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32 Jobs For PhD in Special Education (Diversity Advocates)

Are you a doctorate holder in Special Education? Enthrall in helping every child reach their full potential?

Then, this is perfect for you!

Today, we’re exploring an array of roles specifically geared toward those with a PhD in Special Education.

From research roles to directive positions. Each one, is uniquely suited for those who are deeply passionate about special education.

Imagine being immersed in spaces that allows you to impact lives positively. Day in, day out.

Intriguing, isn’t it?

So, get ready to tap into your expertise and dedication.

And prepare to uncover your dream profession in Special Education!

Special Education Teacher

Average Salary: $40,000 – $60,000 per year

Special Education Teachers are dedicated to instructing and supporting students with a wide range of learning, mental, emotional, and physical disabilities.

This role is ideal for individuals with a PhD in Special Education who are passionate about making a difference in the lives of children with special needs.

Job Duties:

• Developing Individualized Education Programs (IEPs) : Create tailored education plans that address each student’s unique learning requirements and goals.
• Implementing Personalized Teaching Strategies : Utilize specialized teaching methods and tools to facilitate learning and skill acquisition.
• Assessing Student Progress : Regularly evaluate students’ academic and social development, adapting teaching methods as needed.
• Collaborating with Parents and Professionals : Work alongside parents, other teachers, and specialists to maximize educational outcomes for students.
• Creating an Inclusive Environment : Foster a supportive and accessible classroom atmosphere that encourages all students to thrive.
• Staying Updated on Special Education Practices : Continuously seek professional development opportunities to remain current with best practices and legal requirements in special education.

Requirements:

• Educational Background : A PhD in Special Education or a related field is highly valued, along with state-specific certification for teaching special education.
• Communication Skills : Excellent verbal and written communication skills, with the capability to effectively interact with students, parents, and professionals.
• Dedication to Students’ Needs : A strong commitment to addressing the educational and emotional needs of students with disabilities.
• Patience and Adaptability : An abundance of patience and the ability to adapt teaching methods to suit diverse learning styles and abilities.
• Problem-Solving Skills : Aptitude for identifying challenges and devising effective solutions to enhance student learning experiences.

Career Path and Growth :

Special Education Teachers have the opportunity to profoundly impact the lives of their students, helping them to achieve their full potential.

With experience, Special Education Teachers may advance to leadership roles such as department heads, special education directors, or consultants.

They may also transition into research, advocacy, or higher education instruction, shaping future generations of special education professionals.

Special Education Researcher

Average Salary: $55,000 – $75,000 per year

Special Education Researchers conduct studies and analyze data to improve educational practices for students with special needs.

They work in various settings, including universities, research institutions, and advocacy groups.

This role is ideal for those with a PhD in Special Education who are dedicated to advancing the field through rigorous research and evidence-based practices.

• Conducting Research Studies : Design and implement research projects to explore the effectiveness of special education programs, interventions, and teaching methods.
• Analyzing Data : Employ statistical techniques to interpret research findings and draw meaningful conclusions that can shape educational policies and practices.
• Writing Research Papers : Document and disseminate research outcomes through academic journals, books, and conferences to contribute to the body of knowledge in special education.
• Collaborating with Educators : Work with teachers, school administrators, and other stakeholders to translate research findings into actionable strategies for classroom implementation.
• Grant Writing : Apply for funding from governmental agencies, non-profit organizations, and other sources to support ongoing and future research endeavors.
• Continued Learning : Stay abreast of the latest developments, theories, and research methodologies in special education to ensure cutting-edge work.
• Educational Background : A PhD in Special Education, Educational Psychology, or a related field is required.
• Research Skills : Proficient in research design, data collection, and statistical analysis with a strong understanding of special education issues.
• Academic Writing : Excellent academic writing and presentation skills to effectively communicate research findings to both scholarly and practitioner audiences.
• Collaboration : Ability to work collaboratively with a variety of professionals and stakeholders in the field of special education.
• Critical Thinking : Strong analytical skills to evaluate educational practices and develop evidence-based recommendations for improvement.

As a Special Education Researcher, there is significant potential for impact on policy and practice.

With experience, researchers can lead larger-scale studies, become recognized experts in their area of specialization, and influence the development of more inclusive and effective educational systems.

Advanced career opportunities include roles such as university faculty, research center directors, or policy advisors.

University Professor in Special Education

Average Salary: $60,000 – $100,000 per year

University Professors in Special Education instruct and mentor future educators, conduct research, and contribute to the advancement of practices in the field of Special Education.

This role is ideal for individuals who hold a PhD in Special Education and wish to influence the next generation of educators while engaging in scholarly pursuits.

• Teaching Courses : Develop and deliver undergraduate and graduate-level courses in Special Education, ensuring that content is current and relevant.
• Advising Students : Provide guidance to students on academic and career paths, helping them to become effective educators in diverse learning environments.
• Conducting Research : Engage in research to advance knowledge in Special Education, contribute to academic journals, and present findings at conferences.
• Curriculum Development : Collaborate with colleagues to design and update curriculum that reflects the latest best practices in Special Education.
• Community Outreach : Work with local schools and organizations to improve educational outcomes for students with special needs and disabilities.
• Professional Development : Stay abreast of new teaching strategies, legal issues, and technological tools that can benefit students with special needs.
• Educational Background : A PhD in Special Education or a closely related field is required.
• Teaching Experience : Prior experience teaching in a Special Education setting or at the university level is highly desirable.
• Research Skills : Strong research skills with a track record of published work in academic journals.
• Communication Skills : Excellent verbal and written communication skills for teaching and collaboration with students, peers, and the community.
• Commitment to Inclusion : A deep commitment to inclusive education and fostering an accessible learning environment for all students.

As a University Professor in Special Education, there is the potential to shape the future of the field through teaching, research, and policy development.

Professors can advance in their academic careers by obtaining tenure, leading research teams, becoming department chairs, or taking on administrative roles within the university.

There are also opportunities to influence public policy on Special Education and to consult for educational organizations and institutions.

Special Education Consultant

Average Salary: $50,000 – $75,000 per year

Special Education Consultants provide expert guidance and support to schools, educational institutions, and families on the best practices and strategies for teaching students with special needs.

This role is ideal for individuals with a Ph.D. in Special Education who are passionate about making education accessible and tailored to students with diverse learning requirements.

• Assessing Educational Programs : Evaluate current special education programs and identify areas for improvement to meet the diverse needs of students.
• Developing Individualized Education Plans (IEPs) : Collaborate with teachers, parents, and other educational professionals to develop and implement effective IEPs.
• Providing Training : Conduct workshops and training sessions for educators and administrators on special education methodologies and inclusion practices.
• Advocacy : Advocate for the rights and needs of students with disabilities, ensuring compliance with relevant laws and regulations.
• Research and Development : Stay abreast of the latest research in special education and integrate new findings into practical strategies for clients.
• Collaboration : Work closely with multidisciplinary teams to provide holistic support for students with special needs.
• Educational Background : A Ph.D. in Special Education or a related field is highly desirable.
• Communication Skills : Exceptional verbal and written communication skills, with the ability to effectively collaborate with a variety of stakeholders.
• Expertise in Special Education : A deep understanding of special education practices, disability types, and inclusive teaching strategies.
• Problem-Solving : Strong analytical and problem-solving skills to develop customized solutions for complex educational challenges.
• Adaptability : Flexibility to work with different schools, programs, and age groups, adapting recommendations to meet specific needs.

As a Special Education Consultant, you have the opportunity to make a significant impact on the quality of education for students with disabilities.

With experience, consultants can move into leadership roles, influence policy-making at the educational board level, or contribute to academic research and literature in the field of special education.

Director of Special Education

Average Salary: $75,000 – $120,000 per year

Directors of Special Education oversee and lead special education programs within schools or school districts, ensuring that students with disabilities receive the appropriate educational opportunities and resources.

This role is ideal for those with a Ph.D. in Special Education who are dedicated to advocating for and enhancing the educational experiences of children with diverse learning needs.

• Program Development and Management : Design, implement, and evaluate special education programs to meet the varying needs of students with disabilities.
• Compliance with Legislation : Ensure all special education services comply with federal, state, and local regulations, including the Individuals with Disabilities Education Act (IDEA).
• Staff Supervision and Training : Oversee special education staff, providing professional development and support to ensure high-quality instruction and services.
• Resource Allocation : Manage budgets and allocate resources effectively to optimize educational outcomes for students with disabilities.
• Collaboration with Stakeholders : Work with parents, teachers, administrators, and external agencies to foster a collaborative approach to special education.
• Advocacy : Advocate for policies and practices that improve the quality of education for students with disabilities and raise awareness about their educational rights.
• Educational Background : A Master’s degree in Special Education is required, with a Ph.D. in Special Education strongly preferred.
• Leadership Skills : Proven leadership and management skills, with the ability to oversee programs and lead a team of educators and support staff.
• Knowledge of Special Education Law : Expertise in special education legislation and a commitment to upholding legal standards and ethical practices.
• Communication Skills : Excellent verbal and written communication skills, with the ability to collaborate effectively with various stakeholders.
• Strategic Thinking : Ability to develop and implement strategic plans that improve special education services and student outcomes.

As a Director of Special Education, there is potential for significant impact on the lives of students with disabilities.

With experience, one could advance to higher administrative positions within the education system, such as Superintendent of Special Education Services, or transition to policy-making roles that shape the future of special education at the state or national level.

Educational Diagnostician

Educational Diagnosticians are specialized professionals who assess and diagnose students with learning difficulties, disabilities, or special needs, working within school systems or special education programs.

This role is ideal for individuals with a Ph.D. in Special Education who are passionate about supporting students’ educational development and crafting personalized learning plans.

• Conducting Assessments : Administer comprehensive evaluations to identify students’ educational needs, learning styles, and potential disabilities.
• Developing Individualized Education Programs (IEPs) : Collaborate with educators, parents, and other professionals to design tailored IEPs that support students’ learning objectives.
• Interpreting Data : Analyze assessment results to provide insights into students’ abilities and recommend appropriate interventions or accommodations.
• Monitoring Progress : Track students’ progress over time to adjust educational strategies and ensure effective learning outcomes.
• Professional Collaboration : Work with teachers, school counselors, and other stakeholders to implement best practices in special education.
• Continuing Education : Stay abreast of the latest research, assessment tools, and educational strategies in the field of special education.
• Educational Background : A Ph.D. in Special Education or a closely related field is typically required.
• Assessment Skills : Proficiency in administering and interpreting various educational and psychological assessments.
• Knowledge of Special Education Law : A deep understanding of special education regulations and laws, such as the Individuals with Disabilities Education Act (IDEA).
• Communication Skills : Strong verbal and written communication skills, with the ability to collaborate effectively with educators, parents, and students.
• Analytical Thinking : Ability to analyze complex data and translate it into actionable educational strategies.

As an Educational Diagnostician, you have the opportunity to make a profound impact on students’ academic journeys and overall well-being.

With experience, professionals in this role may advance to lead diagnostician positions, special education directorships, or become consultants for school districts, shaping policies and programs that enhance the support for students with special needs.

Behavior Analyst

Average Salary: $60,000 – $90,000 per year

Behavior Analysts apply their expertise to understand and improve behaviors in individuals with special needs, often stemming from conditions such as autism spectrum disorders.

This role is ideal for PhD in Special Education graduates who are passionate about applying behavioral science to foster positive change in educational and developmental settings.

