personal statement for masters in special education

Sample Personal Statement for Special Education Teacher

by Talha Omer, M.Eng., Cornell Grad

In personal statement samples by field.

The following personal statement is written by an applicant who got accepted to Masters’s program in special education. Variations of this personal statement got accepted at TUFTS and Boston College. Read this essay to understand what a top personal statement of a special education teacher should look like.

“Quo non Ascendam” – “to what heights can I not rise.” This is the motto of Ethiopia Aviation Academy, my Alma Meta, and my inspiration. Last year, while ascending Adams peak during a voluntary AIESEC internship at Colombo University, Sri Lanka, I saw a poor boy suffering from muscular dystrophy dangerously perched behind the railings at the corner of the tortuous path. “Excelsior,” my Australian, American, Lebanese, and Chinese comrades exhorted me to go on. But I was transfixed by the utter disparity I saw – was it right to give him a coin, or could I have done something else to change his destiny? How lucky I am to have everything on my plate.

My schooling was elite. However, I never disassociated myself from my disadvantaged peers with physical impairments. Every year my mother used to take me to a nearby nursing home (for children with disabilities) to celebrate my birthday. She did so purposefully so that I could count my blessing and be grateful for what I have. The wider gap between the haves and the have-nots became even more pronounced when I visited my native village in rural Ethiopia and interacted with children in our neighborhood. Sometimes I even felt guilty for having so much more than them. I pondered that to alleviate poverty and promote socio-economic development, I needed to provide easy access to education to the less fortunate. I believe this will give me tranquility and a realm of my own.

To become a valuable member of society, I decided to major in special education. Therefore, I enrolled at Bahir Dar University. In my senior year, I traveled to Augustana College (on Global U-GRAD Exchange Program) as a Cultural Ambassador and stayed there for six months. During this time, I gained exposure to the local culture and enhanced my English language and teaching skills. At Laura Wilder Elementary School, I taught courses to special children on how to become adaptive and sociable. Not only this, but I also organized “Ethiopia Day” festivities at Sioux Falls and gave a comprehensive lecture on the society and culture of Ethiopia. Post-presentation, a native exclaimed, “Thank you for showing us Ethiopia in a better way.” Upon my return to Ethiopia, I decided to redouble my efforts in imparting education after being motivated by the exposure at Augustana college.

During my junior year, I realized my life goals after opting to travel for an optional teaching internship with National Commission for Human Development in Swat, now famous for being the hometown of Malala Yousafzai. I worked towards the UN Millennium Development Goal, which envisages an educated society as a foundation for development. For four months, I designed and taught several courses in self-development, communication, and professionalism to women in rural communities. As a result, I felt a lot more empowered.

Subsequently, I became further predisposed to teaching special children. However, at the same time, I realized that I would need further education to achieve my lofty aim of making a more significant impact. While working on various projects involving wide-ranging education policy issues and theories, I was exposed to the benefits and limitations of the teaching sphere. Now, I want to expand my world and learn more so that I can ask better questions and be capable of adapting to the changing world. I believe everyone has a share in shaping the world (no matter how small or big), and by pursuing graduate studies in teaching methodologies, I will be able to provide a beneficial share to the world. It will also help me create the world that I want to live in.

As we neared Adams peak, we started bantering – our words echoed from the valley below. My fatigue disappeared as I witnessed the breathtaking sunrise – such are the fruits of accomplishment. The decent is always easier. I remember children always walking to school and running back home. As we descended, I saw the same disabled boy at the same place near the railing but with a much more satisfying look as his bowl was brimming with coins. I know brooding is not the answer, but he should have been in school. Wisdom lies in knowing what to do next. I know someday I want to be wholly immersed in teaching and formulating educational policies that will send all poor and disabled children to school and higher learning.

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Gre prep online guides and tips, 3 successful graduate school personal statement examples.

Looking for grad school personal statement examples? Look no further! In this total guide to graduate school personal statement examples, we’ll discuss why you need a personal statement for grad school and what makes a good one. Then we’ll provide three graduate school personal statement samples from our grad school experts. After that, we’ll do a deep dive on one of our personal statement for graduate school examples. Finally, we’ll wrap up with a list of other grad school personal statements you can find online.

Why Do You Need a Personal Statement?

A personal statement is a chance for admissions committees to get to know you: your goals and passions, what you’ll bring to the program, and what you’re hoping to get out of the program.  You need to sell the admissions committee on what makes you a worthwhile applicant. The personal statement is a good chance to highlight significant things about you that don’t appear elsewhere on your application.

A personal statement is slightly different from a statement of purpose (also known as a letter of intent). A statement of purpose/letter of intent tends to be more tightly focused on your academic or professional credentials and your future research and/or professional interests.

While a personal statement also addresses your academic experiences and goals, you have more leeway to be a little more, well, personal. In a personal statement, it’s often appropriate to include information on significant life experiences or challenges that aren’t necessarily directly relevant to your field of interest.

Some programs ask for both a personal statement and a statement of purpose/letter of intent. In this case, the personal statement is likely to be much more tightly focused on your life experience and personality assets while the statement of purpose will focus in much more on your academic/research experiences and goals.

However, there’s not always a hard-and-fast demarcation between a personal statement and a statement of purpose. The two statement types should address a lot of the same themes, especially as relates to your future goals and the valuable assets you bring to the program. Some programs will ask for a personal statement but the prompt will be focused primarily on your research and professional experiences and interests. Some will ask for a statement of purpose but the prompt will be more focused on your general life experiences.

When in doubt, give the program what they are asking for in the prompt and don’t get too hung up on whether they call it a personal statement or statement of purpose. You can always call the admissions office to get more clarification on what they want you to address in your admissions essay.

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What Makes a Good Grad School Personal Statement?

A great graduate school personal statement can come in many forms and styles. However, strong grad school personal statement examples all share the same following elements:

A Clear Narrative

Above all, a good personal statement communicates clear messages about what makes you a strong applicant who is likely to have success in graduate school. So to that extent, think about a couple of key points that you want to communicate about yourself and then drill down on how you can best communicate those points. (Your key points should of course be related to what you can bring to the field and to the program specifically).

You can also decide whether to address things like setbacks or gaps in your application as part of your narrative. Have a low GPA for a couple semesters due to a health issue? Been out of a job for a while taking care of a family member? If you do decide to explain an issue like this, make sure that the overall arc is more about demonstrating positive qualities like resilience and diligence than about providing excuses.

Specific Examples

A great statement of purpose uses specific examples to illustrate its key messages. This can include anecdotes that demonstrate particular traits or even references to scholars and works that have influenced your academic trajectory to show that you are familiar and insightful about the relevant literature in your field.

Just saying “I love plants,” is pretty vague. Describing how you worked in a plant lab during undergrad and then went home and carefully cultivated your own greenhouse where you cross-bred new flower colors by hand is much more specific and vivid, which makes for better evidence.

A strong personal statement will describe why you are a good fit for the program, and why the program is a good fit for you. It’s important to identify specific things about the program that appeal to you, and how you’ll take advantage of those opportunities. It’s also a good idea to talk about specific professors you might be interested in working with. This shows that you are informed about and genuinely invested in the program.

Strong Writing

Even quantitative and science disciplines typically require some writing, so it’s important that your personal statement shows strong writing skills. Make sure that you are communicating clearly and that you don’t have any grammar and spelling errors. It’s helpful to get other people to read your statement and provide feedback. Plan on going through multiple drafts.

Another important thing here is to avoid cliches and gimmicks. Don’t deploy overused phrases and openings like “ever since I was a child.” Don’t structure your statement in a gimmicky way (i.e., writing a faux legal brief about yourself for a law school statement of purpose). The first will make your writing banal; the second is likely to make you stand out in a bad way.

Appropriate Boundaries

While you can be more personal in a personal statement than in a statement of purpose, it’s important to maintain appropriate boundaries in your writing. Don’t overshare anything too personal about relationships, bodily functions, or illegal activities. Similarly, don’t share anything that makes it seem like you may be out of control, unstable, or an otherwise risky investment. The personal statement is not a confessional booth. If you share inappropriately, you may seem like you have bad judgment, which is a huge red flag to admissions committees.

You should also be careful with how you deploy humor and jokes. Your statement doesn’t have to be totally joyless and serious, but bear in mind that the person reading the statement may not have the same sense of humor as you do. When in doubt, err towards the side of being as inoffensive as possible.

Just as being too intimate in your statement can hurt you, it’s also important not to be overly formal or staid. You should be professional, but conversational.

Graduate School Personal Statement Examples

Our graduate school experts have been kind enough to provide some successful grad school personal statement examples. We’ll provide three examples here, along with brief analysis of what makes each one successful.

Sample Personal Statement for Graduate School 1

PDF of Sample Personal Statement 1 – Japanese Studies

For this Japanese Studies master’s degree, the applicant had to provide a statement of purpose outlining her academic goals and experience with Japanese and a separate personal statement describing her personal relationship with Japanese Studies and what led her to pursue a master’s degree.

Here’s what’s successful about this personal statement:

• An attention-grabbing beginning: The applicant begins with the statement that Japanese has never come easily to her and that it’s a brutal language to learn. Seeing as how this is an application for a Japanese Studies program, this is an intriguing beginning that makes the reader want to keep going.
• A compelling narrative: From this attention-grabbing beginning, the applicant builds a well-structured and dramatic narrative tracking her engagement with the Japanese language over time. The clear turning point is her experience studying abroad, leading to a resolution in which she has clarity about her plans. Seeing as how the applicant wants to be a translator of Japanese literature, the tight narrative structure here is a great way to show her writing skills.
• Specific examples that show important traits: The applicant clearly communicates both a deep passion for Japanese through examples of her continued engagement with Japanese and her determination and work ethic by highlighting the challenges she’s faced (and overcome) in her study of the language. This gives the impression that she is an engaged and dedicated student.

Overall, this is a very strong statement both in terms of style and content. It flows well, is memorable, and communicates that the applicant would make the most of the graduate school experience.

Sample Personal Statement for Graduate School 2

PDF of Sample Graduate School Personal Statement 2 – Musical Composition

This personal statement for a Music Composition master’s degree discusses the factors that motivate the applicant to pursue graduate study.

Here’s what works well in this statement:

• The applicant provides two clear reasons motivating the student to pursue graduate study: her experiences with music growing up, and her family’s musical history. She then supports those two reasons with examples and analysis.
• The description of her ancestors’ engagement with music is very compelling and memorable. The applicant paints her own involvement with music as almost inevitable based on her family’s long history with musical pursuits.
• The applicant gives thoughtful analysis of the advantages she has been afforded that have allowed her to study music so extensively. We get the sense that she is insightful and empathetic—qualities that would add greatly to any academic community.

This is a strong, serviceable personal statement. And in truth, given that this for a masters in music composition, other elements of the application (like work samples) are probably the most important.  However, here are two small changes I would make to improve it:

• I would probably to split the massive second paragraph into 2-3 separate paragraphs. I might use one paragraph to orient the reader to the family’s musical history, one paragraph to discuss Giacomo and Antonio, and one paragraph to discuss how the family has influenced the applicant. As it stands, it’s a little unwieldy and the second paragraph doesn’t have a super-clear focus even though it’s all loosely related to the applicant’s family history with music.
• I would also slightly shorten the anecdote about the applicant’s ancestors and expand more on how this family history has motivated the applicant’s interest in music. In what specific ways has her ancestors’ perseverance inspired her? Did she think about them during hard practice sessions? Is she interested in composing music in a style they might have played? More specific examples here would lend greater depth and clarity to the statement.

Sample Personal Statement for Graduate School 3

PDF of Sample Graduate School Personal Statement 3 – Public Health

This is my successful personal statement for Columbia’s Master’s program in Public Health. We’ll do a deep dive on this statement paragraph-by-paragraph in the next section, but I’ll highlight a couple of things that work in this statement here:

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• This statement is clearly organized. Almost every paragraph has a distinct focus and message, and when I move on to a new idea, I move on to a new paragraph with a logical transitions.
• This statement covers a lot of ground in a pretty short space. I discuss my family history, my goals, my educational background, and my professional background. But because the paragraphs are organized and I use specific examples, it doesn’t feel too vague or scattered.
• In addition to including information about my personal motivations, like my family, I also include some analysis about tailoring health interventions with my example of the Zande. This is a good way to show off what kinds of insights I might bring to the program based on my academic background.

Grad School Personal Statement Example: Deep Dive

Now let’s do a deep dive, paragraph-by-paragraph, on one of these sample graduate school personal statements. We’ll use my personal statement that I used when I applied to Columbia’s public health program.

Paragraph One: For twenty-three years, my grandmother (a Veterinarian and an Epidemiologist) ran the Communicable Disease Department of a mid-sized urban public health department. The stories of Grandma Betty doggedly tracking down the named sexual partners of the infected are part of our family lore. Grandma Betty would persuade people to be tested for sexually transmitted diseases, encourage safer sexual practices, document the spread of infection and strive to contain and prevent it. Indeed, due to the large gay population in the city where she worked, Grandma Betty was at the forefront of the AIDS crises, and her analysis contributed greatly towards understanding how the disease was contracted and spread. My grandmother has always been a huge inspiration to me, and the reason why a career in public health was always on my radar.

This is an attention-grabbing opening anecdote that avoids most of the usual cliches about childhood dreams and proclivities. This story also subtly shows that I have a sense of public health history, given the significance of the AIDs crisis for public health as a field.

It’s good that I connect this family history to my own interests. However, if I were to revise this paragraph again, I might cut down on some of the detail because when it comes down to it, this story isn’t really about me. It’s important that even (sparingly used) anecdotes about other people ultimately reveal something about you in a personal statement.

Paragraph Two: Recent years have cemented that interest. In January 2012, my parents adopted my little brother Fred from China. Doctors in America subsequently diagnosed Fred with Duchenne Muscular Dystrophy (DMD). My parents were told that if Fred’s condition had been discovered in China, the (very poor) orphanage in which he spent the first 8+ years of his life would have recognized his DMD as a death sentence and denied him sustenance to hasten his demise.

