Over the past century, the definition of autism and the array of disorders it encompasses has not only changed but also been subject to gross misunderstanding. Let’s take a look at a short history of autism, as well as current diagnosis rates and information.
What is Autism?
Autism is an umbrella term for autism spectrum disorder, which is characterized by: (5)
Constant problems with social communication and interaction across a variety of contexts
Repetitive, restricted patterns of behavior, activities and interests
Early-onset emergence of symptoms (typically in the first two years of life)
Symptoms that cause major impairment in social, educational or other important areas of functioning
It’s called a spectrum because of the wide range of symptoms and impairment levels children can have. Some are only mildly affected by their symptoms, while other children are severely disabled.
The Greek root of the word “autism” is “autos,” meaning “self.” Individuals with autism are generally withdrawn from social and emotional interaction, giving rise to the term. (1)
Swiss psychiatrist Eugen Bleuler first uses the term in reference to certain symptoms of schizophrenia. (1)
1920s
Stemming from the belief that autism symptoms are caused by diet (including those high in gluten), biochemical treatments are used, and diet supplements and restrictions are put in place for children with autism. (3)
1930s
Electroconvulsive therapy is first used to try to correct antisocial and self-destructive behavior. Though controversial, this type of treatment is still used in rare cases today. (3)
1940s
“Autism” is first used to describe children who experience emotional or social issues. (1)
1943
A definition for autism is put in place by child psychiatrist Leo Kanner. He describes autism as “lack of affective contact, fascination with objects, desire for sameness and non-communicative language before 30 months of age.” (2)
1944
German scientist Hans Asperger detects a condition with similar afflictions that is now called “Asperger’s syndrome.” There is still believed to be a link between autism and schizophrenia. (1, 2)
1950s
Autism is falsely suspected of being caused by cold and uncaring mothers. Parentectomy, or the removal of the afflicted child from his or her parents for long periods of time, is utilized for treatment by a doctor in a study. (3)
1960s
Various treatments are tested, but there is still a limited understanding of what helps patients. Pain and punishment are still inflicted on children to try to correct antisocial behavior. The use of LSD is implemented. As a serotonin inhibitor, it is believed that altering the patient’s state of perception will help alleviate symptoms. (1, 3)
1965
Bernard Rimland, an American psychologist, establishes the Autism Society of America, one of the first autism advocacy groups. (2)
1980s
Early forms of behavioral therapy are used primarily in the treatment of children with autism, and autism is finally categorized separately from schizophrenia. Neurosensory therapy is introduced, as researchers and doctors begin to believe that sensitivity to auditory stimulation is responsible for some antisocial behavior. (1, 2, 3)
1990s Holding therapy, in which a child is restrained and forced to perform various social reactions like maintaining eye contact, is used. (3)
Today
The term “autism spectrum disorder” is used, and specific tools for diagnosing the severity of a child’s case are developed. Applied behavioral therapy and psycho-dynamic therapies are typically used to treat children with autism. (1, 3)
Due to a more thorough understanding of the disorder and effective treatments for its symptoms, more children are getting the help they need to live more social, emotionally fulfilling lives. We now understand a lot more about the disorder and who it affects.
1 in 68
Estimated number of children affected by an autism spectrum disorder. For boys, the number is 1 in 42. (4)
2%-18%
Likelihood that a person will have a second child with autism if they already have one (4)
1 in 10
Number of children with autism who also have Down syndrome or another chromosomal disorder (4)
2 years
Age at which a diagnosis of autism is typically reliable. Most children are not diagnosed until they are 4 years old. (4)
Unfortunately, along with a more thorough understanding of autism has come a boom of diagnoses and fear regarding the cause of the disorder.
120%
Increase in autism spectrum disorder prevalence between 2002 and 2010 (4)
With the increasing number of children being diagnosed with autism spectrum disorder (ASD), innovative research is essential. Because ASD is becoming more and more prevalent, research has increased in recent years, but there is still much to learn about this disorder. Some people may find certain research to be controversial, but with autism cases on the rise, researchers are looking into many areas to try to find answers. That is where these 30 most innovative people in autism spectrum disorder research come in. It is apparent that these individuals have offered much to those affected with ASD. They were chosen for this list based on the following criteria:
1. Innovation: Each of these people offers something unique to the area of ASD. 2. Applicability: The research and insights offered by these individuals can be applied to the lives of those with ASD. 3. Awards & Recognition: Many of the individuals on this list have earned awards and have been recognized by organizations such as Autism Speaks and other leading ASD organizations. 4. Accomplishments: Many of the individuals on this list have unique accomplishments in the area of ASD.
Ms. Portia Iversen is the founder of the Innovative Technology for Autism (ITA) and the International Meeting For Autism Research (IMFAR). She is also the co-founder of The Autism Genetic Resource Exchange (AGRE) and The Cure Autism Now Foundation (CAN), which is now part of Autism Speaks. Ms. Iversen’s passion for ASD research began in 1995, shortly after her son was diagnosed with autism. Ms. Iversen has acted as a NIMH grant reviewer as well as serving on public and private research boards. The recipient of many awards and honors, Ms. Iversen shares her knowledge and passion for ASD research through publications, books, and public speaking. Ms. Iversen has developed an online group called Descartes which serves families with nonverbal ASD children. The Rick Weiss Humanitarian Award was given to Ms. Iversen in April 2006. Prior to that she won an Emmy award for her work with The Tracey Ullman Show.
Dr. Temple Grandin is an autistic activist that has given a great deal to the field. While living her life with autism, she has shared her story and inspired others with this disorder. Grandin has appeared on many major media programs (Today Show, Larry King Live) and has written for popular magazines (Time, People, Forbes). She received a doctoral degree in animal science from the University of Illinois in Champaign in 1989. While active in the animal science field, Grandin continues to make the rounds at various autism events such as the Autism Society of America conference and a TED talk in 2010. In addition to being awarded honorary degrees from Carnegie Mellon University and McGill University in Canada, Grandin was listed in the Time 100 most influential people (heroes category) in 2010.
Dr. Catherine Rice, an Epidemiologist and Developmental Psychologist, has influenced people with ASD (Autism Spectrum Disorder) through her research, training, and teaching for around 20 years. She graduated with an undergraduate degree in Psychology from Emory University and went on to earn a Ph.D. from Boston College in Developmental Psychology. In 2008, she was named the Autism Society of America Professional of the Year. Her work with the Centers for Disease Control (CDC) is in the Prevention Research Branch. She also works with the Autism Developmental Disabilities Monitoring (ADDM) Network to document and describe the number of children with ASD in the United States. Dr. Rice trains professionals to diagnose and assess people with ASD at the Emory Autism Center where she acts as a Diagnostic Associate.
Dr. Martha Herbert, a pediatric neurologist and neuroscientist and a brain development researcher, was awarded with the first Cure Autism Now Innovator Award. She also served on the Scientific Advisory Committee of Autism Speaks for five years. Prior to receiving her medical degree from Columbia University College of Physicians and Surgeons, Dr. Herbert earned a Ph.D. in the History of Consciousness Program at University of California, Santa Cruz. Dr. Herbert’s focus in autism research centers around the idea of where autism fits into the larger scheme of things. She describes autism as a process of brain changes and not something that someone is born with. Dr. Herbert is also a writer and a public speaker and she shares her research through numerous publications, books, and speeches.
26. Susan Stokes, M.A., CCC-SLP
Susan Stokes, autism consultant and speaker, is well known throughout the United States. She has presented at various national conferences, including the Autism Society National Conference. Ms. Stokes has been published in various books and journals. Additionally, Susan has been an adjunct faculty member at many Wisconsin institutions of higher education. From her experience as a Speech Pathologist and work in autism, Ms. Stokes has provided many schools and families with ASD knowledge and ideas for over thirty years. She continues this work and is currently training and coaching schools to better support students with autism. She has a B.S. in Speech Pathology and Audiology from Indiana State University and in 1983, she graduated from Indiana University with an M.A. in Speech and Hearing Services.
25. Ami Klin, Ph.D.
Dr. Ami Klin, Chief of Autism and Related Disorders at the Marcus Autism Center, is known for his study into high-tech eye tracking as a sign of autism. The hope through his research is that early detection and intervention can be provided for babies. Dr. Klin also works in the Department of Pediatrics at Emory University School of Medicine. Previously, Dr. Klin directed the Autism Program at Yale University School of Medicine until 2010. Known internationally, Dr. Klin is a recognized psychologist and researcher. Most of his work focuses on the social mind and brain, specifically related to autism at all ages. He received his doctorate from the University of London and post-doctoral work at the Yale Child Study Center.
Dr. Deborah Fein, a clinical neuropsychologist, has spent over 35 years studying autism at the University of Connecticut and at Boston University School of Medicine. She is a Board of Trustees Distinguished Professor in the Department of Psychology at the University of Connecticut and Professor of Pediatrics in the University of Connecticut School of Medicine. This research has led to numerous published articles and chapters, a co-authored book, an autism screening tool, and support from grants. Her research focuses on early detection, language, social interaction, memory, hormone levels, and attention. Children that had autism that now has been resolved is another focus for Dr. Fein. She is conducting NIH-funded research that focuses on early detection, neuropsychological and psychiatric functioning, and brain structure of those who no longer have autism.
Dr. Lonnie Zwaigenbaum has earned an Alberta Heritage Foundation for Health Research (AHFMR) Health Scholar and Canadian Institutes for Health Research New Investigator (CIHR) Award. He has also been the recipient of the Stollery Children’s Hospital Foundations Endowed Chair in Autism Research. He is the co-director of the Autism Research Centre, an associate professor in the Department of Pediatrics at the University of Alberta, and is the chair of the Autism Speaks Baby Siblings Research Consortium. Dr. Zwaigenbaum’s research focuses on early development in autism. In this research, Dr. Zwaigenbaum and his colleagues are following a group of infant siblings of children with autism to identify certain risk markers which in turn may help in earlier diagnosis. This knowledge has helped as Dr. Zwaigenbaum has edited and published many works on the topic of ASD.
Dr. Lisa Croen, a senior research scientist, is the director of the Kaiser Permanente Autism Research Program at the Division of Research (DOR), Kaiser Permanente Northern California, which is funded by Autism Speaks and HRSA (Health Resources and Services Administration.) At the University of California, Berkeley, Dr. Croen earned a Master’s of Public Health and later a Ph.D. in epidemiology. The Study to Explore Early Development (SEED) and the Early Autism Risk Longitudinal Investigation Study (EARLI) are two federally funded autism research projects that Dr. Croen has been charged with leading. The National Institute of Mental Health (NIMH) has funded a research for the California Autism Twins Study (CATS) of which Dr. Croen is a co-investigator. Health service of those with ASD is another area of interest for Dr. Croen.
Dr. Wendy Stone has received federal funding for her research on the early identification and intervention of young children with autism since 1993. Dr. Stone graduated from the University of Miami with a Ph.D. in clinical psychology in 1981. After 22 years at Vanderbilt University, Dr. Stone accepted a position at University of Washington as a professor of psychology and director of the UW Autism Center. Dr. Stone’s research of early childhood autism led to the development of the STAT (Screening Tool for Autism in Two-Year-Olds.) She is an author and has served on editorial boards as well as being a member of Autism Speaks’ Baby Siblings Research Consortium and Toddler Treatment Network. Dr. Stone has also been involved in many work groups and formed review panels for National Institutes of Health and autism foundations.
Dr. Tager-Flusberg, a professor of anatomy & neurobiology at Boston University School of Medicine and professor of psychology at Boston University, is the director at the Center for Autism Research Excellence at Boston University. She earned her Ph.D. in Experimental Psychology from Harvard University in 1978. Dr. Tager-Flusberg’s interests lie in the language and social-cognitive development of people with ASD, as well as other developmental language disorders. She has been conducting research for over 30 years and focuses that research on investigating language, theory of mind, and related social cognitive aspects of ASD. The National Institutes of Health, Autism Speaks, the Nancy Lurie Marks Family Foundation, and the March of Dimes Birth Defects Foundation all have funded research conducted by Dr. Tager-Flusberg. She also has been on the editorial boards of many professional journals, edited several books, and published many articles and chapters.
19. Geraldine Dawson, Ph.D.
Dr. Geraldine Dawson earned her Ph.D. in Developmental and Child Clinical Psychology at the University of Washington. After serving as the Chief Scientific Officer for the past six years at Autism Speaks, Dr. Dawson is now Professor in the Department of Psychiatry and Behavioral Sciences at Duke University Medical Center. She is also the clinical and scientific leader of the Autism Program at Duke. Dr. Dawson was responsible for co-developing an early autism treatment model called the Early Start Denver Model (ESDM). With all of Dr. Dawson’s outstanding work, she has been the recipient of many awards including the 2006 Autism Hero Award from the Autism Now Foundation and the 2004 Autism Society of Washington Medical Professional of the Year. Dr. Dawson has edited and written many publications as well as serving on advisory boards and committees.
Dr. Sally J. Rogers is the co-developer of the Early Start Denver Model (ESDM), which is an early autism treatment model that is used to develop and improve treatments for early autism. She earned her MA and Ph.D. in Developmental Psychology from The Ohio State University. Currently at the University of California M.I.N.D. Institute, Dr. Rogers’ focus is on developmental and treatment research. In conjunction with the ESDM, Dr. Rogers travels around the globe to train other therapists in its use. While serving as the head scientist on a number of federally funded grants, Dr. Rogers uses the ESDM to improve children’s language and behavior. Dr. Rogers is on the editorial board of many journals, has written many articles and books, and has created training videos.
Dr. Robert Schultz, director of the Center for Autism Research at the Children’s Hospital of Philadelphia, focuses his research on the basic mechanisms that support attention and learning as it pertains to those with ASD. In 1991, he graduated from University of Texas at Austin with a Ph.D. in Clinical Psychology. At the University of Pennsylvania, he a professor in the Perelman School of Medicine. Dr. Schultz has written numerous editorials, reviews, and chapters. He has also lectured at many places around the world about ASD. The author of many peer reviewed publications, Dr. Schultz has been the recipient of research funding to continue his work with autism. Dr. Schultz has helped create a reinforcement-based intervention to guide social skills in ASD. This intervention is in the form of computer games, which is now being tested with the hormone oxytocin to see the effects in social motivation and social learning of those with ASD.
