Special Education (M.Ed.)
M.Ed. Special Education
Program Overview
The program is respected for comprehensive, rigorous instruction, with both entry-level and advanced studies programs available. Faculty in special education, widely known for research excellence and leadership in their fields, value student mentoring and provide students with opportunities to work together on clinical and field-based research.
Course Work
The master of education (M.Ed.) degree offers four areas of concentration:
Learning Disabilities/Inclusion Concentration: The 36-hour master of education in special education degree provides advanced, specialized course work in areas critical to the education of students with learning disabilities, with an emphasis on instructional, behavioral and social needs. In addition to a master’s degree, students may also apply to earn a Texas State University certificate in LD/Inclusion. The program requires 30 hours in the major, plus six elective hours in a cognate.
Behavior Disorders/Positive Behavior Supports Concentration: The 36-hour master of education in special education degree with a concentration in BD/PBS provides advanced, specialized course work in areas critical to the education of students with emotional/behavioral disorders, emphasizing academic, behavioral and social needs. In addition to a master’s degree, students earn a Texas State University certificate in BD/PBS upon completion of the program. The program requires 30 hours in the major, plus six elective hours in a cognate.
Autism and Applied Behavior Analysis Concentration: The 36-hour master of education in special education degree with a concentration in AU/ABA provides advanced, specialized course work in special education, autism and applied behavior analysis. Eight of the 12 required courses pertain to autism and applied behavior analysis. The remaining courses include recommended cognates (electives in special education). Graduates may also earn a Texas State University Certificate in Autism.
Master's Degree Programs
| Degree | Concentration | Hours | Thesis Option | Minor | Location |
|---|---|---|---|---|---|
Degree M.Ed. | Concentration Autism/Applied Behavior Analysis | Hours 36 hours | Thesis Option Non-Thesis | Minor Cognate–Special Education Autism required | Location San Marcos |
Degree M.Ed. | Concentration Behavioral Disorders/Positive Behavior Supports | Hours 36 hours | Thesis Option Non-Thesis | Minor No minor | Location San Marcos |
Degree M.Ed. | Concentration Learning Disabilities/Inclusion | Hours 36 hours | Thesis Option Non-Thesis | Minor No minor | Location San Marcos |
Degree M.Ed. | Concentration Learning and Behavioral Disabilities (Accelerated Online) | Hours 36 hours | Thesis Option Non-Thesis | Minor No minor | Location Online |
*Texas State Certificate
The Department of Curriculum and Instruction also offers a Texas State Certificate (autism/applied behavior analysis, behavioral disorders/positive behavioral support, or learning disabilities/inclusion) that corresponds to each concentration. An additional $20 certificate fee will be required for this certificate.
Master's Degree + Initial Teacher Certification (CASE) Program
| Concentration | Certification Program | Hours | Thesis Option | Minor | Location |
|---|---|---|---|---|---|
Concentration Career Alternatives in Special Education | Certification Program EC-12 Special Education | Hours 36 | Thesis Option Non-Thesis | Minor Cognate–Special Education | Location San Marcos |
100% Online
The Learning and Behavioral Disabilities program is completely online. If you are not a Texas resident and will not relocate, please visit the Office of Online and Extended Programs. International applicants will not be eligible to receive a Form I-20 or DS-2019 for an F-1 or J-1 visa from Texas State and may review the eligibility requirements of enrolling in online programs and contact the International Student and Scholar Services (ISSS) with questions.
Program Details
Students have published work in professional journals and presented at professional conferences. Graduates have been successful in careers as special educators and in receiving doctoral scholarships.
Program Mission
The mission of the special education program is to prepare educators and specialists who apply current, evidence-based practices in special education for the purpose of preparing individuals with disabilities to live independent, responsible and personally satisfying lives in a diverse, global society. Graduates engage in practitioner inquiry and research, serve as leaders in special education policy and classroom practice, and apply their knowledge and skills to positively influence the inclusion of, and support for, persons who require the best professional practices of special education.
Career Options
Graduates of our special education program pursue careers as teachers, behavior specialists and learning interventionists. The program provides a verified course sequence required to be certified as a Board Certified Behavior Analyst (BCBA). Graduates work in public and charter school programs, clinic settings and alternative education settings, including residential programs. Many graduates choose to pursue doctoral studies and have been successful in receiving prestigious doctoral scholarships.
Program Faculty
Our full-time faculty members have established outstanding research programs in treatment of challenging behavior and learning difficulties in children and young adults with autism, emotional/behavioral disorders and learning disabilities. Research is conducted in schools and the Clinic for Autism, Research, Evaluation and Support (CARES). Special education faculty provide technical assistance and policy consultation for state and national government and advocacy agencies. Faculty members' research and policy commentaries have been published in top-tier journals, and faculty are frequently invited speakers at national and international professional meetings.
Contact us for general questions about your application, funding opportunities, and more. If you have specific questions after reviewing the program details, contact the program's graduate advisor.
Graduate Advisor
Dr. Tracy Raulston
tjr27@txstate.edu
512.408.7434
Education Building (ED), Room 3007
Advisor Support
Dr. Alyson Collins
alysonacollins@txstate.edu
512.245.8389
Education Building (ED), Room 3013
Apply Now Already know that Texas State is right for you?