Here’s another compelling anecdote to help explain my interest in public health. This is an appropriately personal detail for a personal statement—it’s a serious thing about my immediate family, but it doesn’t disclose anything that the admissions committee might find concerning or inappropriate.

If I were to take another pass through this paragraph, the main thing I would change is the last phrase. “Denied him sustenance to hasten his demise” is a little flowery. “Denied him food to hasten his death” is actually more powerful because it’s clearer and more direct.

Paragraph Three: It is not right that some people have access to the best doctors and treatment while others have no medical care. I want to pursue an MPH in Sociomedical Sciences at Columbia because studying social factors in health, with a particular focus on socio-health inequities, will prepare me to address these inequities. The interdisciplinary approach of the program appeals to me greatly as I believe interdisciplinary approaches are the most effective way to develop meaningful solutions to complex problems.

In this paragraph I make a neat and clear transition from discussing what sparked my interest in public health and health equity to what I am interested in about Columbia specifically: the interdisciplinary focus of the program, and how that focus will prepare me to solve complex health problems. This paragraph also serves as a good pivot point to start discussing my academic and professional background.

Paragraph Four: My undergraduate education has prepared me well for my chosen career. Understanding the underlying structure of a group’s culture is essential to successfully communicating with the group. In studying folklore and mythology, I’ve learned how to parse the unspoken structures of folk groups, and how those structures can be used to build bridges of understanding. For example, in a culture where most illnesses are believed to be caused by witchcraft, as is the case for the Zande people of central Africa, any successful health intervention or education program would of necessity take into account their very real belief in witchcraft.

In this paragraph, I link my undergraduate education and the skills I learned there to public health. The (very brief) analysis of tailoring health interventions to the Zande is a good way to show insight and show off the competencies I would bring to the program.

Paragraph Five: I now work in the healthcare industry for one of the largest providers of health benefits in the world. In addition to reigniting my passion for data and quantitative analytics, working for this company has immersed me in the business side of healthcare, a critical component of public health.

This brief paragraph highlights my relevant work experience in the healthcare industry. It also allows me to mention my work with data and quantitative analytics, which isn’t necessarily obvious from my academic background, which was primarily based in the social sciences.

Paragraph Six: I intend to pursue a PhD in order to become an expert in how social factors affect health, particularly as related to gender and sexuality. I intend to pursue a certificate in Sexuality, Sexual Health, and Reproduction. Working together with other experts to create effective interventions across cultures and societies, I want to help transform health landscapes both in America and abroad.

This final paragraph is about my future plans and intentions. Unfortunately, it’s a little disjointed, primarily because I discuss goals of pursuing a PhD before I talk about what certificate I want to pursue within the MPH program! Switching those two sentences and discussing my certificate goals within the MPH and then mentioning my PhD plans would make a lot more sense.

I also start two sentences in a row with “I intend,” which is repetitive.

The final sentence is a little bit generic; I might tailor it to specifically discuss a gender and sexual health issue, since that is the primary area of interest I’ve identified.

This was a successful personal statement; I got into (and attended!) the program. It has strong examples, clear organization, and outlines what interests me about the program (its interdisciplinary focus) and what competencies I would bring (a background in cultural analysis and experience with the business side of healthcare). However, a few slight tweaks would elevate this statement to the next level.

Graduate School Personal Statement Examples You Can Find Online

So you need more samples for your personal statement for graduate school? Examples are everywhere on the internet, but they aren’t all of equal quality.

Most of examples are posted as part of writing guides published online by educational institutions. We’ve rounded up some of the best ones here if you are looking for more personal statement examples for graduate school.

Penn State Personal Statement Examples for Graduate School

This selection of ten short personal statements for graduate school and fellowship programs offers an interesting mix of approaches. Some focus more on personal adversity while others focus more closely on professional work within the field.

The writing in some of these statements is a little dry, and most deploy at least a few cliches. However, these are generally strong, serviceable statements that communicate clearly why the student is interested in the field, their skills and competencies, and what about the specific program appeals to them.

Cal State Sample Graduate School Personal Statements

These are good examples of personal statements for graduate school where students deploy lots of very vivid imagery and illustrative anecdotes of life experiences. There are also helpful comments about what works in each of these essays.

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However, all of these statements are definitely pushing the boundaries of acceptable length, as all are above 1000 and one is almost 1500 words! Many programs limit you to 500 words; if you don’t have a limit, you should try to keep it to two single-spaced pages at most (which is about 1000 words).

University of Chicago Personal Statement for Graduate School Examples

These examples of successful essays to the University of Chicago law school cover a wide range of life experiences and topics. The writing in all is very vivid, and all communicate clear messages about the students’ strengths and competencies.

Note, however, that these are all essays that specifically worked for University of Chicago law school. That does not mean that they would work everywhere. In fact, one major thing to note is that many of these responses, while well-written and vivid, barely address the students’ interest in law school at all! This is something that might not work well for most graduate programs.

Wheaton College Personal Statement for Graduate School Sample 10

This successful essay for law school from a Wheaton College undergraduate does a great job tracking the student’s interest in the law in a compelling and personal way. Wheaton offers other graduate school personal statement examples, but this one offers the most persuasive case for the students’ competencies. The student accomplishes this by using clear, well-elaborated examples, showing strong and vivid writing, and highlighting positive qualities like an interest in justice and empathy without seeming grandiose or out of touch.

Wheaton College Personal Statement for Graduate School Sample 1

Based on the background information provided at the bottom of the essay, this essay was apparently successful for this applicant. However, I’ve actually included this essay because it demonstrates an extremely risky approach. While this personal statement is strikingly written and the story is very memorable, it could definitely communicate the wrong message to some admissions committees. The student’s decision not to report the drill sergeant may read incredibly poorly to some admissions committees. They may wonder if the student’s failure to report the sergeant’s violence will ultimately expose more soldiers-in-training to the same kinds of abuses. This incident perhaps reads especially poorly in light of the fact that the military has such a notable problem with violence against women being covered up and otherwise mishandled

It’s actually hard to get a complete picture of the student’s true motivations from this essay, and what we have might raise real questions about the student’s character to some admissions committees. This student took a risk and it paid off, but it could have just as easily backfired spectacularly.

Key Takeaways: Graduate School Personal Statement Examples

In this guide, we discussed why you need a personal statement and how it differs from a statement of purpose. (It’s more personal!)

We also discussed what you’ll find in a strong sample personal statement for graduate school:

• A clear narrative about the applicant and why they are qualified for graduate study.
• Specific examples to support that narrative.
• Compelling reasons why the applicant and the program are a good fit for each other.
• Strong writing, including clear organization and error-free, cliche-free language.
• Appropriate boundaries—sharing without over-sharing.

Then, we provided three strong graduate school personal statement examples for different fields, along with analysis. We did a deep-dive on the third statement.

Finally, we provided a list of other sample grad school personal statements online.

What’s Next?

Want more advice on writing a personal statement ? See our guide.

Writing a graduate school statement of purpose? See our statement of purpose samples  and a nine-step process for writing the best statement of purpose possible .

If you’re writing a graduate school CV or resume, see our how-to guide to writing a CV , a how-to guide to writing a resume , our list of sample resumes and CVs , resume and CV templates , and a special guide for writing resume objectives .

Need stellar graduate school recommendation letters ? See our guide.

See our 29 tips for successfully applying to graduate school .

Ready to improve your GRE score by 7 points?

Author: Ellen McCammon

Ellen is a public health graduate student and education expert. She has extensive experience mentoring students of all ages to reach their goals and in-depth knowledge on a variety of health topics. View all posts by Ellen McCammon

How To Write A Personal Statement For Masters (17 PDF Sample Examples)

Published: 14 Mar 2022 Study Abroad 108,603 views

A personal statement for masters program is one of the most important parts of your college application and writing a good one is what’s the exception between receiving an offer and being rejected.

If you’ve been tasked with presenting a personal statement, you should keep in mind that whatever you submit must put you forward as the right candidate for the course. Additionally, it should convince the admissions officers that you deserve a place on your program of study.

Achieving the above, is a skill most postgraduate students are yet to acquire but thankfully this article on How To Write A Personal Statement For Masters covers everything you need to know on doing this.

In this article you’ll learn:

• What is a personal statement?
• Tips for making your personal statement for masters stand out
• How to write a personal statement for masters
• Personal statement for masters sample
• Examples of personal statement for masters
• Conclusion – things to avoid when writing a personal statement for masters

Read:  Admission Interview Tips .

What Is a Personal Statement?

A personal statement AKA admissions or application essay or statement of purpose is a type of essay or written statement a candidate presents to a college, university, or graduate school they are applying to, explaining why they want to attend that school, study a particular course, and why they would be a perfect fit for these things.

A personal statement for masters is an essay you submit specifically for your postgraduate application. Writing one presents the opportunity for you to promote yourself to a school and show the admissions teachers that you are the perfect candidate for a course.

Tips For Making Your Personal Statement For Masters Stand Out

Before we get into how you should write a statement of purpose for masters, we would first like to share with you certain tips to include in your essay to make it stand out from that of other applicants and be convincing enough to any admissions officer that reads it. The tips we have mentioned here, cover general things like starting and ending your personal statement, timing, length, and what to include and what not to include in the essay, etc.

1. Starting And Ending A Personal Statement

When starting a personal statement, you would want to right off the bat grab the reader’s attention. To do this, start the statement by writing about your degree of choice, next why you want to study it and then how you got interested in it.

The next 2 sentences after that should cover a summary of your background in the chosen field, and you conclude by saying what you plan to do once you acquire your graduate degree.

Also start with that the evaluators reading want to hear first, then every other information should come second. You will notice we’ve used in the sop examples for masters we will share with you later in this article.

2. Plan Ahead

A personal statement is not something you rush while writing, which means if you want to get something good before you application then you must start to decide things like the length and how long it should take to complete.

Let us throw more light on this…

For length, a personal statement should be brief ranging somewhere between 500 -700 words, although schools often detect how long it should be. So, this is dependent on the institution you are applying to.

In terms of what to say in a statement, you could include personal experiences like why you were driven to apply for the program, an experience you had with a scholar in your chosen discipline, a course you took that inspired you to pursue masters, or a key moment during your studies which further motivated you.

No matter what you decide to write, just keep in mind that you need to take your time to craft something good even if it means creating several drafts before the real thing and do not forget to proofread the statement for errors.

3. Research Your Program Of Study

Researching your program of study is one way to establish that you truly understand the discipline you’re getting into and prove to the admissions officer that you thoroughly thought about it before applying.

And because you want to put yourself forward as a serious candidate, one way to make you research easier is for you to visit the website of the department you are applying to. This page will contain information about faculty members, their specialisation, and publications.

From the intel, you gathered there you can now identify which professors match your interests and which ones you will benefit the most from learning under. After you’ve found this out, relate the same in a sentence or two in your statement of purpose for masters.

Example: “I would be honoured to study under the tutelage of Professor Nadia whose work I found resonated strongly with my beliefs and intended projects in this course”.

4. Avoid Clichés, Junks, And Many Details

When writing a statement of purpose for master degree try to avoid clichés, junks, and unnecessary details so that you don’t lose or bore your readers in between. Be as concise as possible, even if it’s your chance to express yourself.

A personal statement is an opportunity for the admissions committee to get information that tells the that you are suitable for the course. So, when you overpower your statement with too many words, stories, and useless details, you come off as someone who is just trying to meet the word count.

5. Include Your Personal History Only If It Adds To The Statement

Do not include your personal history in your statement of intent for masters if it is not relevant to your purpose of study. This means no need for you to tell that story about that time you helped someone treat a cut and immediately realised that you wanted to be a doctor or nurse or how you developed a taste for reading at a very young age.

We can guarantee you that the hundreds of other applications competing for the same spot you are felt the same way, so saying those things really doesn’t make you unique.

On the other hand, if you are going to add personal history to your statement, you can put in things like an internship you did and the experience you got from the job, a major research project you ran by yourself, publications you’ve read or published, conferences you’ve attended or presentations you’ve done. These experiences are more concrete and are directly related to your program of study. They also set you apart from other applicants.

6. Don't Use The Same Personal Statement For All Your Applications

One common mistake applicant make that you shouldn’t is using the same statement of purpose for master degree for all your applications. Using the same information repeatedly even if you are going to change the university names is risky and could land you in a big mistake on a day you forget to be thorough.

All programmes have their own unique set of questions they want to see answered and information they need in your personal statement.

And even if some of them like extracurricular activities, proposal for project, why you are applying to the school, your unique qualities, and research works you’re doing might appear the same, do not use one statement to respond to all of them.

Write a new unique personal statement every time you want to apply.

Check out:  How to Write a Good CV for Students - Resume Examples for Students (PDF).

How To Write A Personal Statement for Masters

When writing a personal statement for masters there are several steps and ground rules you need to follow to ensure that it comes out good enough to impress the admissions team of a school, and ultimately convince them to give you a spot on your program of study.

If writing one is something you are currently struggling with and can’t seem to get down the process of it right no matter what, this section on how to write a personal statement for masters, discusses in detail everything you need to get help with yours.

There are 4 parts to consider when writing your personal statement and we have listed them below:

1. Planning A Personal Statement

A personal statement is a piece of writing showing your academic interests and is only for application purposes which means there is no room for any autobiographical information in it about your personal life. Be as to-the-point as possible when writing it and stick to telling the school why you are the right person for the course, plus any other extra information detailing your achievements.

Before You Start:

Allot plenty of time to write your msc personal statement so that you don’t rush it. Remember, this simple piece of writing is your one shot at convincing a school that you are the best applicant they’ve seen and as such can either make or break your application.

Read the information expected of you from the university, rules and guidelines given, selection criteria and understand what they mean. Also research the institution.

Do a thorough research on the course you are applying for; this will help you explain better why you want to study it. The tutors interviewing you can tell when you are lying and presenting yourself as uninformed can cost you the admission.

Ensure that you don’t use the same personal statement for all your applications.