• Assessing Behavioral Needs : Conduct comprehensive assessments to identify behavioral challenges and strengths in individuals with special needs.
• Developing Intervention Plans : Create individualized behavior intervention plans that employ evidence-based strategies to support learning and development.
• Implementing Therapy Programs : Oversee and participate in the implementation of behavioral therapy sessions, tracking progress and making necessary adjustments.
• Training and Supervision : Provide training and supervision to behavior technicians and caregivers to ensure consistency and effectiveness in intervention strategies.
• Research and Development : Stay abreast of the latest research in behavior analysis and special education to inform practice and contribute to the field.
• Collaboration : Work closely with educators, parents, and other professionals to create supportive environments for individuals with special needs.
• Educational Background : A PhD in Special Education, Psychology, or a related field with a focus on Applied Behavior Analysis (ABA).
• Certification : Certification as a Board Certified Behavior Analyst (BCBA) is often required.
• Analytical Skills : Strong ability to analyze data and use it to inform treatment planning and decision-making.
• Communication Skills : Excellent verbal and written communication skills to effectively collaborate with team members and communicate with clients and their families.
• Compassion and Patience : A deep understanding of and empathy for individuals with special needs, coupled with the patience to support long-term behavioral change.
• Problem-Solving : Ability to troubleshoot and adapt strategies to meet the unique needs of each client.

As a Behavior Analyst, there is potential for significant impact on the lives of individuals with special needs and their families.

With experience, Behavior Analysts can move into more advanced clinical roles, become directors of special education programs, or pursue academic and research positions to further the field of special education and behavior analysis.

Special Education Policy Analyst

Average Salary: $50,000 – $70,000 per year

Special Education Policy Analysts research, analyze, and propose policies that shape the delivery of special education services.

This role is ideal for individuals with a Ph.D. in Special Education who are driven to influence and improve educational systems and policies for individuals with disabilities.

• Analyzing Education Policies : Examine current policies at local, state, and federal levels to assess their impact on special education.
• Researching Best Practices : Investigate the most effective practices in special education to inform policy recommendations.
• Developing Policy Proposals : Craft well-informed policy proposals that aim to enhance the quality and accessibility of special education.
• Collaborating with Stakeholders : Work with educators, parents, advocacy groups, and government officials to understand diverse perspectives and needs.
• Advocacy and Outreach : Engage in advocacy efforts and outreach programs to raise awareness about special education issues and promote policy changes.
• Staying Informed : Keep abreast of the latest research, legal developments, and trends in the field of special education.
• Educational Background : A Ph.D. in Special Education or a related field is highly preferred.
• Research Skills : Strong research capabilities, including both qualitative and quantitative analysis methods.
• Knowledge of Special Education Laws : In-depth understanding of IDEA, ADA, and other laws affecting special education.
• Communication Skills : Excellent verbal and written communication skills, with the ability to present complex information to various audiences.
• Collaborative Spirit : Ability to work effectively with various stakeholders and within interdisciplinary teams.

Special Education Policy Analysts play a critical role in shaping the future of special education.

With experience, they can move into leadership roles within educational institutions, government agencies, or non-profit organizations dedicated to advocacy for individuals with disabilities.

Career advancement may also include roles as senior policy advisors, directors of special education programs, or consultants for educational policy.

Special Education Program Coordinator

Special Education Program Coordinators are responsible for overseeing educational programs tailored for students with special needs.

They ensure these programs provide appropriate support and resources to facilitate effective learning experiences.

This role is ideal for individuals with a Ph.D. in Special Education who are passionate about advocating for and implementing educational strategies that cater to the diverse needs of students with disabilities.

• Program Development and Evaluation : Design, implement, and assess special education programs to ensure they meet the needs of students with varying disabilities.
• Collaboration with Educators : Work closely with teachers and support staff to provide training and guidance on special education practices and inclusion strategies.
• Resource Management : Oversee the allocation of resources, including teaching aids and equipment, to enhance the learning environment for special needs students.
• Compliance with Legislation : Ensure all special education programs comply with federal, state, and local regulations and standards.
• Parent and Community Engagement : Serve as the point of contact for parents of students with special needs and engage with the community to raise awareness and support for special education.
• Professional Development : Keep abreast of the latest research and developments in special education to continually improve program effectiveness.
• Educational Background : A Ph.D. in Special Education or a closely related field is preferred, with a comprehensive understanding of special education law, instructional strategies, and disability accommodations.
• Leadership Skills : Strong leadership and organizational skills to effectively coordinate programs and manage teams.
• Communication Skills : Excellent verbal and written communication skills, with the ability to collaborate with educators, parents, and stakeholders.
• Problem-Solving : Ability to address and resolve challenges that may arise within special education programs.
• Empathy and Advocacy : A deep commitment to advocating for the rights and educational needs of students with disabilities.

A Special Education Program Coordinator plays a critical role in shaping the educational experiences of students with special needs.

With experience, individuals in this position can advance to higher administrative roles, such as Special Education Director, or take on leadership positions within educational policy or advocacy organizations.

Continued professional development and a commitment to staying current with best practices in special education can lead to career longevity and a significant impact on the field.

Special Education Curriculum Developer

Special Education Curriculum Developers create and adapt educational materials and curriculums to meet the needs of students with disabilities.

This role is ideal for individuals with a PhD in Special Education who are dedicated to enhancing the learning experience and academic success of students with diverse learning needs.

• Developing Specialized Curriculum : Design and implement curriculum tailored to various disabilities, ensuring accessibility and inclusivity for all students.
• Assessing Educational Needs : Evaluate the educational requirements of students with special needs to create effective learning strategies.
• Collaborating with Educators : Work alongside special education teachers to adapt teaching methodologies and materials.
• Creating Teaching Resources : Produce resources and tools that assist in delivering specialized education, such as visual aids, interactive activities, and adaptive technology.
• Professional Development : Provide training and support to educators on how to utilize the developed curriculum and resources effectively.
• Staying Current : Keep abreast of the latest research in special education to continuously improve the curriculum and teaching practices.
• Educational Background : A Master’s or PhD in Special Education, Curriculum Development, or a related field is required.
• Experience with Special Needs : A strong background in working with individuals with disabilities, understanding their challenges and potential.
• Collaborative Skills : Ability to work effectively with teachers, administrators, and other stakeholders in the education system.
• Communication Skills : Exceptional written and verbal communication skills, with the ability to convey complex information in a clear and accessible manner.
• Innovative Thinking : Creativity in developing engaging and adaptable educational materials for students with diverse learning needs.

This role provides the opportunity to make a significant impact on the educational experiences of students with special needs, contributing to their personal growth and learning success.

With experience, Special Education Curriculum Developers can advance to leadership roles within educational institutions, influence policy making for special education, or contribute to research and development in the field of special education.

Disability Services Manager

Disability Services Managers oversee and ensure the provision of appropriate support services for individuals with disabilities within educational institutions or community organizations.

This role is perfect for those with a PhD in Special Education who are committed to enhancing the quality of life and educational experiences for individuals with disabilities.

• Program Development and Management : Develop, implement, and manage programs that support the needs of students with disabilities.
• Accessibility Compliance : Ensure that services and facilities comply with the Americans with Disabilities Act (ADA) and other relevant legislation.
• Individualized Support Plans : Collaborate with educators and other professionals to create and execute individualized support plans for students with disabilities.
• Resource Allocation : Manage budgets and allocate resources effectively to support various disability services within the organization.
• Staff Training and Development : Train and supervise staff members to provide high-quality services to students with disabilities.
• Community Outreach : Engage with the community to raise awareness and advocate for the rights and needs of individuals with disabilities.
• Educational Background : A PhD in Special Education or a related field is highly preferred.
• Leadership Skills : Proven ability to manage and lead teams in an educational or disability services setting.
• Knowledge of Disability Services : In-depth understanding of the challenges faced by individuals with disabilities and the services available to support them.
• Communication Skills : Excellent verbal and written communication skills, with the ability to work collaboratively with students, faculty, and external stakeholders.
• Problem-Solving : Strong problem-solving skills to address and overcome challenges in providing disability services.

As a Disability Services Manager, you have the opportunity to make a significant impact on the lives of individuals with disabilities.

With experience, professionals in this field can advance to director-level positions, influence policy development, and contribute to research and publications in the field of special education and disability services.

Assistive Technology Specialist

Average Salary: $45,000 – $60,000 per year

Assistive Technology Specialists work to enhance the learning experiences and life skills of individuals with disabilities through technology.

This role is perfect for individuals with a Ph.D. in Special Education who are driven to use their expertise to support and empower people with diverse learning needs.

• Assessing Individual Needs : Evaluate the needs of students or clients to determine suitable assistive technology solutions.
• Customizing Assistive Devices : Tailor and adapt devices and software to meet the specific educational and daily living needs of individuals.
• Training and Support : Provide training to students, educators, and families on how to effectively use assistive technologies.
• Collaborating with Educational Teams : Work closely with teachers, therapists, and other specialists to integrate technology into educational plans.
• Staying Updated on Tech Advancements : Keep abreast of the latest developments in assistive technology to offer the best solutions.
• Advocacy and Awareness : Promote the importance and benefits of assistive technology to the broader educational community.
• Educational Background : A Master’s or Ph.D. in Special Education, Rehabilitation Science, or a related field is highly desirable.
• Technical Skills : Proficiency in a range of assistive technologies and adaptive devices.
• Communication Skills : Strong interpersonal and communication skills to interact effectively with students, families, and educational staff.
• Problem-Solving : Ability to troubleshoot technical issues and creatively solve problems related to assistive technology use.
• Patience and Empathy : A compassionate approach and patience to understand the challenges faced by individuals with disabilities.

As an Assistive Technology Specialist, you have the opportunity to make a significant impact on the quality of education and life for individuals with disabilities.

Career advancements can include leadership positions in special education departments, research roles developing new technologies, or consultancy positions advising educational institutions and policy-makers on best practices in assistive technology.

Special Education Advocate/Lawyer

Average Salary: $50,000 – $90,000 per year

Special Education Advocates/Lawyers assist families and children with special needs to ensure they receive appropriate educational services and accommodations.

This role is ideal for individuals with a Ph.D. in Special Education who are passionate about advocating for the rights and educational needs of students with disabilities.

• Case Evaluation : Assess individual cases of students with special needs to understand their educational requirements and legal entitlements.
• IEP Development : Assist in developing and reviewing Individualized Education Programs (IEPs) to ensure they meet the student’s needs.
• Legal Representation : Represent families in due process hearings and other legal matters related to special education law.
• Policy Advocacy : Work to influence special education policy at the local, state, or federal level to improve services and resources for students with disabilities.
• Parent and School Collaboration : Facilitate communication between parents and schools to promote understanding and cooperation in implementing special education services.
• Continuing Education : Stay current with changes in special education law and best practices through ongoing professional development.
• Educational Background : A Ph.D. in Special Education is highly beneficial, along with a law degree for those serving as lawyers in the field.
• Legal Knowledge : A deep understanding of special education law, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act.
• Communication Skills : Excellent verbal and written communication skills to effectively advocate for clients and navigate complex legal issues.
• Problem-Solving : Ability to identify educational challenges faced by students with disabilities and propose practical solutions.
• Empathy and Understanding : A genuine empathy for children with special needs and an understanding of the impact of disabilities on learning.
• Mediation Skills : Competency in mediating disputes and negotiating agreements between families and educational institutions.

Special Education Advocates/Lawyers have the opportunity to make a significant impact on the lives of children with special needs and their families.

As their experience grows, they can advance to leadership positions within advocacy organizations, specialize in complex areas of special education law, or become consultants providing expert advice to educational institutions and agencies.

Special Education School Administrator

Average Salary: $75,000 – $100,000 per year

Special Education School Administrators oversee the development and implementation of educational programs tailored for students with disabilities.

This role is well-suited for individuals with a PhD in Special Education who are dedicated to fostering an inclusive learning environment and advocating for the needs of students with special education requirements.

• Program Development : Design and implement specialized educational programs that cater to the diverse needs of students with disabilities.
• Staff Leadership : Manage and provide guidance to special education teachers, paraprofessionals, and support staff to ensure high-quality instruction and services.
• Compliance and Regulation : Ensure that the school adheres to federal, state, and local laws regarding special education.
• Community and Parent Engagement : Work closely with parents, caregivers, and the community to promote understanding and support for special education initiatives.
• Resource Management : Oversee the allocation of resources, including finances, technology, and materials, to support special education programs effectively.
• Professional Development : Facilitate ongoing training and professional growth opportunities for staff to stay current with best practices in special education.
• Educational Background : A PhD in Special Education or a closely related field is typically required.
• Leadership Skills : Strong leadership and management skills to effectively direct special education programs and personnel.
• Knowledge of Special Education : In-depth understanding of special education practices, disability categories, and instructional strategies.
• Communication Skills : Excellent verbal and written communication skills to liaise with various stakeholders, including students, teachers, parents, and board members.
• Problem-Solving : Ability to address and resolve complex issues that may arise within the realm of special education.

