Special Education Ed.D.

The student must receive a positive recommendation by the School of Special Education Doctoral Admissions and Review Committee. When a prospective student has met general University requirements for admission, his or her application is submitted to the Division for evaluation. In addition to an interview with members of the faculty, the School of Special Education requires the submission of: a resume;

1.	a written statement of academic and professional goals;

2.	a published or professional writing sample.

The Committee reviews each application for admission to determine evidence of:

•	potential for scholarship;

•	relevant formal training at the undergraduate and/or graduate level;

•	evidence of successful teaching or clinical experience with persons who have exceptionalities for a minimum of two years;

•	potential for leadership;

•	professional commitment;

•	clarity and rationality of professional and personal goals;

•	potential for effective university teaching; potential for conceptualization of and reporting research.

Each applicant must receive a positive recommendation from a majority of the Doctoral Admissions and Review Committee members to be recommended for admission to the Graduate School.

The philosophy of the doctoral program is based on the concept that learning is an active, self-regulated process. Therefore, doctoral programs are individually tailored through interactive planning that involves the student, the advisor, the doctoral committee, other students and people from outside the University.

Students are expected to enter the program with a clear sense of personal direction and a set of learning goals. In this context, a personalized program is developed in which the focus is on finding innovative and flexible ways to meet the needs of each student while insuring that the student develops advanced skills and knowledge. The overall goal of each student's program is to develop leadership abilities in five major themes in relation to special education, namely: theory, effective teaching, inquiry, scholarly production and intra-interpersonal skills.

Upon admission to the doctoral program, each student will be assigned an advisor. In consultation with this advisor, she or he should determine courses for the first semester.

In joint planning sessions the student and advisor, in consultation with the doctoral committee, other students and people from outside the University, should establish a tentative doctoral program during the first and second semesters on campus.

This program should be based on past experience and training and on student interests and goals. The program must include an emphasis on critical thinking, breadth and depth of theoretical understanding, apprenticeships that lead to scholarly production before completion of the program, methods of inquiry in education and direct experiences in schools with diverse populations.

The program plan must include a statement of goals and rationale for proposed coursework and educational experiences. The program and rationale must then be submitted to the School of Special Education Doctoral Admissions and Review Committee for approval. If the Committee is concerned with elements of the plan, they will make recommendations for revisions or additions. Enrollment in third semester courses without an approved program may lead to the inclusion of courses not ultimately approved as part of the doctoral plan.

For degree and program requirements, see:

Special Education Administration Licensure (Non-Degree)

Special Education Doctoral Minor

Special Education Ed.D.