When Writing:

When writing the statement there are some questions to ask yourself that can help you plan it better. Those questions are:

• Why you want to study a master’s and how does it benefit you in future?
• How does the course you have chosen fit into your pre-existing skill set?
• How do you stand out from the crowd as an applicant - e.g., work experiences you’ve had in the same field you are applying for?
• What do you aspire to do or be as a future career and how will the course help you achieve that?
• How can your work or skillsets contribute positively to the department/ university you are applying to, or society at large?

On the other hand, if you are applying for the masters to change from the field you studied in your undergraduate to another field, you should tell the school why you decided to take a different path in your studies.

Questions to ask yourself for this include:

• Your reason for deciding to change your discipline.
• How your undergraduate degree will be material for bringing fresh insights into your masters course.
• How changing your study path will help you attain your future career.

2. Structuring A Personal Statement

Having good structure for your personal statement for master degree is important because it ensures that everything from the beginning, middle, and ending of the statement is written and equally falls in place perfectly.

We’ve left some tips for you below to help you:

Start your personal statement with an attention-grabbing introduction that is not dramatic or cliché. That means you should not begin with any of these over-used phrases we’ve listed out below:

For as long as I remember…

Since my childhood…

I want to apply to this course because I’ve always felt a strong connection to it…

All my life, I have always loved…

My interest in (course) always ran deeper than…

I’ve always been zealous about…

Ever since I was a child, I’ve always wanted to pursue a career in…

My past educational experiences have always…

You would want to be as snappy as possible with your opening because the admission officer has over a hundred applications to read and can’t waste all their time on yours. This means you should avoid overpowering it with unnecessary facts, quotes, and stories from your life.

The middle part of your ma personal statement is where the main content of the write-up should be. This is where you show your dedication to the course you’ve chosen, what motivated you to choose it, and why you are the right candidate for it.

When writing the middle part of a graduate personal statement, you should:  

• Give concrete reasons why you want to study a course at the University. The reason could be because of how the course is aligned to your future career or the University’s reputation in teaching that program.
• Mention relevant things like projects, dissertations, or essays you’ve done, and any work experience you have.
• Show proof of your core skills like and how they can contribute to the department.
• Prove what makes you a unique candidate.
• Discuss who your main influences for wanting to study the course are and why.
• Add experiences like memberships to clubs that are related to your field, papers you’ve written before, awards, scholarships, or prizes.
• Draw focus to how the course links to your past and future.
• Mention your academic and non-academic skills and how they fit the course.

For Formatting:

• Keep the statement length between 250 -500 words or as directed by the school.
• Sentences should be no more than 25-30 words.
• Use headings to break up the content – Why this university? Why this subject? Etc.
• Make claims and provide evidence to back each of them up. This can be done by discussing your work experience and academic interests.

Language and tone to use:     

• The tone for your masters application personal statement should be positive and enthusiastic, to show you eagerness to learn and so that you convince the evaluators that you have what it takes to succeed.
• Use exciting and refreshing language, and an engaging opening line.
• Ensure you grammar, punctuations, and spellings are accurate.
• Avoid exaggerated claims you cannot backup.
• Don’t use cliché generic terms and keep your focus on the course.

Keep the ending of your essay for master degree application concise and memorable, leaving no doubt in the admission officers mind that you deserve a spot on the program.

To create the best ending summarise all your key points without dragging it our or repeating yourself. The ending should be simple, end on a positive note and make it clear that the school will be lucky to have you on their program.

Personal Statement for Masters Sample

In this section, we have left a masters personal statement example for you, which you can use as material to write yours for any course of study you are applying to a school for.

Personal Statement PDF

You can also download this statement of purpose sample for masters degree pdf here and take your time to read it later – Personal Statement For Masters Sample .

See Also:  Student CV Template .

Examples of Personal Statement for Masters

We have taken the time to source for some of the best postgraduate personal statement examples, which you can use in addition to the personal statement for masters program example as a template to write yours.

While you scroll through our list, you will find the perfect masters essay example for any field you wish to apply for, from business administration, to Psychology, to information technology, and lots more.

1. msw personal statement

We have found one of the best msw personal statement examples out there for you.

social work masters personal statement .  

2. personal statement for masters in public health

mph personal statement examples

3. personal statement for masters in management

Personal statement for master degree sample for masters in management .  , 4. personal statement for masters in education example.

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5. psychology masters personal statement

psychology masters personal statement example

6. sample personal statement for masters in data science data science masters personal statement

7. speech and language therapy personal statement statement of purpose for masters sample: speech and language therapy

8. business administration personal statement personal statement for masters in business administration

9. personal statement for masters in cyber security pdf masters degree personal statement examples for cyber security

10. personal statement for masters in finance msc finance personal statement examples

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12. international development personal statement statement of purpose for masters example

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14. computer science masters personal statement

statement of purpose for masters in computer science pdf

15. personal statement for masters in economics statement of purpose sample for masters degree in economics

16. mha personal statement statement of purpose format for masters in health administration    

Conclusion – Things to Avoid When Writing A Personal Statement For Masters When writing a personal statement for university masters, there are some things you should avoid, so that you don’t ruin your essay. We have listed out those things below: •    Avoid negativity. •    Following an online template blindly. •    Do not include unnecessary course modules, personal facts, or extra-curricular activities in your personal statement. •    Do not lie or exaggerate an achievement or event. •    Do not include inspirational quotes to your statement. •    Avoid using clichés, gimmicks, humour, over-used word such as 'passion' or ‘driven’. •    Do not make pleading statements. •    Avoid mentioning key authors or professors in your field without any explanation. •    Avoid using sentences that are too long. •    Avoid flattering the organisation or using patronising terms. •    Do not repeat information in your statement that you have already listed in your application. •    Avoid waffling i.e., writing at length. •    Don’t start writing your personal statement at the last minute.  

Related Articles:

How to Write a Good Letter of Recommendation for Students (10 PDF Sample Examples).

How to Write a Good Financial Aid Appeal Letter (13 PDF Sample Examples).

How to Write a Good Personal Statement for a Scholarship ( 7 PDF Sample Examples).

How To Write A Good Motivation Letter For Scholarship (4 PDF Sample Examples).

How To Write A Letter Of Intent For Scholarship (4 PDF Sample LOI Example).

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Teach.com / Online Education / Education Degrees / Online Master of Arts in Teaching Programs (MAT) / Applying for Your Master’s / How to Write a Personal Statement

Brainstorming

Before you start outlining your statement, ask yourself a few questions to get an idea of what you’ll need to include. Jot down each of the following questions and leave some space to answer them.

• Why do I want to be a teacher?
• How should I address my academic record?
• How can my experiences enhance my application?
• Who is my audience?

Now take a few minutes and come up with some answers to these questions. Don’t spend too much time on this step; just write down your general thoughts. Once you do that, you will be ready to dive in and start writing your personal statement.

The Introduction

Your introduction needs to grab the reader’s attention at once. Remember that they are most likely staring at a pile of applications, and yours will be one of many they’ll read in this sitting. You need to be memorable right from the start. Follow this general form for a solid intro.

• HOOK:  Grab the admissions officer’s attention with a broad, but strong statement about the teaching profession.
• LINE:  Write two to three sentences that develop that idea and narrow it down to focus on you.
• SINKER:  Deliver your thesis. This is where you state specifically why you want to study education at their school.

Begin with a short summary of your educational background. Do not turn this into a resume; just briefly give an overview of your studies in both your major (English, math, etc.) and in your education concentration. If you have any inconsistencies in your academic record, this is where you should address them. Do not give excuses, but if there are reasons why you did poorly in an area, state them here.

The second body paragraph is where you get to tell your story. Why do you want to become a teacher? What inspires you about this profession? What type of teacher do you see yourself becoming? How did your student teaching experience inspire you to continue on this path? Anecdotes are best, but don’t get carried away. Keep it concise and to the point.

Once you have explained who you are and what your professional goals will be, the third body paragraph should explain why you think you are a good fit for that particular school. Hopefully you did some research before applying, and you have some concrete reasons for choosing this college. Tell them your reasons, but don’t go overboard with platitudes. They know what awards they have won and where they rank in the U.S. News college rankings. Be honest and explain what attracted you to their program of study and what you hope to get out of it.

In order to ensure the clarity of your work, each body paragraph should be formatted the same. This way the reader will be able to quickly read without losing track of the point. After the first body paragraph, begin each subsequent paragraph with a transition phrase or sentence, and then provide a clear topic sentence. Support that topic sentence with solid evidence. Finally, provide examples to back up that evidence.

The Conclusion

Conclusions are hard, and they are hard for a reason. Ideally, you have made your case in the body of your personal statement, so you understandably ask yourself, “What else can I say?” Try one of these strategies:

• Widen the focus a bit and validate your thesis without being redundant.
• Project where you see yourself in 10 years after completing your degree and becoming a successful teacher.
• Reaffirm your passion for your subject area.

However you decide to close, do not fall back to your middle school days and simply restate your case in the conclusion. Take some time to craft a closing that will leave them with an overall positive impression.

The Nuts and Bolts of Academic Writing

It is certainly worth noting a few of the technical aspects of writing your personal statement. Many programs will have specific items they want you to cover in your statement. Be sure you have carefully read and then answered their questions. Use a basic font like Times New Roman or Calibri and either a 10- or 12-point font. Always use 1-inch margins and single space your document. The general suggested length is 500 to 1,000 words. Don’t feel like you have to hit the word limit, but don’t only get halfway there either.

More from  Applying for your Masters in Teaching: The Complete Guide

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M.Ed. in Special Education with a Concentration in Autism Spectrum Disorder and Applied Behavior Analysis

• How to Apply

Financial Aid

The program accomplishes this mission using a 5-semester cohort model. Each cohort is comprised of no more than 20 students admitted each fall. Courses are offered both online and face-to-face and are scheduled in the evenings. All students adhere to a set schedule of coursework and are expected to commit to the program fully while enrolled. The program’s faculty are comprised of instructors, researchers, and practitioners with a wealth of experience in the science and practice of behavior analysis. The program is rigorous and demands excellence from its students and strives to deliver the same.

Students enrolled in our program are given the opportunity to meet the degree and coursework requirements necessary to sit for their Board Certified Behavior Analyst (BCBA) certification examinations. Additionally, students enrolled full-time in the program will be given the opportunity to accumulate the majority of their fieldwork hours while enrolled.

Applicants interested in the program are encouraged to schedule a meeting with the program coordinator, Dr. Jon Burt. To schedule a meeting, send a quick message to [email protected] along with a few options indicating dates/times when you are available to meet.

As of March 2020, the M.Ed. in Special Education with a Concentration in Autism Spectrum Disorder and Applied Behavior Analysis program graduates have a 90% first time pass rate and a 100% all-time pass rate on the Behavior Analyst Certification Board (BACB) Behavior Analyst Certification Board (BCBA) examination.

Value Statement

The following six guidelines embody the values and related behaviors the program promotes to its students and faculty.

• Be excellent, diligent, and inquisitive in your studies.
• Be involved, curious, and enthusiastic about your education.
• Be respectful, cooperative, and helpful towards your colleagues.
• Be responsible, tenacious, and creative when applying your science.
• Be sincere, empathic, and patient with your clients.
• Be honest, reliable, and ethical in all your interactions.

There is both a 39-credit hour full-time option and a 30-credit hour part-time option available for students wishing to complete the program. Both options lead to the same degree in 5-semesters. The primary difference between the full-time and part-time option relates to practical training. Full-time students enroll in an additional 9-credit hours of practicum while enrolled and part-time students do not. Students enrolled part-time in the program are responsible for making their own arrangements for meeting the Behavior Analyst Certification Board’s (BACB) fieldwork requirements . Usually this involves working for an organization (e.g., clinic, school, hospital, residential facility) that employs Board Certified Behavior Analysts (BCBAs) that are qualified and able to supervise trainees pursuing their own BCBA credential. Applicants interested in the part-time option are expected to have their fieldwork arrangements ready before they start the program. Students enrolled in the program part-time have the option to complete all of their coursework at a distance during the evening hours.

Full-Time Students

The primary benefit of enrolling in the full-time option is the program facilitates the acquisition of fieldwork hours under a variety of settings and supervisors. In other words, the program arranges site placements and supervisors for the students and helps arrange relevant practical training activities. This ensures that when students graduate from the program, they have developed competencies across a variety of settings and patients/learners. This breadth of practical training helps students become more marketable when seeking employment after graduation. Students enrolled in the program full-time are expected to complete 15-20 hours of practicum each week and participate in weekly group supervision meetings. Practicum schedules will vary depending upon site needs.

A limitation for enrolling as a full-time student is that practicum placements are almost always unpaid. Historically, some full-time students have been able to simultaneously hold part-time employment while enrolled. Full-time employment for a full-time student is very strongly discouraged given the time requirements for practicum and didactic coursework.

Part-Time Students

The primary benefit of enrolling as a part-time student is the possibility of accumulating some fieldwork hours while employed by an agency offering applied behavior analysis services. However, potential applicants should be aware that employers may not offer compensation for the majority of the fieldwork hours trainees are expected to accumulate. This is because 60% of the fieldwork hours accumulated by a trainee must be acquired while engaged in unrestricted activities. Unfortunately, many of these types of activities are not billable by service providers. More information on the difference between restricted and unrestricted activities can be found in the BACB's Fieldwork Standards document.

A limitation for enrolling as a part-time student is the potential lack of variety in settings that comes with acquiring all fieldwork hours with a single employer. Additionally, students enrolled part-time are expected to facilitate the accumulation of their fieldwork hours on their own. For students interested in sitting for a BCBA certification examination, this involves ensuring that they have a qualified BCBA supervisor overseeing their work and are following the BACB's Fieldwork Standards .

Students admitted into the program adhere to a set schedule of coursework that extends across 5 consecutive semesters. Students can choose to enroll in the courses online or face-to-face when available. Didactic coursework takes place in the evening. Practical training occurs throughout the week during daytime hours. With the permission of the Program Director and the approved community site, qualified full-time students may be allowed to accumulate experience hours at their places of employment. Detailed requirements for completing this degree are provided in the Graduate Catalog . Program schedules are subject to change.