As a Special Education School Administrator, you will play a pivotal role in shaping the educational experiences of students with disabilities.

With experience, you may advance to higher administrative positions, such as Director of Special Education, or move into policy-making roles to influence special education at the district, state, or national level.

Opportunities for consultancy and higher education teaching positions may also become available to those seeking to further impact the field.

Instructional Coordinator for Special Education

Instructional Coordinators for Special Education focus on designing, implementing, and assessing educational programs tailored to meet the needs of students with disabilities.

This role is ideal for individuals with a PhD in Special Education who are dedicated to enhancing the learning experience and outcomes for students with special needs.

• Developing Special Education Programs : Create and refine curriculum and instructional strategies to cater to various learning disabilities and challenges.
• Collaborating with Teachers and Staff : Work alongside educators to implement effective special education practices and provide training on new methodologies.
• Assessing Program Effectiveness : Regularly evaluate the success of educational programs and interventions, using data to make informed adjustments.
• Ensuring Compliance : Ensure that all special education programs comply with federal, state, and local regulations and standards.
• Parent and Community Engagement : Communicate with parents and community stakeholders to understand their perspectives and incorporate their feedback into program development.
• Professional Development : Stay current with the latest research and developments in special education to continually enhance program quality.
• Educational Background : A PhD in Special Education or a related field is highly recommended.
• Special Education Experience : Extensive knowledge of and experience with special education practices and policies.
• Leadership Skills : Strong leadership abilities to guide and support educators and staff in implementing special education programs.
• Communication Skills : Excellent communication and interpersonal skills to effectively collaborate with teachers, parents, and students.
• Organizational Abilities : Proficient in organizing and managing multiple projects and priorities.

As an Instructional Coordinator for Special Education, there is the opportunity to profoundly impact the quality of education for students with disabilities.

With experience and a track record of successful program development, professionals can advance to higher administrative positions, influence policy at the district or state level, or become consultants, shaping special education practices on a broader scale.

Early Intervention Specialist

Early Intervention Specialists provide specialized support and services to infants and young children with developmental delays or disabilities and their families.

This role is ideal for individuals with a PhD in Special Education who are passionate about aiding early development and fostering inclusive education from a young age.

• Assessing Developmental Needs : Evaluate the developmental progress of children and identify areas requiring support.
• Creating Individualized Plans : Develop and implement Individualized Family Service Plans (IFSPs) tailored to each child’s unique needs.
• Providing Direct Support : Offer one-on-one or group interventions to promote children’s developmental skills in areas such as language, motor, cognitive, and social-emotional.
• Family Education and Coaching : Educate and support families in understanding their child’s needs and strategies to enhance development at home.
• Collaborating with Other Professionals : Work closely with therapists, educators, and medical professionals to provide a comprehensive support system for the child.
• Monitoring Progress : Regularly assess and document children’s development and adjust interventions as necessary.
• Educational Background : A Master’s or PhD in Special Education, Early Childhood Education, or a related field is required.
• Communication Skills : Strong verbal and written communication skills, with the ability to collaborate effectively with families and professionals.
• Knowledge of Child Development : An extensive understanding of early childhood development and special education practices.
• Empathy and Sensitivity : A compassionate approach to working with children and their families, respecting diverse backgrounds and needs.
• Flexibility : Ability to adapt intervention methods and strategies to meet the changing needs of children and families.

This role offers the opportunity to make a significant impact on the lives of young children and their families by setting the foundation for future learning and development.

With experience, Early Intervention Specialists can progress to leadership positions, such as program directors, policy advisors, or specialists in specific areas of early childhood development.

There are also opportunities for research and academia, contributing to the knowledge base in special education and early intervention.

Special Education Trainer for Teachers

Average Salary: $45,000 – $65,000 per year

Special Education Trainers for Teachers are experts who specialize in instructing and supporting educators in the field of special education.

This role is ideal for individuals with a Ph.D. in Special Education who are passionate about enhancing the quality of education for students with diverse learning needs.

• Developing Training Programs : Design and implement comprehensive training sessions for teachers on various aspects of special education, including individualized education plans (IEPs), inclusive classroom strategies, and behavioral intervention techniques.
• Conducting Workshops and Seminars : Lead professional development workshops and seminars that equip educators with the latest research-based practices in special education.
• Providing Classroom Support : Offer on-site support and coaching to teachers, assisting them in refining their teaching methods to better serve students with special needs.
• Curriculum Adaptation : Help teachers adapt curricula to meet the diverse learning requirements of students with disabilities.
• Collaboration with School Leadership : Work with school administrators to develop policies and strategies that promote inclusive education and support for special education programs.
• Staying Updated on Legislation : Remain informed about changes in special education legislation and ensure training materials reflect current legal requirements and best practices.
• Educational Background : A Ph.D. in Special Education or a closely related field.
• Teaching Experience : Proven experience working with special needs students in an educational setting.
• Strong Communication Skills : Excellent verbal and written communication skills, with the ability to present information clearly and empathetically to educators.
• Expert Knowledge : Deep understanding of special education practices, disability categories, and differentiated instruction techniques.
• Leadership and Mentorship : Ability to lead, mentor, and inspire teachers to improve their instructional skills and adapt to the needs of all students.

This role offers the opportunity to make a significant impact on the field of special education by empowering teachers with the skills and knowledge to effectively teach students with special needs.

With experience, Special Education Trainers for Teachers can progress to leadership roles in school districts, become consultants, or contribute to policy development and advocacy in special education at regional or national levels.

Rehabilitation Counselor

Average Salary: $35,000 – $60,000 per year

Rehabilitation Counselors provide crucial support and guidance to individuals with disabilities, assisting them in achieving their personal, career, and independent living goals.

This role is ideal for those with a Ph.D. in Special Education who wish to apply their expertise to help individuals overcome barriers and lead fulfilling lives.

• Assessment and Evaluation : Conduct comprehensive assessments to determine clients’ strengths, limitations, and potential for independent living and employment.
• Individualized Planning : Develop personalized rehabilitation plans in collaboration with clients, focusing on achieving their goals and improving their quality of life.
• Counseling Services : Provide emotional support, vocational counseling, and adjustment therapy to help clients manage the social and psychological aspects of disabilities.
• Resource Coordination : Connect clients with appropriate community resources, services, and assistive technologies that facilitate their rehabilitation process.
• Advocacy and Empowerment : Advocate for clients’ rights and accessibility, promoting an inclusive environment for individuals with disabilities.
• Continuous Learning : Keep abreast of the latest research, therapeutic practices, and policy developments in special education and rehabilitation counseling.
• Educational Background : A Master’s degree is typically required; however, a Ph.D. in Special Education or Rehabilitation Counseling is highly advantageous.
• Communication Skills : Excellent verbal and written communication skills, with the ability to empathize and connect with clients.
• Knowledge in Special Education : A deep understanding of disabilities and the educational frameworks that support individuals with special needs.
• Interpersonal Skills : Strong ability to build trust and rapport with clients, tailoring counseling approaches to their unique circumstances.
• Problem-Solving : Aptitude for developing creative solutions to overcome the challenges faced by individuals with disabilities.

This role provides the opportunity to make a significant impact on the lives of individuals with disabilities, fostering their independence and integration into society.

With experience, Rehabilitation Counselors can advance to supervisory or administrative positions, conduct research, teach at the university level, or specialize in a specific area of rehabilitation counseling.

Nonprofit Organization Director (Special Ed Focus)

Nonprofit Organization Directors with a focus on Special Education lead and manage programs that support individuals with special needs, ensuring that educational services and resources are tailored to their unique requirements.

This role is ideal for individuals with a Ph.D. in Special Education who are passionate about making a significant impact in the lives of those with special needs through leadership and advocacy.

• Program Development and Management : Oversee the creation and implementation of special education programs that cater to diverse learners, ensuring they meet organizational goals and comply with legal requirements.
• Staff Training and Supervision : Train and manage a team of educators and support staff to deliver high-quality educational services.
• Community Engagement : Build relationships with community leaders, schools, and other organizations to promote awareness and support for special education needs.
• Resource Allocation : Ensure that the organization’s funds are appropriately allocated to various special education initiatives and that resources are used efficiently.
• Policy Advocacy : Advocate for policies and legislation that support the rights and education of individuals with special needs.
• Research and Grant Writing : Conduct and support research in special education, and write grant proposals to secure funding for organization programs.
• Leadership Skills : Strong leadership abilities, with the capacity to inspire and direct a team towards achieving educational objectives.
• Knowledge of Special Education : In-depth understanding of special education practices, legal requirements, and current issues in the field.
• Communication Skills : Excellent written and verbal communication skills, with the ability to engage with a diverse range of stakeholders and advocate for the organization’s mission.
• Strategic Planning : Proven experience in strategic planning and program development within a nonprofit or educational setting.

This role offers the opportunity to drive positive change in the field of special education and improve the lives of individuals with special needs.

With experience, Nonprofit Organization Directors can become influential figures in the special education sector, potentially influencing policy, expanding their organization’s reach, or transitioning to higher executive positions within larger educational or philanthropic institutions.

Educational Psychologist

Educational Psychologists specialize in understanding the learning processes of individuals, especially those with special educational needs, and applying this knowledge to help schools and other educational institutions create effective teaching strategies.

This role is ideal for those with a PhD in Special Education who are dedicated to enhancing educational practices and outcomes for students with diverse learning needs.

• Assessing Student Needs : Evaluate students’ abilities, learning styles, and any barriers to learning they might face.
• Developing Individualized Education Programs (IEP) : Collaborate with teachers and parents to create tailored plans that address the specific needs of students with disabilities.
• Counseling and Support : Provide psychological support to students and advise teachers on managing classroom dynamics and individual student challenges.
• Training Educators : Lead workshops and professional development sessions to educate teachers on special education strategies and psychological principles.
• Research and Development : Conduct research on educational practices and develop new techniques for enhancing learning and teaching experiences for students with special needs.
• Policy Implementation : Work with educational authorities to ensure that schools are compliant with educational policies and laws related to special education.
• Educational Background : A PhD in Special Education, Educational Psychology, or a closely related field.
• Communication Skills : Excellent verbal and written communication skills, with the ability to collaborate with educators, parents, and students.
• Expertise in Special Education : Deep understanding of the psychological aspects of learning and special education practices.
• Interpersonal Skills : Ability to build rapport with students and work effectively with a team of educators and other professionals.
• Problem-Solving : Proficiency in assessing educational challenges and devising evidence-based interventions.

As an Educational Psychologist, there is substantial potential for career advancement.

Opportunities include leadership positions in special education departments, advisory roles in government agencies, or academic careers in higher education and research institutions.

With experience and a proven track record of successful interventions, Educational Psychologists can significantly impact educational policy and practice, leading to a more inclusive and effective educational system.

Special Education Professor

Special Education Professors teach and conduct research in university settings, focusing on the educational needs of individuals with disabilities.

This role is ideal for those with a PhD in Special Education who are passionate about advancing educational strategies and advocating for individuals with diverse learning requirements.

• Teaching University Courses : Instruct undergraduate and graduate students in special education courses, employing a range of teaching methods to accommodate different learning styles.
• Conducting Research : Engage in scholarly research to develop new insights into special education practices and policies, and publish findings in academic journals.
• Advising Students : Guide the academic and professional development of students, particularly those pursuing careers in special education.
• Curriculum Development : Design and update curriculum for special education programs to ensure compliance with current educational standards and best practices.
• Professional Development : Lead workshops and seminars for educators and professionals in the field of special education.
• Staying Informed : Keep abreast of the latest research, legal requirements, and technological advancements in special education.
• Research Skills : Strong research abilities, including designing studies, analyzing data, and publishing results.
• Teaching Expertise : Demonstrated experience in teaching at the college level, with a focus on special education.
• Communication Skills : Exceptional verbal and written communication skills, with the capability to convey complex educational concepts to a variety of audiences.
• Advocacy : A commitment to advocating for the rights and educational opportunities of individuals with disabilities.
• Mentorship : Ability to mentor and advise students and junior faculty, fostering their professional growth.

