Miami University

What you'll study

The programme combines foundations of education with in-depth study of special education theory and practice. Core topics typically include developmental psychology, foundations of inclusive education, assessment and diagnosis of learning differences, behaviour analysis and positive behaviour support, curriculum adaptation and differentiated instruction, and legal and ethical issues in special education.

Students also learn practical skills such as designing Individualised Education Programmes (IEPs), using assistive and instructional technology, progress monitoring, and family and community collaboration. Methods courses focus on teaching literacy, mathematics and content-area skills to students with mild to moderate and/or more intensive support needs.

Practical experience is a central element: a sequence of supervised field placements and clinical experiences leads to a full-time student-teaching placement in a partner school. Many students undertake coursework or practica in multi-tiered systems of support (MTSS), inclusive classroom strategies and transition planning for post-school outcomes.

• Foundations of Special Education
• Assessment and Evaluation in Special Education
• Behaviour Management and Intervention
• Differentiated Instruction and Curriculum Adaptation
• Assistive Technology and Accessibility
• Collaborative Practices with Families and Professionals
• Practicum and Student Teaching

Programme structure

The degree is typically delivered as a combination of general education requirements, major coursework, professional education sequences and embedded field experiences. The programme culminates in a supervised student teaching placement and portfolio or capstone assessment required for recommendation for state teacher licensure.

Entry requirements

Applicants should hold a high school diploma or equivalent. Entry to the university follows standard undergraduate admission procedures; progression into the professional teacher education sequence often requires a separate application demonstrating academic readiness and suitability for teaching.

Typical expectations for entry into the teacher preparation component include satisfactory college-level GPA, completion of prerequisite coursework (for example in English, mathematics, and behavioural or developmental sciences), background checks and clearances required by local schools, and demonstration of interpersonal and communication skills. Candidates may also be required to complete interviews, references, or an initial skills screening as part of programme admission.

To be recommended for teacher licensure, students must complete all required coursework and clinical experiences, meet the programme’s professional dispositions and conduct standards, and satisfy state certification requirements (which may include licensure exams and additional background checks).

Career prospects

Graduates are prepared for licenced teaching roles in special education across early childhood, elementary and secondary settings, including positions as special education teachers, intervention specialists and inclusion support teachers. With additional certification or graduate study, alumni often move into roles such as educational diagnosticians, behaviour specialists, transition coordinators, curriculum coordinators, and special education program leaders.

Other common career pathways include paraeducator or instructional coach positions, roles in school-based support services (for example as a case manager or inclusion facilitator), and employment with community agencies, non-profits and advocacy organisations that support children and adults with disabilities. Many graduates pursue master’s degrees in special education, educational leadership or related fields to expand their certification and leadership opportunities.

Why study at Miami University

Miami University’s programme is grounded in a college with a strong tradition in teacher preparation and partnerships with local school districts. Students benefit from structured field experiences across diverse classroom settings, mentorship from faculty who specialise in inclusive practice and special education research, and support services that help with professional development and licensure preparation.

The programme emphasises hands-on learning, collaboration with families and community agencies, and evidence-based instructional strategies. Small-group seminars, practicum placements and supervised student teaching give students repeated opportunities to apply theory to practice and build a professional portfolio for licensure and employment.

Graduates leave prepared both to meet the certification requirements of the state and to support learners with complex needs in inclusive, respectful and effective ways.