Full-Time Student Program of Study (39 credits)

Fall (Semester 1) EDSP 644: Applied Behavior Analysis (3 credits) EDSP 570: Autism: Introduction and Understanding (3 credits) EDSP 653: Practicum in Autism and Applied Behavior Analysis (3 credits)

Spring (Semester 2) EDSP 669: Single Subject Research Designs (3 credits) EDSP 671: Autism: Strategies and Techniques (3 credits) EDSP 653: Practicum in Autism and Applied Behavior Analysis (3 credits)

Summer (Semester 3) EDSP 650: Advanced Applied Behavior Analysis (3 credits) EDSP 653: Practicum in Autism and Applied Behavior Analysis (3 credits)

Fall (Semester 4) EDSP 546: Behavior Analytic Approach to Communication (3 credits) EDSP 654: Radical Behaviorism (3 credits) EDSP 653: Practicum in Autism and Applied Behavior Analysis (3 credits)

Spring (Semester 5) EDSP 673: Research Seminar in Autism Spectrum Disorder (3 credits) EDSP 651: Professional and Ethical Practice of Applied Behavior Analysis (3 credits)

_________________________________________________________________

Part-Time Student Program of Study (30 credits)

Fall (Semester 1) EDSP 644: Applied Behavior Analysis (3 credits) EDSP 570: Autism: Introduction and Understanding (3 credits)

Spring (Semester 2) EDSP 669: Single Subject Research Designs (3 credits) EDSP 671: Autism: Strategies and Techniques (3 credits)

Fall (Semester 4) EDSP 546: Behavior Analytic Approach to Communication (3 credits) EDSP 654: Radical Behaviorism (3 credits)

Admission to this program does not require teacher certification or a specific undergraduate degree. This program is open to all eligible candidates regardless of race, color, national origin, sex, disability or age.

Priority application deadline: June 15th for Fall admission. The program does not consider applicants for the spring semester. Please contact the Director of Educator Preparation Student Services for the College of Education and Human Development, Betty Hampton, at betty.hampton @ louisville.edu if you wish to apply after the priority application deadline for the fall semester.

The Program is interested in admitting hardworking students committed to learning the science and practice of behavior analysis. Applicants have the option to apply as a full-time or a part-time student. The steps involved in the application process are outlined below:

• Complete the online graduate application for admission (Special Education - Autism (MED)) .
• Applicants must have an undergraduate GPA of 2.75 or better and (if applicable) a graduate GPA of 3.0 or better.
• Applicants who have attended a college or university outside the United States are also required to submit an evaluation of their transcript through World Education Services (WES) or Educational Credential Evaluators (ECE) . Please note that transcript evaluations can sometimes take several weeks.
• The personal statement is the applicant's opportunity to demonstrate his/her writing ability as well as provide a personal introduction to the admissions screening committee.
• The personal statement should be no more than 500 words, and should be double spaced and word-processed. Applicants are encouraged to proofread their writing, and to submit the best work possible.
• In the personal statement the applicant should indicate whether they wish to apply to the program as a full-time student or a part-time student.
• Request two professional references. Applicants should indicate the e-mail addresses of two professional references in the appropriate section of the on-line Graduate application. Recommendation letter requests are automatically sent to the recommenders upon submission of the on-line application. (Applicants may check their application account to send reminders and check the status of their recommendation requests.) Adequate time should be given to recommenders to respond to the request by the application deadline!
• Upload your signed Acceptable Use of Technology and Code of Ethics statement to your on-line graduate application.
• Upload your resume.
• Applicants whose first language in not English, and who did not earn a degree from an accredited institution in the U.S., must provide evidence of their English proficiency as part of the application process. For more information about the TOEFL, please visit www.ets.org . Test scores are valid for two calendar years.

What is the job outlook for a career as a behavior analyst?

The job outlook for behavior analysts is fantastic. There is a large demand for behavior analysts and too few of us to fill the need. All of our past graduates have accepted employment offers in the field while still enrolled in the program. For more information, please see a recent Workforce-Demand Report published by the BACB.

What is the annual average salary for a behavior analyst?

Behavior analysts make very competitive salaries. According to Payscale.com and Indeed.com, the annual average salary for a master's level Board Certified Behavior Analyst (BCBA) is between $58,000 and $68,000.

Do I need a specific undergraduate degree to apply to the Program?

No, the training offered in the program is self-contained and does not require a specific bachelor’s degree. However, experience working or being around developmentally disabled populations is recommended prior to starting as the vast majority of behavior analysts work with these populations after graduating.

How much does it cost to complete the program?

The University's tuition rates can be found at the Office of Admissions website. Historically, the university has been able to offer graduate assistantships to some students enrolled in the program.

Are students satisfied with the program?

The program is well-respected and received by our students. Exit survey data from our last two cohorts show that the program scored a 5 out of 5 average rating from graduating students evaluating the program's overall quality.

When should I apply?

The program admits a cohort of 20 students or less every Fall. Priority applications are due June 15th, although late applications may be accepted.

Can I schedule a meeting to discuss the program?

Yes, we strongly encourage you to reach out and setup an appointment to speak with us about the program and more generally about a career in behavior analysis. During our meeting, we can discuss your career goals and determine whether the program is a good fit. If you wish to setup a meeting please contact the Director of Special Programs, Betty Hampton, at [email protected]. When you reach out, please include some dates and times you are potentially available to meet and indicate whether you would prefer to meet in-person or over the phone.

In addition to the financial aid opportunities offered by the University , the College of Education & Human Development also has information about financial aid .

Other financial aid opportunities available include graduate assistantships .

A recent program graduate from the University of Louisville's Autism and Applied Behavior Analysis Program, Emma Brink, M.Ed., BCBA, describes the importance of her work as a behavior analyst. After graduating from the program, Emma was hired by Clinical Behavior Analysis, a program practicum site and a local multi-speciality group offering quality behavior analysis and therapy services in the community.

The Program's structured practical training system offers students the opportunity to practice the skills learned in the classroom across a variety of populations and settings. Full-time students dedicate around 15 hours per week to their practicum coursework across four of their five consecutive semesters. Students are assigned to community sites where they gain a wealth of experience working with a variety of populations in schools, clinics, and hospitals alongside talented BCBA professionals. The program is proud to have partnerships with the following community providers.

• Bluegrass Center for Autism
• Clinical Behavior Analysis
• Heartfelt Solutions
• Jefferson County Public Schools
• Lee Specialty Clinic
• LittleStar ABA Therapy
• Meaningful Day Services
• Oldham County Schools
• Shelby County Public Schools
• Stephens Behavior Consulting
• Walden Behavior Solutions

With the permission of the Program Coordinator and the approved community site, qualified full-time students may be allowed to accumulate fieldwork hours at their places of employment.

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Writing Personal Statements for Graduate School

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Personal Statements

Preparing a well-written and effective personal statement (sometimes referred to as statements of purpose or personal essays) that clearly articulates your preparation, goals, and motivation for pursuing that specific graduate degree is critically important. You will need to spend a considerable amount of time and effort in crafting these statements. The focus, structure, and length of personal statements vary from program to program. Some will have prompts or questions you need to answer, while others will leave the topic open-ended. The length varies widely as well. Read instructions carefully and make sure to adhere to all parameters laid out in the application guidelines.

Clear writing is the result of clear thinking. The first and most important task is to decide on a message. Consider carefully which two or three points you wish to impress upon the reader, remembering that your audience is composed of academics who are experts in their fields. Your statement should show that you are able to think logically and express your thoughts in a clear and concise manner. Remember that the reader already has a record of your activities and your transcript; avoid simply restating your resume and transcript. Writing your statement will take time; start early and give yourself more than enough time for revisions. If no prompts are given, you can use the questions below to begin brainstorming content to include in your statement.

• What experiences and academic preparation do you have that are relevant to the degree you’re seeking?
• Why are you choosing to pursue a graduate degree at this time?
• Why do you want to pursue this particular degree and how will this degree and the specific program fit into your career plans and your long-term goals?
• What specific topics are you aiming to explore and what does the current literature say about those topics?

After you’ve written a first draft, start the work of editing, refining, simplifying, and polishing. Provide specific examples that will help illustrate your points and convey your interests, intentions, and motivations. Is any section, sentence, or word superfluous, ambiguous, apologetic, or awkward? Are your verbs strong and active? Have you removed most of the qualifiers? Are you sure that each activity or interest you mention supports one of your main ideas? Spelling and grammatical errors are inexcusable. Don’t rely on spell-check to catch all errors; read your statement aloud and have it reviewed by multiple people whose opinion you trust. If possible, have your statement reviewed by a writing tutor. For individual assistance with writing your personal statement, consult with the writing tutor in your residential college  or the Writing Center within the Yale Center for Teaching and Learning .

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Master of Education in Special Education

Program summary.

Learn to support students with special needs. This online degree program focuses on current issues and topics in the field of special education and gives you the opportunity to choose an emphasis in academic and behavioral supports, applied behavior analysis, or autism.

100% Online

Complete your Penn State course work at your own pace and 100% online.

Application deadline

Credits and costs, nationally recognized.

Gain Knowledge and Skills to Support Students with Special Needs

Receive advanced training in academic and behavior management strategies.

Use evidence-based practices to support individuals with special needs or those who are at risk.

Apply reading and theory to real-world educational settings.

Find solutions to everyday classroom issues.

Advance Your Teaching Proficiency with Online Courses

The 33-credit master’s in special education online program includes core and capstone courses, plus an area of emphasis. This online program is not designed to lead to initial teacher certification in any state; however, it may help you renew or maintain your existing certification if you are already a certified teacher.

Required Courses (6 credits)

Strategies for educating learners with disabilities in inclusive settings with an emphasis on instruction, accommodations, collaboration, and consultation.

The purpose of this class is to help teachers find solutions in the literature to everyday classroom problems. In line with this purpose, teachers will learn how to (a) find information in the literature, (b) evaluate the technical adequacy of the information, and (c) apply the information in their setting.

Choose an Emphasis Area

Applied behavior analysis (24 credits).

Introduces students to single-case research design and methodology. This course is designed to provide the student with all the necessary tools needed to formulate questions that require repeated measures observation and analysis, including the use of visual and statistical analytic methods.

Explore current issues and research in the field of special education.

This course covers the foundational underpinnings of the field of applied behavior analysis, which uses principles of behavior to positively impact client outcomes. The field emphasizes an empirical base through the use of experimental analysis of key variables in order to develop evidence-based interventions.

This course teaches the basic principles of applied behavior analysis, the building blocks necessary for developing evidence-based behavioral interventions.

This course teaches students how to conduct and interpret various behavioral assessments. Students will explore various behavioral assessments including skills assessments, preference assessments, direct and indirect functional behavior assessments, and experimental functional analysis.

This course utilizes the concepts and foundations taught in the prerequisite courses in order to guide students towards developing the skills necessary in implementing evidence-based practices and selecting the appropriate procedures when targeting behaviors for change.

This course builds on the concepts taught in the prerequisite courses and will cover organizational behavior management, which can be defined as using a behavior analytic framework to teach students how to train, supervise, monitor, and provide feedback to personnel who are implementing academic and behavior change programs.

In this class students will learn about the governmental and professional disciplinary standards that regulate the field of behavior analysis in special education. Beyond the letter of the law, students will work through case studies where ethical dilemmas are presented in an effort to tease out the underpinnings of ethical behavior.

Autism (24 credits)

Students who choose this emphasis area will also need to select 9 elective credits at the 500 or 800 level.

This course will include an overview of characteristics and learning traits, classification systems, assessment strategies/issues, approaches, and interventions related to individuals with autism spectrum disorders (ASDs). Special emphasis will be given to selecting evidence-based practices and enhancing collaboration among individuals with ASD, their families, and supporting professionals.

The course content includes an overview of basic principles of applied behavior analysis (ABA) and elements of empiricism in education settings. Basic principles include reinforcement, stimulus control, punishment, prompting, fading, generalization, and maintenance. Special emphasis will be given to the application of ABA principles to classroom settings. A historical perspective will be outlined concerning the application of ABA to individuals with autism as well as the use of ethics in treatment and education. Empirically based interventions for persons with autism will be covered, including discrete trial, analysis of verbal behavior, and direct instruction. Finally, issues affecting persons with autism and their families will be addressed, including functional analysis, sleeping, eating, toileting/grooming, and determining credibility of treatments.

Language development and communication strategies, issues, pragmatics, communications systems, augmentative and alternative communication systems (AAC), social deficits in autism, and approaches for teaching social skills.

Types of assessment, such as screening, diagnosis, and identification of skills in development diagnosis; identification of skills in developmental domains, such as sensory, oral motor, play, and communication; practical strategies detailing what to teach based on assessment results; and an overview of curricula approaches and materials.

Academic and Behavioral Supports (24 credits)

Students who choose this emphasis area will need to select 3 elective credits.

An introduction to the empirical study of variables and conditions that influence school learning.

Provides aspiring leaders with learning opportunities and activities authentic to school leaders and leadership roles in educational organizations.

This course will teach students the role of the general education teacher in supporting the use of assistive technology (AT) by students with disabilities in general education classrooms.

Overview of motivation, encouraging positive behaviors, effective classroom management, performance feedback, functional behavior assessment, collaboration, generalization, and maintenance of behavior.

Evidence-based methods for designing, delivering, and adapting instruction for students with special needs in general education settings.

This course provides an overview of special education law and methods to assess learners with special education needs in the general education setting.

Capstone Course (3 credit)

Capstone projects generally relate to topics explored in both the student's area of emphasis, as well as in an initial research course. Projects may involve quantitative or qualitative data collection or syntheses of literature.

Course Availability

If you're ready to see when your courses will be offered, visit our public LionPATH course search (opens in new window) to start planning ahead.

Advance Your Career

You can use the knowledge gained from this program and the support of Penn State career resources to pursue careers in a variety of fields, depending on your goals.