As a Special Education Professor, you play a critical role in shaping the future of special education by preparing the next generation of educators and influencing policy and practice.

With experience, Special Education Professors can advance to leadership positions within their departments, take on roles in university administration, or become experts consulted by policymakers and educational institutions.

Policy Maker in Special Education

Policy Makers in Special Education are instrumental in shaping the educational landscape for individuals with special needs.

They work at various governmental or educational levels to develop, implement, and assess policies that improve educational outcomes for students with disabilities.

This role is ideal for individuals with a Ph.D. in Special Education who are committed to making a significant impact on the educational system and advocating for the rights and needs of students with special needs.

• Policy Development : Collaborate with stakeholders to create comprehensive policies that address the needs of students with disabilities and ensure compliance with legal standards.
• Research and Analysis : Conduct research on current educational trends, legal requirements, and best practices in special education to inform policy decisions.
• Stakeholder Engagement : Work with parents, educators, advocacy groups, and students to gather insights and feedback on policy effectiveness and areas for improvement.
• Legislative Advocacy : Advocate for legislative changes that support special education initiatives and secure funding for programs.
• Evaluation and Reporting : Monitor the implementation of special education policies and report on their impact, making adjustments as necessary.
• Professional Development : Promote and provide opportunities for professional development among educators to enhance the delivery of special education services.
• Educational Background : A Ph.D. in Special Education, Educational Policy, or a related field is highly desirable.
• Expertise in Special Education : Deep understanding of special education laws, regulations, and the unique needs of students with disabilities.
• Strategic Thinking : Ability to develop long-term strategies that lead to effective policy outcomes.
• Communication Skills : Excellent written and verbal communication skills for drafting policy documents, presenting proposals, and facilitating discussions.
• Collaboration : Strong interpersonal skills for working with a diverse range of stakeholders in the field of education.

In this role, there is the opportunity to drive positive change and influence the quality of education for students with special needs.

With experience, Policy Makers in Special Education can advance to leadership positions within government agencies, educational institutions, or non-profit organizations.

They may also become sought-after experts and consultants on special education policy at the national or international level.

Research Scientist in Special Education

Average Salary: $55,000 – $85,000 per year

Research Scientists in Special Education conduct in-depth studies and analyses to improve educational strategies, interventions, and policies tailored to individuals with special needs.

This role is perfect for those with a Ph.D. in Special Education who are dedicated to advancing the field through evidence-based research and innovation.

• Designing and Conducting Research : Develop and implement rigorous research protocols to explore the effectiveness of educational practices for learners with diverse needs.
• Developing Interventions : Create and evaluate interventions that address specific challenges in special education settings, aiming to enhance learning outcomes.
• Analyzing Data : Employ advanced statistical techniques to interpret research findings and draw meaningful conclusions that can inform educational practice.
• Collaborating with Educators : Work closely with special education teachers and other professionals to translate research into actionable strategies.
• Disseminating Findings : Share research results through scholarly publications, conferences, and stakeholder meetings to influence the field of special education.
• Grant Writing : Seek funding opportunities and write proposals to support ongoing and future research endeavors.
• Educational Background : A Ph.D. in Special Education or a closely related field is required.
• Research Skills : Strong background in research methodology, including quantitative, qualitative, or mixed-methods approaches.
• Statistical Proficiency : Expertise in statistical analysis and software to manage and interpret complex datasets.
• Communication Skills : Excellent verbal and written communication skills for presenting research findings and collaborating with stakeholders.
• Problem-Solving : Ability to identify challenges within special education and design innovative solutions.
• Team Collaboration : Experience working as part of interdisciplinary teams to address multifaceted educational issues.

As a Research Scientist in Special Education, you have the potential to make significant contributions to the field, influencing teaching practices and policy decisions.

With experience, you can lead research teams, secure positions at prestigious institutions, or assume leadership roles in educational research organizations.

Your expertise could also open opportunities to consult on national and international special education initiatives, impacting the lives of learners across the globe.

Special Education Technology Specialist

Special Education Technology Specialists integrate and support technology in classrooms to enhance learning experiences for students with special needs.

This role is ideal for individuals with a PhD in Special Education who are passionate about leveraging technology to support diverse learners and their educational goals.

• Assessing Educational Technology Needs : Evaluate the technology needs of special education programs and recommend appropriate solutions.
• Implementing Assistive Technologies : Introduce and maintain assistive technology devices and software that support the learning of students with disabilities.
• Training Educators and Staff : Provide training to teachers and school staff on how to effectively use educational technology in special education settings.
• Developing Individualized Education Programs (IEP) : Collaborate with educators to include technology accommodations in IEPs that align with students’ learning needs.
• Staying Current with Trends : Keep abreast of the latest advancements in educational technology and special education research to provide the best solutions for students.
• Creating Accessible Content : Develop and adapt educational materials to be accessible and engaging for students with diverse learning needs.
• Educational Background : A PhD in Special Education, Educational Technology, or a related field is highly desirable.
• Technical Expertise : Strong understanding of current educational technologies and assistive devices tailored for special education.
• Collaborative Skills : Ability to work closely with educators, parents, and other specialists to create comprehensive support plans for students.
• Problem-Solving : Proficiency in troubleshooting technology issues and adapting technology to meet individual student needs.
• Patience and Empathy : A compassionate approach to addressing the challenges faced by students with special needs.
• Continuous Learning : Commitment to ongoing professional development in both special education and educational technology.

As a Special Education Technology Specialist, you will play a crucial role in the educational success of students with special needs.

With experience, there are opportunities to lead technology integration initiatives, train future educators, contribute to research in special education technology, or advance to administrative roles focusing on curriculum development and technology policy in educational settings.

Disability Policy Analyst

Disability Policy Analysts play a crucial role in researching, developing, and advocating for policies that improve the lives of individuals with disabilities.

They work with government agencies, non-profit organizations, and educational institutions to ensure that the needs of those with disabilities are met.

This position is ideal for PhD graduates in Special Education who are committed to promoting inclusivity and equity for individuals with disabilities.

• Analyzing Legislation : Examine current and proposed laws to assess their impact on people with disabilities.
• Policy Development : Help create effective policies that promote accessibility, accommodation, and equal opportunities in various sectors such as education, employment, and healthcare.
• Research : Conduct in-depth research on disability-related issues to inform policy recommendations and reports.
• Stakeholder Engagement : Collaborate with disability advocacy groups, policymakers, and educators to gather insights and promote policy changes.
• Educational Outreach : Organize and participate in workshops, seminars, and conferences to raise awareness about disability rights and policies.
• Monitoring Compliance : Ensure that institutions and organizations adhere to laws and regulations designed to protect the rights of individuals with disabilities.
• Policy Analysis Skills : Strong analytical abilities to understand and critique policies and their implications.
• Communication Skills : Excellent written and verbal communication skills, with the ability to articulate policy issues and solutions clearly.
• Research Proficiency : Competence in qualitative and quantitative research methods.
• Advocacy : A commitment to the rights and welfare of individuals with disabilities.
• Collaboration : Ability to work effectively with diverse groups, including government officials, disability advocates, and community members.

As a Disability Policy Analyst, there are opportunities for significant impact through shaping and implementing policies that make a real difference in people’s lives.

With experience, Disability Policy Analysts can advance to leadership positions within advocacy organizations, government agencies, or international bodies.

They may also become subject matter experts, consultants, or professors specializing in disability policy and advocacy.

Special Education Coordinator

Special Education Coordinators oversee and ensure the effective delivery of special education services in schools or educational institutions.

They work closely with teachers, parents, and students to create and implement individualized educational programs tailored to the unique needs of students with disabilities.

This role is ideal for individuals with a PhD in Special Education who are passionate about advocating for and supporting the educational development of students with diverse learning needs.

• Developing Educational Programs : Design and evaluate individualized education plans (IEPs) for students with special needs, ensuring they receive appropriate accommodations and support.
• Coordinating Services : Work with teachers, therapists, and other specialists to coordinate services and interventions that support the learning and growth of students with disabilities.
• Training and Support : Provide professional development and support to teachers and staff on best practices for inclusive education and specialized instruction techniques.
• Compliance and Reporting : Ensure that the school’s special education programs are compliant with federal, state, and local regulations, and maintain accurate records and reports.
• Family and Community Engagement : Act as a liaison between the school and families, fostering communication and collaboration to support student success.
• Resource Management : Manage resources, including budgeting and allocation of materials and personnel, to effectively support the special education program.
• Educational Background : A PhD in Special Education or a related field is typically required.
• Leadership Skills : Strong leadership and organizational skills to manage special education programs and lead a team of educators and specialists.
• Knowledge of Special Education : In-depth understanding of special education laws, instructional strategies for students with disabilities, and assessment tools.
• Communication Skills : Excellent verbal and written communication skills, with the ability to collaborate with a variety of stakeholders and advocate for students’ needs.
• Problem-Solving : Ability to address challenges and create innovative solutions to enhance educational outcomes for students with disabilities.

Special Education Coordinators have the opportunity to make a profound impact on the lives of students with disabilities.

With experience, they can move into higher administrative roles such as Special Education Director, oversee larger special education programs, or work in policy development to influence broader educational strategies and reforms.

Nonprofit Director for Disabilities

Nonprofit Directors for Disabilities lead organizations that advocate for and provide services to individuals with disabilities.

They are responsible for developing programs, securing funding, and managing staff to ensure the organization meets its mission.

This role is ideal for professionals with a Ph.D. in Special Education who are passionate about making a tangible difference in the lives of individuals with disabilities.

• Program Development : Create and oversee programs that cater to the educational, social, and employment needs of individuals with disabilities.
• Fundraising and Grant Writing : Secure funding through grants, donations, and fundraising events to support the organization’s initiatives.
• Community Outreach : Engage with the community to raise awareness about disabilities and to promote the organization’s services and advocacy work.
• Policy Advocacy : Advocate for policies that improve the lives of individuals with disabilities at local, state, and federal levels.
• Staff Management : Lead a team of professionals and volunteers, providing guidance and support to ensure the organization’s goals are met.
• Strategic Planning : Develop strategic plans to guide the organization’s growth and increase its impact on the community.
• Educational Background : A Ph.D. in Special Education or a related field is highly beneficial, demonstrating expertise in disability services and advocacy.
• Leadership Skills : Strong leadership and management skills, with the ability to inspire a team and manage an organization’s operations effectively.
• Experience in Nonprofit Management : A background in managing nonprofit organizations, with a focus on disabilities, is preferred.
• Grant Writing : Experience in writing grants and securing funding from various sources to support the organization’s objectives.
• Communication Skills : Excellent verbal and written communication skills, with the ability to engage with a diverse range of stakeholders.

This role offers the opportunity to lead meaningful change and improve the quality of life for individuals with disabilities.

With experience, Nonprofit Directors for Disabilities can become influential advocates in the field of disability rights, potentially impacting policy at higher levels of government or leading larger, international nonprofit organizations.

University Special Education Department Chair

The University Special Education Department Chair oversees the academic and administrative functions of the Special Education department within a higher education institution.

This role is ideal for individuals with a Ph.D. in Special Education who are committed to advancing the field of special education through leadership, research, and teaching.

• Academic Leadership : Guide the department’s educational vision and goals, ensuring alignment with the university’s mission and standards.
• Curriculum Development : Oversee the design and implementation of cutting-edge curricula that meet the needs of diverse learners and prepare future special education professionals.
• Faculty Management : Recruit, mentor, and support faculty members, fostering an environment of academic excellence and professional growth.
• Research Advancement : Promote and facilitate research initiatives, seeking to contribute to the body of knowledge in special education and related fields.
• Community Engagement : Build partnerships with local schools, organizations, and stakeholders to enhance the department’s impact on special education practices.
• Resource Allocation : Manage the department’s budget and resources, prioritizing initiatives that enhance the educational experience and departmental reputation.
• Leadership Experience : Proven experience in academic leadership roles, such as program coordinator or faculty head, within higher education.
• Research Expertise : A strong track record of research and scholarship in special education, with publications in respected journals.
• Communication Skills : Excellent verbal and written communication skills, with the ability to engage with diverse audiences, including students, faculty, and community partners.
• Strategic Thinking : Capacity to develop and implement strategic plans that advance the department and address emerging trends in special education.