Dr. Gregory Abowd, founder of Aware Home Research Initiative, is a Distinguished Professor and Regents Professor at Georgia Tech in the School of Interacting Computing. He is director of the Health Systems Institute as well as director of the Ubiquitous Computing Research Group. Prior to these positions, Dr. Abowd earned his M.Sc. degree and then his D.Phil. degree at the University of Oxford in the United Kingdom where he attended on a Rhodes Scholarship. Dr. Abowd co-taught a course titled “Technology and Autism.” This course was funded by Autism Speaks and is an Innovative Technology for Autism (ITA) course, which presents autism to students as a developmental disability. Dr. Abowd’s research is inspired by his two boys who have autism. He strives to integrate advanced information technologies into the places where people can use them on a daily basis. The new technologies developed by Dr. Abowd aid in the diagnosis, treatment, and research behind ASD, as well as other disorders.
15. Rene Anand, Ph.D.
Image Source: Dr. Rene Anand
Dr. Rene Anand’s research interests lie in neurological disorders, including autism, and the development of therapeutics. Dr. Anand earned his Ph.D. at The Ohio State University and currently works there as a professor in the Department of Pharmacology. He has served on the grant review panel for Autism Speaks, as well as for other councils and foundations. Dr. Anand has earned the Lieber Independent Investigator Award from NARSAD as well as the Exceptional, Unconventional Research Enabling Knowledge Accesleration (EUREKA) award from the National Institutes of Health for his research. This research is studying receptors in the brain and what causes these receptors to be dysfunctional in ASD, as well as other disorders. Dr. Anand is developing stem cell models of autism to understand how the environment interacts with genes and increases susceptibility to autism. Autism Speaks, National Institute of Drug Abuse, the Bill and Marci Ingram Family Fund, and the National Institute of General Medicine are just a few of the organizations that have supported Dr. Anand’s research.
14. Stephen Dager, M.D.
Dr. Stephen Dager, professor at the University of Washington, is known nationally for his research on autism. At the national level, Dr. Dager is on the Scientific Advisory Board for Autism Speaks. Additionally, he chairs a panel for the Combating Autism Act of 2006. Dr. Dager’s current research includes an investigation into the neurobiology of autism and developmental delay. More specifically, his research colleagues at the University of Washington and across the nation (UNC Chapel Hill, University of Pennsylvania, and Washington University), are working together to better understand the typical and atypical brain processes involved in autism through the use of magnetic resonance imaging (MRI) techniques. Dr. Dager completed his undergraduate and medical degrees at the University of Nebraska and completed his residency at the University of Washington.
Dr. Joe Horrigan, assistant vice president and head of medical research at Autism Speaks, is a pediatric neuropsychiatrist and researcher. He graduated from Rochester School of Medicine and Dentistry in Rochester, N.Y. with his M.D.. As the head of medical research, Dr. Horrigan is in charge of overseeing the growing medical research, which is geared toward clinical trials and medical treatments. The purpose of this research is to enhance the lives of those with ASD and their families. Dr. Horrigan’s background with the Autism Speaks Translational Medicine working groups will assist him in the future as he uses this information to help Autism Speaks as more and more of their research is translational. Dr. Horrigan has an understanding of early and late-stage clinical development in many different areas.
Dr. Edward Brodkin, an Associate Professor of Psychiatry at the Perelman School of Medicine at the University of Pennsylvania, received his Ph.D. from Harvard Medical School. During his residency at Yale, he conducted clinical psychopharmacology research in autism spectrum disorders. He has been an America’s Top Doctor 5 times, most recently in 2014. Dr. Brodkin has also been in Philadelphia Magazine’s Top Docs issue numerous times. At the Brodkin Lab, Social Neuroscience Laboratory, Dr. Brodkin uses the mouse as a model organism to study the brain and behavior with the goal of improving treatment of social behaviors in those with ASD. As director of the Adult Autism Spectrum Program at Penn Medicine, Dr. Brodkin’s interests lie in adults with ASD and helping them find and keep employment. He also has authored many publications and professional memberships.
11. Rebecca Landa, Ph.D.
Dr. Rebecca Landa, a researcher at Kennedy Krieger Institute in Baltimore, Maryland, has conducted large scale research into detecting and treating autism. A significant and innovative part of her research involves studying the development of autistic children’s younger siblings. At the Kennedy Krieger Institute, Dr. Landa is the founder and director of the Center for Autism and Related Disorders (CARD) and the Research and Education for Autism in Children (REACH). Additionally, she is a professor of psychiatry at the Johns Hopkins University School of Medicine. Dr. Landa has been the recipient of the National Institute of Mental Health (NIMH) Shannon Award for excellent and innovative research. She received her master’s degree at Penn State University and doctorate at the University of Washington. Dr. Landa followed up with her post-doctoral training at Johns Hopkins.
Dr. Paul Ashwood’s interests lie in the connection between the immune system and those with ASD. He graduated with his Ph.D. from Kings College London and his original research was the first of its kind. It distinguished gastrointestinal pathology that was seen in some autistic children. Dr. Ashwood is now at University of California, Davis at the M.I.N.D. Institute and continues to study the nervous and immune systems and the possibility that the health of one system relies on the other. Dr. Ashwood has several publications on the subject of ASD. He also has served as a presenter at conferences around the world. He has been the principal investigator on many projects as well as being a co-investigator. All of this good work has led to Dr. Ashwood being the recipient of many awards including Top Ten Autism Research Achievements of 2008 and 2011 and the Autism Science Achievement 2010, all from Autism Speaks.
9. Dennis P. Wall, Ph.D.
Image Source: Dr. Dennis P. Wall
Dr. Dennis P. Wall has earned numerous awards including the Vice Chancellor’s Award for Research, Harvard Medical School Leadership Award, Fred R. Cagle Award for Outstanding Achievement in Biology, an NSF postdoctoral fellowship, and three awards for excellence in teaching. These awards have come in part from the research of Dr. Wall that looks at the biology behind ASD. As an Associate Professor of Pediatrics and Director of the Computational Biology Initiative at Harvard Medical School, Dr. Wall used his research with the purpose to create effective early-state diagnostics and targets for therapeutic intervention. Dr. Wall won the IMFAR Slifka-Ritvo Innovation in Autism Research Award for Research on Quick Diagnostic Test. With the award, Dr. Wall won a research grant to further examine the reliability of the test. He has made tremendous headway towards refining the brief detection tools and has recently been recruited to Stanford University as Professor in Pediatrics and Psychiatry. Dr. Wall was also recently appointed as Director of the Hartwell Autism Research and Technology Initiative (iHART). It is a large scale initiative aimed at collecting — and sharing openly with the entire research community — massive amounts of data relevant to decoding autism and finding ways to deliver tools that can help families early and often.
Dr. Jill Locke graduated with a doctorate degree in Educational Psychology from the University of California, Los Angeles. After graduating, she worked at the UCLA Center for Autism Research and Treatment where she concentrated her work on social interventions for elementary-aged students with autism. Dr. Locke, recipient of the Autism Science Foundation Postdoctoral Fellowship Award, is an assistant professor at the Center for Mental Health Policy and Services Research and the Center for Autism Research. This Fellowship allowed Dr. Locke to modify a socialization intervention for children with ASD. She made it so that school faculty and staff could use the intervention with ASD children during unstructured play time to socialize with their peers. After the initial research, Dr. Locke was granted another award, the 2013 FARFund and Autism Science Foundation Early Career Award, to continue that work.
Dr. Connie Kasari, a founding member of the Center for Autism Research and Treatment at UCLA, is the principal investigator for many research programs. Dr. Kasari’s research is focused on developing targeted interventions for early social communication development in at risk non-school aged children with autism. For school aged children with autism, her focus is on peer relationships. Since graduating with her Ph.D. from the University of North Carolina at Chapel Hill in 1985, Dr. Kasari has been at UCLA since 1990 where she is a Professor of Psychological Studies in Education and Psychiatry. Dr. Kasari has been widely published and also serves on the advisory board for several programs that service those with ASD and their families. She has presented to audiences around the world on the topic of ASD.
Dr. Olga Solomon, an applied linguist, is an Assistant Professor in the Division of Occupational Science and Occupational Therapy at the University of Southern California. Since 1997, she has been combining her interests to study the connection between autism and applied linguistics. Clinical psychology, communication disorders, and electrical engineering, all part of Dr. Solomon’s training, have also played a part in her research. How meaning and social relationships are developed in autistic children is the main focus of her research. From that, the goal is to shape the environment to fit the autistic child and to support their communication. Dr. Solomon was awarded the Zumberge Grant in order to further research the impact that animals can have on therapy for those with ASD. Along with her innovative research, Dr. Solomon has published book chapters and journal articles.
Dr. Steve Scherer, Director of The Centre for Applied Genomics at the Hospital for Sick Children, has greatly advanced autism research. Most recently, Dr. Scherer has contributed to the advancements of autism research by studying copy number variation (CNV) and other genetic factors. Dr. Scherer has been awarded many prestigious honors including the Premier Summit Award for Medical Research in 2008 and the 2004 Steacie Prize in Natural Sciences, and Canada’s Top 40under40 Award. Additionally, his work has frequently been documented in major scientific papers. He has an Honors Science Degree from the University of Waterloo, Masters of Science and Doctor of Philosophy in the Faculty of Medicine at the University of Toronto. In addition, Dr. Scherer has an honorary Doctorate from the University of Windsor.
Dr. Young-Shin Kim, a child psychiatrist and epidemiologist, was awarded the Presidential Early Career Awards for Scientists and Engineers (PECASE) for her work with ASD. Dr. Kim is now with the Department of Psychiatry at the University of California, San Francisco. Prior to that she was at Yale University.The causes and distribution of ASD, including genetics and the environment, and how the two interact is one focus of Dr. Kim’s research. Dr. Kim has extensively studied the prevalence of ASD among school children in South Korea and found, by using a direct-screening method, that 1 in 38 South Korean school children were on the autism spectrum. Prior to her study, many of the South Korean children had gone undiagnosed and without services. Autism Speaks is now using the same direct-screening method on US school children.
Brooke Olson is the president and co-founder of iTaalk Autism Foundation. Her son, diagnosed with ASD, made great strides with his language development after receiving an iPod touch. Brooke made it her mission to get devices into the hands of other children with ASD. That is when iTaalk was founded. Although getting the devices to ASD children is important, Brooke also realized that was not enough. People also needed to know how to use them to get the results that Brooke saw with her son. There is a training series offered by iTaalk that includes “iTaalk 101-104” for families and “iTaalk 201-204” which is for professionals. Resources for families that have children with ASD are also available through iTaalk, including a list of the top 30 apps that can be helpful for those with ASD. Many parents, autistic support teachers, and therapists have benefited from presentations made by iTaalk as well.
Dr. Maja Mataric´, founding director of the USC Robotics and Autonomous Systems Center, was a recipient of the 2009 Presidential Awards for Excellence in Science, Mathematics, & Engineering Mentoring. In 1994, Dr. Mataric´, a Fellow of the American Association for the Advancement of Science, earned her PhD in Computer Science and Artificial Intelligence from MIT. Dr. Mataric´ has collaborated with many labs and corporations on research as well as published numerous articles, chapters, and papers. Her work centers around how robots can assist patients, including children with ASD. As Principal Investigator at the Interaction Lab, Dr. Mataric´ is focused on socially assistive systems that help people through social interaction. Children with autism spectrum disorders as well as others who can benefit from social interactions benefit from the use of these robots.
David Amaral, Ph.D. is a professor and research director at the M.I.N.D. Institute at University of California Davis as well as a scientist at the California National Primate Research Center. He graduated with a degree in psychology from Northwestern University and then went on to earn his Ph.D. in Neuroscience and Psychology from University of Rochester. His research at the M.I.N.D. Institute focuses on understanding the biological bases of autism. Dr. Amaral uses longitudinal MRI studies of children with autism as well as studies of the autoantibodies of autistic children and their mothers. He is in charge of guiding the research at the M.I.N.D. Institute and it is clear why he has been chosen to do so. He has been funded by the National Institutes of Health for more than 25 years. Dr Amaral was the recipient of two MERIT awards from the National Institute of Mental Health, as well as research awards from the Macarthur and McDonnell Foundations, the Sloan Foundation, and the McKnight Foundation.
About the Editor
Laura Kilmartin has taught elementary and junior high language arts and social sciences. She earned her Master’s in Education in Reading from Illinois State University. She enjoys traveling, photography, and spending time with family.
There are several Types of Expressive Therapies that can be used to help people, especially those who are less verbal, explore their concerns and issues. While talk therapy is still the main treatment modem, expressive therapy in one or more of the accepted areas is being used in adjunct to traditional therapy and sometimes as the primary treatment.
Artistic expression has been used in therapy for all of recorded history, according to an article in Psychology Today. The ancient Egyptians directed people with psychological problems to engage in the arts. The Greeks used drama as a catharsis for exploring mental illness.
Perhaps one of the most well-known incidents of the therapy is noted in the Bible. King Saul, who suffered from bouts of depression and may have been bi-polar, was soothed by the music played on a shepherd’s harp by David. In fact, Saul brought David to his court for that reason.
In the late 18th century and on in to the 19th, treatment of the mentally ill amounted to segregating them in asylums where little effort was made at therapy. In the late 1800s there was a push toward more humane treatment of these people and the use of many types of expressive therapies was introduced.
After the First World War, there were reports of miracle cures of soldiers who could not be reached by other means and who responded “miraculously” to music. The use of the arts in therapy became better known in the 1930s and 1940s.
Today, Types of Expressive Therapies are universally accepted methods of treating people whose response to traditional therapies is limited.
Types of Expressive Therapies
Although talk therapy remains the primary treatment mode, expressive therapy can address the individual differences in the way people communicate. The website Healthline.com says the approach is especially useful for people who “don’t know how to use feeling words.” Some people are more tactile, while others respond more to visual cues. These differences allow therapists to use the appropriate therapy with particular patients. There are several recognized designations of expressive therapy.
• Art Therapy employs media, images and the “creative processes” because they reflect the personalities and concerns of the patient. Therapists can identify themes of conflict or developmental lags through interpretation of the art produced. • Music Therapy makes physical changes in brain waves and can put patients in a relaxed state more receptive to talk therapy. It has been shown to be effective in treatment of PTSD, Alzheimer’s, autism and other conditions. • Drama Therapy is the “systematic and intended use of drama and theater processes’ to treat symptoms of mental illness. The client can use the format to safely “tell his story.” • Dance and Movement Therapy is based on a theory that the mind and the body are inter-related, a theory proven in the use of placebo medications. • Poetry or Bibliotherapy is the introduction of forms of literature into treatment. • Play Therapy is a method of working with non-verbal patients, or those with limited communication skills such as children. Through observation and interaction with patients, therapists may identify themes of play, fears and emotions that can be treated with directed play and intervention by the therapist to give positive outcomes. Sandplay Therapy is a newer kind of play intervention that involves the use of a sandbox and miniature figures, allowing the client to illustrate issues and concerns
Education and Training of Therapists
The minimum education required to be a therapist is a master’s degree. Clinical psychologists have doctoral degrees. Aside from the graduate program, most therapists find it helpful to seek credentialing, or certification, in a particular therapy. There are several professional organizations that offer specialized certification. In addition, most people feel that it is necessary to have experience and training in the art form itself. Dance therapists should be dancers; art therapists should be artists in their own right. The level of proficiency is not as important as the understanding of the medium.