Job Titles Related to This Degree

The following roles are often held by people with this type of degree:

• Behavior Analyst
• Learning Disabilities Special Education Teacher (LD Special Education Teacher)
• Special Education Inclusion Teacher
• Special Education Resource Teacher
• Special Education Teacher

Employment Outlook for Occupational Fields Related to This Degree

Estimates of employment growth and total employment are provided by the U.S. Bureau of Labor Statistics and are subject to change. While these occupations are often pursued by graduates with this degree, individual outcomes may vary depending on a variety of factors. Penn State World Campus cannot guarantee employment in a given occupation.

Special Education Teachers, Secondary School

Special education teachers, preschool, special education teachers, kindergarten and elementary school, special education teachers, middle school, demand for behavior analysts is increasing.

According to Lightcast, demand for behavior analysts holding BCBA or BCBA-D certification has increased by 5,852% over the past 12 years. The emphasis in applied behavior analysis within the master's degree or the stand-alone ABA certificate will help prepare students to sit for the BCBA certification examination.

Career Services to Set You Up for Success

From the day you're accepted as a student, you can access resources and tools provided by Penn State World Campus Career Services to further your career. These resources are beneficial whether you're searching for a job or advancing in an established career.

• Opportunities to connect with employers
• Career counselor/coach support
• Occupation and salary information
• Internships
• Graduate school resources  

Upcoming Event

Ready to learn more.

Get the resources you need to make informed decisions about your education. Request information on this program and other programs of interest by completing this form.

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Learn more about this program

Ready to take the next step toward your penn state master's degree, costs and financial aid.

Learn about this program's tuition, fees, scholarship opportunities, grants, payment options, and military benefits.

Graduate Tuition

Graduate tuition is calculated based on the number of credits for which you register. Tuition is due shortly after each semester begins and rates are assessed every semester of enrollment.

2024–25 Academic Year Rates

Financial Aid and Military Benefits

Some students may qualify for financial aid. Take the time to research financial aid, scholarships, and payment options as you prepare to apply. Military service members, veterans, and their spouses or dependents should explore these potential military education benefits and financial aid opportunities , as well.

To view the detailed list of cost of attendance elements, select “World Campus” as the location on the  tuition site .

Earn a Valuable Credential along the Way

Show mastery of specific subjects before your degree is complete. Thanks to shared courses across programs, students can often earn a certificate along with their degree in less time than if they earned them separately.

Certificate Programs Related to This Degree

To do so, you must complete a separate certificate application on the J. Jeffrey and Ann Marie Fox Graduate School website and pay the associated application fee before completing all of the credits required for the desired certificate. For example, to earn the Graduate Certificate in Applied Behavior Analysis along with the Master's in Special Education, you will need to submit two separate applications — one for the master's program and one for the graduate certificate program.

Progress toward the following graduate certificates can be earned while completing this degree program, if you apply and are accepted into the program:

Applied behavior analysis (ABA) is an effective, evidence-based approach used by teachers and therapists to create lasting, positive change in an individual's life. This online ABA certificate program is designed to help you prepare for the Behavior Analyst Certification Board, Inc.® (BACB®) exam.

Learn to assess individuals with autism spectrum disorders (ASDs) and develop evidence-based practices to enhance social, behavioral, communication, and academic gains. As the number of children diagnosed with autism continues to rise, so does the demand for skilled professionals with expertise.

Customize Your Degree

This special education degree program focuses on current issues and topics in the field of special education and gives you the opportunity to choose an emphasis in academic and behavioral supports, applied behavior analysis, or autism.

Academic and Behavioral Supports

Designed for education professionals who want to learn skills to effectively support students with disabilities.

Topics include, but are not limited to:

• effectively managing behaviors
• designing and delivering instruction
• administering educational assessments

Applied Behavior Analysis (ABA)

This emphasis is for professionals who want to gain in-depth knowledge of the principles and procedures of ABA, with or without the goal of becoming a Board Certified Behavior Analyst® (BCBA). Education professionals certified as BCBAs develop, implement, and monitor programs to promote positive behavior change in individuals with special needs.  

Course work includes: 

• developing, implementing, and monitoring programs to promote positive behavior change in individuals with special needs  
• 21-credit, 315-hour, 7-course sequence based on the  Behavior Analyst Certification Board’s 5th Edition Task List and intended to prepare you to sit for the 5th Edition BCBA certification examination 

Applicants will need to meet additional requirements, such as a completed graduate degree and supervised fieldwork experience, before they can be deemed eligible to take the examination. You are not required to take the certification exam as part of this emphasis. 

Designed to help you acquire comprehensive, evidence-based knowledge to assist in developing effective educational programming for students with autism spectrum disorders.

Course work involves:

• assessing individuals with autism spectrum disorders
• developing strategies to foster social, behavioral, communicative, and academic gains
• using applied behavior analysis when working with children with autism
• enhancing collaboration among individuals with ASD, their families, and educators

Who Should Apply?

If you have a background in education or human services and would like to work with children and youth with disabilities, or if you are a(n):

• behavior specialist
• social worker
• mobile therapist
• educational consultant
• speech pathologist
• instructional designer
• mental health counselor
• psychologist

Set Your Own Pace

Whether you are looking to finish your program as quickly as possible or balance your studies with your busy life, Penn State World Campus can help you achieve your education goals. Many students take one or two courses per semester.

Our online courses typically follow a 12- to 15-week semester cycle, and there are three semesters per year (spring, summer, and fall). If you plan to take a heavy course load, you should expect your course work to be your primary focus and discuss your schedule with your academic adviser. 

To Finish Your Degree in One to Two Years

• Take 3–4 courses each semester

To Finish Your Degree in Two to Three Years

• Take 2–3 courses each semester 

To Finish Your Degree in Three to Four Years

• Take 1 course  each semester

Timelines may vary based on course availability.

Convenient Online Format

This program's convenient online format gives you the flexibility you need to study around your busy schedule. You can skip the lengthy commute without sacrificing the quality of your education and prepare yourself for more rewarding career opportunities without leaving your home.

A Trusted Leader in Online Education

Penn State has a history of more than 100 years of distance education, and World Campus has been a leader in online learning for more than two decades. Our online learning environment offers the same quality education that our students experience on campus.

How to Apply to Penn State

Apply by November 1 to start January 13

Application Instructions

Deadlines and important dates.

Complete your application and submit all required materials by the appropriate deadline. Your deadline will depend on the semester you plan to start your courses.

Spring Deadline

Summer deadline, fall deadline, steps to apply, 1. review the admission requirements..

For admission to the J. Jeffrey and Ann Marie Fox Graduate School, an applicant must hold either (1) a baccalaureate degree from a regionally accredited U.S. institution or (2) a tertiary (postsecondary) degree that is deemed comparable to a four-year bachelor's degree from a regionally accredited U.S. institution. This degree must be from an officially recognized degree-granting institution in the country in which it operates.

GPA — All applicants are expected to have a GPA of 3.0 or higher from prior course work.

2. Gather your required materials.

You will need to upload the following items as part of your application:

Official transcripts from each institution attended , regardless of the number of credits or semesters completed. Transcripts not in English must be accompanied by a certified translation. If you are a Penn State alum, you do not need to request transcripts for credits earned at Penn State but must list Penn State as part of your academic history.

Test Scores — GRE scores are not required

English Proficiency — The language of instruction at Penn State is English. With some exceptions, international applicants must take and submit scores for the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS). Minimum test scores and exceptions are found in the English Proficiency section on the  Fox Graduate School's "Requirements for Graduate Admission" page . Visit the  TOEFL website  for testing information. Penn State's institutional code is 2660.

References (3) — You will need to initiate the process through the online application by entering names, email addresses, and mailing addresses of three references. Upon submission of your application, an email will be sent to each recommender requesting they complete a brief online recommendation regarding your commitment for success in an online program.

The letter should address the nature and quality of the applicant’s professional/workplace performance and an assessment of the applicant’s readiness to pursue online graduate degree study. The references must be provided by professional colleagues such as coworkers, supervisors, academic instructors or advisers, classmates, business partners, etc. We are unable to accept references from family members or personal friends/acquaintances. Please inform all recommenders they must submit the form in order for your application to be complete.

Program-Specific Questions/Materials

Résumé or curriculum vitae — Upload your résumé (one to two pages) to the online application.

Personal Statement — A statement (one to two pages) addressing your purpose and objectives in enrolling in a graduate program in special education.

3. Create a Penn State login account.

To begin the online application, you will need a Penn State account.

Create a New Penn State Account

If you have any problems during this process, contact an admissions counselor at [email protected] .

Please note: Former Penn State students may not need to complete the admissions application or create a new Penn State account. Please visit our Returning Students page for instructions.

4. Read the application instructions.

You can begin your online application at any time. Your progress within the online application system will be saved as you go, allowing you to return at any point as you gather additional information and required materials.

• Choose Enrollment Type: "Degree Admission"
• Choose "WORLD CAMPUS" as the campus

Checking Your Status  You can  check the status of your application  by using the same login information established for the online application form. 

Technical Requirements   Review the technical requirements  for this degree program. 

Applying as a Nondegree Graduate Student

Apply as a "nondegree" graduate student to begin taking courses right away. You may take up to 15 credits in nondegree status before submitting your application portfolio. If you apply as a nondegree graduate student,  you must re-apply to the master's degree  to be considered for admission into the Master of Education in Special Education degree program.

To apply as a nondegree graduate student:

• Begin the application process
• Select "Nondegree Admission"

5. Complete the application.

Admissions help.

If you have questions about the admissions process, contact an admissions counselor at [email protected] .

Have questions or want more information? We're happy to talk.

To learn more about the Master of Education in Special Education, please contact:

World Campus Admissions Counselors Phone: 814-863-5386 Email: [email protected]

Paul Smith Administrative Support Assistant Department of Educational Psychology, Counseling, and Special Education 125G CEDAR Building University Park, PA 16802 Phone: 814-863-4452 Email: [email protected]

Learn from the Best

Offered by Penn State's College of Education, this degree program is renowned for preparing and supporting education professionals. Delivered online through Penn State World Campus, this program is taught by the same nationally recognized faculty who teach our rigorous, high-quality residential program.

Mary Katherine Harris

• Degree Ph.D., Disability Disciplines and emphasis in Applied Behavior Analysis, Utah State University
• Degree Special Education Credential, Chapman University
• Degree B.A., Psychology, University of California at Berkeley

Dr. Mary Katherine (Katie) Harris is a Board Certified Behavior Analyst-Doctoral Level and assistant professor of special education. She has worked with children and adults with autism and developmental disabilities in a variety of educational and community-based settings. She is passionate about supporting teachers and providing instruction in the science of Applied Behavior Analysis. She teaches courses in Ethics, Foundations, Concepts & Principles, and Behavior Change Procedures & Management in the Verified Course Sequence for the Applied Behavior Analysis program.

Elizabeth M. Hughes

• Degree Ph.D., Curriculum and Instruction, Clemson University
• Degree M.Ed., Special Education, Clemson University
• Degree B.A., Elementary Education and Human Development, Boston College

Dr. Elizabeth M. Hughes is an assistant professor of special education at Penn State. Her scholarship focuses on the role of language when learning mathematics, specifically for students with learning disabilities. Her research evaluates mathematical writing strategies, vocabulary supports, and video modeling as evidence-based practices to support learning mathematics.

Rick Kubina

• Degree Ph.D., Special Education, The Ohio State University
• Degree M.A., Special Education, The Ohio State University
• Degree B.A., Psychology/Sociology and Women’s Studies, Youngstown State University

Dr. Rick Kubina, BCBA-D, is a professor of special education at Penn State and a Board Certified Behavior Analyst with doctoral designation. Dr. Kubina's research focuses on the science of individual measurement and performance/learning improvement. He is the co-author of The Precision Teaching Book and the co-founder of Chartlytics, a web application system for precisely pinpointing and recording behavior for making decisions and using repeated problem-solving to help learners experience effective and efficient learning outcomes.

• Degree Ph.D., Special Education, Purdue University
• Degree M.Ed., Special Education, California University of Pennsylvania
• Degree B.S., Psychology, University of Pittsburgh

Dr. David Lee, BCBA-D, is a professor of special education. The focus of Dr. Lee’s research is to develop, evaluate, and disseminate programs to support students with or at risk for emotional/behavior disorders. His research draws upon a behavior analytic framework to create positive, function-based interventions for students, primarily in middle/high school.

David B. McNaughton

• Degree Ph.D., Special Education, Penn State
• Degree M.S., Special Education, Penn State
• Degree B.Ed., Special Education, University of Windsor

Dr. David B. McNaughton is a professor of special education at Penn State. His teaching and research focus on the development of effective educational programs for individuals with severe disabilities. He is especially interested in the effective use of technology by individuals who use augmentative and alternative communication (AAC) and how AAC can be used to achieve important educational and vocational outcomes.

Kelly Mercorella

• Degree Ph.D., Applied Behavior Analysis, Columbia University
• Degree M.S., Applied Behavior Analysis, Columbia University
• Degree B.S., Psychology, Fordham University

Dr. Kelly Mercorella, BCBA-D, is an assistant professor of special education at Penn State and teaches a variety of courses for the online M.Ed. program in Special Education. Dr. Mercorella's research interests center around facilitating reading comprehension for elementary students with disabilities, particularly designing interventions to instruct students on visualization strategies related to reading. Prior to earning her doctorate, Dr. Mercorella was a special education teacher in both self-contained and inclusive settings, serving students from Pre–K through fifth grade.

Paul J. Riccomini

• Degree M.Ed., Special Education, Edinboro University of Pennsylvania
• Degree B.A., Mathematics, Edinboro University of Pennsylvania

Dr. Paul J. Riccomini, an associate professor of special education at Penn State, began his career as a middle and high school general education and special education math teacher. His research focus is on effective instructional strategies and assessments for students with dyscalculia and students with learning disabilities in mathematics. He is a co-author of Response to Intervention in Math (Corwin, 2010) and Building Number Sense through the Common Core (Corwin, 2013), as well as three math intervention programs targeting fractions, integers, and algebraic equations.

