Georgia Southern University

What you'll study

This programme combines coursework in special education theory with extensive supervised field experiences. Core topics include characteristics of learners with mild to moderate disabilities, assessment and progress monitoring, behaviour management and positive behaviour support, differentiated and evidence-based instructional strategies, curriculum adaptation, transition planning and collaboration with families and allied professionals.

Students study specialised subjects such as special education law and ethics, assessment and diagnostic techniques, literacy and math interventions for students with disabilities, assistive and instructional technology, universal design for learning (UDL), culturally responsive practice and classroom management. Coursework emphasises inclusive education, co-teaching models and multidisciplinary teamwork.

The degree sequence features progressively longer clinical experiences culminating in a full-time student teaching placement in partner schools. Students also undertake seminars on professional practice, portfolio development and preparation for state certification assessments. Elective options and interdisciplinary projects allow focus on areas such as early childhood special education, behaviour intervention, or transition services.

Entry requirements

Applicants must meet Georgia Southern University’s undergraduate admission standards, including possession of a high school diploma or equivalent and completion of required high-school coursework. Admission to the teacher education programme typically involves an additional application to the College of Education, demonstrating academic readiness and suitability for the teaching profession.

Typical requirements include satisfactory college preparatory grades, a personal statement or interview, and references that attest to interpersonal skills and professionalism. Successful candidates must also satisfy health and safety requirements for school placements, such as immunisation records and background checks or fingerprinting, and complete any required university orientation for clinical practice.

Graduation and recommendation for state teacher certification require completion of all programme requirements, minimum GPA thresholds within the major and passing any state-mandated certification assessments or practicum evaluations.

Career prospects

Graduates are prepared for roles as special education teachers or intervention specialists in elementary and secondary schools, working with students who have mild to moderate disabilities. Other immediate roles include resource-room teacher, inclusion support teacher, behaviour interventionist and collaborative co-teacher.

With additional experience or graduate study, alumni commonly progress to positions such as special education coordinator, transition specialist, assessment or response-to-intervention (RTI) coordinator, educational diagnostician (where state credentialing permits), or school-based leadership roles. The degree also provides a strong foundation for postgraduate study in special education, educational psychology, literacy, applied behaviour analysis and related fields.

Why study at Georgia Southern University

Georgia Southern offers a programme grounded in hands-on clinical experience through partnerships with regional school districts, giving students repeated in-classroom opportunities to apply strategies with real learners. The College of Education emphasises practitioner-ready preparation, with faculty who have classroom experience and active ties to public schools.

Students benefit from small cohort instruction during practicum semesters, access to university resources for research and specialised assessment tools, and advising that guides preparation for certification and job placement. The programme integrates community engagement and practicum diversity so candidates gain experience with a range of ages, abilities and settings prior to graduation.

Graduates leave prepared both to meet the practical demands of inclusive classrooms and to continue professional development in special education or related areas.