This role provides the opportunity to shape the future of special education by nurturing the next generation of educators and researchers.

With experience, Department Chairs can ascend to higher administrative positions such as Deans or Provosts, influence policy-making in special education, or lead major research projects that have a national or international impact.

Adaptive Curriculum Developer

Adaptive Curriculum Developers create and modify educational materials and curricula to cater to the diverse learning needs of students with disabilities.

This role is perfect for individuals with a PhD in Special Education who are passionate about developing inclusive learning environments and resources.

• Designing Inclusive Curriculum : Develop educational programs tailored to the varying abilities and learning styles of students with special needs.
• Collaborating with Educators : Work with special education teachers and other professionals to implement effective teaching strategies.
• Assessing Educational Tools : Evaluate and adapt existing educational materials to improve accessibility and engagement for all learners.
• Researching Best Practices : Stay abreast of the latest research in special education to inform curriculum development.
• Training and Support : Provide training for educators on how to utilize adaptive curricula and offer ongoing support to ensure successful implementation.
• Monitoring Student Progress : Regularly assess the effectiveness of curricula by monitoring student progress and making necessary adjustments.
• Educational Background : A PhD in Special Education or a related field is required.
• Knowledge of Special Education : Deep understanding of disabilities and the challenges they present in educational settings.
• Curriculum Development Skills : Strong skills in developing, evaluating, and adapting curricula to meet the needs of students with disabilities.
• Collaboration : Ability to work effectively with a team of educators, therapists, and other specialists.
• Innovation : Creativity in designing educational materials that are both effective and engaging for students with special needs.

This role is critical in shaping the educational experiences of students with disabilities, ensuring they have the opportunity to learn and succeed alongside their peers.

With experience, Adaptive Curriculum Developers can advance to leadership positions, influence policy-making in special education, or contribute to academic research and publications in the field.

Special Education Program Administrator

Special Education Program Administrators oversee and enhance educational programs designed to meet the needs of students with disabilities.

This role is ideal for individuals with a Ph.D. in Special Education who are dedicated to creating inclusive learning environments and advocating for students with special needs.

• Program Development and Management : Design, implement, and evaluate special education programs to ensure they comply with federal and state regulations and meet students’ diverse needs.
• Staff Training and Support : Provide professional development and support for special education teachers and staff to ensure high-quality instruction and services.
• Resource Allocation : Manage budgets, allocate resources effectively, and seek additional funding opportunities to enhance program offerings.
• Collaborative Partnerships : Work with parents, teachers, and other stakeholders to create collaborative relationships that support student success.
• Policy Implementation : Ensure that all special education practices and procedures adhere to current laws and educational policies.
• Advocacy : Advocate for the rights and needs of students with disabilities, promoting inclusive education and accessibility.
• Educational Background : A Ph.D. in Special Education or a related field is highly preferred, often with additional certifications in special education administration.
• Leadership Skills : Strong leadership and management skills to effectively run special education programs and lead teams of educators and staff.
• Knowledge of Special Education Law : An in-depth understanding of special education law, including IDEA, ADA, and Section 504.
• Communication Skills : Excellent verbal and written communication skills for interacting with a diverse range of individuals, including students, parents, teachers, and other administrators.
• Problem-Solving : Ability to address and resolve complex issues that may arise in the management of special education programs.

Special Education Program Administrators play a crucial role in shaping the educational experiences and outcomes for students with disabilities.

Career advancement opportunities include moving into higher administrative roles such as Director of Special Education, or into policy-making positions where one can influence and enact changes at the district, state, or national level.

There’s also the potential to transition into academia, conducting research and training the next generation of special education professionals.

Special Needs Career Counselor

Special Needs Career Counselors guide and support individuals with disabilities in identifying and pursuing meaningful employment opportunities.

This role is ideal for those with a PhD in Special Education who are committed to enhancing the career prospects and independence of individuals with special needs.

• Assessing Skills and Interests : Evaluate the strengths, skills, and interests of individuals with special needs to recommend appropriate career paths.
• Developing Individualized Plans : Create tailored career plans that accommodate the unique abilities and requirements of each client.
• Facilitating Employment Opportunities : Collaborate with employers to identify job openings and modify work environments that are accessible and inclusive.
• Providing Job Search Assistance : Offer guidance on job search strategies, resume building, and interview preparation specifically designed for individuals with special needs.
• Advocacy and Awareness : Advocate for the rights of individuals with disabilities in the workplace and raise awareness among employers about the benefits of a diverse workforce.
• Continuing Education : Stay current with legislation, best practices, and resources related to special education and employment law to better serve clients.
• Educational Background : A PhD in Special Education or a related field, with a focus on vocational rehabilitation or career counseling for individuals with disabilities.
• Communication Skills : Excellent verbal and written communication skills, with the ability to interact effectively with clients, employers, and other stakeholders.
• Empathy and Understanding : A deep understanding of the challenges faced by individuals with special needs and a genuine desire to assist in overcoming these challenges.
• Problem-Solving : Ability to creatively address barriers to employment and develop innovative solutions tailored to individual needs.
• Interpersonal Skills : Strong interpersonal skills to build rapport with clients and foster relationships with potential employers.

Special Needs Career Counselors play a crucial role in empowering individuals with disabilities to achieve their vocational goals and improve their quality of life.

With experience, these professionals can advance to leadership positions in vocational rehabilitation centers, special education departments, or disability advocacy organizations.

They may also contribute to policy development or research in the field of special education and employment.

Higher Education Disability Services Coordinator

Higher Education Disability Services Coordinators ensure that colleges and universities provide the necessary accommodations and support for students with disabilities.

This role is ideal for individuals with a PhD in Special Education who are dedicated to promoting accessibility and equity in higher education environments.

• Assessing Student Needs : Evaluate the academic support and accommodations required for students with disabilities to succeed.
• Developing Accommodation Plans : Collaborate with students, faculty, and staff to create and implement effective individualized education plans (IEPs) and 504 plans.
• Training and Awareness : Conduct workshops and training sessions to educate the campus community about disability rights, accessibility, and inclusive teaching practices.
• Resource Coordination : Serve as a liaison between students and various campus services, including academic advising, counseling, and assistive technology resources.
• Compliance Monitoring : Ensure that the institution complies with federal and state laws related to disability services in higher education.
• Advocacy : Advocate for systemic changes to improve accessibility and inclusivity on campus.
• Educational Background : A PhD in Special Education or a related field is highly desirable.
• Knowledge of Disability Law : Familiarity with the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and other relevant legislation.
• Interpersonal Skills : Strong communication and interpersonal skills to effectively interact with students, parents, and faculty.
• Problem-Solving : Ability to identify barriers to accessibility and develop practical solutions.
• Organizational Skills : Proficiency in managing multiple cases and maintaining detailed records.

With their expertise, Higher Education Disability Services Coordinators have the opportunity to make significant impacts on students’ lives and campus culture.

With experience, they may advance to director-level positions overseeing larger disability services offices, consult for educational institutions, or contribute to policy development at the state or national level.

And there you have it.

A comprehensive guide on the most rewarding jobs for PhD holders in Special Education.

With a multitude of career paths available, there is something for everyone with a doctorate in this invaluable field.

So go forth and turn your significant qualifications into a meaningful career, aiming to make a difference in the lives of those with special needs.

Remember: It’s NEVER too late to turn your educational journey and passion into a successful, rewarding, and unique profession.

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The Editorial Team at InterviewGuy.com is composed of certified interview coaches, seasoned HR professionals, and industry insiders. With decades of collective expertise and access to an unparalleled database of interview questions, we are dedicated to empowering job seekers. Our content meets real-time industry demands, ensuring readers receive timely, accurate, and actionable advice. We value our readers' insights and encourage feedback, corrections, and questions to maintain the highest level of accuracy and relevance.

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Are There Career Opportunities for Ph.D.’s in Special Education? YES!

Education faculty positions are usually available each year..

Teacher education programs across the country have substantial difficulty filling faculty vacancies due to increased student enrollment and faculty retirement. Twombly et al. (2006) found that approximately 35 percent of all teacher education positions remain consistently unfilled. In addition, the total number of unfilled positions in teacher education continues to grow from 25 percent in 1998 to 36 percent in 2006 (Twombly). Of the 6,124 doctorate degrees granted in the field of education in 2006, only a third directly concentrated on education research or teacher education (i.e., higher education), whereas the majority concentrated on educational administration (National Opinion Research Center; NORC, 2006).

Special Education Faculty Are Especially in Demand.

Special education programs are in even greater need of new faculty, as the proportion of special education positions among the available teacher education jobs is even higher (Twombly et al., 2006). More specifically, Reyes, 2002 found that up to 50 percent of searches in special education were unable to fill faculty positions. Eighty-four percent of all IHE teacher education positions require an earned doctorate; however, according to the Survey of Earned Doctorates the pool of individuals with earned doctorates in special education is simply not large enough to fill the vacancies (NORC, 2006). For example, in 2006, 257 special education positions were advertised. Although 259 doctorates in special education were granted that year, only 105 were seeking higher education faculty positions, which left more than half the available positions unfilled (NORC, 2006). In addition to the overall need for individuals with earned doctorates to fill special education faculty positions, there is a particular need to increase the number of minority doctoral students to fill faculty positions. The majority of special education faculty members are Caucasian. (i.e., over 70 percent, Wolf-Wendel et al., 2006). This is unlikely to change as 83 percent of special education doctoral recipients in 2005 were also Caucasian (Washburn-Moses, 2007).

The Need for More Teachers Creates the Need for More Faculty.

Rising numbers of students in need of special education services leads directly to the need for more special educators to teach these students. Cook and Boe (2007) found that the demand for special education teachers has steadily grown at a higher rate than general education teachers over a 12 year period (1988-2000). General education positions grew at a 26% rate while special education positions grew at a 38% rate. In addition, Cook and Boe also found that the majority of special education teacher positions are filled by newly-graduated first-time teachers (i.e., from undergraduate teacher education programs) and that there has been higher enrollment in special education teacher education programs in the last 12 years. The need for more special education teachers leads directly to the need for more teacher educators.

Not only is there a need for sheer numbers of special educators to fill PK-12 positions, there is perhaps an even greater need for high quality teacher preparation. Despite rising numbers of special education positions, Cook and Boe’s data suggest that the supply of first-time special educators will meet the demand. However, there is still a marked need for improvements in the quality of teacher preparation. Specifically, Cook and Boe (2007) found that only 46% of first year special education teachers had completed “extensive teacher preparation specifically with degree majors in special education” (p. 227). These data suggest that nearly half of all first-year special education teachers may be unprepared to structure instruction in a way that works for students with disabilities. It is likely the 46% of special education teachers without degree majors are individuals who were hired to fill critical needs positions although their undergraduate training did not directly relate to special education. In order to keep a teaching position, individuals who transfer from other fields will need to fulfill special education licensure requirements offered through university programs. More special education faculty are clearly needed to provide high quality teacher education to fill PK-12 teacher vacancies with highly qualified individuals.

UNC Charlotte’s Response to the Need for More Doctoral Graduates to Fill Faculty Positions.

