexible and collaborative practice among general and special educators and parents of students receiving special education services.
• Demonstrate knowledge of evidence-based and high-leverage practices in special education.
• Demonstrate knowledge of characteristics, strengths, and typical areas of instructional need for students receiving special education services.