The use of the arts in treatment addresses many issues. It is employed in treating anxiety, stress, low self-esteem, grief, resolution of conflicts, issues arising with terminal diseases and with chronic pain, in addictions and other emotional problems. Employing these Types of Expressive Therapies allows therapists to work with clients who, with verbal therapy alone, would have limited success.
Music Therapy can be explained as the use of music to enhance and often dramatically improve the wellbeing of others including those with disabilities, mental illness, autism, trauma, or the effects of aging. The effectiveness of Music Therapy techniques is backed by research and clinical evidence. Music Therapists have completed an approved program of study and earned (at a minimum) their music therapist-board certified credential (MT-BC). Students interested in advancing their skills and abilities may continue their education through master’s level programs approved by the American Music Therapy Association.
The average salary of a Music Therapist in 2014 according to the American Music Therapy Association Member Survey and Workforce Analysis was $50,808. Earning an advanced degree in Music Therapy not only enhances employment opportunities but also offers the possibility for a higher salary.
We developed a list of the top 25 master’s degree programs in Music Therapy to assist students in selecting the best school for their personal and professional goals. We focused on selectivity, graduation tuition cost, commitment to the student, and student faculty ratio for the school as a whole to develop our ranking. We consulted College Navigator to develop our initial list of schools offering an advanced degree in Music Therapy. We narrowed our list to include only schools offering programs approved by the American Music Therapy Association. From those schools, we applied our ranking criteria and developed our list. Where there are ties, the school with the lower in-state graduate tuition rate is favored.
Average In State Graduate Tuition Rate per Year Under $11,000/year- 3 points $11,001-$20,000/year- 2 points Over $20,000/year- 1 point
Undergraduate Graduation Rate 71% and greater- 3 points 65% to 70%- 2 points Less than 65%- 1 point
Undergraduate Acceptance Rate Less than 70%- 2 points 70% of greater- 1 point
Student-Faculty Ratio Under 11:1- 3 points Between 11:1 and 15:1- 2 points 16:1 and greater- 1 point
25. Sam Houston State University-Huntsville, Texas
Average Graduate Tuition: Ranges from $5,139 in state to $12,159 out of state
Points: 6
Sam Houston State University offers a music therapy program for students with and without a bachelor’s degree in music therapy. The music therapy master’s program for students who have already earned their bachelor’s in music therapy is a 30 credit hour program which includes either a practicum or clinical supervision requirement. Students complete a thesis. Students without a music therapy background can complete music therapy coursework and must complete instruction in performing ensembles, piano competency, conducting, music history and music literature. Students selecting this option must also audition and interview with the department. Graduates of either music therapy program are able to work with a wide variety of patients in diverse settings such as hospitals, rehabilitation facilities, private practice, and school districts.
24. Texas Woman’s University-Denton, Texas
Master of Arts in Music with an emphasis in Music Therapy
Dual Degree Program in Music Therapy and Counseling
Average Graduate Tuition: Ranges from $4,380 in state to $11,400 out of state
Points: 6
Texas Woman’s University offers a 36 credit hour music therapy program with courses that cover research, music, and the philosophy and multicultural dynamics of music therapy. Students with a bachelor’s degree in music therapy can complete the program in about two years. Students without a bachelor’s degree in music therapy must complete prerequisite coursework before being admitted into the program. All students are required to complete either a professional paper or a thesis prior to graduation. Students can select from electives in family sciences, music, psychology, women’s studies, special education, or business. Students interested in earning a dual degree in music therapy and counseling have the option of completing a 64 credit program that leads to licensure as a professional counselor in Texas. This program takes between three and four years to complete.
The Master of Arts in Music Therapy and Counseling program at Drexel University is a 90 quarter hour program with a 95% pass rate on the music therapy board certification exam. This music therapy program is the only one in the country within an academic health center. Students work side-by-side with other therapists in clinical settings and have the opportunity to attend and participate in national conferences. Students complete a thesis as part of the program and are actively involved in research throughout. Internships, group supervision, and clinical practicums ensure students gain hands-on experience to build their skills as a practicing music therapist.
Shenandoah University offers a unique master’s in music therapy for students who have already become board certified music therapists and are looking to advance their skills and knowledge base. This 30 credit hour program is offered during the weekends which allows students to continue with their current employment. Students obtain financial support through assistantships which allow them to work closely with faculty and gain valuable research experience. Students complete both individual and group projects to apply their new skills and knowledge.
21. Lesley University-Cambridge, Massachusetts
Master of Arts in Clinical Mental Health Counseling with a Specialization in Music Therapy
Low-Residency Master’s Degree in Expressive Therapies
Lesley University offers a Master’s in Clinical Mental Health Counseling with a specialization in music therapy. This 60 credit hour program requires 1,225 hours of field experience so students have the opportunity to develop and practice skills and techniques. Students typically take two to three years to complete the program. For students who are not able to attend courses in a traditional on campus schedule, a Low-Residency model is available. Students in this program complete a three week residency each year while completing coursework online and practicum experiences in their own communities. Coursework for both programs is the same and includes classes such as Orientation to Expressive Therapies, Clinical Musicianship, and Psychopathology and Clinical Practice.
20. Maryville University of St. Louis-St. Louis, Missouri
The music therapy program at Maryville University is open to those with and without an undergraduate degree in music therapy. Students without an appropriate background will need to complete prerequisite coursework in addition to master’s coursework to complete the program. This program is offered during the evenings to allow students to work while they attend school. Students who attend full-time are able to complete the program in just two years. Coursework covers areas such as ethics, research, psychotherapy, and treatment models. Graduates are prepared to work with individuals who have mental disorders, addictions, autism, and other disabilities.
Augsburg College’s flexible master’s in music therapy offers a holistic perspective of music in overall personal well being. Students who are already board certified can complete the graduate level coursework needed to earn their degree. For those without this foundation, Augsburg College offers a summer intensive to complete prerequisite coursework. Students may also attend through a hybrid program which blends on campus and online learning. Students come to campus two-to-three times each semester for two-to-three days while completing the rest of their coursework online. This 36 credit hour program includes courses in ethics, research, and clinical practice. Students must complete either a thesis or a final project prior to graduation.
Points: 7 Immaculata University offers a master’s in music therapy for students with or without their board certification in music therapy. The 60 credit hour program is for students who are not already board certified. Students in this program work under a board certified music therapist to develop their skill set in various clinical settings. Students also learn to use guitar, piano, and voice in a music therapy setting. For those who have already earned their board certification, the 48 credit hour program offers advanced training and clinical supervision to further develop their existing skill set. Students are required to complete a 1,000 hour internship experience as part of the program.
17. St. Mary-of-the-Woods College-St. Mary of the Woods, Indiana
St. Mary-of-the-Woods College offers an online master’s in music therapy for Board Certified Music Therapists looking for advanced training. This two year program requires a short residency each semester followed by online coursework. Students stay engaged through interactive experiences throughout the program. Students will participate in research opportunities and work closely with experienced professionals to enhance and further develop their skills. For students who are not already board certified, there is the option to choose from a distance or campus-based equivalency program to earn their certification and advance to the master’s program. Master’s coursework includes Guided Imagery and Music, Music Psychotherapy, and Contemporary Issues in Music.
16. Montclair State University-Upper Montclair, New Jersey
Average Graduate Tuition: Ranges from $9,960 in state to $15,375 out of state
Points: 7
Montclair State University offers a 40.5 semester hour program in music therapy for students who are certified music therapists. Students complete courses in improvisation, assessment, research, and musical style and analysis. Students have the option of taking elective coursework in areas such as neuroscience, behavior modification, and disabilities. A thesis is required as part of this program. Montclair State University takes pride in offering exceptional clinical placement opportunities and top notch academic staff.
Average Graduate Tuition: Ranges from $9,510 in state to $17,502 out of state
Points: 7
Ohio University School of Music offers a master’s degree in music therapy for students who are board certified music therapists or a have bachelor’s degree in music. Students who are not board certified can participate in the Master/Equivalency Program which allows them to complete coursework needed for board certification and participate in a six month internship. Once those requirements are met, students then complete the graduate requirements. The Master of Music in Music Therapy program is a 32 credit hour program which allows students to select an area of specialization including Special Education, Child Life, Psychology, Research Methodology, or Early Childhood. Students have the opportunity to participate in clinical and practicum experiences and must complete a thesis or special project to fulfill graduation requirements.
14. Colorado State University-Fort Collins, Colorado
Average Graduate Tuition: Ranges from $9,348 in state to $22,916 out of state
Points: 7
Colorado State University offers both a master’s degree in music therapy and a music therapy equivalency and master’s degree. Students also have the option of earning an online master’s in music therapy. The master’s program offers two program tracks. The 32 credit hour program option does not require a thesis, but includes additional coursework. The 30 credit hour option includes a thesis opportunity. Both of these tracks are approved by the Music Therapy Association and the National Association of Schools in Music. A music therapy degree from Colorado State University teaches students how to enhance the lives of a diverse patient population by improving treatment outcomes, facilitating movement, improving communication skills, and maintaining function in the geriatric population.
Average Graduate Tuition: Ranges from $8,396 in state to $25,574 out of state
Points: 7
The University of Iowa offers two paths to the Master of Arts in Music Therapy. For students who have already earned their certification in music therapy, the 33 semester hour program includes advanced clinical components, a capstone project, research coursework, and a variety of seminars focused on music therapy. Students without certification as music therapists will need to complete undergraduate prerequisites including an internship before beginning the master’s program. Students who already hold certification can complete their master’s degree in one-to-two years while those without certification may take three-to-four years. The University of Iowa boasts small class sizes in their music therapy program and has the largest university teaching hospital in the U.S. Students in the music therapy program have access to a variety of clinical settings without having to leave campus.
The University of Miami’s Master of Music degree in Music Therapy is a 30 credit hour program designed for students who already hold an undergraduate degree in music therapy. The curriculum follows the principles of Neurologic Music Therapy, a science based model focusing on perception and production of music to treat nervous system disorders. Students develop research skills, clinical competencies, and enhance their musical talents. Students have the option to pursue either a thesis or clinical program track depending on professional interests. For students without an undergraduate degree in music therapy, the Master of Music Degree in Music Therapy with Undergraduate Equivalency is designed to complete prerequisite coursework and complete their master’s degree in three-to-four years of study.
Nazareth College offers a Master of Science in Creative Arts Therapy. This music therapy master’s program is accredited by the National Association of Schools in Music. Students without a foundation as music therapists can select the comprehensive program option which is a 60 credit hour program allowing students to be eligible to sit for board certification in music therapy and become eligible for licensure as a creative arts therapist in the state of New York. The 48 credit hour advanced standing program option is for music therapy professionals who are looking for advanced training to earn their license as a creative arts therapist. Students can complete the 48 credit hour program in two years of study. Students already working as music therapists can complete their clinical requirements at their employment site. Both program options require completion of a culminating project and thesis to meet graduation requirements.
Molloy College offers three different program options for students who want to complete their master’s in music therapy. Students with or without an undergraduate degree in music therapy have program options to meet their needs. For students looking to earn a bachelor’s in music therapy and move directly into a master’s program, there is an option to meet that need as well. Students who are board certified music therapists can apply for Nordoff-Robbins music therapy training. This unique music therapy approach is offered in the on-campus clinical setting for students with a “high level of musical sensitivity and clinical awareness.” Auditions and interviews are held twice a year for students interested in this training program. Molloy has begun offering hybrid courses as part of the master’s program in music therapy.
9. University of Minnesota-Minneapolis, Minnesota
Master of Arts, Music Education-Music Therapy Emphasis-Post Board Certification Masters Track
Master of Arts, Music Education-Music Therapy Masters Equivalency Track
Average Graduate Tuition: Ranges from $15,844 in state to $24,508 out of state
Points: 8
The University of Minnesota offers two different program tracks in their master’s degree in music therapy. This 30 credit hour program for certified music therapists offers coursework in research, therapy, music, and a variety of elective opportunities. Students complete a research project in their final semester and an oral examination related to their project and coursework. Students without an undergraduate foundation may complete prerequisite coursework prior to starting the master’s program. Students are encouraged to participate in ensembles and develop their musical abilities beyond their primary instrument. Throughout the program, students have the opportunity to gain clinical experience.
8. Temple University-Philadelphia, Pennsylvania
Master of Music Therapy/Combined Master’s Equivalency
Average Graduate Tuition: Ranges from $15,354 in state to $21,042 out of state
Points: 8
The Master of Music Therapy program offered by Temple University allows students to gain experience in two areas of specialization including the Music Medicine and Music Psychotherapy. Students are able to take electives to prepare for PhD study, state licensure, or specialized study in hospice care or music psychotherapy. Students without an undergraduate degree in music therapy are able to complete the MMT Music Therapy/Combined Master’s Equivalency program needed for certification. Core courses in the master’s program include Multicultural Music Therapy, Music Therapy Ethics, and Research Methods. Students complete a practicum experience and a final project as part of this program. While this program is primarily based on campus, there is the opportunity for students to complete some coursework online. Students can complete this program on either a part-time or full-time basis.
Average Graduate Tuition: Ranges from $7,760 in state to $15,377 out of state
Points: 8
Illinois State University offers the only approved master’s in music therapy degree program in Illinois. The program is available to those with or without an undergraduate degree in music therapy. Students without a bachelor’s degree in music therapy must complete prerequisite coursework to be eligble for certification. Students in the program complete a six month internship at an approved site. This experience gives students the opportunity to focus on their clinical skills and apply their knowledge. Coursework covers areas of psychology, music, and research methods.
Average Graduate Tuition: Ranges from $6,213 in state to $16,043 out of state
Points: 8
The University of Missouri offers a rigorous master’s degree program in music therapy with a 100% job placement rate upon graduation. Students benefit from a cutting edge curriculum and the opportunity to learn and demonstrate advanced clinical skills in the classroom and practicum settings. The Master of Arts-Music Therapy program option is open to students with an undergraduate degree in music therapy. Students interested in a career in teaching at the college level or conducting research can go on to earn their doctorate degree through the University of Missouri. Students are able to complete internship requirements in the Kansas City area or at another approved site.