UNC Charlotte has established a relatively large program and plans to continue to maintain this in order to fill the urgent and increasing need for more doctoral graduates to fill faculty and school leadership vacancies. At the program’s inception, the proposed capacity was 20-26 students with the goal of graduating at least 5 students per year. We have met and exceeded this goal for the past decade. At UNC Charlotte, doctoral students learn how to prepare highly qualified teachers through applications of evidence-based practice. UNC Charlotte has become a nationally recognized institution of higher education. Since the inception of the Special Education Ph.D. program in 2000, UNC Charlotte has been designated a Doctoral/Research Intensive University by the Carnegie Foundation for the Advancement of Teaching. This classification is the foundation’s second highest classification. In addition, UNC Charlotte’s College of Education programs are nationally recognized and accredited. In particular, the university’s special education graduate programs have been nationally recognized for high quality graduate level education. In 2007, UNC Charlotte’s special education graduate programs were ranked 8th in a report of the best graduate programs for special education in the country by U.S. News and World Report. Our alumni are now special education faculty in universities in several states and across North Carolina.

For full references or permission to reproduce the above material, contact [email protected] .

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PhD in Educational Studies, Special Education

As a doctoral student in special education you will use research to help improve the lives of children, youth and adults with disabilities as you prepare to become a leader in the field. The full-time PhD program in special education at The Ohio State University is designed to prepare leaders in research, teaching and service. In our accreditated program, you will develop competencies in conducting applied research, writing for publication, advanced applied behavior analysis, college teaching and service to the profession and community.

Specializations

In consultation with their faculty advisor, students will identify an area of specialization.  Examples of specialization include, but are not limited to, applied behavior analysis, intellectual and developmental disabilities, d/Deaf and hard of hearing, high-incidence disabilities, and gifted education.

ABAI Accredited PhD Program Information

Frequently Asked Questions

The PhD program in Special Education is designed to prepare leaders in research, teaching and service for faculty positions in colleges and universities and for other positions in behavioral clinics or agencies in the communities. In our accredited program, you will develop competencies in conducting research, writing for scholarly publications, using advanced applied behavior analysis and college/university teaching. Doctoral students will obtain a range of expertise in research paradigms and use this knowledge to help improve the educational and social lives of children, youth and adults with disabilities in societies. Our committed faculty will work closely with candidates to prepare them for their future professional careers.

How is instruction delivered?

In general, the instructional delivery mode is in-person or face-to-face. There are a few online distance education courses. Students may enroll in individual study credits with their advisors to work on research projects or to prepare for candidacy exams. All students need to complete a dissertation under the guidance of a faculty advisor. Dissertation credits entail individualized meetings between students and advisors.

How long will it take me to complete the program?

The program admits full-time and part-time students. Full-time students can complete the program in 3 ½ to 4 years. The completion time for part-time students varies, however, part-time students should enroll in a minimum of 3 credits per semester. After a successful candidacy exam, all students enroll in a maximum of 3 credits until the completion of the dissertation. There is a required minimum of 6 dissertation credits.

Will I get a job?

Not only is there a teacher shortage in K-12 school settings, but also, there is a need for faculty in higher education settings and even in agencies that serve individuals with disabilities. Graduates should be able to secure a position in comprehensive research institutions (R1), universities with teacher-preparation programs and governmental and service agencies.

What experiences outside the OSU classroom can I expect to have?

All doctoral students are expected to deliver presentations at refereed professional organizational meetings and conferences. Students may have the option of working alongside with faculty on faculty’s research projects, providing them with experience in designing and conducting investigations. Students may also collect data on children and adolescents with disabilities in the schools for their own research projects, including dissertations. Individuals with Graduate Teaching Associateships may supervise undergraduate students in pre-student teaching and student teaching endeavors. There may also be opportunities to teach class sessions or an entire undergraduate course. Students are strongly encouraged to join the student chapters of professional organizations associated with their specialty area (e.g., Association for Behavior Analysis International, Association of College Educators—Deaf and Hard of Hearing, Council of Exceptional Children, International Dyslexia Association, and The Association for Gifted Children).

How will my own interests be addressed?

The SPED doctoral program is flexible to accommodate a range of interests. Students are typically matched with faculty advisors, who have similar or related research interests. Students and advisors work together to develop a program plan that fits the future professional goals of the students. Individuals can decide on a research topic and the manner in which the topic can be investigated (i.e., questions, methodology, research design, etc.).

Who teaches the courses I will take?

SPED doctoral courses are taught by SPED faculty with expertise in the various content areas such as behavioral strategies, inclusion and diversity, instructional methods, language and literacy development, paraprofessional training, research paradigms, transition and more. SPED faculty have also conducted research in their instructional areas, making it easy for students to see the connections between research and evidence-based practices. Students are also required to take department-wide and research courses taught by non-SPED faculty to foster a general community of scholars and to understand and appreciate the diversity of instructional and research perspectives.

What student-centered activities can I join?

There are a number of clubs, organizations, and related gatherings at Ohio State for graduate students. Find your niche at the OSU student organization site .

Is there any financial support for me?

The College offers scholarships for newly-admitted and continuing graduate students, who have qualified credentials and a financial need. Several of these scholarships are geared toward individuals in special education programs. There may be graduate associateship positions (Graduate Teaching Associateship or Graduate Research Associateships) available at the Department or Program level. Individuals should apply for these funding opportunities, which are made public during the admission process.

The SPED faculty is a dedicated group, who desire to facilitate the development of competent  scholars, are exposed to and acquire evidence-based practices and critical-thinking skills. Members of the SPED faculty have received several national and international awards and are actively engaged in on-going research and scholarship. The faculty is accessible and committed to contribute to the professional development of students, enabling them to achieve their future professional goals.

Career Paths 

Funding Options 

Key to teaching, research and learning in the college, associateships provide students with professional experience and financial support.

These financial awards are made by Ohio State to students based on academic merit through a university-wide competition.

The college annually awards scholarships to its students to support their academic goals.

Degree Requirements

Prerequisites

Master's degree

Minimum Program hours

Deadline to apply

December 1 

Program start

Autumn Semester 

View Special Education (EDUCST-PH, SPE) Curriculum Sheet

Apply to Ohio State

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Application checklist

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Ph.D. in Special Education

California State University, Los Angeles (CSULA) and the University of California at Los Angeles (UCLA) offer a unique Joint Doctoral Program in Special Education that prepares graduates to be leaders in the field as university faculty engaging in teacher education and research, or as researchers or administrators in federal, state, or local education agencies or research organizations. Our Joint Doctoral Program, which has existed since 1970, leads to the degree of Ph.D. in Special Education. The program combines the resources and expertise of UCLA and CSULA faculty and provides in-depth coursework in special education, human development, educational research, and other areas relevant to a student's career goals.

Program Overview

• Students admitted into the program begin their doctoral study at CSULA while working closely with special education faculty in research and teaching activities, and taking small seminars on special education and related topics.
• In the second year, students move to UCLA and participate in an ongoing research practicum with a faculty advisor and take in-depth courses in research methods and in substantive areas in human studies and psychology. While at UCLA, students maintain contact with the CSULA coordinator and faculty, and faculty from both CSULA and UCLA oversee and score their written doctoral examination, supervise research, and serve on their dissertation committee.

The course work and experiences included in this program directly address the goal of preparing professionals who can assume leadership positions in teacher education and research in special education. A series of seminars provide breadth of knowledge in special education across disability areas. Other courses provide in-depth study of teacher education issues as well as practicum experiences in which experienced faculty provide mentoring for students as they assume instructional roles in the university classroom and supervise the classroom teaching of credential candidates. Seminars or independent studies provide candidates with depth of knowledge in specialization areas such as learning disabilities, autism, or law and policy, among others. Faculty also provides mentoring that involves candidates in faculty-sponsored research or other projects.

Candidates complete statistics and research methodology courses at CSULA and UCLA. Coinciding with this coursework, they participate in research practicum experiences. Candidates take further courses at UCLA to acquire depth and breadth of knowledge in human development and psychology related to education, including courses on typical and atypical development. Courses in a cognate area outside of education are taken at either campus and complete the candidates' multidisciplinary training at the doctoral level. In total, students must complete a minimum of 19 courses at CSULA and UCLA. Candidates are evaluated on the basis of their class performance, professional commitment, participation in research and teaching practicums, a second year research project, a comprehensive written examination, and a doctoral dissertation.

Program Learning Outcomes

• Demonstrate knowledge of children with disabilities, including students who attend high poverty low performing schools.
• Demonstrate knowledge of research-based interventions and effective practices that improve outcomes for children with disabilities, including students who attend high poverty low performing schools.
• Demonstrate knowledge of applicable laws and policies related to children with disabilities and the ability to provide advocacy to improve their outcomes..
• Demonstrate the ability to teach prospective teachers research-based interventions and effective practices that improve outcomes for children with disabilities, including students who attend high poverty low performing schools.
• Demonstrate the ability to critically evaluate, propose, conduct, write up, and/or disseminate research on interventions, practices, and policies intended to improve outcomes of children with disabilities, including students who attend high poverty low performing schools.

Information Sessions

Tuesday, Sept. 13th @ 4pm Wednesday, Sept. 21st @ 4pm Thursday, Oct. 13th @ 5pm

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APPLY NOW FOR FALL 2024 - DEADLINE IS JAN 15, 2024

Information Sheet

Admission Procedures

Contact the Joint Doctoral Coordinator at Cal State LA and/or attend an Informational Meeting Note: GRE is being waived for the Fall 2021 application cycle,  APPLY NOW for Fall 202 4 - Deadline is January 15, 2024

• Apply to the University online at: https://www2.calstate.edu/apply
• Submit official transcripts from undergraduate and graduate study
• Three letters of recommendation
• Curriculum Vitae or Resume
• Applicants may be asked to participate in an oral interview with the Joint Doctoral Committee members.

Admission Requirements

• Minimum 2.75 undergraduate upper division and 3.4 graduate grade point average   
• A master’s degree in Special Education or a related field
• Minimum of three years of professional experience with individuals with disabilities
• Demonstration of potential for successful completion of doctoral research

Program Faculty

Dr. lois weinberg.

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College of Education

Phd special education.

The PhD in Special Education prepares individuals for careers as university scholars, teacher educators, and school leaders. With a focus on conducting research on special education in urban and culturally diverse schools, we emphasize the importance of data and empirically derived theory to promote effective practice and policy for students with special needs. The program develops student competencies in research and teaching through coursework and individual advising. In addition, the program provides doctoral students opportunities to develop competitive professional resumes through scholarly publications and presentations at the national, state, and regional levels. Program faculty have expertise in a range of areas including language and literacy, early intervention, developmental disabilities, emotional and behavioral disabilities, special education policy, and teacher preparation.

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Overall: 96 semester hours of graduate work beyond the bachelor’s degree or 64 semester hours beyond the master’s degree

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The purpose of UIC’s Special Education PhD program is to prepare students to pursue careers in special education research in either academia or to pursue school or district administrative positions. Most graduates move into higher education which includes preparing teachers, conducting research, and contributing to the field via various service activities.

How long does the program take?

Most students complete the program between four and six years with full-time students, typically completing the program in closer to four years and part-time students completing the program in six years.

Is transfer of course credit allowed?

Transfer of course credit is not automatic and requires approval of program faculty. The UIC Graduate College permits no more than 25 percent of the hours to be transferred into the degree. UIC’s Special Education PhD program will transfer up to 16 credit hours of relevant coursework if approved by the program coordinator and the Graduate College. For more information about credit transfer procedures, please consult the UIC Graduate Catalog .

Can I hold a job while in the program?

Yes, many students in the program will hold a full-time job during their program. Evening course meeting times help to reduce conflicts between work and academic schedules.

When do courses meet?

College of Education courses typically meet once a week in the evenings (5 p.m.–8 p.m.) Monday through Thursday. In the summer, they typically meet twice per week in the evenings (4:30 p.m. – 8:30 p.m.)

Is the GRE required?

No, the GRE is not required.

Is a master’s degree required for this program?

Yes. A master’s degree is required to earn a PhD. The master’s degree may come from any field related to special education. For students without a master’s degree, it is possible to earn one as part of the program of study while pursuing the PhD. Experience working in the field prior to enrolling is beneficial to students entering the field.

Can I afford the degree?

UIC makes every effort to help students pay for the cost of going to college. Our College Financial Aid page can help answer your questions.

Review the UIC tuition and fee schedule and find out more about billing and payment options .

