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 three areas of concentration:
Autism/Applied Behavior Analysis Concentration: The 36-hour master of education in special education degree with a concentration in Autism/A.B.A. provides advanced, specialized course work in applied behavior analysis. Eight of the 12 required courses pertain to applied behavior analysis. The remaining courses include recommended cognates (electives in special education). Graduates may also earn a Texas State University Certificate in Autism.
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 Learning Disabilities/Inclusion. The concentration requires 30 hours in the major, plus six elective hours in a cognate.
Learning and Behavioral Disabilities Accelerated Online Program Concentration: The 30-hour master of education in special education degree with concentration in learning and behavioral disabilities includes the study of interventions and supports, methods for assessment, and research-based best instructional practices for meeting the unique needs of students with learning and behavioral disabilities. The concentration requires 30 hours and is completely online.
| Degree | Concentration | Hours | Minor | Location |
|---|---|---|---|---|
Degree M.Ed. | Concentration Autism/Applied Behavior Analysis* | Hours 36 hours | Minor Cognate–Special Education Autism required | Location San Marcos |
Degree M.Ed. | Concentration Learning Disabilities/Inclusion* | Hours 36 hours | Minor No minor | Location San Marcos |
Degree M.Ed. | Concentration Learning and Behavioral Disabilities (Accelerated Online) | Hours 30 hours | Minor No minor | Location Online |
*Texas State Certificate: The Department of Curriculum and Instruction also offers a Texas State Certificate in Autism or Learning Disabilities/Inclusion for their respecitve concentrations. An additional $20 certificate fee will be required for this certificate.
For more information on online programs, certifications, and international restrictions, visit our Application Policy Information page.
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 to apply empirical, evidence-based practices across a variety of settings—schools, clinics, communities, and homes—addressing the lifelong continuum of support needs for individuals with a range of disabilities. We are committed to preparing professionals to deliver high-quality, explicit instruction while we remain responsive and flexible to the needs of communities, empowering individuals to achieve meaningful inclusion and personal fulfillment.
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.
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Application Deadlines
In-Person Programs
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For Entry Prior to Summer 2026
DEADLINES CONCENTRATION U.S. CITIZEN INTERNATIONAL Fall - Priority Autism/Applied Behavior Analysis February 1 February 1 Fall - Standard Autism/Applied Behavior Analysis June 15 (*Flexible) June 1 Spring Autism/Applied Behavior Analysis October 15 (*Flexible) October 1 Fall - Priority Learning Disabilities/Inclusion February 1 February 1 Fall - Standard Learning Disabilities/Inclusion June 15 (*Flexible) June 1 Spring Learning Disabilities/Inclusion October 15 (*Flexible) 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.
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Effective for Summer 2026 Entry and Beyond
DEADLINES CONCENTRATION U.S. CITIZEN INTERNATIONAL Fall - Priority Autism/Applied Behavior Analysis February 1 February 1 Fall - Standard Autism/Applied Behavior Analysis August 1 June 1 Spring - Priority Autism/Applied Behavior Analysis September 1 September 1 Spring - Standard Autism/Applied Behavior Analysis November 1 October 1 Fall - Priority Learning Disabilities/Inclusion February 1 February 1 Fall - Standard Learning Disabilities/Inclusion August 1 June 1 Spring - Priority Learning Disabilities/Inclusion September 1 September 1 Spring - Standard Learning Disabilities/Inclusion November 1 October 1
For important information regarding deadlines and decision timelines, review the Application Policy Information page.
Accelerated Online Programs
| Term | Part of Term | Deadline | Start Date |
|---|---|---|---|
| Fall | First 8 Weeks | August 15 | August 25 |
| Fall | Second 8 Weeks | September 30 | October 14 |
| Spring | First 8 Weeks | January 6 | January 20 |
| Spring | Second 8 Weeks | February 24 | March 10 |
| Summer | First 8 Weeks | TBD | TBD |
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
- $75 nonrefundable application fees ($55 master's application fee + $20 TXST certificate fee), OR
- $110 nonrefundable application fees ($90 master's application fee + $20 TXST certificate fee) for applications with international credentials
Review important information about application fees.
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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.