5. Appalachian State University-Boone, North Carolina
Average Graduate Tuition: Ranges from $4,518 in state to $7,060 out of state
Points: 8
The Hays School of Music at Appalachian State University offers a 36 credit hour Master of Music Therapy. Students are able to select a specialty area to focus on including addictions, gerontology, mental health, and the Bonny Method of Guided Imagery and Music. Appalachian State University offers all levels of training in the Bonny Method of Guided Imagery and Music, a unique transformational therapy integrating mental, emotional, physical, and spiritual components of an individual. Students at Appalachian State University may also earn a joint MMT and MA degree which can lead to licensure as a marriage and family therapist or counselor.
New York University offers a master’s degree in music therapy that students can complete either on a full or part time basis. Students with or without a music therapy background can apply to the program. Depending on prerequisites that might be needed, the program ranges from 48 to 60 credit hours. NYU boasts small class size allowing for individualized attention from expert faculty. Students have access to the Nordoff-Robbins Center to specialize in this unique therapeutic approach. Graduates are eligible for licensure as Creative Arts Therapists after completing a 1,500 clock hour supervised practice.
Average Graduate Tuition: Ranges from $10,870 in state to $22,210 out of state
Points: 9
SUNY at Fredonia offers a master’s in music therapy allowing full time music therapy professionals to work on their degree while continuing to work. This 48 credit hour program offers courses in mental health and music education and is accredited by the National Association for Schools of Music. Music therapy coursework includes Theory and Practice in Guided Imagery, Vocal Psychotherapy, and Piano Improvisation. Students participate in an advanced practicum and internship to gain clinical experience. A thesis or final project is a required part of this program.
Average Graduate Tuition: Ranges from $9,684 in state to $24,116 out of state
Points: 9
Florida State University offers a Master of Music in Music Therapy with a goal of developing effective music therapists dedicated to enriching the lives of the patients they serve. This goal is achieved by offering a variety of learning experiences to students and engaging students and faculty. Students develop and learn skills to work with the young, the elderly, and those with physical and mental disabilities. Florida State University partners with Tallahassee Memorial HealthCare to offer music therapy programs to TMH patients and operates as a national training site for music therapy interns. TMH also serves a research setting for medical music therapy.
1. State University of New York at New Paltz-New Paltz, New York
Average Graduate Tuition: Ranges from $10,870 in state to $22,210 out of state
Points: 10
SUNY New Paltz offers a Master of Science in Music Therapy degree program for students ready to advance their skills and abilities in music therapy. This 48 credit hour program is available for students with an undergraduate degree in music therapy and requires a 1,200 clock hour clinical training component. This program emphasizes clinical, musical, and research training needed to be successful as practitioners in the field of music therapy. Coursework includes Music Therapy in Special Education, Assessment and Treatment, and Music Therapy for Older Adults. Students complete a thesis as part of this program.
Learning differences and attention disorders receive a lot of attention today. Despite the fact that about 10 percent of the population has been diagnosed with some type of learning disorder, many people say that it comes with a social stigma.
Learning difficulties aren’t new. A number of history’s most beloved figures achieved success with the same type of spelling, writing, math and concentration difficulties that students face today. In fact, many geniuses and innovators have excelled in the area most affected by their disability.
Here are a few well-known figures who overcame their limitations with great success.
1. Charles Darwin
Although Darwin is usually known for his groundbreaking theory on evolution, some folks think of his poor grammar, atrocious spelling and idiosyncratic punctuation. In one letter, his sister Susan pointed out misspellings in such words as landscape, cannibal, quarrel, peaceable and highest.
Historians claim that Darwin stuttered and suffered from obsessive-compulsive disorder as well as mild dyslexia. Michael FitzGerald, a professor at Trinity College in Dublin, Ireland, believes that Asperger’s syndrome gave Darwin his creativity, hyperfocus, determination and ability to observe minute details. According to Darwin, he was considered to be a “very ordinary boy below the common standard in intellect.”
2. Agatha Christie
It’s surprising to learn that one of the greatest mystery authors was unable to write legibly. Christie suffered from dysgraphia, a learning disorder that affects penmanship, spelling and arithmetic. Although she had excellent reading skills and the ability to solve complex problems and develop detailed plots, she dictated her mysteries and romance novels due to her poor handwriting.
In interviews, Christie mentioned jotting down many unrelated ideas and maintaining up to six notebooks simultaneously. The American Psychological Association and other groups have studied Agatha Christie’s condition and ability to produce such a prolific output despite her limitations.
Einstein’s alleged learning difficulties are highly controversial. Leading autism expert Simon Baron-Cohen believes that Einstein suffered from Asperger’s syndrome, which made him socially awkward. Anecdotal evidence shows that he had difficulty communicating clearly and delivered notoriously confusing lectures. He also had obsessive, single-minded interests. Baron-Cohen suggests that individuals with autism also have genes for grasping complex systems, including math, music, physics and computer programming. Many believe that Einstein suffered from dyscalculia, a mathematical learning disorder that allowed him to see numbers and formulas differently.
4. George Washington
George Washington, the famed general and ever-present father of the nation, is known for his pronounced learning disabilities. The Library of Congress mentions the president’s spelling deviations in the overview of its collection of Washington’s congressional papers from his nearly 50 years in government. Although many things were spelled differently in the 18th century, Washington didn’t follow the standards of the time. Historians say he had dreadful grammar, difficulty expressing himself and poor skills in reading and writing. Although some believe his writings show signs of dyslexia, it certainly did not affect his popularity or skills as a leader.
5. Leonardo da Vinci
The ultimate Renaissance man apparently had nearly as many learning disabilities as talents. Experts believe he showed signs of dyslexia, ADHD and other learning disorders and attention issues. This might explain what he wrote backwards, used incorrect spellings and didn’t complete many of his projects. Some contend that the imagination and creativity shown in his works are shared by others with similar attention and learning difficulties, including Galileo Galilei and Isaac Newton. One American innovator even developed a strategy called “The Da Vinci Method” for channeling hyperactivity.
Learning differences that initially appear as weaknesses have become strengths for many successful leaders. Challenges often make people work harder in the areas that are most difficult for them. In some cases, differences in neurological processing give individuals extraordinary focus, creativity and unique perspectives.
This article highlights the 20 most affordable master’s in special education in learning disabilities degree programs in the United States.
Special education degrees, such as the master’s degree in special education in learning disabilities, continue to grow in popularity as the special education profession itself becomes a key area of hiring within school districts across the country. Students pursuing this specialized degree will be prepared to meet the increasing demand for well-trained, knowledgeable and committed special education teachers.
In order to compile our list, we searched College Navigator and found 58 programs. From there, we eliminated the schools with the highest price tags. These 20 programs represent the most affordable graduate programs in special education that have a specific focus on learning disabilities. The total tuition and fees for each school, taken from College Navigator, were compared and ranked according to affordability. Each program was chosen because of its overall affordability for the full program, with in-state tuition rates used for public universities where available. Additional details for the schools were found on the program websites.
The University of Mary is the largest degree-granting institution of higher education in Bismarck, North Dakota. The private institution bears a Catholic affiliation and offers students smaller class sizes and a greater degree of individualized attention and instruction than some of the larger public schools in the state, making it a great fit for students who want a better relationship with their professors and administrators. MU’s M.Ed. program in special education comes with a concentration in learning disabilities that teaches educational professionals the finer points of reaching out to students who may have a harder time learning due to the likes of dyslexia, ADHD, and more severe conditions.
Master of Arts in Teaching Dual Certification in Early Childhood (P-3) and Teacher of Students with Disabilities
New Jersey universities, even the public ones, aren’t known for being very affordable, but Montclair State is a bit different. This highly affordable school, with tuition at just $11,555 for its certifications and graduate programs, can help students expand their knowledge of learning disabilities. The school’s M.A. in teaching comes with a dual professional certification in teaching students with learning disabilities at the pre-school and elementary levels. Courses focus on the foundations of learning disabilities and the unique ways to create an engaging curriculum and classroom for the youngest students who find themselves in this category.
Dual Certification in Elementary Education (K-6) and Teacher of Students with Disabilities
This unique certification prepares graduates to teach a standard elementary classroom full of learners at all levels, but its status as a dual certification also means that graduates will be able to meet New Jersey certification requirements as a teacher of learning disabled students. The program focuses on everything from ADHD to autism and more severe disabilities, and teaches educators how to adapt their curriculum to the unique needs of students, their families, and their disabilities.
Dual Certification in Content Area and Teacher of Students with Disabilities
Designed for teachers who prefer to teach at the secondary level, this dual certification degree within the graduate program will allow educational professionals to concentrate on a single subject area and teaching grades 7-12. The learning disability focus within this program meets the same academic guidelines as the concentration made available for elementary and early childhood dual concentration students.
Francis Marion University is a public institution located just a bit east of Florence, South Carolina. The school’s affordable tuition makes it easy for students in the graduate education program to continue their studies of education in a program centered on learning disabilities. The M.Ed. program focuses exclusively on the challenges of creating curriculum for these students, as well as on the psychology of mild and severe learning impairments. Student will learn state and federal law regarding these disabilities and will be prepared to teach a blended classroom after graduation.
Master of Arts in Teaching Learning Disabilities
For students looking to pursue a teaching career for the first time, the MAT program is specifically designed to help its enrollees qualify for state educational certification and employment. To that end, half of the program involves basic educational concepts, educational psychology, and foundations of teaching courses, along with a practicum in a state classroom. The other half of the program teaches students the psychology of learning disabilities, innovative ways to accommodate students with disabilities, and the best practices of creating an engaging experience for those students.
Michigan’s Aquinas College is consistently ranked as one of the best regional universities in the Upper Midwest by U.S. News and World Report, with top rankings for value and affordability as well. The school’s MAT in learning disabilities is designed for graduate students who do not already have an undergraduate degree in education, with a structure that blends the teaching of learning disabilities with core classes in curriculum, instruction, classroom management, and educational psychology. Thanks to this combination of courses, as well as a student teaching experience, graduates of the program will be eligible for Michigan state certification in special education.
16. CUNY Hunter College
Master’s Degree in Special Education Early Childhood, Special Education Learning Disabilities
The CUNY system is among the best and most affordable public university systems in the United States, serving students of New York as well as out-of-city and out-of-state residents who value low tuition and high academic standards. Hunter College’s graduate degree in early childhood education offers a special education focus for educators who wish to broaden their understanding of this key group of students. Equally focused on early childhood educational concepts and the unique ways that learning disabled students can be accommodated, the program ends in a practicum experience in a city facility for early childhood education that hammers home the program’s key concepts.
South Carolina’s Furman University is one of the state’s most respected private institutions across many fields, most notably in education. Top-ranked both nationally and regionally for value and academic prestige, students at Furman will receive a laser-focused Master of Arts degree that teaches learning disabilities and related concepts exclusively. The program’s narrow focus means that students will learn advanced concepts related to curriculum planning, disability origin and accommodation, and other key concepts that will make it easy to work with these students and ensure that they are mastering concepts just as easily as others.
14. Southwestern College
Master of Special Education (Functional) Low Incidence Disabilities
Kansas’ Southwestern College is a private institution with a Methodist religious affiliation. The school is consistently ranked as a great value and as one of the most academically rigorous universities in the state. Students who have an interest in learning disabilities will enjoy the Master of Special Education program, with its concentration in low incidence disabilities. This program is focused on the likes of Down Syndrome, autism, and similar disorders, as well as how to accommodate these students’ unique needs and make them feel integrated into a typical classroom. Educators will learn the challenges of these more severe disorders as well, and will graduate with the ability to certify as a learning disabilities instructor in the state of Kansas.
13. Drake University
Master of Science in Special Education Instructional Strategist II
Drake University has just under 6,000 students at its Iowa campus, making it a great choice for graduate students who want to be more than just a number. The program isn’t focused on creating classroom leaders. Instead, it’s focused on creating instructional designers, planners, and strategists, who set district-wide policy for accommodating those students with learning disabilities. This is a unique, more administrative focus and one that’s certainly compelling for teachers who want to advance into administrative or leadership roles.
New Hampshire’s Rivier University, a long-time fixture in the city of Nashua, offers tuition below $10,000 as well as a strong, singular focus on learning disabilities at the graduate level. Students in this program will start off with some introductory courses that teach the fundamentals of the disabilities themselves. From there, the program focuses on curriculum planning and classroom management for students with disabilities, as well as the use of IEPs and other tools to plan instruction for learning disabled students.
11. Muskingum University
Master of Arts in Education, Intervention Specialist: Mild to Moderate Ages 5-21
With just 1,300 graduate students total, MU is one of the smallest programs for learning disability studies in the country. The school’s M.A. program in education focuses on “intervention” in the classroom, which involves first identifying a student with a learning disability and planning their academic path thereafter. The program offers students a practicum opportunity and concludes with a capstone course and comprehensive examination.
10. University of North Dakota
Master of Science or Master of Education in Special Education in Learning Disabilities
Tuition & Fees: $8,225
UND, the flagship public institution of North Dakota, has two unique programs for educators interested in learning disabilities. Students can opt for either a Master of Science or a Master of Education in the field, with the primary difference focusing on initial teacher licensure. An M.Ed. degree will allow first-time educators to pursue a license, while the M.S. program will instead be a better match for existing teachers. Both degree paths focus on the origin and nature of major learning disabilities, with a slight focus on more severe disabilities like Down Syndrome and autism.
9. Converse College
Master of Arts in Teaching in Learning Disabilities
Tuition & Fees: $8,210
Converse College, located in the upstate South Carolina city of Spartanburg, offers small classroom sizes as small as well as a manageable tuition, making it a great fit for budget-minded students. The school’s MAT program has an available concentration in learning disabilities, ranging from mild disabilities to more severe types. Classes in curriculum planning and classroom management help educators manage and teach to these disabilities, while a practicum gives aspiring educators actual experience handling these unique situations.
8. Saint Cloud State University
Master of Science in Special Education in Learning Disabilities
SCSU is a large, public university in Minnesota that has one of the state’s best education programs. The school’s M.S. in special education can be paired with a specialization in learning disabilities, introducing students the fundamentals of teaching learning disabled students and accommodating their needs through unique instruction methods. The program also introduces its students to the psychology of learning disabilities from the student’s, parent’s, and teacher’s point of view, and can be used to pursue a state license in the field after graduation.