Jonte C. Taylor

• Degree Ph.D., Special Education, Auburn University
• Degree M.Ed., Collaborative Teaching and Special Education, Auburn University
• Degree B.A., Mental Retardation Education, Tuskegee University

Dr. Jonte Taylor (“JT”) is an assistant professor of special education at Penn State. He taught for approximately 10 years with a variety of populations from pre-K to adult in settings ranging from inclusive classrooms to residential treatment facilities. His research interests include science education for students with disabilities, evaluating innovative classroom practices, and bullying issues for students with autism, learning disabilities, and emotional/behavioral disorders.

Explore Other Academic Programs

Master’s in Special Education

Meet your career goals through licensure and non-licensure pathways.

Exceptional children require highly skilled educators that can plan and administer special education curricula while facilitating a safe and effective classroom. Whether you are a licensed teacher, looking to become a teacher or licensed in Special Education we have a pathway for you.

Expand your expertise and position yourself as a leader in the field. This advanced special education degree is for passionate educators who value all students and want to help them achieve their academic and behavioral potential.

You’ll learn to use the latest instructional, behavioral, and communication strategies with the latest technology and research to meet the unique needs of students with learning disabilities, mild developmental disabilities, emotional behavioral disorders and high functioning autism. Find more information on the licensure-only programs here.

Learning Pathways and Interventions

Whether you’re a special education paraprofessional or want to add special education to an existing license, we have several options to meet your needs. Purdue’s online special education program includes both a licensure only and master’s degree option with tracks in initial licensure or additional licensure with mild and intense focus. This nationally recognized program has many benefits:

• Convenient online classes
• Interact with peers across the state and beyond in engaging online courses that are aligned to CEC 2020 Standards
• Add a Blended and Online Teaching License without additional courses
• Alignment with edTPA measures
• 1-on-1 support through a dedicated licensure office
• Assistance with field placement for student teaching and/or practicum

Program at a Glance

• Delivery: Online
• Credits: Track dependent
• Course Length: 8 weeks
• Time to Complete: 20 months
• In-State Rate: $490/credit
• Out-of-State Rate: $740/credit
• Start Dates: Fall (August), Spring (January), Summer (May)

Are you an Administrator or Superintendent? Check out our versatile licensure option for Indiana teachers.

Attention Indiana Teachers!

Purdue’s Special Education program has been selected to receive funding by the Indiana Department of Education Indiana Special Education Assisted Licensure (I-SEAL ) program for 2024. With documentation from your school district and the program director, candidates can apply to receive the ISEAL funds to pay program tuition costs after they begin the program.

#13 Best Online Master’s Program in Special Education

U.S. News & World Report, 2024

View a Virtual Information Session

Hear directly from our directors of admissions, program directors and faculty to learn more about the program’s objectives, what it’s like to learn online, the resources we have to assist you throughout your education, and career paths after graduation.

Start Your Giant Leap with One Small Step

Learning Concentration Program Roadmaps

The programs listed below are for candidates seeking a Master’s degree in special education with licensure and non-licensure options. Candidates looking for licensure only can learn more about the Special Education Licensure Only Program .

Master’s Only:

• MSEd in Special Education — Non-Licensure

Initial Licensure (for teachers not currently licensed):

• MSEd in Special Education — Initial Mild Only Licensure
• MSEd in Special Education — Initial Mild & Intense Licensure

Additional Licensure (for teachers already licensed looking to add special education licensure):

• MSEd in Special Education — Additional Mild Only Licensure
• MSEd in Special Education — Additional Mild & Intense Licensure
• MSEd in Special Education — Additional Intense Only Licensure

Licensure Only:

• Special Education — Licensure Only

See the courses page for details.

Unsure of which path to choose? Access our pathway resource to determine which program and/or licensure is best for you.

Complete Your edTPA

Purdue’s online special education programs incorporate the Education Teacher Performance Assessment (edTPA) measures. You’ll complete your program ready for this multi-measure assessment that requires new teachers to demonstrate the knowledge and skills needed to teach according to state and national standards – including:

• Common Core State Standards
• Interstate Teacher Assessment and Support Consortium (InTASC)

As a graduate of Purdue’s online special education program, you will be empowered to teach students effectively.

View Career Outlook.

Earn Additional Credentials as You Work Towards Your Degree

Purdue’s Online Special Education Program offers candidates the opportunity to earn additional credentials while completing their advanced degree or licensure. Learn more about our Blended and Online Teaching State Licensure, Google and Apple Certification, and the Orton Gilligham Credential below.

Blended & Online Teaching State Licensure

When you complete a non-intense intervention special education program online with Purdue, you’ll graduate with the requirements to earn an Indiana licensure in Blended and Online Teaching. While not a stand-alone content area or exclusive to a specific age group, the online Blended and Online Teaching licensure prepares teachers for online and blended classrooms.

Purdue’s non-intensive intervention online programs utilize Blended and Online Teaching standards along with International Society for Technology in Education (ISTE) standards to develop specific competencies that students will master upon completing their programs. With this approach, additional courses or field experiences are not required beyond those in their current plan of study. Instead, these experiences will be modified to emphasize diverse learning environments.

Google and Apple Certification

The Apple Teacher certification and the Google Workspace for Education Certification material is integrated into the coursework of the program. Candidates are required to obtain the necessary technology to complete the material. In EDPS 57701, candidates will develop a portfolio that will showcase their certificates and competencies they collect throughout the program.

Learn more about Apple Teacher

Learn more about the Google Workspace for Education – Basic

Orton Gillingham Credential

The Orton Gillingham Online Academy is partnering with Purdue University to bring the OG Approach to pre-service teachers as a Master’s degree requirement. The course (EDPS 52400 – Effective Instruction For Students with Significant Reading Difficulties) will explore significant reading difficulties, such a dyslexia, and essential components of effective reading instruction. This course will investigate scientifically-based reading research (SBRR), evidence-based and developmentally appropriate reading instruction and interventions to support students with exceptionalities.

Candidates completing this course will obtain an Orton Gillingham Certificate of Completion. This certificate may result in a candidate’s ability to secure an additional reading credential within his/her state. Please contact your state’s Dept of Education or speak with your school district officials to see how this additional certificate will be viewed within their district/state.

We Build A Resourceful Community of Teachers

The online MSED in Special Education Faculty and Staff are committed to providing essential support to each candidate as they complete the program and move into a full-time role as a special education instructor. With a variety of resources and events offered through this program, candidates will be able to step confidently into a special education teacher role and provide an impactful learning experience to students with exceptional needs.

Mentor & Induction Program

Purdue’s Mentor and Induction Program provides a series of seminars to help you connect content from course to course, integrate technology tools and provide networking opportunities beyond the classroom with alumni, guest speakers from the field, faculty members and course instructors and university supervisors.

Practicum & Licensure Support

Collaborate one-on-one with the Clinical Practice Coordinator to help you and your administration design a clinical practice experience(s) that works for your licensure area.

Education Professional Dispositions

What is Special Education?

Admissions Requirements

Admissions decisions are based on individual experience and the applicant’s fit with the program.

To be considered for admission, students must complete a phone interview with an admissions advisor and submit a completed application as well as the following items:

• A bachelor’s degree from a regionally accredited institution with a 3.0 GPA
• An updated resume
• (3) letters of recommendation from individuals familiar with your abilities
• Academic Statement of Purpose – View Prompts & Requirements
• Personal History Statement – View Prompts & Requirements
• Official transcripts from all universities attended, including transfer credits*
• Transcript Evaluation & Credential Review (TECR) – For All Licensure Track Applicants
• An application fee of $60 ($75 for international students)

*Coursework used to satisfy the requirements of a conferred master’s degree from an institution other than Purdue may not be used as transfer credit.

Currently on an Alternative Special Education Licensure? As of July 1, 2022, many states, including the State of Indiana, are requiring permit holders to enter a professional license preparation program. Come see what Purdue can offer you!

Purdue’s special education online degree program is designed to give you the skills and training needed for licensure in the state of Indiana. The State of Indiana has a compact agreement with most states, meaning a student with a valid Indiana teaching license can obtain a license in another state. Specific coursework, testing, or grade point averages may be required.

For current information regarding out-of-state licensing, please visit the National Association of State Directors of Teacher Education and Certification (NASDTEC) website.

To learn more about each state’s requirements for licensing, please contact the Department of Education in your desired state or visit the United States Department of Education website for license requirements and application procedures.

View additional information regarding licensing.

View additional information regarding accreditation, standards, and program recognition.

International Students

In addition to the admission requirements noted on the first tab, international students must also provide the following information.

• Official transcripts from all universities attended in the original language as well as English translation for transcripts and diplomas not in English.
• Minimum Overall: 80
• Writing: 18
• Speaking: 18
• Listening: 14
• Reading: 19
• Minimum Overall: 6.5
• Writing: 6.5
• Speaking: 6.0
• Listening: 6.0
• Reading: 5.5
• Total score of 115 and 115 on each subscore

How to Apply

Prior to starting your online application, you must first complete a phone interview with an admissions advisor. To schedule your phone interview, call 877-497-5851 .

Once you have completed your phone interview, you are ready to complete the online application .

If you have questions on eligibility or the documents required for your application, please call 877-497-5851 to speak with an admissions advisor.

Send All Other Application Materials To:

Purdue University Online Programs Admissions Processing Center 851 Trafalgar Court, Suite 420 West Maitland, FL 32751

Tuition and Fees for MSEd in Special Education

Tuition and Fees – Licensure

*Additional program costs related to licensure, testing, course materials and books may apply depending on program track. Estimated additional costs over the course of the whole program ranges from $500–$2200 depending on the track and preference of book format, paper (higher end) or electronic (lower end). Tuition and fees are charged on a per credit hour basis and are subject to annual increases. Annual increases may change the total program cost. Purdue faculty and staff fee remissions may not be available to the online MSEd in Special Education program.

Learn From the Experts

Explore how Purdue’s faculty for the online MS in Education in Special Education can prepare you for leadership and advancement in your teaching career.

Professors/Faculty

Kharon Grimmet , SPED., Program Coordinator Clinical Associate Professor

Course Instructors

Megan Elam , Course Instructor

Melissa Grabner-Hagen , Course Instructor

Brian Sappenfield, Course Instructor

Ann Sweet, Course Instructor

University Supervisors

Rita Carlisle , University Supervisor

Emily Grasso, University Supervisor

Kelly Jackson , University Supervisor

Peg Rideout , University Supervisor/Guest Lecturer

Brian Sappenfield, University Supervisor

Testimonials

Diversity brings together students from all walks of life. At Purdue, our students are ethnically, culturally and spiritually diverse – allowing for a wide variety of ideas, thoughts and opinions to add depth and interest to the fabric of society. We encourage every individual to contribute his or her unique perspective on the world to create a rich postsecondary experience.

Read stories from the graduates of Purdue’s Online Master’s in Special Education and learn how our online program set them each on a course to conquer the future.

Naomi Tokuyama

“I was laid off from my teaching position at the start of the pandemic and decided it was time to take the next step in my teaching career and applied to grad school. I chose Purdue because they were extremely helpful in the admissions process and because the program had what I was looking for. I loved the seven week class format and the all online format (minus practicum). I am so glad that I chose Purdue because I have achieved my goal of being a special education teacher. I am in a district that I have dreamed of teaching in for a few years now. I can’t wait for what is next. Boiler up!”

Teri Baxter

“The Purdue College of Education gave me a head and shoulders advantage in establishing myself as a special education professional. Even as a new special education teacher, I felt extremely prepared in understanding my role in educating students with exceptionalities across K-12 environments. I also appreciated the personal connections I made and the accessibility of the professors when I needed anything. I’m so glad I chose the Purdue online program to help me pursue my second career while still raising my family!”

Taylor Patterson

“I’m so grateful for the education I received from Purdue! I am extremely confident in the knowledge I gained throughout my time at Purdue. I have recommended the Master’s in Special Education program to many of my coworkers already!”

Sarah Gaulke

“I can honestly say that I wouldn’t be a teacher without Purdue. I began my undergraduate students as an education major but changed. It wasn’t until several years after graduating that I realized special education was my calling. The Purdue program was the only master’s program I could find that was set up to prepare me for initial licensure while working full-time (a must for a late-to-the-game teaching student), fully online for this rural Oregonian, and with a reputation of a high-quality program.”

Bristol Ryff

“The classes and accessibility of the program was helpful. It allowed me as a working professional to complete the program while working.”

Amy Catteneo

“Purdue helped me achieve my goal of becoming a teacher. I had the heart and the skillset but needed the education and know how which I received at Purdue. They basically escort you through the entire process – both the professors and the administrative staff. You never feel alone or not supported.”

Alexandra Richmond

“I am thankful for the flexibility and convenience of this program. I learned so much during the short course periods and the entire program went by so fast!”

Frequently Asked Questions

Please find answers to the most popular questions for the online Special Education program asked by many of our new online students.

What is the focus of this program?

Purdue’s Online Special Education Program focuses on mild intervention, high incidence disabilities such as learning disabilities, mild intellectual disability, emotional/behavior disability, and high functioning autism. Candidates do have the option to add a focus on intense intervention (moderate to significant intellectual disabilities, medical and physical impairments as well as chronic illness) to complement your studies in mild intervention.

Will I be licensed to teach upon completion of this program?

This program is designed to prepare candidates for Indiana licensure. As such, candidates completing the Initial or Additional Licensure Program will earn an Indiana Licensure and a Masters Degree. Given Indiana’s reciprocity with 42 additional states, it is possible that your state will accept your Indiana Teaching License based on the qualifications and required clinical experience(s). Please note, reciprocity is subject to change at anytime.

Individuals seeking licensure outside of the State of Indiana will need to work with their individual state to check for reciprocity and if they may have additional licensing requirements. Individuals desiring a Masters Only will NOT be eligible for a license in special education in the State of Indiana.

Do I have to be in Indiana to complete the practicum and student teaching requirements?