The University of Illinois at Chicago offers six basic types of financial aid for graduate students: fellowships, assistantships, tuition-and-selected-fee waivers, traineeships, loans, and employment. Applicants for these types of aid must be admitted to a graduate degree program or have a completed application pending. Eligibility for loans is determined by the Office of Student Financial Aid. Applicants for loans should go directly to the Office of Student Financial Aid. Applications for fellowships, assistantships, and tuition/fee waivers are available in the department office, the Graduate College Office, and on the Graduate College website. In the administration of these programs and in selecting students for participation in them, the University of Illinois at Chicago adheres to the Nondiscrimination Statement on the Office for Access and Equity website .

Can I get housing on campus?

Yes. It is best to apply as soon as you know you want to live on campus, because applications are prioritized by date of application. Visit campus housing to find out more and submit your application.

What student support does the College of Education provide?

The UIC College of Education is committed to the success of its students. If you have concerns or questions you can stop by the Office of Student Services or make an appointment to see a faculty advisor. The College encourages a good working relationship between students and their advisors. You can also find support from your professors and fellow students. UIC offers many support programs and opportunities that encourage academic success. Your program advisor can help you connect to UIC resources.

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Doctor of Philosophy (PhD) in Special Education

The PhD program prepares leaders in the field of special education to bring systemic change to educational and community settings in ways that improve access and equity for children and youth with disabilities and their families. The program prepares graduates to address pressing issues in the field including increasing equity across diverse groups of students, improving post-school outcomes for individuals with disabilities, and enhancing teacher efficacy in special education.

Faculty research focuses on the following areas: •    Research methodologies in special education •    Diversity and equity issues in the field of special education •    Literacy and reading instruction for individuals with disabilities •    Teacher education and preparation of high-quality special education teachers •    Evidence-based interventions with students with severe disabilities including multiple disabilities, intellectual disability and autism •    Special education issues in adolescence, transitional and vocational education

Special education is one of the two academic areas in the Department of Rehabilitation Psychology and Special Education. The areas are joined by a common mission of preparing professional leadership personnel to address the educational and rehabilitation needs of individuals with disabilities across the life span. Special education addresses the needs of children, youth, and young adults through its teacher education, research and service programs. Rehabilitation psychology addresses the needs of older youth, young adults, and adults. Department faculty in both areas join resources to provide training and research programs that promote successful transition from school to the world of work, post-secondary education and successful psycho-social adaptation for individuals with disabilities.

The department is a national and international leader in preparing PhD professionals to serve in leadership positions in university teaching, research, and program administration. This leadership is evidenced by the publication and research record of its faculty and graduates, and by the routine placement of PhD graduates in major universities and colleges.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

Admission Requirements

Applicants must have a master's degree in special education, education, curriculum and instruction, teacher preparation, or another related field to be considered for the program.

Applicants are expected to meet general requirements for admission to the Graduate School. The admissions committee considers a variety of factors including:

• academic preparation,
• letters of recommendation,
• personal statement, and
• professional experiences.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Financial support is available to admitted students and may include scholarships, traineeships, teaching assistantships, and research/project assistantships. The Special Education PhD program seeks to provide five academic years of funding to qualified admitted students. Funding includes tuition remission and stipend and access to the University's health insurance program among other benefits. Prospective students should see the program website for funding information.

Minimum Graduate School Requirements

Major requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Mode of Instruction

Mode of Instruction Definitions

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Curricular Requirements

Required Courses

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate credits earned at other institutions.

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Undergraduate Credits Earned at Other Institutions or UW-Madison

No credits taken as an undergraduate are allowed to count transfer.

Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)

Credits earned as a university special student at uw–madison.

Refer to the Graduate School: Probation policy.

Advisor / Committee

Students are assigned a faculty advisor upon admission to the program. See the program handbook for additional information about advising.

Credits Per Term Allowed

Time limits.

Doctoral students have five years from the date of passing the preliminary examination to take the final oral examination and deposit the dissertation. 

A candidate for a doctoral degree who fails to take the final oral examination within five years after passing the preliminary examination is required to take another preliminary examination and be admitted to candidacy a second time.

Deposit of the doctoral dissertation in the Graduate School is required.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office Student Assistance and Support (OSAS)  (for all students to seek grievance assistance and support)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking, and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed. Many issues can be settled informally at this level. If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor. The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW–Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• Office of Student Assistance and Support (OSAS) (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

Professional Development

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

Learning Outcomes

• (Conceptual Knowledge) Formulates ideas, concepts, designs, and/or techniques within and beyond the current boundaries of knowledge, or practice within the field of study; demonstrates breadth within their learning experiences.
• (Research Skills) Articulates research problems, potentials, and limits with respect to theory, knowledge, or practice within the field of study; creates research, scholarship, or performance that makes a substantive contribution.
• (Teaching/Advising Skills) Shares knowledge and research in the field with students in a clear and engaging manner; effectively communicates with students within and outside of class; advances contributions of the field of study to society.
• (Communication and Leadership Skills) Communicates complex ideas in a clear and understandable manner to a variety of audiences.
• (Service) Participates in public and professional service.
• (Professionalism/Ethics) Demonstrates the ability to work well with others, participates in professional organizations, adheres to ethical standards of research protocol and professional behavior.

Rehabilitation Psychology

Malachy Bishop, Jina Chun, Garrett Huck, Kyesha Isadore, Sang Qin, Susan Smedema, Timothy Tansey, and Susan Wiegmann

Special Education

Zhe An, Aydin Bal, Heather Dahl, Sarah Lent, Hailey Love, Dian Mawene, Carlyn Mueller, Andrea Ruppar, Susan Syverud, Renee Tennant, Beverly Trezek, Ashley White, and Kimber Wilkerson

Kayla Armstrong Alfstad, Rebecca Bradbury, John Loeffelholz, Melissa Otto

For more information about faculty in the Rehabilitation Psychology and Special Education Department, see: https://rpse.education.wisc.edu/fac-staff/

Certification/Licensure

Professional certification/licensure disclosure (nc-sara).

The United States Department of Education (via 34 CFR Part 668 ) requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure. The expectation is that institutions will determine whether each applicable academic program meets state professional licensure requirements and provide a general disclosure of such on an official university website.

Professional licensure requirements vary from state-to-state and can change year-to-year; they are established in a variety of state statutes, regulations, rules, and policies; and they center on a range of educational requirements, including degree type, specialized accreditation, total credits, specific courses, and examinations.  

UW-Madison has taken reasonable efforts to determine whether this program satisfies the educational requirements for certification/licensure in states where prospective and enrolled students are located and is disclosing that information as follows.

Disclaimer: This information is based on the most recent annual review of state agency certification/licensure data and is subject to change. All students are strongly encouraged to consult with the individual/office listed in the Contact Information box on this page and with the applicable state agency for specific information.

The requirements of this program meet certification/licensure requirements in the following states:

The requirements of this program do not meet certification/licensure requirements in the following states:.

Not applicable

Updated: 1 June 2024

8 Careers You Can Pursue with a Doctorate in Education

Industry Advice Education

By earning a Doctor of Education (EdD) degree, you’re preparing yourself for a career with lasting impact—on students, on the future of a college or university, on your community, or on the trajectory of a nonprofit trying to improve other communities locally and abroad.

You’re also positioning yourself for advancement. Professionals who earn an EdD are qualified for roles leading and operating schools at the elementary, high school, or college level. They learn to lead in a way that can be transferred to the front of a classroom or at the ground level of an organization.

An EdD signals to employers that you’re a thought leader; that you’re someone who’s demonstrated the capacity to identify a problem, examine issues from multiple perspectives, and offer relevant insights for practical solutions. With your doctorate in hand, you’re prepared to take on a leadership role across a variety of industries.

Here’s a look at the types of positions EdD graduates pursue and eight of the top careers available in the field. 

Download Our Free Guide to Earning Your EdD

Learn how an EdD can give you the skills to enact organizational change in any industry.

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What Type of Positions Do EdD Students Pursue?

Northeastern’s EdD students cultivate their leadership skills in the program by integrating practice and insights from experienced faculty and high-achieving peers . They come from diverse fields, including business, criminal justice, healthcare, military, human services, and the nonprofit sector. Their job titles and careers are just as diverse, with students working as policymakers, systems analysts, and administrative leaders within higher education institutions, nonprofit organizations, and governmental agencies.

Top Careers for Doctor of Education Graduates

1. college president.

Average Annual Salary: $272,203

Presidents are the top leaders of a college or university. They establish and execute on their school’s strategic vision, spearhead fundraising, attend student events, and deliver speeches to a variety of constituents, such as donors, lawmakers, government, and faculty, to raise the profile of the institution both locally and abroad. They also collaborate with senior administrators, faculty, and staff to devise new ways to support students and improve their learning environment while maintaining high academic standards. Depending on the type of public or private institution they lead, college presidents can earn impressive seven-figure salaries . 

2. Chief Learning Officer

Average Annual Salary: $152,225

In education, top executive roles include positions like “chief learning officer”—a senior-level professional who develops and drives strategies that help his or her college or university meet critical business goals. Chief learning officers (CLOs) focus on creating strategies for training, learning, and development, and typically oversee an institute’s latest technologies, such as its online learning platform.

Average Annual Salary: $148,783

A provost—or vice president, depending on the college or university—is a senior-level academic administrator who tends to be second in command after the president. Provosts work closely with deans and department heads, and help determine their institution’s academic goals and priorities, as well as how to allocate the resources necessary to support those initiatives. They often oversee daily operations and work to hire and retain a diverse faculty. 

4. School Superintendent

Average Annual Salary: $116,931

Superintendents are the top executives of a school district. They’re responsible for establishing and overseeing their district’s budget, staffing, infrastructure, and spending. Superintendents collaborate closely with a school board to develop and implement new policies and programs in line with the district’s short- and long-term goals, as well as allocate the financial and human resources necessary to achieve the district’s overarching vision.

5. Elementary, Middle, and High School Principal

Average Annual Salary: $95,310

Principals oversee the daily operations of an elementary, middle, or high school. They hire teachers and staff, manage the budget, and enforce disciplinary rules when necessary. Principals also develop and assess educational programming aimed at achieving student learning outcomes, all while striving to create and maintain a positive learning environment. More than 11,000 principal positions are expected to emerge by 2028, according to the Bureau of Labor Statistics .

A principal’s salary might differ depending on whether he or she works at an elementary, middle, or high school. The mean wages for principals at each level, according to PayScale are:

• Elementary School : $81,095
• Middle School : $87,989
• High School : $92,197

6. Academic Dean

Average Annual Salary: $90,339  

Deans work at the senior administrative level of a college or university. The role varies depending on the institution, but deans often manage faculty and staff, set academic goals, implement strategic planning, oversee their department’s budget, help fundraise, support research initiatives, and foster student development. Some departments you might find them in are:

• Admissions : Those working in admissions develop and lead recruitment initiatives for a college or university. They evaluate applications, decide the number of students who should be admitted to the school, who those students should be, and communicate with prospects and their families.
• Research : A dean of research often oversees faculty and collaborates with them to create a strategy for developing short- and long-term research initiatives. They also work to secure research funding, oversee the research budget, and establish key industry partnerships.
• Student Affairs : The student affairs office typically oversees a variety of different departments, such as residence life, athletics, student support services, and diversity and inclusion. A dean of student affairs typically establishes and evaluates nonacademic programs that foster and enrich the student experience, as well as handle disciplinary issues and communicate with students’ parents or legal guardians.
• Advancement : The advancement office—also known as “development” or “alumni relations” depending on the school—is responsible for securing funding for the college or university from potential donors, including alumni, government policymakers, corporations, and foundations. They nurture and maintain those relationships, ensuring all gifts received are being used as intended.

7. Professor

Average Annual Salary: $78,470

Postsecondary teachers, or professors, work at the college or university level, developing course curricula, instructing students in a specific area of study, and assessing their progress. When they’re not teaching, professors are often conducting research, writing scholarly papers, or attending conferences.