7. William Carey University
Master of Education in Mild and Moderate Disabilities
With just over 4,000 students, Mississippi’s William Carey University is a great fit for students who are looking for a focus on mild and moderate learning disabilities. The program focuses primarily on disabilities that allow students to be “functional” in a standard classroom, alongside non-disabled peers. Disabilities like dyslexia are therefore central to this program. Students in this program learn about concepts like inclusion and classroom management, master new testing methods, and understand how to accommodate mild disabilities in the everyday classroom.
6. Northern Michigan University
Master of Arts in Education in Learning Disabilities
Respected for its commitment to value and hands-on experiences, NMU is a great fit for in-state Michigan students with a strong interest in learning disabilities. The M.A.Ed. program, designed for existing educators, seeks to take a standard elementary or secondary educational background and supplement it with a basic understanding of inclusion, IEP design, curriculum strategy and design for learning disabilities, and psychological foundations in both having and teaching to these disorders. It’s an excellent fit for educators across the board in Michigan.
5. Saint Mary’s University of Minnesota
Master of Arts in Special Education in Learning Disabilities
St. Mary’s University, a private school in Minnesota, offers a general M.A.Ed. in learning disabilities that best fits existing educators or recent graduates from teaching programs. The Master of Arts program begins with the basic psychology of learning disabilities, primarily mild disabilities, and then moves into new instructional methods and ways of planning curriculum to meet these students’ basic needs. The program concludes with a comprehensive examination; all graduates are eligible for special education certification if they wish to expand their professional options.
4. Minnesota State University Mankato
Master of Science in Special Education in Learning Disabilities
A branch campus of Minnesota State University, Mankato features a generalized M.S. in special education for educators with a strong professional or personal interest in this area. The specialization on learning disabilities is primarily designed for existing teachers, and picks up where an undergraduate program in education would have left off. Advanced classroom management, curriculum, and instructional concepts are taught. Students will also learn the basics of many common learning disabilities, ranging from mild to more severe.
3. University of Southern Mississippi
Master’s of Education in Mild/Moderate Disabilities
USM is a leading, regional institution for students in Mississippi. The school’s history in education makes it a top choice for teachers throughout the state and the region. USM gives aspiring educators the tools and the degree they need to qualify for state certification and licensure, thanks to its broad focus on both the basic concepts of teaching and the more advanced concepts associated with accommodating learning disabilities at all levels of education. A comprehensive exam, key to state licensure, is required of graduates.
Master of Arts in Teaching in Mild/Moderate Disabilities
The MAT program at USM is program designed for new educators, but its focus is more narrow in terms of the type of disabilities that aspiring educators will learn about. With a focus on mild and moderate disabilities, this graduate program teaches students how to teach students with dyslexia, ADHD, mild autism and Asperger’s, and similar conditions.
2. East Carolina University
Master of Arts in Education in Learning Disabilities
East Carolina’s highly affordable program is also top-ranked nationwide for individual attention, value, and academic rigor. The M.A.Ed. program is generally only an option for existing educators, who likely graduated from an undergraduate education program in North Carolina or elsewhere. It therefore focuses on advanced educational concepts and learning disabilities, featuring unique curriculum design, classroom management, and instructional concepts that accommodate students with mild-to-moderate disabilities.
1. North Carolina Central University
Master of Arts in Teaching (M.A.T.), Learning Disabilities
A historically black university, NC Central’s MAT program is primarily offered to graduate students who aren’t yet certified to teach. The program does teach students about the basic psychology of learning disabilities and how to accommodate them, but its much larger focus is on creating qualified educators. As a result, most of its curriculum centers on the foundations of teaching, learning, managing the classroom, planning curriculum, and designing lessons.
Special education is a growing field that is becoming more highly technical at a rapid pace. The best way to stay up-to-date with developments in this field is for today’s educators to take advantage of a highly affordable graduate degree in special education and learning disabilities. The 20 affordable master’s degrees in special education in learning disabilities programs in this list will make it easy to gain knowledge without incurring debt, helping educators get ahead in this exciting professional niche.
Earning a Master’s in Special Education can help you expand your career options in and out of the classroom. You might discover a love for research and craft a study that changes special education for the better. Or if you’re already a teacher, you could combine your experience with high-level knowledge and become the informed, compassionate administrator your school or district needs.
But before you start submitting applications, it’s important to know what admission boards typically look for. While each Master’s Special Education program has its own prerequisites, here are some common requirements you’ll likely have to fulfill.
The most basic requirement for Master’s in Special Education programs is a four-year bachelor’s degree from an accredited institution. On top of that, you will likely be required to submit official school transcripts, letters of recommendations, and a personal statement or writing sample. Here’s what to know about each.
Official Transcripts
Official transcripts can be ordered from your alma mater’s office of admissions or registrar’s office for a fee. However, your transcripts won’t likely be sent directly to you. They’ll be sent to the Master’s program you’re applying to. Because of this, it may be a good idea to follow up and make sure the school received your transcripts. If you attended multiple schools during your undergraduate studies, you’ll likely need to submit transcripts from them all.
Letters of Recommendation
Most Special Education Master’s programs require applicants to submit two to three letters of recommendation. This might include one letter from someone involved in your education (a professor, academic advisor, etc.) and an additional one or two letters from professional colleagues who can speak to your experience working with children. Researchers, fellow teachers, mentors, and supervisors may all fulfill this requirement.
Personal Statements and Writing Samples
Programs that require personal statement essays often want applicants to communicate their current knowledge, their capacity to learn more, and what goals they have. You might write about volunteering with autistic children or children with disabilities from underprivileged backgrounds. Or perhaps a mentor helped you reach a child you just couldn’t seem to connect with — how did you integrate that learning moment into your skillset? Each school likely has its own criteria for personal essays so be sure to analyze instructions carefully.
Some programs allow applicants to submit previous writing samples instead of a completely new essay. This might be a research project you’re particularly proud of or a literature review you did while investigating different educational techniques. Try to choose a paper that demonstrates your critical thinking, organizational, and writing skills. But once again, be sure to double check each program’s writing sample guidelines. They may differ slightly between schools. In fact, some schools require both writing samples and personal statements.
To attract the most qualified candidates, many Special Education Master’s programs require students to have a cumulative undergraduate GPA of 3.0. However, some schools have GPA requirements as low as 2.5.
Additionally, some schools require applicants to take the General version of the Graduate Records Exam (GRE). According to the Educational Testing Service (the agency that administers the GRE and other subject-specific standardized tests), the GRE tests students’ verbal and quantitative reasoning skills as well as their analytical writing abilities.
Each school weighs GRE scores and scores of individual sections differently so it’s important to investigate your desired program’s standards. At some schools, students with lower GPAs have the option to submit GRE scores to bolster their chances of being accepted.
Prerequisite Course History
If you have a stellar undergraduate GPA, great reference letters, and above-average GRE scores, there’s still one important question to consider: “Do I have the right kind of bachelor’s degree to get into a Master’s Special Education program?” Fortunately, the answer to that question is likely a resounding “Yes!” Students from all types of backgrounds can pursue Master’s degrees in Special Education. But depending on your background, you may be required to take certain prerequisite courses before diving into your Master’s education.
Students Without Bachelor’s Degrees in Education
If you have no background in teaching, you may want to investigate Special Education Master’s programs that have degree tracks for people outside of educational studies. Before actually pursuing your degree, you may be required to take classes on subjects like:
Human development.
Educational theory and pedagogy.
Child psychology.
Developmental and learning disabilities.
In many cases, you’ll also take classes that fulfill state teaching licensure requirements. This way, you can earn a Master’s in Special Education while also becoming eligible to work in schools all at the same institution.
If you have a bachelor’s in a subject like sociology or psychology, you may fulfill some prerequisite course requirements. If that sounds like your situation, it’s important to work with school administrators on determining which credits count towards their prerequisite requirements and which ones don’t.
Students With Bachelor’s Degrees in Education
If you earned a bachelor’s in education, have a state teaching license, and/or are a practicing teacher, you might receive credit for your previous experience or classes. However, you may still want to verify that your previous courses count towards the school’s prerequisite requirements. If they do, you may even be able to earn your Master’s in Special Education online in as little as two years — and do it on your own time.
But keep in mind that as you learn more about this rewarding field of education, you’ll also have to meet your state’s requirements for special education teachers. According to TEACH National, a nonprofit founded by the Department of Education that helps budding teachers understand teaching certification regulations, these requirements vary widely between states.
Typically, special education teachers in public schools need to be licensed while those working in private schools don’t. Fortunately, Special Education Master’s programs often take these regulations into account and put their students on the right path through accredited course sequences and hands-on learning opportunities.
Whether you come from a teaching background or not, pursuing a Master’s in Special Education can prepare you to make learning a truly equitable endeavor. It may take some time to find the right program and understand its prerequisites, but your career in special education could very well change the lives of the students, families, and teachers in your community for the better.
Every student has individual learning abilities. While in many cases, one of the goals of a comprehensive education is inclusion of all students of a particular age or grade level into the same classroom, at times some students’ needs are better served in a more focused setting. From early intervention through high school, teachers and parents may decide that a student would benefit from a learning experience which combines smaller classrooms and purposeful activities with trained faculty who are educated to understand a student’s particular abilities. Our website acknowledges that it is not always productive or accurate to combine a range of learning styles and needs under a single category. A child with a hearing loss does not have the same needs as a student who has been diagnosed with autism. In the future, we would like to compile separate lists to evaluate the myriad schools which exist for specific needs. But with the acknowledgment of the imperfect terms, the editors hope to begin with this list entitled 50 Best Private Special Needs Schools in the United States, with the umbrella term used basically to designate any student who has difficulty with success in an academic environment, whether because of the need for a physical accommodation, a cognitive challenge, or an emotional obstacle. Schools for students with special needs address academic, physical, social, and/or emotional issues. In this list, specific services provided by each ranked school are outlined. The editors considered both boarding and day schools for this list, and when a ranked boarding school offers day school options, it is noted.
1. The school has a rich curriculum based on variety of offerings/tools to service its students. 2. The school has a low student-teacher ratio, which is important to schools which serve all types of learning abilities, but when students struggle in more than one area, the student’s learning experience is enhanced by specialized attention from a trained teacher. Many of the schools chosen have a faculty of whom over 50% possess Master’s degrees or above. 3. The school has won awards for teaching, excellence, or architecture. 4. The school offers unique programs which transcend the basic academic curricula, like animal therapy, links to colleges, online learning options, sports, or art.
N.B. The language in this article takes its cue from the individual school’s designation. For example, if a school refers to its students as having special needs, learning disabilities (LD), learning (dis) abilities, or learning differences, our editors followed suit in that school’s write up.
The editors have attempted to create as geographically diverse a selection as possible while representing the schools which best fall under the methodology.
All stated tuition prices are subject to change; stated pricing may be approximate, and does not include additional fees such as entry or incidental fees, costs for books, meals, technology, or medical care.
The Glenholme School is a therapeutic boarding school for young people with Asperger’s, attention deficit disorder, depression, anxiety, and other social and emotional learning differences. Its goal is to meet its students’ individual needs and prepare them for college and post-graduation employment through customized tutoring, speech therapy, occupational therapy, and individual and family positive behavior therapy. Glenholme students enjoy the school’s acclaimed equestrian and theatre arts programs and have the opportunity to take part in school-wide community service.
Profile: co-ed therapeutic boarding school for ages 10-21 Student-Faculty Ratio: 4:1 Tuition: $119,720/year
Boys come to Little Keswick School with moderately severe emotional and social challenges, as well as academic learning disabilities. Through focused assessment and creation of individualized learning plans, the school prepares students to successfully navigate social situations and future academic endeavors. Trained teachers and clinical specialists work with each student to set academic and behavioral goals, and the school provides individual, group, and family therapy to reinforce positive management of emotions and behavior. In addition to instruction in academic subjects, students have the opportunity to participate in art, woodworking, sports, and the equestrian program.
Profile: all-boys therapeutic boarding school for ages 9-15 Student-Faculty Ratio: 7:1 Awards: Partlow Insurance Best Practice Award (2011) Tuition: $106,294/year
Brehm self-describes as a boarding school which holistically addresses the academic, social, and emotional needs of students with complex learning disabilities and learning differences. The 90-student school employs 150 faculty/staff who work with each student on a multi-tiered schedule, in which beginning students benefit from intensive, one-on-one instruction and then progress, as their needs and desires dictate, to more general classes of 8 or 9 students taught at grade level. Brehm employs five full-time speech language pathologists and its program is known for significant offerings in educational technology, including digitized textbooks and Kurzweil literary software.
Profile: co-ed boarding school for grades 6-12 with day school options Student-Faculty Ratio: 5.7:1 Awards: named a Blue Ribbon School of Excellence by the U.S. Department of Education Tuition: $66,900/year boarding; $41,400/year day
4. Triad Academy at Summit School, Winston-Salem, NC
Triad Academy, a division of Summit School, provides the extra attention required by students with dyslexia and language-based learning differences. As a school, Summit’s goal is to inspire its students to think creatively, reason systematically, and work collaboratively. By making available specially trained teachers and individualized classes, Triad Academy permits students to learn the techniques and gain the help they need in order to succeed in a traditional classroom environment. Students at Triad concentrate on developing their unique talents in all subjects, and daily partake in two hours of language development, with step-by-step reinforcement of knowledge gained in all subjects. With this knowledge firmly in place, students may then transition to a different division of Summit School, aware of how their learning styles work, and knowing that the teachers and methods they gained at Triad Academy are still here to support them.
Profile: co-ed day school for grades 1-9 Student-Faculty Ratio: 3:1 (remediation classes); 8:1 (content classes) Awards: nominated for Best Private School by Triad Moms on Main (blog) (2011); one of Ask.com’s Top Eleven Private Learning Disabilities School in the United States and Canada Tuition: $27,800/year
After The Vanguard School was directly hit by three hurricanes in 2004, the entire campus was renovated or rebuilt, and the school, started in 1960, re-opened with new dormitories, classrooms, administrative buildings, clinic, and a Visual and Performing Arts Center. With both boarding and day school options, Vanguard serves students aged 10 through high school, and also offers a unique post-graduate program to help students prepare for the transition between high school and either college, vocational school, or the working world. The school serves students whose struggles with Asperger’s Syndrome, dyslexia, dyscalculia, or an attention deficit affect academic progress, but it does not provide therapy to students with significant behavioral needs. Vanguard is known particularly for its competitive sports teams—students have the opportunity to play myriad sports with area schools—and for its emphasis on life preparation. Graduating students are awarded either an academic diploma if they plan to go on to college, or a practical arts diploma if their goal is to pursue a vocation or career.