No. Practicum and Student Teaching requirements can be completed outside of Indiana and are supervised electronically. It is strongly encouraged candidates are employed or seek employment as a special educator (on an alternative/provisional/emergency licensure) or para-professional in effort to expedite the placement(s) opportunities as well as provide candidates with much needed experiences while completing the program.

If I have specific questions is there someone available to assist who fully understands the Indiana licensure process?

Yes. Purdue’s Office of Teacher Education and Licensure (OTEL) has expert advisors to assist you regarding Indiana licensure.

Individuals seeking licensure outside of the State of Indiana will need to work with their State Department of Education to determine if Indiana licensure fulfills the licensure requirements within that State. Yes, Purdue offers licensing advisors who can assist you with specific licensure questions for Indiana licensure.

Office of Professional Preparation & Licensure Purdue University College of Education Main Office: 765-494-2345 Fax: 765-494-0587 Email: [email protected]

Individuals who seek licensure in other states will need to work with their state department of education to determine and fulfill its specific licensing requirements.

I am not interested in licensure, what are my options?

Individuals not seeking licensure can choose the Non-Licensure Track (Master’s Only) Program. The MS Only program does not require Clinical Practice Experiences and will NOT lead to licensure.

How long is the practicum?

Clinical Practice I (Practicum) can range from 8 to 16 weeks and is only offered during the Fall and Spring semesters. Practicum cannot be offered in the Summer.

How long is the student teaching experience and how does it affect graduation?

Clinical Practice II (Student Teaching) is a 16 week experience and is only offered during the Fall and Spring semesters. Student Teaching cannot be offered in the Summer.

Do I need to pass a background check to complete this program?

All students in the Online Special Education Program are required to complete a CBC on an ANNUAL basis while enrolled in the program. Purdue uses Castlebranch to conduct all CBCs.

What other requirements need to be met to obtain licensure?

All students must complete a Professionalism Agreement and present a valid criminal background check. Candidates seeking licensure will eventually obtain CPR-Heimlich Maneuver-AED Certification, complete a suicide prevention training (available through Purdue at no charge while enrolled. If this is not completed while enrolled, there will be a fee), state content and pedagogy tests. Please Note: Licensure requirements are subject to change. Please check with the Indiana Department of Education (IDOE) or Purdue’s Office of Teacher Education and Licensure (OTEL) if you have any questions.

I am not a United States citizen, can I complete this program?

Candidates who are not US citizens can complete the Master’s Only. If you believe you have a special case, you can contact the Program Coordinator.

Do licensing requirements ever change?

Yes. Licensure requirements are subject to change. Please check with the Indiana Department of Education (IDOE) or Purdue’s Office of Teacher Education and Licensure (OTEL) if you have any questions.

What course materials are required for this program?

The Online Special Education Program requires candidates to have a computer (laptop or desktop) that meets the minimum processor/software requirements in order to access and participate in the online program. In addition, candidates are required to have an iPad that meets the programs minimum series/IOS. The iPad in conjunction with your computer will be used to develop the knowledge and skills need to integrate technologies into the classroom, home, hospital, or other environment where individuals with disabilities can receive educational services according to the IEP. Given the iPad requirement, many of the require texts/readings will be available free to candidates. A list of required textbooks (not available for free) will be provided prior to beginning the program and is subject to change.

Does this online program accept transfer credits?

It depends on when the credits were taken and the content covered within the course. Professional Standards and Practices change over time and were updated in 2020. Courses not aligned with CEC 2020 Standards may not be accepts. Please submit transfer request prior to beginning the program, as transfer credit will NOT be considered after the student has begun his/her program.

Are clinical practices (practicum and/or student teaching) required for this program?

Masters Only – does NOT require any clinical practice experience as it does NOT lead to licensure in the State of Indiana.

Additional Licensure in Special Education – DOES require practicum experiences at both the elementary and secondary level. The Program Coordinator will meet with you to develop these individual experiences.

Initial Licensure in Special Education – DOES require both practicum and student teaching experiences. The Program Coordinator will meet with you to develop these individual experiences.

Will my diploma look different from the on-campus programs?

No. Both on-campus and online programs earn the same diploma. Online students are also invited to participate in the graduation ceremony on campus upon program completion.

How do online classes work?

Most coursework is asynchronous, meaning that there are not specific times that you need to be online. When you start the program, you will be given access to a virtual classroom interface. Your instructor will post coursework, syllabi, assignments, and messages every week. You will also use discussion boards, e-mail, and chat to communicate with your classmates and your instructor. You can log on and do your coursework at any time that is convenient for you, but you must turn in your assignments by the deadlines your instructor sets.

How much time should I allow for doing homework and completing assignments?

As in an on-campus program, you should plan on devoting about 15 to 20 hours a week to coursework, depending on your study habits.

What if I have a question about homework or need help with a technical issue?

The faculty and staff at Purdue are dedicated to your success at the University and in the future. Your instructor will set weekly times for one-on-one electronic consultations and will answer emails in a timely fashion. Technical support is available to help you handle hardware and software issues, and we have dedicated staff available to talk to you about financial aid, scheduling, or any other administrative issues.

Special Education (Applied Behavior Analysis), MA

• Program description
• At a glance
• Degree requirements
• Admission requirements
• Tuition information
• Attend online
• Career opportunities
• Professional licensure
• Contact information

AUTISM, Analyst, Applied Behavior Analysis, Behavior, Special Ed, behavioral

Pair research and experience and prepare to work with individuals with diverse learning and behavior needs by using the principles of applied behavior analysis.

Courses for the MA program in special education with a concentration in applied behavior analysis are online and combine an assortment of resources and technologies to provide students with the opportunity to interact directly with program faculty and classmates. Applied projects and assignments allow students to focus on the population with which they plan to work while gaining the knowledge and skills they need in order to use applied behavior analysis across various populations and settings. Program graduates are well prepared to provide applied behavior analysis and evidence-based consultative services and support to clients, organizations, community and family members.

Mary Lou Fulton Teachers College offers university coursework verified by the Association for Behavior Analysis International® as meeting the coursework requirements for eligibility to sit for the Behavior Analyst Certification Board® Board Certified Behavior Analyst® examination. Once certified, these professionals are equipped to meet diverse behavior needs and make a lasting difference in the community. The course sequence meets the Behavior Analyst Certification Board-required 315 classroom hours of graduate-level instruction aligned with the BCBA/BCaBA task list (fifth edition). BCBA-supervised independent fieldwork supervision hours, required for certification, are arranged and completed by the student separately from their ASU coursework. An optional remote BCBA supervised independent fieldwork practicum (SPE 580 Applied Behavior Analysis Practicum) is available.

• College/school: Mary Lou Fulton Teachers College
• Location: Online
• STEM-OPT extension eligible: No

30 credit hours including the required applied project course (SPE 593), or 30 credit hours including the required capstone course (SPE 597)

Required Core (3 credit hours) SPE 525 Measurement, Data Display, Interpretation and Experimental Design (3)

Concentration (18 credit hours) SPE 526 Concepts and Principles of Applied Behavior Analysis (3) SPE 527 Behavior Analytic Assessment (3) SPE 560 Behavior Change Procedures: Implementing Interventions in Behavior Analysis (3) SPE 562 Personnel Supervision and Organizational Behavior Management in Educational Settings (3) SPE 563 Philosophical Foundations of Applied Behavior Analysis in Educational Settings (3) SPE 567 Ethics of Applied Behavior Analysis (3)

Electives (6 credit hours)

Culminating Experience (3 credit hours) SPE 593 Applied Project (3) or SPE 597 Capstone (3)

Additional Curriculum Information Students may choose to complete a remote supervised independent fieldwork practicum (SPE 580).

Applicants must fulfill the requirements of both the Graduate College and the Mary Lou Fulton Teachers College.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in any field from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• personal statement
• three letters of recommendation
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

The personal statement should demonstrate the applicant's goals with respect to the program outcomes and success in a graduate and online program. The statement should also demonstrate high-quality writing and awareness that the student understands the demands of graduate school.

Three letters of recommendation from individuals who can speak to the applicant's potential for success in a graduate program are required for admission.

ASU offers this program in an online format with multiple enrollment sessions throughout the year. Applicants may view the program’s ASU Online page for program descriptions and to request more information.

Professionals with expertise in evidence-based practices in applied behavior analysis are in high demand across sectors and industries, including education, business and health care.

Career examples include:

• applied behavior analysis therapist
• behavior consultant
• behavior specialist
• board certified behavior analyst
• early interventionist
• organizational behavior management specialist

ASU programs that may lead to professional licensure or certification are intended to prepare students for potential licensure or certification in Arizona. Completion of an ASU program may not meet educational requirements for licensure or certification in another state. For more information, students should visit the ASU professional licensure webpage.

Educational Leadership & Innovation, Division | FAB S200 [email protected] 480-965-5555 Admission deadlines

Master's in Special Education Requirements

How many credits are needed for a master's degree in Special Education?

M.S. Special Education

M.ed. special education, m.s. special education ( open this section), upon offer of admission, the following will be required: successful passage of fbi criminal background check, admission requirements for the m.s..

The Master of Science (M.S.) is for those who already have a degree in education.  The M.S. will have a research to practice focus.

• A bachelor’s degree.

A cumulative Grade Point Average (GPA) of at least 2.75 for all undergraduate work (based on A = 4.00). 

Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the graduate catalog.

Admission Process

• Complete the School of Graduate Studies' online application.
• Submit the application fee of $35.
• Three Letters of Recommendation are required: one from an employment supervisor or administrator, one from a professional colleague or university professor, and one from a professional of your choosing.  
• Request one official copy of all academic transcripts from all colleges and universities you have attempted credit at, including undergraduate and graduate course work. 
• One Personal Statement, which will include the questions listed below specific to special education, will be required on the master's application.  

Personal Statement

The length of each response should be 1-2 pages double-spaced.  The personal statement is scored for depth of discussion, authenticity, organization, and mechanics.

Respond to the four questions below:

• Explain how your experiences/interests reflect your capacity for the specialization area you are applying for specifically (i.e., ASD, BIS, EBD, ECSE, General, ID, LD, SES, and VI).
• Identify a behavioral or learning need with an individual with whom you know professionally or personally and describe your approach to managing the individual's specific need.
• Graduate school may be challenging due to competing demands for your time.  Please address how you will navigate these challenges by utilizing your strengths.
• In this master’s program, you will receive constructive feedback to develop and/or enhance your skills.  Explain how you have perceived and managed this type of feedback in your past experiences.

Specialization Areas

• Applied Behavior Analysis (ABA) :  The ABA specialization area includes coursework and an intensive practicum that focuses on concepts and principles, assessment and behavior change systems, methods and applications, ethics, and research methods. This specialization is approved by the Behavior Analyst Certification Board.
• Autism Spectrum Disorder (ASD) : The ASD specialization area focuses on children, adolescents, and adults with ASD and addresses several aspects of ASD including characteristics, assessment, methods/strategies, inter-agency collaboration/support, and application in a field setting.
• Behavior Intervention Specialist (BIS):  The BIS specialization prepares educators to support children and adolescents who use behaviors that interfere with instruction and social-emotional development. This specialization provides training and experience in assessment and treatment of challenging behaviors and facilitation of interdisciplinary and stakeholder teaming to support individual children and their caregivers.
• Early Childhood Special Education (ECSE) : The ECSE specialization area focuses on children from birth to age eight and addresses various disabilities, primarily developmental in nature, and addresses several aspects of ECSE including characteristics, assessment, methods/strategies, all forms of development, (e.g., language, physical), and application in a field setting.
• Emotional Behavioral Disorders (EBD) : The EBD specialization area focuses on children and adolescents with both emotional and behavior disorders and addresses several aspects of EBD including characteristics, assessment, behavior and academic methods/strategies, and application in a field setting.
• General Special Education : The general specialization area is a “design your own program” option. Students can choose courses from all of the courses offered by the special education program.
• Intellectual Disabilities (ID) : The ID specialization area focuses on children and adolescents with intellectual disabilities and addresses several aspects of ID including characteristics, assessment, methods/strategies, and application in a field setting.
• Learning Disabilities (LD) : The LD specialization area focuses on children and adolescents with learning problems that are not due to developmental, emotional, or cognitive disabilities and addresses several aspects of LD including characteristics, assessment, methods/strategies, and application in a field setting.
• Special Education Strategist (SES) : The SES specialization area is a cross-categorical area that encompasses all of the courses in the specialization areas of ID, EBD, and LD.
• Visual Impairment (VI) : The VI specialization area focuses on children and adolescents who are visually impaired or blind and addresses several aspects of VI including characteristics, assessment, braille code, methods/strategies, orientation/mobility, and application in a field setting.

Degree Requirements

Students seeking the Master of Science degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Special Education Program.

• A minimum of 30 credits at or above the 500 level is required for the degree. Additional credits may be needed for professional licensure.
• A maximum of one-fourth of the credit hours may be transferred from another institution.
• Two credits of SPED 995 Scholarly Project or four credits of T&L 998 Thesis .
• Nine credits of Special Education Core Coursework (excluding students in the ABA specialization).

Six credits of scholarly tools/assessment courses.  Choose two of the following:

Choose one or more specialization area/s and complete the required courses and elective courses for a minimum total of 30 credits for the M.S. degree:

Applied Behavior Analysis (ABA) 

Autism Spectrum Disorder (ASD)

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements.   

If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Behavior Intervention Specialist (BIS)  

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements. 

If seeking special education endorsement in BIS in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Early Childhood Special Education (ECSE)

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements.    

If seeking special education endorsement in ECSE in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Emotional Behavioral Disorders (EBD)

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements.   

If seeking special education endorsement in EBD in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

General Special Education

Note that there are no additional required courses. A minimum of 19 credits can be selected from the following courses:

Choose courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements. 

Confer with your advisor regarding these requirements.  If seeking teacher certification in a state other than North Dakota, refer to that state's requirements.  