Professors’ salaries vary based on where they are on the tenure track and their area of expertise. The median salary for a professor based on rank, according to PayScale, is:

• Instructor : $49,510
• Lecturer: $51,101
• Assistant Professor : $67,021
• Associate Professor : $76,250
• Professor : $87,018

Salaries range further depending on the professor’s focus. According to the U.S. Bureau of Labor Statistics , the top 10 highest-paying subjects—and what those subjects offer in terms of average annual wage—are:

• Law : $111,140
• Engineering : $101,720
• Economics : $101,720
• Health Specialties : $97,370
• Atmospheric, Earth, Marine, and Space Science : $90,860
• Physics : $90,800
• Architecture : $86,980
• Forestry and Conservation Science : $86,900
• Agricultural Sciences : $84,640
• Business : $83,960

8. Executive Director of Education

Average Annual Salary: $73,640

Executive directors are often the senior leaders of a nonprofit organization or business. They work closely with a board of directors but are the ones who make the daily operational decisions. Executive directors hire and manage staff, handle external relations, engage volunteers, oversee the budget—including all fundraising initiatives—and develop policies, programs, and strategies that guide the organization’s mission and purpose. 

What Can You Do with a Doctorate in Education from Northeastern?

When you earn your EdD from Northeastern , you’re not only advancing your own work, you’re joining a top-tier university and pursuing a rigorous education with an entrepreneurial orientation toward making our world a better place. You’re joining a vast network of students and alumni in the EdD, which spans more than 2,000 professionals across many domains of education. You’re gaining access to engaging faculty who understand the importance of professional experiences in a growing leadership capacity, and who are prepared to offer you personal attention to support your professional development.

With your EdD, you can make a difference in the lives of children, communities, and organizations, as you transform your problem of practice into a plan for change and action.

Editor’s note: This article was originally published in September of 2017. It has since been updated for accuracy and relevance. 

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Graduate SEN Teaching Assistant

• Horsenden Primary School
• £27,279 - £28,130 per year

Job overview

Salary: Grade 6 - £27,278 to £28,138 (actual pro-rata salary per annum) – includes London weighting and Ealing Supplement

Hours: 32.5 hours a week (8:30am to 3:30pm, Mon to Fri) Term Time only + 1 week (39 weeks)

Required for: ASAP

Are you a graduate Teaching Assistant looking for further opportunities?

If yes, then Horsenden Primary School may have just the opportunity for you. The leadership team and governors are looking to further strengthen the inclusion team with the addition of a Graduate SEN Teaching Assistant. As a Graduate SEN Teaching Assistant you will play a key role in individual and small group support for identified pupils with special educational needs, be responsible for the inclusion of all pupils as well as delivering specific interventions to reduce barriers to learning. This will be combined with some whole class cover if you are interested and you may in future be considered for a Teaching Apprenticeship at the school after 1 year. 

The successful candidate will be someone who is:

• A passionate Teaching Assistant who is educated to degree level and experience of working with children with additional needs.
• Flexible and be able to work as part of a team to improve the outcomes for pupils.
• Able to plan and deliver a range of interventions for pupils to support their academic and emotional wellbeing.
• Actively engaged in improving their own skills through seeking constructive feedback.
• To work under the guidance of teachers in the planning and implementation of work programmes with individuals or groups of pupils with special educational needs.
• To provide general support to the inclusion team and class teachers in the support of pupils with special educational needs inside and outside of the classroom.
• To assist the teachers and inclusion team in creating and maintaining a purposeful, orderly and supportive learning environment.
• To promote the inclusion of all pupils, ensuring they have equal opportunities to learn, develop and be successful.
• To be responsible for promoting and safeguarding the welfare of children within the school.

The school:

Horsenden Primary school is a 3 form entry primary school in the Greenford area of the London Borough of Ealing, serving a diverse community. The school’s fantastic facilities, such as the swimming pool, computing suite and practical room provide a range of unique development opportunities for new or experienced teachers.

What we will offer:

• An experienced leadership team focussed on school improvement and committed to professional development for all staff.
• Support and development through an effective appraisal system and regular feedback from monitoring.
• An enthusiastic team and motivated children who are eager to make good progress in their learning.
• Competitive inner London weighting salary.
•  Generous local government pension scheme.
• Employee assistance programme.

Safeguarding:

We are committed to safer recruitment, safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. The successful applicant will be required to apply for an Enhanced Disclosure from the Disclosure & Barring Service (DBS). Further information can be found at: https://www.gov.uk/government/organisations/disclosure-and-barring-service .

In line with Keeping Children Safe in Education 2023 and safer recruitment practices, the school will conduct an online search for all shortlisted candidates. The online search is part of our safeguarding checks and will seek publicly available information on candidates’ suitability to work with children.

Visits to the school are strongly encouraged. Please email Mrs F Carver to make an appointment at [email protected] or call 020 8422 5985.

To apply please download the application form, job description, person specification and guidance notes from our school website at: www.horsenden.ealing.sch.uk/our-school/working-with-us . Please return your completed application form via [email protected] . If you are applying through TES, please upload your completed application form (including the supporting statement) to the TES platform.

Please note: CVs will not be accepted.

Closing Date and shortlisting:  Thursday 11th July 2024 at 12pm midday

Interviews: Tuesday 16th July 2024

Attached documents

• Advert Graduate SEN TA June 2024.pdf 226.37KB
• Job Description 110.43KB
• Person specification 114.19KB
• Guidance on completing the application form_Support Staff.pdf 469.09KB
• Ethos and school values 903.24KB

About Horsenden Primary School

• Horsenden Lane North, Greenford
• United Kingdom

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Letter from the Headteacher

Thank you for showing an interest in our vacancy at Horsenden Primary School. We are a large, multicultural school where we hold limitless aspirations for our pupils and staff. We are keen to recruit inspirational and ambitious staff to join our well-established team. Our school values, represented by the HORSE code (Hardworking, Optimistic, Respectful, Sincere, Empowered) underpin the work we do. Staff and governors strive for continuous improvement to achieve exemplary teaching and learning experiences for all of our pupils, each and every day.

We achieve all of this by investing heavily in developing and valuing all staff. Staff are developed in a range of ways and are provided with a wide variety of opportunities to engage in personalised training, including opportunities for professional reading, discussion and self-reflection. The professional development programme is complimented with a coaching-style feedback model, strong links with other local schools, and opportunities to access externally provided qualifications such as the NPQ’s.

We aim to develop pupils who are confident, ambitious critical thinkers who have the skills to successfully explore their interests while becoming curious about the world around them. Our newly developed experiential curriculum is designed to inspire and challenge our pupils. It is well designed and bespoke to our school, celebrating our pupils and the local community. It is built on an oracy approach where speaking and listening underpins learning. The explicit teaching of new vocabulary combined with talk opportunities support pupils to make links across subjects and to their real life experiences.

Inclusion is at the heart of what we do. All pupils are valued for their differences and staff strive to ensure that every child is challenged to access the curriculum at their level. We are still embedding our approach to using metacognition and SOLO Taxonomy to hold limitless aspirations for all of our pupils. We aim to teach children how their brains work, how they learn best and to take responsibility for their learning and progress, which we believe will set them up for life.

• Excellent CPD programme and career development opportunities
• Generous pension scheme
• Inner London weighting salary
• Employee assistance programme
• Support from experienced Senior Leadership Team

Our facilities

Horsenden Primary school is a large three form entry school in the leafy Greenford area of the London Borough of Ealing, serving a diverse community. Our pupils have access to a range of fabulous facilities including an on-site swimming pool, dedicated music room, computer suite, practical room with cooking facilities, well-resourced book areas and libraries as well as a Multi-Use Games Area and three separate playgrounds. Our wonderful facilities allow us to deliver an inspiring and interactive curriculum.

Please note that you are wholly responsible for fact checking in respect of the information provided by schools. Please also check for the latest visa and work permit requirements that may apply. Tes is not responsible for the content of advertisements or the policies adopted by advertising schools. Tes asks that all schools follow Tes' Fair Recruitment Policy .

• Click to go to the following section, Job summary
• Click to go to the following section, Job overview
• Click to go to the following section, Attached documents
• Click to go to the following section, About the school

Hospitality, Tourism and Event Management (B.S.)

Apply Now          Schedule A Visit          Request More Information

The mission of the hospitality, tourism and event management program is to develop visionary leaders and successful professionals in the hospitality, tourism and event industry. The program provides a comprehensive and challenging curriculum that includes courses in general education, business, hospitality, tourism and event management, combined with relevant operational and management experience under the supervision and guidance of industry professionals and program faculty.

At the conclusion of the program, students will be able to:

• Identify and apply the knowledge and skills necessary for hospitality and tourism operations.
• Develop and integrate a core set of business skills necessary to successfully operate a hospitality and tourism organization.
• Demonstrate competence in the communication skills necessary for hospitality and tourism management.
• Formulate business decisions in hospitality and tourism management.
• Evaluate leadership principles necessary in the diverse and global hospitality and tourism industry.

With a Bachelor of Science in hospitality, tourism and event management from South Dakota State University, the hospitality, tourism and event industry is yours to conquer. We are dedicated to making the hospitality, tourism and event management program at SDSU one of the leading professional management-related programs in the Midwest.

Since Winter of 2016, the hospitality, tourism and event management program has held professional accreditation from the Accreditation Commission for Programs in Hospitality Administration (ACPHA) for its educational quality and for upholding nationally recognized standards in the hospitality profession.

The hospitality, tourism and event management program had a 50% retention rate for the 2020-2021 academic year, and 75% of our students were employed in the hospitality industry or a related field upon graduation and 25% of our students were continuing their education. In the academic years of 2019-2020, 2018-2019 and 2017-18, retention rates were 100%, 71.4% and 57.1% respectively. While the hospitality industry continued to have jobs available in the hospitality field for any student searching, students in hospitality, tourism and event management learn numerous transferrable skills and are sought-after for, and excel in, positions in a wide variety of industries. Given that, 94.12% and 88% of our students were employed in the hospitality industry or related field in 2019-2020 and 2018-2019 respectively. In 2017-18, 13.33% of our students were continuing their education and 66.67% were employed in the hospitality industry or a related field.

Program Overview

This specialized business degree prepares you for leadership roles in the dynamic, service-oriented hospitality industry. Traditional business courses in accounting, economics and law are complemented by hospitality marketing, meeting/event management, lodging management, hospitality facilities management, food and beverage management and international tourism. All of these courses help to give you a solid foundation required for any number of hospitality specialties.

Some of the many areas you can focus your career within hospitality management:

• Bar and beverage management
• Casino management
• Club management
• Cruise management
• Event management
• Hotel management
• Resort management
• Restaurant management
• Tourism management
• Venue management
• Sport coordinator
• Healthcare hospitality

We stress experiential learning in our program. If you plan to successfully lead, manage or direct others in the industry you must have industry experience. Our goal is for each of our graduates to be qualified for an intro-level management job (or management training position) upon graduation. As former managers in the hospitality industry we realize that gaining industry experience is an important part of our degree requirement.

All undergraduates must complete two internships, accumulating more than 500 hours of work experience in two distinct areas of hospitality. These two experiences provide a great opportunity to explore different and unique facets of the industry, and to expand your knowledge and discover your ideal career path. Whether on campus or off campus, part time or full time, job or internship, you can choose the work experience that best suits your schedule and interests.

With this degree in hand, you'll have a wealth of career options both in South Dakota and throughout the United States and will be well-prepared for post-graduate studies if you choose to continue your education. Additionally, our faculty brings significant industry experience to the classroom, adding a unique dimension that you just won't find with a general business education.

Special Events

Throughout the fall/spring, students participate in learning experiences with the hospitality club and in their courses. Some of the upcoming experiences that students will be participating in:

• Hospitality Management Career Fair
• South Dakota Governor’s Conference on Tourism
• Prostart Competition

Additional Information

• Program Details (Curricular Offerings and Course Descriptions)
• Wagner Cafe
• Hospitality Management Club

Meet the Faculty and Staff

Kunsoon Park

Associate Professor

School of Health and Human Sciences

Julie Tkach

Lecturer, Hospitality Management