Profile: co-ed full-time boarding school for ages 10 through post-high school with weekly boarding options and day options Student-Faculty Ratio: 8:1 Tuition: $44,000/year boarding school; $22,500/year day school
The Hill Center helps students with learning differences and attention deficit disorders understand and accommodate their educational needs. Each student attends the Hill Center for part of his/her school day, and returns to his/her own private or public school for the rest of the day, allowing him/her to effectively transition to traditional school full time after individualized instruction is completed (usually in 3-4 years). The Hill Center provides specialists who acknowledge academic difficulties, such as spelling and math comprehension, and social struggles, such as immature behavior and trouble standing still, who teach students to understand their learning differences. While graduates of The Hill Center learn the skills to successfully integrate in a mainstream school, they have not suppressed their personalities or unique ways. Rather, they leave with a keen understanding of their own learning styles and the tools they will need to succeed in a world that doesn’t always embrace learning differences. After participating in The Hill Center’s individualized, multi-sensory instruction, students gain the self-confidence, motivation, and knowledge they will need to successfully negotiate their future education.
Profile: co-ed day school for grades K-12 Student-Faculty Ratio: 4:1 Awards: Social Impact Exchange National Business Plan Competition (2013) Tuition: $17,300/year (3 hours daily instruction)
New Leaf Academy offers therapeutic services for pre-adolescent and adolescent girls who grapple with behavioral issues which prevent them from succeeding academically and adjusting socially. The school is designed to help girls learn to make healthy choices; from making friends and following school rules to eating well and studying, New Leaf Academy attends to each student’s needs and aims to assist in the personal growth required for each girl to become a successful, positive woman. Nestled in the heart of mountainous Bend, the program features equine studies, team sports, dance classes, and various electives including artistic expression, modern history, and gardening.
Profile: all-girls therapeutic boarding school for ages 10-15 Student-Faculty Ratio: 6:1 Tuition: $87,000/year (includes summer program)
Ann Arbor Academy’s middle and high school programs work with students of average to above-average intelligence whose learning needs—autism, language-based disabilities, or attention disorders—require particular attention to certain academic subjects or personal management. While the school serves the needs of students within a particular age range, it does not assume that one’s age or grade corresponds to one’s skill set. Rather than unceremoniously distributing grades, Ann Arbor Academy analyzes students’ performance based on individual progress, and each student’s strengths and weaknesses are assessed, worked on, and discussed with parents/guardians throughout the school year. Among its many offerings, the school supports an “experiential learning” trip to Europe for upper level students, and emphasizes self-advocacy and personal organization techniques for all learners.
Profile: co-ed day school for grades 4-12 Student-Faculty Ratio: 5:1 Tuition: $16,000/year
Located in Keswick, Virginia, notable for its pre-Revolutionary past, Oakland School is both established and cutting-edge. The historic grounds provide a peaceful setting for students with learning differences and communication needs to focus on academic subjects and personal progress. As a supportive educational community, Oakland School addresses its students’ needs by creating small classes which focus on reading and math skills, including its unique Upward Lift program, an intense summer school for reading education. In addition to its superior academic curriculum, the school emphasizes the importance of character development and encourages its students to demonstrate traits such as respect, trustworthiness, and citizenship. After participating in a rich curriculum supplemented by art education, literature appreciation, and life skills modeling, students leave Oakland School ready to transition into their next educational step.
Profile: co-ed boarding school with day school options for ages 6-14 Student-Faculty Ratio: 5:1 Tuition: $46,500/year (boarding); $27,500/year (day)
Situated in California’s spectacular Monterey Bay, Chartwell School accepts students from elementary and middle school, and also offers The New High School Project, a separate high school program. Due to difficulty with reading, writing, memorization, and other academic tasks, students at Chartwell generally require the benefit of smaller classes with specially trained faculty who help teach alternative learning methods and preparation for transition to future education or employment. As evidenced by its copious architectural and environmental awards, Chartwell School is designed to minimize the use of electricity and provide natural light as a stimulant for classroom learning. The school makes the most of its surroundings by offering an academic curriculum which incorporates gardening, art appreciation, and even water sports.
Profile: co-ed day school for ages 5-18 Student-Faculty Ratio: 5:1 Awards (selected): Top 10 Buildings in the World Award by American Institute of Architects (2009); Livable Buildings Award by Center for the Built Environment at U.C. Berkeley (2009); LEED platinum by the U.S. Green Building Council (2007); Governor’s Environmental and Economic Leadership Award, California CPA (2007) Tuition: $21,480/year grades K-3; $31,880/year grades 4-8
As an institution for young men with above-average intellectual abilities who have struggled in traditional classroom settings, The Woodhall School was founded to ensure that students meet their full potential. The establishment of the school’s four pillars, academics, athletics, residential life, and communications, ensure that every student develops his full self, and the school’s policy of grading both effort and means that students work toward high marks while maintaining a positive, healthy attitude. The school’s drama group, The Woodhall Players, is known throughout the community for its production of full-length dramatic productions, and its athletic programs demand, first and foremost, adherence to a rigorous code of conduct. Students graduate from The Woodhall School prepared not only for the challenges of higher education, but confident in the competent, ethical men they have become.
Profile: all-boys boarding school with day school options for grades 9-12 Student-Faculty Ratio: 3:1 Awards: The Woodhall Players have been nominated for 46 HALO awards and have won 11. Tuition: $62,000/year boarding; $46,500/year day
The John Crosland School is a holistic, community-oriented environment for students with attention and learning differences. Crosland’s goal is to provide students with the individualized instruction and innovative learning techniques which will enable them to successfully transition to traditional schools. While every student’s experience is different, many attend Crosland for three to five years, in which they work with specially trained teachers who assess a student’s needs and create a plan catered to the way each student processes information. Rather than memorizing or simply fulfilling a set of core academic standards, each student learns to analyze information and hone problem solving skills, and leaves the program with not only an academic education, but with a personalized technique for negotiating the world.
Profile: co-ed day school for grades K-12 Student-Faculty Ratio: 6:1 Tuition: $ 17,100/year (K); $19,520/year (1-5); $20,500/year (6-12)
Eagle Hill School serves students with verbal, non-verbal, and attention-based learning (dis) abilities by establishing an environment of support and creative, demanding instruction. Its particularly low student-faculty ratio (3:1) ensures not only individualized attention to each student’s needs, but encourages relationships between students and teachers which last throughout a student’s tenure at the school. As a college preparatory program, Eagle Hill provides both academic instruction and core enrichment, including mandatory courses on personal finance and college orientation. Most Eagle Hill graduates go on to attend renowned universities, and many remain in contact with the school’s significant alumni/ae presence.
Profile: co-ed boarding school for grades 8-12 with day school options Student-Faculty Ratio: 3:1 Awards: Outstanding Design Award by American School & University magazine (2013) Tuition: $67,850/year (boarding); $48,099/year (day)
Commonwealth Academy strives to provide a welcoming, challenging academic environment for students who learn best in small, individualized settings, and for those with attention struggles or learning disabilities. The school provides a core academic curriculum which responds to the needs and personality of each student, with a particular emphasis on writing, which is taught as a separate subject. Students learn the fundamentals of semantics, critical thinking, grammar, style, and organization, and instructors from each subject stress the importance and usage of writing skills across the curriculum. Commonwealth boasts superior technological provisions, from cutting edge computer labs and tablet availability, to SMART Boards in every classroom. Specially trained instructors take every effort to incorporate technology within their lessons, whether in the form of e-books or online homework, and teachers post weekly assessments of each student’s progress on Edline, a secure web system which allows parents and students to access their personal files and communicate with faculty and advisors.
Profile: co-ed day school for grades 1-12 (ages 6-21) Student-Faculty Ratio: 4:1 Awards (selected): Finalist in Alexandria Chamber of Commerce Award for Technology; America’s Promise Alliance designated Promise Place; CHADD Regional Educator of the Year Award (Head of School) Tuition: $33,900/year
Since it opened in 1983, Glenforest School has been committed to serving the needs of students who more effectively learn in smaller classrooms with trained teachers who understand and work to accommodate all learning styles. In addition to focus on an academic core, instructors at Glenforest work to ensure that students learn in a positive, supportive environment in which they are taught social skills, life planning, and college preparedness. The school provides an impressive technology program, including SMART Boards, audio books, tablets (the Kindle to student ratio is 1:1), and applications such as Dragon Speak, which allows students to take notes and input data on tablets or computers using voice commands. Additionally, Glenforest offers myriad athletic opportunities; from basketball to archery to soccer, students can discover interests and gain skills, and the school’s “no tryout” policy ensures that all students are included on teams and in games. The school’s state-of-the-art wellness center, opened in 2005, includes gym facilities, a weight room, and locker rooms so that each student may enhance his/her after-school curriculum.
Profile: co-ed day school for grades K-12 Student-Faculty Ratio: 5:1 Tuition: $13,500-$16,500/year (grades 1-5); $18,000-$21,504/year (grades 6-12)
Students come to the Chelsea School with language-based learning disabilities, struggles with math facts and problem-solving concepts, and difficulties with personal and academic organization which prevent them from completely succeeding in traditional classroom settings. Of particular note is the Chelsea School’s dedication to reading and writing as skills which span all subjects; every teacher, regardless of whether he or she is teaching English, math, history, or any course, emphasizes the importance of language and instructs in student development of those abilities. In addition to an individualized, structured curriculum, each student benefits from daily meetings with a faculty advisor and receives formal guidance in study techniques and academic discipline.
Profile: co-ed day school for middle and high school students Student-Faculty Ratio: 4:1 Tuition: $36,965/year
The education at Noble Academy is as diverse as its students. While many students attend the school for the duration of their primary and high school education, some stay only for a year or two as they catch up on weak areas and gain the skills they need to transition to a mainstream school or college. Typically, students contact Noble Academy when they struggle with math or writing disabilities, central auditory processing disorder (CAPD), or memory problems. The school assigns an advisor to each student and ensures that she/he is appropriately accommodated and has access to direct instruction and assistive technology in a sequential, organized setting. Students have the opportunity to participate in art programs, sports, foreign language courses, and independent studies. Uniquely, the school offers an “8th period,” which is time that is set aside each day for students to discuss their educational experiences, plan activities such as community volunteering and Student Senate, and develop teamwork, personal advocacy, and problem solving skills.
Profile: co-ed day school for grades 1-12 Student-Faculty Ratio: 8:1 Tuition: $17,840/year (grades K-9); $18,620/year (grades 10-12)
This comprehensive school for individuals with language learning differences and executive functioning is dedicated to understanding its student’s needs and providing an environment in which every person may express her/his strengths and weaknesses, knowing that she/he will be unconditionally supported. Fortune Academy’s Outreach program provides training so that teachers and parents may best understand and assist a child with special needs, as well as after-school therapy for those students not enrolled in a school program. Whether a student completes a full education at Fortune Academy, or attends for only a year or two, she/he is evaluated, encouraged, and motivated to meet her/his full potential. The school’s accredited Orton-Gillingham instruction program ensures that each student gains a command of phonetics and writing, and its technology, arts, and athletic programs complement the challenging curriculum. Students transition from Fortune Academy as competent, independent, self-assured learners who are ready for their next academic phase.
Profile: co-ed day school for grades 1-12 Student-Faculty Ratio: 4:1 Tuition: $14,150/year (grades 1-8); $15,650 (grades 9-12)
Upon admission to Denver Academy, each student is given a complete diagnostic analysis so that a custom learning plan may be put into place. Students with dyslexia, learning difficulties, and unique learning styles benefit from a full curriculum designed to address each student’s needs based on strengths and gaps, rather than by chronological age. Small classroom groups, led by a trained teacher and teaching assistant, ensure that each student is taught according to the best way he/she learns. Each grade is taught based on scope and sequence; overall educational learning goals are defined, and then a student transitions through the program based on the successful completion of individual goals, as opposed to aligning with general grade requirements. Denver Academy not only ensures that its students are academically and socially prepared for college, but it also provides for students who have graduated high school and need extra assistance transitioning to higher education with its College Achievement Program (CAP). CAP assists students with the college application process by creating mock-admissions scenarios, and all upper-level students meet weekly with a personal advisor who helps to plan and prepare students for their next educational steps.
Profile: co-ed day school for grades 1-12 Student-Faculty Ratio: 5:1 Awards: named a Top Private Elementary School by 5280 The Denver Magazine (2010) Tuition: $21,450/year
At The Howard School, students with language-based learning needs and other learning differences encounter a positive, supportive environment that combines academic improvement with personal growth. For students aged 5-14, classes are grouped according to age and academic and social needs, and rather than receiving letter grades, each child is evaluated according to individual progress, which is detailed in a thorough report by the teacher. In order to adequately prepare for college and other educational transitions, when students reach the high school level, they attend more traditionally outlined grade levels and receive letter grades. The Howard School’s comprehensive newsletter, Howard Highlights, reports on classroom activities and student accomplishments, and gives the school’s community a synthesized account of the school’s achievements and events.
Profile: co-ed day school for ages 5-14, and grades 9-12 Student-Faculty Ratio: 6:1 Tuition: $27,925 up to $29,295 based on increasing age and grade level
As a comprehensive, structured facility, The Fletcher School provides for the needs of students with average to above average intelligence who struggle with academic success because of processing (memory, visual perception) or attention difficulties. Instruction methods take the Orton-Gillingham approach, a multi-sensory technique which begins with a focus on language and progresses to teaching reading and spelling skills. Each student’s learning style is considered, and visual, auditory, and kinesthetic methods are utilized. The school’s association with the Rankin Institute, a program designed to educate parents, teachers, and other professionals in ways of understanding and assisting students with special needs, ensures that students have support from their entire community.
Profile: co-ed day school for grades K-12 Student-Faculty Ratio: 6:1 Tuition: $21,330/year (K-5); $22,440/year (6-12)
Currey Ingram Academy addresses the education of students with average to high intelligence whose learning needs depend upon personalized instruction and unique teaching methods. The school provides small classes, one-on-one tutorials, and Individualized Learning Plans (ILP) which promote communication between teachers and parents, as well as realistic assessments of a student’s strengths, weaknesses, and academic goals. Uniquely, Currey Ingram nurtures a Character Education program to acknowledge and advance the social, behavioral, and moral development of all students. Each month the entire school is devoted to explaining and fostering a particular character value, such as pride, respect, or self-advocacy, and students are encouraged to recognize and apply the value within their daily lives.
