Chatham University

What you'll study

The programme combines coursework in special education theory with hands-on practicum experience to develop skills in assessment, instruction and classroom management for learners with mild to moderate and more intensive support needs. Students study the legal and ethical frameworks that underpin special education, methods for adapting curriculum and instruction, and approaches to positive behaviour support and social–emotional learning.

• Assessment and Individualised Planning – formal and informal assessment techniques, interpretation of data, development of Individualised Education Programmes (IEPs) and progress monitoring.
• Instructional Methods for Inclusive Classrooms – differentiated instruction, universal design for learning (UDL), curriculum adaptations and co‑teaching models.
• Behavioural Interventions and Classroom Management – functional behaviour assessment (FBA), positive behaviour intervention plans (PBIPs) and crisis prevention strategies.
• Assistive Technology and Communication – use of low‑ and high‑technology supports, augmentative and alternative communication (AAC) strategies and access tools for literacy and numeracy.
• Special Education Law, Policy and Advocacy – statutory frameworks, rights and responsibilities of schools and families, inclusive practice and transition planning.
• Research Methods and Evidence‑Based Practice – research design, data collection and critical appraisal to apply evidence to classroom decision making.
• Practicum and Capstone – supervised field placements in K–12 settings within the Pittsburgh region, culminating in a practicum portfolio or capstone project focused on a real classroom problem.

Entry requirements

Applicants should hold a recognised bachelor's degree. Requirements vary by track; candidates pursuing initial teacher certification will typically need to complete additional introductory education prerequisites, while licensed teachers seeking an endorsement or advanced specialisation should hold or be eligible for a state teaching certificate.

• A bachelor's degree from an accredited institution.
• Academic transcripts demonstrating satisfactory undergraduate performance.
• For certification or endorsement tracks, state teaching certification or documentation of eligibility may be required.
• Two professional references, often including at least one academic reference or a supervisor from an educational setting.
• A personal statement outlining professional goals in special education and relevant experience with children or adolescents with diverse learning needs.
• Some applicants may be asked to provide a background check or clearances required for K–12 placements; prior classroom experience is highly desirable.

Career prospects

Graduates are prepared for roles directly supporting learners with disabilities in public and independent schools, early intervention programmes and related community services. The programme equips students to work across age ranges and settings and to take on leadership and specialist roles within schools and districts.

• Special education teacher (elementary, middle or secondary settings)
• Resource or learning support specialist
• Transition coordinator or inclusion specialist
• Behaviour intervention specialist or consultant (additional certifications may be required for certain roles)
• Assessment specialist or educational diagnostician (may require further certification)
• Program coordinator, trainer or curriculum developer for inclusive education
• Pathway to further study such as educational leadership or doctoral research in special education

Why study at Chatham University

Chatham offers a learner‑centred programme with small cohorts and close mentorship from faculty who are experienced practitioners in schools and community agencies. The university's location near Pittsburgh provides access to a wide range of K–12 placement sites and collaborative partnerships that support diverse practicum experiences.

• Personalised advising and faculty supervision that link coursework directly to classroom practice.
• Flexible delivery options, including evening and hybrid courses, to accommodate working educators.
• A commitment to inclusive pedagogy and social justice in education, with opportunities to engage in community‑based projects and partnerships.
• Strong emphasis on practicum and applied capstone work, ensuring graduates leave with practical artefacts and evidence of impact useful to employers and certification bodies.