University of Hartford

What you'll study

This programme combines foundational education studies with specialised courses in teaching learners with disabilities. Core topics include child and adolescent development, differentiated instruction, assessment and progress monitoring, behaviour management and positive intervention, individualized education programme (IEP) development, and legal and ethical issues in special education. You will also study curriculum design and adaptations across subject areas, assistive technology and transition planning for post-school outcomes.

Coursework is balanced with progressive clinical experiences: early practicum placements in inclusive classrooms, targeted small-group teaching experiences, and a full-time student teaching placement in a partner school during the final year. Typical modules and subjects you can expect include:

• Foundations of Special Education
• Assessment and Instructional Decision Making
• Behaviour Analysis and Classroom Management
• Inclusive Curriculum and Differentiation
• Assistive Technology and Accessible Instruction
• Family, School and Community Partnerships
• Assessment for Eligibility and IEP Development
• Transition Planning and Vocational Supports
• Practicum and Student Teaching

Students also complete general education requirements in areas such as English, mathematics, social sciences and communication, and are encouraged to take electives or minors that complement special education practice (for example psychology, speech and language, or STEM education).

Entry requirements

Applicants should hold a recognised secondary school diploma or equivalent. Admission typically requires a competitive academic record in secondary coursework; universities often consider applicants' personal statements, references and relevant experience with children or in educational settings. Some routes may ask for standardised test scores where applicable, though admissions policies can vary.

Because the course leads to classroom placements and certification pathways, students must meet professional suitability requirements: successful completion of background checks, health screenings such as immunisations or TB testing where required by placement providers, and compliance with any state-mandated clearance procedures. Progression through the programme commonly requires maintaining a minimum GPA and satisfactory performance in practicum evaluations. Candidates intending to pursue teacher certification should check state-specific testing and licensure requirements early in the programme.

Career prospects

Graduates are prepared for roles working with children and young people with special educational needs across public and independent schools. Typical career paths include:

• Special education teacher in inclusive or self-contained classroom settings (early childhood, elementary, middle or secondary)
• Resource or learning support teacher providing targeted interventions
• Behaviour interventionist or classroom behaviour support specialist
• Transition coordinator or vocational support specialist for young people leaving school
• Educational aide or paraprofessional roles to gain classroom experience
• Roles in non-profit organisations, advocacy, assessment services or educational consultancy

Many graduates also continue to postgraduate study (for example a Master of Education, applied behaviour analysis or educational leadership) or pursue additional certifications to expand their employment options and advance into specialist or administrative positions.

Why study at University of Hartford

The University of Hartford offers a student-centred education with small class sizes and close faculty mentorship, which benefits professional preparation in teaching. The College of Education has established partnerships with local school districts, providing a range of practicum and student teaching sites across urban and suburban settings to build practical experience.

Students benefit from hands-on learning opportunities, collaborative projects with peers in allied disciplines, and access to faculty who have experience in PK–12 special education. The programme emphasises reflective practice, inclusive pedagogy and community engagement, preparing graduates to support diverse learners in contemporary classrooms and to meet the expectations of school-based employers and certification authorities.