Profile: co-ed day school for grades K-12 Student-Faculty Ratio: 4:1 Awards (selected): USTA Tennessee’s Educational Merit Award of 2012; featured school at the 30th Anniversary Benefit Dinner of the National Center of Learning Disabilities (NCLD) (2007); named a Blue Ribbon School of Excellence by the U.S. Department of Education (1990) Tuition: $35,600/year (K-9); $36,690/year (10-12)
Humanex, short for “human experience,” strives to provide a specialized, supportive environment for students with learning disabilities and differences, anxiety, depression, and emotional issues which affect meaningful academic progress. Often “twice exceptional” students seek out Humanex Academy because they excel in one subject but struggle significantly in another. The school’s trained teachers are prepared to design coursework and study plans aimed toward such students with often considerably disparate skills. While the curriculum follows the Colorado Model Content Standards, teaching methods vary considerably from mainstream schools, with instructors offering auditory, visual, and kinesthetic ways of learning subjects and concepts that might otherwise present difficulty. Humanex teachers focus on the ways in which brain types affect learning. For students who are right-, left-, or “whole-brained,” classes and activities adapt to learning styles, and instruction both addresses weaknesses and encourages awareness of personal strengths.
Profile: co-ed day school for grades 6-12 Student-Faculty Ratio: 7:1 Tuition: $19,400/year
Located in the historical village of East Sandwich on Cape Cod, Riverview School offers integrated instruction and holistic care of students with complex language, learning, and cognitive disabilities. Students are encouraged to understand their needs, take risks in their learning processes, and develop critical thinking and personal advocacy skills. During the course of the year, students collaborate together and with faculty to meet personal goals and participate in enhancement options such as inclusive sports and chorus. The school offers a transitional program for graduates of the school to learn life preparation skills, including the school-based Café Riverview, a restaurant and bakery which employs students and gives them the opportunity to pursue careers in food services and hospitality.
Profile: co-ed boarding school with day school options for ages 11-22 Student-Faculty Ratio: 6:1 Awards: Student Center selected as a Green Building of America Award-Winning Project (2009) Tuition: $74,745/year
At Great Lakes Academy, students who have been labeled “at risk” in traditional environments are approached completely differently; the attention or processing disorders, Asperger’s syndrome, anxiety, depression, OCD, or sensory integration disorders that seem to stand in the way of academic success at other schools are understand as learning differences, rather than obstacles to progress. As the school’s website states: “we hope that our students not only learn to cope with their differences, but also capitalize on them.” Through specialized teaching support, small classrooms, and a nurturing school environment that encourages both academic learning and social growth, Great Lakes Academy gives students the tools to transition into the next phase of their lives.
Profile: co-ed day school for grades 1-12 Student-Faculty Ratio: 6:1 Awards: Mirabeau B. Lamar Award of Excellence (2010) Tuition: $14,250/year (grades 1-3); $15,950/year (grades 4-8); $17,950/year (grades 9-12)
When students with learning differences and attention struggles come to The Kingsbury Center, they are surrounded by caring, capable faculty and a supportive academic and social environment. Kingsbury’s stated goal is to transform children and young adults who experience difficulty in school settings into competent, confident learners who excel in their educational and personal lives. The school offers speech therapy, occupational/physical therapy, and psychological services to any student who needs them, and believes that when teachers and therapists modify their instructional methods based on a student’s need, the student will thrive and grow. In addition to customized lessons, the school offers myriad activities, such as art, drama, music, and athletics, which enhance a student’s development of outside interests, self-confidence, and leadership skills.
Profile: co-ed day school for grades K-12 Student-Faculty Ratio: 5:1 Tuition: $34,797/year
Carroll Schools are designed to meet the needs of students with superior intellectual abilities who struggle with language-based learning disabilities. A Carroll student typically scores high on cognitive tests but has difficulty with reading and writing skills. Using the Orton-Gillingham approach—in which teachers diagnose a student’s specific needs and then design a curriculum for reading/spelling development which involves sequence, strategy, review, and fluency—the school encourages students to be active, self-sufficient learners. In addition to academic focus, students at Carroll have access to performing arts, studio arts, woodworking, and technology programs, including visual media instruction which includes experience with green-screen filming and stop-motion video.
Profile: co-ed day school for grades 1-9 Student-Faculty Ratio: 3:1 Tuition: $42,672/year
The Kildonan School specializes in understanding and attending to the needs of young people with dyslexia. Specially trained teachers, innovative methods, and superior awareness and comprehension of the challenges and advantages of dyslexia make this one-of-a-kind school a valuable resource for students and families. The school uses the Orton-Gillingham approach to teaching; each student meets daily, one-on-one, with an instructor who determines the student’s needs and evaluates her/his progress. From phonics review to reading novels and writing paragraph papers, the curriculum varies widely according to student, and focuses on building language skills and reading/writing techniques. Kildonan also offers a summer camp on the school’s 350-acre campus in the Berkshires, which combines tutoring and studying with, among other activities, water-skiing, mountain biking, and an equestrian program.
Profile: co-ed day school with boarding options for grades 2-12 Student-Faculty Ratio: 2:1 Tuition: $68,900/year (boarding); $49,900/year (day)
Students come to Landmark School with dyslexia and other language-based learning difficulties and transition as confident, competent graduates of a school that focuses on improving the academic and social lives of each student. Faculty and staff concentrate on all students individually, intending to foster strengths, address weaknesses, and uncover the talents and potential present in each. Landmark uses multiple modalities in teaching, meaning that instructors acknowledge the various ways in which students learn (visual, auditory, kinesthetic, tactile) and design lessons based accordingly. For Landmark’s high school students, a college preparatory program is offered, and young adults learn the importance of critical thinking, personal organization and time management, and writing across the curriculum.
Profile: co-ed boarding school with day school options for grades 2-12 Student-Faculty Ratio: 3:1 Tuition: $67,600/year (boarding); $51,300/year (day)
Located in picturesque Putney, VT, The Greenwood School is open to boys who struggle with language/speech, written expression, attention, or executive functioning. With a particularly low student-faculty ratio of 2:1, the school offers more than individualized attention; in addition to small classes, every day for one hour, each student meets with a trained tutor who helps to determine the student’s changing needs and address specific academic weekly issues. Additionally, many faculty live on campus and are available to provide extra help and guidance before and after school hours. Through a program that incorporates speech, language, and occupational therapy with technology assistance and enrichment opportunities such as sports, art, filmmaking, and woodworking, the school directs its students and prepares them for the next educational step.
Profile: all-boys boarding school with day options for grades 6-12 Student-Faculty Ratio: 2:1 Awards: featured in Ken Burns’ documentary The Address (2014) Tuition: $69,890/year (boarding); $53,475/year (day)
Advocates of The Cottage School praise its innovative approaches to academic learning and personal development. Middle and high school students who have had trouble adjusting to traditional classroom settings because of learning disabilities, attention problems, or emotional/social difficulties are presented with a supportive environment that attends to all areas of a student’s life. Of particular note is the school’s emphasis on time management and preparation for the working world; as a student progresses in the program, she/he is given assignments in two week blocks, and is expected to complete tasks and plan her/his own schedule. As goals are met, students are provided with a “salary” which is managed by the student through her/his own bank account. Students who graduate from The Cottage School depart with money organizational skills, as well as an awareness of the responsibilities and rewards of functioning in the working world.
Profile: co-ed day school for grades 6-12 (ages 11-20) Student-Faculty Ratio: 10:1 Tuition: $23,450/year (middle school); $24,450/year (high school)
Students with language learning disabilities, dyslexia, ADHD, auditory processing disorders, and difficulties with written expression find success at The Gow School because of its commitment to innovative teaching methods, incorporation of technology, and focus on improvement of executive functioning for those students who need extra assistance. The intensive college preparatory program encourages students to face struggles and challenge themselves; classes meet six days a week and emphasize multi-sensory learning and regular, supervised study periods. Life at Gow requires not only academic progress, but it also necessitates personal growth, from the social and etiquette skills learned in the dining halls to the teamwork and personal commitment skills learned on the athletic fields. Gow’s visual arts, theatre, and music programs ensure that students graduate from the school with both academic knowledge and appreciation for fine arts and culture.
Profile: all-boys boarding school with co-ed day school options for grades 7-12 Student-Faculty Ratio: 4:1 Tuition: $57,300/year (boarding); $36,800/year (day)
At Oak Creek Ranch School, students whose attention difficulties present challenges for success in a traditional school environment find confidence and academic achievement in a curriculum which addresses individual needs. Teachers employ various methods of instruction, including regular feedback and compensatory strategies (mnemonic devices, self-testing), and students are introduced to skills such as hierarchical task organization and note-taking. In preparation for college and the working world, juniors and seniors are required to research and produce a project which they present orally to their peers and advisors. Students at Oak Creek Ranch School have the opportunity to participate in courses such as the Leadership and Character Development program, and those who attend summer sessions take advantage of Arizona’s unique terrain with hiking, rock-climbing, and camping trips.
Profile: co-ed boarding school for ages 13-19 (grades 7-12) Student-Faculty Ratio: 6:1 Tuition: $36,500
Camphill Special School, part of the Camphill educational community, whose mission is to serve students with intellectual and developmental disabilities, relies upon solid educational methods and therapeutic care. Basing its methods on the Waldorf curriculum, which ties academic learning to emotional growth, the school offers age-based courses of study alongside woodworking, dramatic arts, weaving, and other opportunities for students to discover interests and hobbies. Students in elementary and middle school are placed with one teacher for the duration of the student’s time at Camphill, and although other instructors are responsible for specialized subjects, the consistent relationship to the primary teacher becomes instrumental to significant development. The school offers physical, occupational, and artistic therapy, and emphasizes a strong community comprised of students, faculty, parents, and volunteers.
Profile: co-ed boarding school for grades K-12 with day school options Student-Faculty Ratio: 8:1 Awards: the only private Waldorf school in North America accredited by AWSNA (Associated Waldorf Schools of North America) Tuition: $69,000/year boarding school (day school rate by request)
With a maximum enrollment of 48 students, Oxford Academy is able to provide specialized curriculum and individualized attention to students who have struggled in mainstream classrooms because of learning, attention, and emotional needs, including those who are learning English as a second language. Because the size of the school allows it to offer one-on-one classes, students at Oxford Academy benefit from the expertise of highly-trained teachers (who often live on campus) who are able to evaluate and monitor a student’s progress and customize course content and lessons. The school’s community emphasizes critical thinking, self-advocacy, and personal responsibility, and students attend to both body and mind with campus activities such as newspaper reading, foreign language study, and intermural sports, including flag football, weightlifting, and paintball.
Profile: all-boys boarding school for ages 13-20 Student-Faculty Ratio: 1:1 Tuition: $58,600/year
At The Lab School, faculty, administration, parents, and students believe that a student who learns differently needs more than the basic accommodation provided by traditional schools. Students who struggle with learning because of dyslexia, ADHD, or other diagnoses that affect academic progress often need an individualized learning plan in order to reach full capability. Using multi-sensory teaching techniques, including art therapy, the school guides the development of its students’ conceptual and subject understanding, self-confidence, and passion for learning. At Lab, every student sets personal goals, and with the school’s support— its tutoring services, emphasis on personal responsibility, and collaboration with local businesses for student internships—those goals are often met and surpassed.
Profile: co-ed day school for grades 1-12 Student-Faculty Ratio: 4:1 lower grades; 8:1 upper grades Tuition: $39,600/year (elementary/intermediate); $40,350/year (junior high); $41,995/year (high school)
In 1946, Dr. Norman T. Phelps founded a school for boys whose needs require more individualized attention than traditional schools could provide. Today, the school’s motto, “dedication to the individual boy,” is applied throughout the academic community. With small classes devoted to assessing students’ skill levels and challenging each student to understand his abilities, capitalize on his strengths, and acknowledge his weaknesses, The Phelps School concentrates on developing the academic, physical, social, and moral parts of the self. A significant presence of international students broadens each boy’s awareness of worldly diversity, while a strong faculty presence (several faculty members supervise the dorms) ensures close student-teacher relationships which are conducive to learning.
Profile: all-boys boarding school with day school options for grades 7-12 Student-Faculty Ratio: 4:1 Tuition: $44,500/year boarding; $25,000/year day
38. Cumberland Academy of Georgia, Sandy Springs, GA
Cumberland Academy ensures success, whether a student struggles with academic or social needs, or whether she/he has been diagnosed with high functioning autism, Asperger’s, ADHD, or other learning differences which make learning in a traditional classroom particularly difficult. Teachers and counselors work with each student to provide the most appropriate program, and while many students are taught according to grade-level standards, the school also offers its Trailblazers program, in which students of several ages gather together in a more individualized setting to work at a suitable pace. Students at all levels participate in pragmatics (social skills instruction), fine arts, athletics, overnight trips, culinary arts, and hands-on science excursions. Additionally, Cumberland offers a post-graduate program to assist young adults in applying for college, managing and paying personal bills, and networking in the world of employment.
Profile: co-ed day school for grades 4-12 Student-Faculty Ratio: 6:1 Tuition: $21,500/year
As a school in which over 75% of teachers hold Master’s degrees or higher, Oakwood School promises to provide superior comprehensive education to students with learning differences who have not reached their potential in a traditional school setting. Using a team model concept in which students are assigned to a team consisting of two teachers and a group of peers, the school creates a setting for ultimate learning potential. The instructors teach both math and reading, which encourages application of concepts across the curriculum, and students have the opportunity to work with members of other groups when two teams combine for social studies and science classes. One advantage of the team approach is the system of support and close evaluation which results from working in small groups. Students at Oakwood School benefit from its technologically advanced classrooms, academic and social affective offerings, and extracurricular activities, such as fitness, theatre, art, and music clubs.
Profile: co-ed day school for grades K-8 Student-Faculty Ratio: 4:1 Awards: named a U.S. Department of Education Blue Ribbon School (2014) Tuition: $31,200/year
At The Schenck School, students who have had difficulties with reading and written expression due to dyslexia or other type of learning difference encounter trained teachers who use methods and design lessons based on individual need. Employing a pure Orton-Gillingham approach, instructors incorporate elements of visual, auditory, and kinesthetic learning to produce the most comprehensive curriculum possible. Depending upon a student’s level, instruction begins with emphasis on letters and sounds as a basis for teaching reading and writing. With the understanding that students of high intelligence simply learn concepts differently, teachers offer strategies such as metacognition for memory and association, and present information in a sequential manner. As knowledge is gained, students affirm and apply it through classroom practice and one-on-one tutoring. While most students spend about 2-3 years at The Schenck School, the learning strategies and self confidence gained lasts a lifetime.