Application Deadlines
Non-Accelerated Program
| Deadlines | Concentration | U.S. Citizen | International |
|---|---|---|---|
Deadlines Fall - Priority | Concentration Autism/Applied Behavior Analysis | U.S. Citizen February 1 | International February 1 |
Deadlines Fall - Standard | Concentration Autism/Applied Behavior Analysis | U.S. Citizen June 15 (*Flexible) | International June 1 |
Deadlines Spring | Concentration Autism/Applied Behavior Analysis | U.S. Citizen October 15 (*Flexible) | International October 1 |
Deadlines Fall - Priority | Concentration Behavioral Disorders/Positive Behavior Supports | U.S. Citizen February 1 | International February 1 |
Deadlines Fall - Standard | Concentration Behavioral Disorders/Positive Behavior Supports | U.S. Citizen June 15 (*Flexible) | International June 1 |
Deadlines Spring | Concentration Behavioral Disorders/Positive Behavior Supports | U.S. Citizen October 15 (*Flexible) | International October 1 |
Deadlines Fall - Priority | Concentration Learning Disabilities/Inclusion | U.S. Citizen February 1 | International February 1 |
Deadlines Fall - Standard | Concentration Learning Disabilities/Inclusion | U.S. Citizen June 15 (*Flexible) | International June 1 |
Deadlines Spring | Concentration Learning Disabilities/Inclusion | U.S. Citizen October 15 (*Flexible) | International October 1 |
*This program’s deadline is flexible for those not requiring an F/J visa. A flexible deadline means applications received after the standard deadline may be reviewed on a first-come, first-served basis with no guarantees for admission consideration.
Accelerated Online Program
| Term | Part of Term | Deadline | Start Date |
|---|---|---|---|
Term Fall | Part of Term First 8 Weeks | Deadline August 15 | Start Date August 25 |
Term Fall | Part of Term Second 8 Weeks | Deadline September 30 | Start Date October 14 |
Term Spring | Part of Term First 8 Weeks | Deadline TBD | Start Date TBD |
Term Spring | Part of Term Second 8 Weeks | Deadline TBD | Start Date TBD |
Term Summer | Part of Term First 8 Weeks | Deadline May 13 | Start Date May 27 |
Funding Information
Applications must be complete by the priority deadline to be considered for certain types of funding.
Learn more about the Partnering Assessment and Intervention Responsiveness in Interdisciplinary Teams (PAIR-IT) advanced degree training program, which offers fully-funded tuition, additional support (e.g., textbooks, laptop), conference travel opportunities, school-based practica and internships, faculty mentoring, and interdisciplinary experiences.
Decision Timeline
This program reviews applications on a rolling basis.
Admission Requirements
The items required for admission consideration are listed below. Additional information for applicants with international credentials can be found on our international web pages.
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Application
- completed online application
Review important information about the online application.
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Application Fee
- $20 nonrefundable certificate application fee (if applying to one of the certificate programs)
and either - $55 nonrefundable master's application fee
OR - $90 nonrefundable master's application fee for applications with international credentials
Review important information about application fees.
- $20 nonrefundable certificate application fee (if applying to one of the certificate programs)
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Transcripts & GPA
- baccalaureate degree from a regionally accredited university (Non-U.S. degrees must be equivalent to a four-year U.S. Bachelor’s degree. In most cases, three-year degrees are not considered. Visit our International FAQs for more information.)
- a copy of an official transcript from each institution where course credit was granted
- a 2.75 overall GPA or a 2.75 GPA in your last 60 hours of undergraduate course work (plus any completed graduate courses)
Review important information about transcripts. Official transcripts, sent directly from your institution, will be required if admission is granted.
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Test Scores
GRE
- GRE not required
Approved English Proficiency Exam Scores
Applicants are required to submit an approved English proficiency exam score that meets the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our exempt countries list.
- official TOEFL iBT scores required with a 78 overall
- official PTE scores required with a 52 overall
- official IELTS (academic) scores required with a 6.5 overall and
- minimum individual module scores of 6.0
- official Duolingo Scores required with a 110 overall
- official TOEFL Essentials scores required with an 8.5 overall
This program does not offer admission if the scores above are not met.
Review important information about official test scores.
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Documents
- copies of certifications or licensures (if applicable)
- resume/CV (include licenses or certificates and all previous teaching or other education-related experiences)
- statement of purpose addressing the following questions. Answers should be clear and concise.
- Why did you choose Texas State University’s graduate program in Special Education?
- To which concentration (Autism/Applied Behavior Analysis, Behavioral Disorders/Positive Behavior Supports, Learning Disabilities/Inclusion) are you applying, and why have you selected that area of study?
- What types of interactions have you had professionally and/or personally with people with learning, behavioral, developmental and/or intellectual disability?
- What are your career goals post-graduation and what do you hope to achieve professionally in the next 5 years?
- What attributes do you possess that will empower you to excel academically, if accepted into this program?
- What are your experiences in collaborative professional and/or academic settings, and how those experiences have prepared you for the demands of the program?
- two letters of recommendation from persons who can speak to your potential for success in graduate school(one of whom is/was a supervisor). Items to address can include:
- your relationship to the applicant
- your knowledge of the applicant’s work performance
- your assessment of the applicant’s potential to meet the academic and professional demands of a rigorous graduate program
- your assessment of the applicant’s ability to manage the social and professional demands of graduate school (e.g., getting along with peers and professors, participating in class discussions and activities, attending class, meeting deadlines, responding to feedback)
Review important information about documents.