Intellectual Disabilities (ID)

If seeking special education endorsement in ID in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Learning Disabilities (LD)

If seeking special education endorsement in LD in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Special Education Strategist (SES)

If seeking special education endorsement in SES in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Visual Impairment (VI)

If seeking special education endorsement in VI in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

M.Ed. Special Education ( Open this section)

U pon offer of admission, the following will be required: successful passage of fbi criminal background check, admission requirements for the m.ed..

The Master of Education (M.Ed.) is designed for those who do not have a previous degree in education.  This degree will have a pedagogical focus to build a foundation for the art and science of teaching. 

• A cumulative Grade Point Average (GPA) of at least 2.75 for all undergraduate work (based on A = 4.00).
• Special Education Strategist (SES) : The SES specialization area is a cross-categorical area that encompasses all of the courses in the specialization areas of ID, EBD, and LD.

Students seeking the Master of Education degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Special Education Program. 

• A minimum of 30 credits at or above the 500 level is required for the degree. Additional credits may be needed for teacher licensure.

Choose six credits of foundation/pedagogical coursework.

Choose one or more specialization areas and complete the required courses and elective courses for a minimum total of 30 credits for the M.Ed. degree:

 Behavior Intervention Specialist (BIS) 

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements.  

Intellectual (ID)

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements. 

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements.

Accelerated Bachelors/Master's (ABM) Admission

The Accelerated Bachelors/Master’s (ABM) 4+1 program allows exceptional undergraduate students at UND an opportunity to complete the requirements for both the bachelor’s and master’s degrees at an accelerated pace. All requirements for both degrees must be met, and students may double count up to 12 graduate-level credits toward the requirements for both their bachelor’s and master’s degree requirements.  ABM students must obtain their master’s degree within 12 months of completing the bachelor’s degree.

The M.Ed. in Special Education offers two options for the ABM program:

• B.S.Ed. Early Childhood Education with a minor in Special Education/M.Ed. in Special Education with Specialization in Early Childhood Education.
• B.G.S. with a major in General Studies/M.Ed. in Special Education with a Specialization in Special Education Strategist. (No previously earned credits are required for the M.Ed. in SPED 4+1 option.)

Admission Requirements

• Students interested in the accelerated program will follow the admission process listed above for the M.Ed.
• In addition to these requirements, students will need to submit an Accelerated/Combined Program of Study as part of the admission process.

Option 1 - Early Childhood Education ABM

Admission to Teacher Education Requires: Praxis Core Pass score; Live Text purchase; Introductory Letter; Level One Disposition Degree Requirements. 

Transferred credits or credits fulfilled with Associates Degree in Early Childhood or Education include:

Option 2 - Special Education Strategist ABM

• The Bachelor of General Studies - Please see the Bachelor of General Studies requirements which are located in the academic catalog.
• Master of Education in SPED 4+1 -  M.Ed. in SPED 4+1 requirements are the same as the M.Ed. requirements.

Licensure Requirements

This program meets several states' educational prerequisites for professional licensure or certification. Check our licensure map for more details.

Graduate Admissions Requirements

In addition to meeting these program requirements, you must also meet the UND School of Graduate Studies admissions requirements to apply for this program.

Graduate Requirements

Requirements for a Master's in Special Education Disclaimer

The requirements on this page are pulled from UND’s academic catalog and may not reflect future terms. Updates are published annually in April.

By clicking any link on this page you are giving your consent for us to set cookies, Privacy Information .

Master of Education in Special Education (M.Ed.)

College of education & social work.

For more information about this program, please contact [email protected]

Program Overview

West Chester University began its story as a teacher’s college, and educating our nation’s educators remains at the heart of who the University is. The Master of Education in Special Education program prepares advanced-level teachers to synthesize and apply self-awareness and general knowledge of:

• foundations of the study of disability
• learners with disabilities
• appropriate content for learners with disabilities
• effective classroom pedagogy

This synthesis encourages reflection on the art of teaching and results in professionals who make sound, ethical educational decisions regarding curriculum and instructional strategies for students with disabilities. We believe that high standards of scholarship and the application of research, as well as professionalism, collaboration, and knowledge of current trends in the field, are essential for all teachers of special education.

Universal Design for Learning and Assistive Technologies

The certificate in Universal Design for Learning and Assistive Technologies provides professionals, parents, and other community members with instruction and training in assessment, pedagogy, and technology that support students that rely on UDL and AT for learning.

Certificate of Specialization in Autism Spectrum Disorders

The mission of this program is to provide professionals, parents, and other members of the community access to empirically validated educational approaches for teaching persons with autism spectrum disorders (ASD), strategies for implementing these approaches, and methods to assess the effectiveness of these approaches, i.e. the effect of education/treatment on the person's quality of life.

Special Education Teaching Certification

Program highlights.

Fully online program

Built on WCU’s long-standing quality and expertise in the field of special education

Interdisciplinary program includes Special Education, Educational Foundations, and Communicative Disorders

Designed to increase student-to-student collaboration and provide social support for online learners

National Accreditation

Faculty experts

What can I do with this degree?

This program offers training for general and special educators, counselors, therapists, caregivers, and any other people whom assist students with special needs.

Request Information

• Consistently ranked in the top online special education programs by BestColleges.com, AC Online and TheBestSchools.org
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M.ed. degree in special education, disabilities.

 Furthermore, my family has been devoted to the cause of special education since 1976 when they opened The XXXX, a special education, therapeutic boarding school for adolescents and young adults aged 11 through 22.  I worked with this program throughout college, and have continued my involvement since graduation. This is not only my family’s central passion and life’s work; it is mine as well. Earning a Master’s Degree from your state-of-the-art program will help me further my career and become certified as a Special Education Teacher. My long term goal is to work as a program developer and administrator.

 For some time now, I have volunteered as a surrogate parent for children that are wards of the state and need a "parent" to attend their IEP meetings so that they may receive special education services. I also currently serve as the academic coordinator at theXXXX School, where I wear many hats. Thus, I believe that I am a strong candidate for your program because I have so much invested in the field of Special Education, especially over the past 6 years since I graduated from college.

 The greatest asset that I hope to bring to your program, however, is my own experience as a special needs student. I am acutely aware of the sense of shame, anger, and hopelessness that a student can sometimes feel when they have to live with a learning disability. My own success story in overcoming my disability, graduating from college, and successfully entering the professional workforce will serve to continue to empower me throughout my professional life as I struggle to help other children and adolescents, inspiring them to do likewise.

 I am especially interested in doing research in the areas of early intervention and I plan to devote my life to serving as an advocate for special education students, a teacher, a role model and a ray of hope for those children and adolescents who have special learning needs and who often incorrectly feel that they are incapable of achieving academic and professional success in life.

 I am a cosmopolitan young woman devoted to the celebration of diversity and multiculturalism. I have traveled throughout Europe and most of the U.S., as well as Canada and some of the Caribbean. I keenly look forward to studying in a cohort style program online in Cape Cod, Massachusetts, taking two classes per semester, which will allow me to continue to work full time while completing my M.Ed. I also wish to express my profound appreciation for your consideration of my application.

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Written by Ben Taylor

Once you’ve found the perfect Masters programme, the next step is to begin the application process. You’ll usually have to write a postgraduate personal statement that highlights your strengths, skills and experience, giving you the perfect opportunity to sell yourself and to show the admissions tutor that you’ll thrive at their university.

This page provides some practical tips on writing a successful personal statement for a Masters application, from the typical structure to avoidable mistakes – along with some examples of what to do and what not to do! We’ve also included links to several postgraduate personal statement examples in subjects including Business, Psychology and International Relations.

On this page

What is a masters personal statement.

If you’re applying for a Masters, it’s likely that you’ve already written a personal statement for a Bachelors degree and will have a good idea of how one works. Normally, a Masters personal statement won’t be wildly different to what you wrote back then.

You should say why you’re applying for this particular course and institution , talking about what makes it such an appealing place to study. Perhaps there’s a member of staff who you’re especially excited about working with, or a unique element of the curriculum that jumps out at you.

Demonstrate how and why you are invested in your subject. It’s important to mention your academic and employment history, explaining its impact on your choice of a postgraduate course.

What should I include in a Masters personal statement?

Give examples of some of the skills and experience you’ve developed at university or at work, and how they’ll help you succeed with a Masters degree. These could include:

• Time management
• Communication
• Internships
• Public engagement
• Conference attendance
• Relevant extracurricular activities

Your personal statement is an opportunity to write about your future career goals, and how you think this Masters will help you achieve them. You can also discuss preliminary ideas you might have for your Masters dissertation , giving the admissions tutor an indication of the specialist knowledge you have in your discipline.

If there are any significant gaps in your education or employment, you should offer a brief explanation of those extenuating situations (for example, illness or a gap year). Don’t dwell on any unfortunate circumstances though – always strike a positive, optimistic tone.

In most (but not all) cases, you’ll apply directly to the university for a Masters rather than through a centralised system like UCAS. This means you can tailor each personal statement to the institution and programme in question (rather than submitting a single personal statement for five courses, like at undergraduate level in the UK).

You don’t necessarily have to a completely new personal statement for each Masters programme you apply to (there will usually be a degree of overlap between them), but it’s worth putting the extra effort in to make sure your application doesn’t seem like a generic copy-and-paste job to the admissions tutor reading it. You can do this by mentioning the university and department by name, and by providing specific examples of their syllabus that you find intriguing. Pay attention to what makes this particular Masters unique and refer to this in your statement.

How long should a Masters personal statement be?

When writing a postgraduate personal statement, you should aim for a word count of around 500 words (one A4 side of text). Some universities will have more specific requirements, however – for example, they might ask you to submit your personal statement via a form on their website with a character limit.

The relatively short nature of a Masters personal statement means that you should focus on being as succinct as possible, getting straight to the point and avoiding unnecessary detail.

Frequently asked questions about Masters applications

If you have any other questions or concerns about applying for a Masters, our FAQ page features lots of useful information on the application process and beyond. Find out more .

How should I write a personal statement?

How you write your personal statement is just as important as the content; a clear, structured statement is proof of your ability to communicate effectively.

These are some of the most essential attributes of a successful postgraduate personal statement:

• Positive, enthusiastic language
• Professional tone of voice
• Compelling evidence to back up your claims
• Concise and clear sentences

Meanwhile, this is a list of the tendencies to avoid in your personal statement:

• Clichés – think of a way to put it that the admissions tutor won’t have seen lots of times before!
• Waffle – don’t use meandering, vague sentences
• Poor spelling and grammar – check, check and check again, running it past someone with a trustworthy pair of eyes

Don't : After falling in love with the Artemis Fowl series as a young child I have been driven to pursue the study of literature and I think your Masters would be the perfect place for me to continue my journey, given it’s world-leading status and your outstanding academic staff who’s expertise is aligned with my own personal interest in novels and poetry.

Do : Since graduating in 2015 with a First in Advertising from the University of Ogdenville, I’ve been working full-time as a copywriter for Hutz&co (one of Shelbyville’s largest marketing agencies). I’ve thoroughly enjoyed my time at the company, learning a great deal about the importance of clear, compelling language. I’ve honed the communication skills I developed at university and feel well-equipped to continue my studies at North Haverbrook University.

Don’t make the mistake of using your undergraduate personal statement as a template for your Masters application. A Masters is a big step up from your undergraduate degree, and the admissions tutor will be looking for evidence that you’ve developed academically since then. Find out more about the differences between undergraduate and postgraduate courses .

Always give yourself enough time to complete your personal statement (and the application process in general) well before the deadline — don’t leave things to the last minute! It’s crucial to get another pair of eyes on your statement, so ask a friend or relative to proofread the text. It’s also worth checking if you have access to a careers adviser through your current (or previous) university who can help you with the application.

How should I structure a personal statement?

By carefully structuring your personal statement, you’ll present the admissions tutor with a logical and easy-to-follow text that shows exactly why you’re a perfect fit for a Masters. Make sure there’s a clear thread of argument linking each paragraph – avoid jumping from topic to topic.

Jot down a short plan before you begin working on the statement (don’t make it up as you go along!). In general, you should aim to write around five or six paragraphs, covering three broad categories:

• An attention-grabbing introduction that sums up your academic and employment background. Don’t be tempted to use a gimmicky inspirational quote or cheesy opener, you’ll stand out for all the wrong reasons!
• An engaging middle section that expands on your interests and provides concrete evidence of your strengths and skills.
• A concise conclusion that draws together the most important elements of your application and will leave a lasting, positive impression of your motivation for study on this particular Masters programme.

Bear in mind that admissions tutors will be reading dozens (if not hundreds) of personal statements. They’ll appreciate a well-organised, methodical text that signposts all the significant parts of your experience and skills.

Postgraduate personal statement examples

We’ve written a selection of postgraduate personal statement samples for several popular subjects.

If you’re working on a personal statement for your Masters application, hopefully they’ll give you some inspiration – but don’t forget that they’re certainly not a substitute for your own unique experiences and background!

• Business Studies
• Computer Science
• Data Science
• Engineering
• Forensic Psychology
• Graphic Design
• International Relations
• Library Science
• Public Administration
• Public Health

Want more advice on postgraduate applications?

Check out our full guide to applying for a Masters or visit our pages on entry requirements and postgraduate references .

Find your perfect Masters!

Search from over 20,000 Masters degrees on our website to find one that is right for you

Our postgrad newsletter shares courses, funding news, stories and advice

Thinking of applying for a Masters? Our guide explains the process, personal statements, references and deadlines for Masters applications.

The main requirement to apply for a Masters is usually a Bachelors degree in a relevant subject. Our guide explains the admissions requirements for postgraduate courses.

You may need a language certificate to apply for a Masters abroad. A range of tests are accepted in different countries around the world.

Applying for a Masters can feel a bit daunting. Here is a checklist of all the things you need to do to make sure you have everything covered in your Masters application.

Masters programmes are delivered in English at universities around the world, but you may need to submit a test score if this isn't your first language. Common tests include the IELTS, TOEFL, PTE and Cambridge English.

Find out more about how different graduate entry tests for Masters degrees work, with information on the GMAT, GRE and other admissions exams.

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