University of Miami

What you'll study

The programme combines coursework, applied practicum and research methods to develop specialist knowledge in assessment, instruction and behaviour support for students with mild-to-moderate and more intensive needs. Core study areas typically include:

• Foundations of Special Education — history, legal frameworks, and ethical practice in special education.
• Assessment and Individualised Planning — formal and informal assessment, IEP development, progress monitoring and data-based decision-making.
• Instructional Strategies and Curriculum Adaptation — differentiated instruction, curriculum modification, literacy and numeracy interventions for diverse learners.
• Behaviour Support and Classroom Management — positive behaviour interventions, functional behaviour assessment and multi-tiered systems of support.
• Inclusive Practices and Collaboration — co-teaching models, family engagement, and interdisciplinary teamwork.
• Assistive Technology and Accessibility — use of technology to support communication, access and independence.
• Transition Planning and Life Skills — secondary transition, vocational preparation and community integration for older students.
• Research Methods and Evidence-Based Practice — applied research design, programme evaluation and critical appraisal of intervention research.
• Practicum / Student Teaching — supervised field placements in local schools where theory is applied to real classroom settings; placements support development of instructional, assessment and classroom management skills.

Depending on the pathway chosen, students may complete coursework leading to state certification/endorsement requirements, a capstone project or a research thesis.

Entry requirements

Applicants are typically required to hold a recognised bachelor's degree from an accredited institution and provide official transcripts. Admissions also generally request a personal statement outlining professional goals, a current CV or résumé, and letters of recommendation from academic or professional referees.

Additional requirements commonly include evidence of classroom experience or a commitment to work with children and young people with special educational needs; some pathways prioritise applicants with prior teaching certification. Graduate tests (such as the GRE) may be optional or considered on a case-by-case basis; international applicants must demonstrate English proficiency through recognised tests unless exempt.

Successful applicants are selected on the basis of academic readiness, relevant experience, professional motivation and fit with the programme's focus on inclusive practice and applied preparation.

Career prospects

Graduates enter a range of education and allied roles. Typical career destinations include:

• Special education teacher in early years, primary or secondary settings
• Inclusion/co-teaching specialist or resource teacher in mainstream schools
• Behavioural support specialist or interventionist
• Transition coordinator or vocational specialist supporting post-school pathways
• District-level special education coordinator, case manager or compliance officer
• Educational consultant, curriculum developer or trainer for schools and non-profit organisations
• Roles in allied services such as community agencies, early intervention programmes and private therapy providers

With further certification or experience, graduates may move into leadership, programme evaluation, special education administration or doctoral study and research.

Why study at University of Miami

The University of Miami offers this programme within a research-active school of education located in a diverse, multilingual urban region, providing broad exposure to culturally and linguistically varied learner populations. The university has established partnerships with local school districts and community organisations, which support supervised practicum placements and opportunities for applied experience.

Students benefit from faculty who work across special education, developmental psychology and applied behaviour analysis, and from access to campus resources such as learning centres, research labs and professional development networks. The programme emphasises evidence-based practice, collaborative learning and preparation for real-world classroom challenges, making it suitable for educators aiming to advance their specialist skills and impact inclusive education.