Profile: co-ed day school for grades K-6 Student-Faculty Ratio: 4:1 Awards: named a Top Workplace (2013) by the Atlanta Journal-Constitution Tuition: $28,930/year
Founded in 1930, Forman School specializes in meeting the needs of students who learn differently, whether because of dyslexia, ADHD, or executive functioning difficulties. Its comprehensive curriculum is influenced by the reading innovator, Dr. Samuel T. Orton (co-founder of the Orton-Gillingham method of reading), and by Albert Einstein, one of the school’s first board members who himself struggled with reading in school. Currently, as a college preparatory school, Forman provides for the academic needs of its students and ensures that in addition to gaining the subject knowledge that students will need to attend university, students also learn to analyze and think critically in general. Every student is required to take Thinking and Writing, a course which emphasizes how the writing process is foremost about critical thinking, creativity, and collaboration. Students leave Forman with both academic skills and a better understanding of how their own needs and personalities affect their learning and progress.
Profile: co-ed boarding school for grades 9-12 with day options Student-Faculty Ratio: 4:1 Tuition: $66,100/year (boarding); $54,000/year (day)
As an accredited school for children with learning differences including dyslexia, dyscalculia, non-verbal learning disabilities, Asperger’s, and attention struggles, Trident Academy provides multi-sensory instruction in a supportive environment. While its Orton-Gillingham approach emphasizes instruction in reading and writing, the school ensures that cross-curricular collaboration occurs among all departments so that students may apply knowledge and build upon each learned skill. Trident’s program includes Language Enrichment and Development (LEAD) for focusing on language-related tasks beginning with handwriting and working up to vocabulary and written expression. Students attend one LEAD class per day, and for those who require additional assistance, after-school academic therapy services are available. With 98% of its students going on to attend college/university, Trident Academy ensures individualized, creative attention that produces results.
Profile: co-ed day school for grades K-5 (transitioning to K-8 in 2014/2015) Student-Faculty Ratio: 3:1 Tuition: $27,030/year (new families); $25,530/year (returning families)
Centreville School emphasizes the importance of early intervention in young children’s language and motor developmental needs. The Early Start program offers occupational and speech therapy, and students meet with a reading specialist and psychologist to ensure preparedness for Kindergarten and beyond. For elementary and middle school students, Centreville provides a core academic curriculum comprised of reading, math, science, social sciences, history, art, technology, and physical education. The school’s Social Intelligence program focuses on socialization and management of behavior and emotions, and prepares individuals for transition to mainstream schools or college.
Profile: co-ed day school for ages 3-14 Student-Faculty Ratio: 4:1 Tuition: $27,225/year
Miriam School takes a team approach toward educating its students. Its small classes, specialized instruction, and custom curricula accommodate the needs of its students who are challenged with learning, speech/language, sensory-motor, attention, and social skill delays. Miriam’s Learning Center provides evaluative, therapeutic, and tutoring services for students and families after school, in the evening, and on weekends, and its day school program feature multi-grade classrooms with expert teachers who support each student with logical, sequential writing instruction and math practice. The school’s attention to the student’s comprehensive needs takes form in social skills groups and recreation classes. Miriam School’s students always transition equipped with the academic, social, and emotional tools to ensure future educational success.
Profile: co-ed day school for age 4-grade 8 Student-Faculty Ratio: 10:1 Awards: Deaconess Foundation Award (2007) Tuition: $51,425/year boarding; $27,470/year day
In the 1960s, the dePaul School opened as a place for students with learning differences who were not succeeding in mainstream classrooms, or whose needs were not being addressed in their educational settings. Today, the school provides a creative, individualized learning environment for students with a variety of needs, from difficulty with subjects such as reading or mathematics, to struggles with organization and time management. When students arrive at dePaul, they are provided with a Map for Success, a teaching strategy which combines multi-sensory, attention-based learning with a structured class setting and emphasis on practiced skills. Each student learns to integrate his/her education within daily life, even beyond the classroom. For example, as instructors demonstrate effective ways to process information, they help students to be aware of the times in which they lose focus, so that students learn to identify such situations and cope with them in and out of class. The dePaul School focuses on challenging its students, building upon acquired knowledge, and providing an education that attends to a student’s academic, social, behavioral, and physical needs.
Profile: co-ed day school for grades K-8 Student-Faculty Ratio: 8:1 Tuition: $15,650/year
As a leader in diagnosing and understanding dyslexia and its manifestations, The Summit School provides unparalleled help for children with dyslexia, executive functioning, and other learning differences. Summit’s students are bright and emotionally sound, but they often experience frustration with reading and other academic tasks. Once the school evaluates a student and assesses his/her specific needs, trained teachers create curricula which both challenges a student and offers structured learning at a doable pace. Summit recognizes that students with language-based learning differences are often not sufficiently helped with once-a-week tutoring, but instead require daily, intense assistance that begins with sound/letter recognition and works up to sentence structure and word function (grammar). In addition to its detailed academic program, the school offers technology instruction, including an iPad for every sixth and seventh grade student.
Profile: co-ed day school for grades 1-8 Student-Faculty Ratio: 4:1 Awards: selected as a 2008-2009 National Association of Special Education Teachers School of Excellence (2008); awarded Non-Profit of the Year by the Annapolis and Anne Arundel County Chamber of Commerce (2008) Tuition: $28,472/year
47. Chamberlain International School, Middleboro, MA
Chamberlain International School accepts students from around the world with learning or emotional challenges which make succeeding in mainstream schools difficult. Upon acceptance, students are assigned to a therapist, clinician, or social worker (depending upon the individual needs) who assists the student throughout her/his duration at the school. Chamberlain’s intent is to wholly serve the student and her/his parents by focusing on three main aspects of a young person’s development: educational, clinical, and social life. In addition to the school’s strong academic and therapeutic programs, it also offers instruction in art, music, drama, automotive technology, and aviation. All students take part in an enrichment program, which complement the academic curriculum, and encourage development of skills and outside interests. For example, students who participate in the auto mechanics program have the opportunity to take on a project of re-building a car, while those in the aviation program get to fly planes and build up credits toward a pilot’s license.
Profile: co-ed boarding school for ages 11-22 with day options Student-Faculty Ratio: 8:1 Awards: teacher Marge Rose received Direct Care Worker of the Year from The National Association of Private Special Education Centers (NAPSEC) (2014) Tuition: upon request
Taking its name from the town Siena in Italy as a nod to that region’s rich artistic heritage, Siena School is a creative and inspired educational haven for students with language-based learning disabilities such as dyslexia, and those whose academic performances have not matched their intellectual capabilities. The school focuses on college readiness, and prepares its students with the tools and techniques they will need to succeed. Each student receives individualized instruction and lessons which build upon previous learning, so that knowledge is relevant and makes sense. As its name indicates, Siena School is dedicated to fostering artistic skills and art appreciation in all of its students. With an “Artist-in-Residence” who assists in student projects such as, among many productions, an art, geometry, and photography collaboration, a “shortened Shakespeare” festival, and a school poetry and short fiction anthology, Siena School combines academic instruction with personal growth and character development.
Profile: co-ed day school for grades 4-12 Student-Faculty Ratio: 5:1 Awards: certified as a 2014 Maryland Green School by The Maryland Association of Environmental and Outdoor Education (MAEOE) Tuition: $33,856/year grades 4-8; $35,463/year grades 9-12
Asserting that “learning must be learner-centered and intrinsically motivated,” Monarch School services students with attention and learning disabilities, difficulty with social and emotional regulation, Tourette Syndrome, seizure disorders, and traumatic brain injuries. The school’s articulated “Fore Core Goals” address each student’s needs comprehensively, working to ensure that a student achieves self-regulation and awareness, executive functioning, relationship development, and academic and professional competence. Students often enter Monarch School as passive, unmotivated learners, and through the school’s expert instruction and challenging curriculum, they grow into independent thinkers with a passion for education.
Profile: therapeutic day school for grades pre-K-12 Student-Faculty Ratio: 2.5:1 Awards (selected): NAPSEC Award for Leadership and Innovation in Special Education (2014) Tuition: ranges from $14,000-$53,000 depending on the program
The Bedford School was founded in 1985 for the purpose of assisting students who have trouble organizing, producing, or finishing school work due to cognitive, social, or non-verbal learning disabilities. Bedford’s goal is to diagnose each student and provide a structured, individualized academic plan which responds to a student’s needs and prepares her/him for transition to future educational environments. The faculty at The Bedford School recognize that learning disabilities may result in frustration, and at times, low self image, and each program emphasizes not only academic improvement, but also personal growth and positivity. Students at Bedford have the opportunity to participate in the Bedford Challenge Course, an outdoor adventure area which features rope courses and other challenging activities used to build teamwork and cooperation skills.
Profile: co-ed day school for grades 1-9 with after school care available Student-Faculty Ratio: 5:1 Tuition: $16,950/year
There are several Master’s in Special Education degree programs in West Virginia that are designed to prepare current and future teachers for working with the challenges of today’s special education environment. The institutions in the State of West Virginia offer programs at a variety of levels, from undergraduate through graduate-level programs, in addition to professional certifications and endorsement programs.
The field of special education is incredibly varied. Teachers can work with a variety of ages, from birth through adulthood. In addition, they can work in early intervention settings, elementary schools, secondary and high schools, transition programs, residential programs, private or public clinics and tutoring centers. Finally, special education teachers can work with a variety of severities, from at-risk students or those with mild disabilities, to those with profound, non-verbal or multiple disabilities. In some cases, special education services are provided to students who can access the general curriculum and just need some simple accommodations to succeed. In other cases, special education services are provided to individuals who must access an adapted curriculum and educational services are focused on self-help or basic educational skills.
The following four institutions offer several different special education programs designed to prepare future teachers to work in a variety of settings with many different types of students.
Bethany College
Education Department
The education department at Bethany College primarily offers bachelor’s degrees in the field of education. The department offers undergraduate majors in elementary education, secondary education and a psychology and education interdisciplinary dual major. The department also offers one master’s degree: a Master of Arts in Teaching, in addition to endorsements in reading and autism/multi-categorical special education. The school currently has approximately 100 students in the undergraduate program and 10 in the graduate program, allowing for all students to receive the personal attention needed to really thrive in the program. The department emphasizes hands-on field experiences, as well as self-efficacy and being a global citizen. The department has several goals for all students in the program, including enabling career changes for professionals in fields outside of education, providing comprehensive curricular and field experiences, providing integrated, sequenced programs with a collaborative cohort, preparing future educational leaders, preparing teachers to become reflective practitioners and to enable teaching candidates to utilize the 21st century’s recognized best practices for education in order to meet state and national standards.
Master of Arts in Teaching (MAT) with a Multi-categorical Special Education K-6 endorsement
Bethany College offers the MAT as the institution’s only advanced degree. This program can be completed either full time or part time, with most of the coursework occurring on weekends, in the evenings or in the summer. Some classes are also available online. The program emphasizes the integration of current technology, as well as an interdisciplinary, problem-solving curriculum and collaboration. The Multi-categorical Special Education K-6 endorsement can be added to the teaching degree, allowing the individual to work with children who have learning disabilities, behavior disorders or cognitive impairments. Students in this program are required to complete courses on exceptionalities, the special education process, assessment in special needs and behavior modification. This program is appropriate for both experienced teachers and those seeking to begin a career in the field of education after earning a bachelor’s degree in another field.
Accreditations
The Teacher Preparation Program at Bethany College is accredited by the National Council for Accreditation of Teacher Education (NCATE).
Professional Education Unit for Teacher Education in the School of Graduate Studies
The School of Graduate Studies at Concord University is relatively small, offering just four programs: Master of Education, Master of Arts in Health Promotion, Master of Arts in Teaching and Master of Social Work. The Professional Education Unit for Teacher Education, however, is dedicated to providing outstanding faculty, a supportive environment and high quality programs in order to allow professionals to advance in their education and careers. As a result, students in the program receive individualized attention, experience small class sizes and enjoy hands-on clinical or field-based experiences designed to give students advanced knowledge in their field. The program uses the Informed and Thoughtful Decision-Maker conceptual framework. This university-designed program offers a common language for faculty, students and public school professionals to use when designing programs within the university. The Professional Education Unit for Teacher Education also emphasizes collaboration, with representatives from the university collaborating with public schools, professional groups, government agencies and other educational programs in order to provide mutually beneficial information to the organizations, as well as to the students in the university’s educational programs. The university has a strong history of producing high quality educators, with a quarter of the degrees earned each year are degrees in the field of education.
M.Ed. with a specialization in Special Education Curriculum and Instruction/Pedagogy
The M.Ed. program is designed for individuals who already hold a teaching license and would like to pursue advanced studies in the field of education. Upon completion of this program, students will be qualified to earn certification in special education to be added to the initial teaching license. All participants in this program must complete a 15 hour professional education core int he areas of curriculum and instruction, educational research, integrating technology, assessment and evaluation and action research. In addition, there is a 21 hour special education curriculum with courses in the areas of legal and historical foundations of special education, reading strategies, assessment, positive behavior support, inclusive mathematics instruction and foundations of reading.
M.Ed. with an endorsement in Autism
The autism endorsement can be added to any of the M.Ed. programs: Educational Leadership and Supervision, Reading Specialist or Special Education. In order to earn this endorsement, students must complete six credit hours in two courses: Introduction to Autism Spectrum Disorders and Methods for Teaching Students with Autism. Those who already hold a multi categorical certification can substitute to special education courses for additional pedagogy courses in the areas of special education, education leadership or reading.
Accreditations
All of the teacher preparation programs at Concord University are accredited by the National Council of Accreditation for Teacher Education (NCATE).
Contact
Concord University Graduate Studies Campus Box D-116 PO Box 1000 Athens, WV 24712-1000 (800) 344-6679 [email protected]
West Virginia State University
Department of Education
The Department of Education at West Virginia State University has been preparing teachers for over 120 years. Their motto is to “prepare teachers as human developers who love to teach.” This program offers several teaching specializations, including early education, elementary education, secondary education, adolescent education, reading education and special education. In order to graduate from the program, WVSU requires all future teachers to demonstrate a firm belief that all public school students can learn. Program graduates are also required to be strong role models for public school students. West Virginia State University has a reputation of having one of the most affordable tuition rates in the state. The university currently enrolls approximately 2,600 students among the 25 undergraduate and graduate degree programs.
Bachelor of Science in Education with a specialization in Multi-categorical Special Education: K-6
This undergraduate program requires 128 hours of general education and concentration courses prior to graduation. There are 49 credit hours in the general education portion of the program. Course requirements include English, education, math, fine arts, physical sciences and history. Once these courses are complete, students may start on the courses related to their major. Students in this program are required to also complete the Elementary Education specialization requirements, including an academic capstone experience. Finally, students in this program will complete the special education block. Upon completion, students will be qualified to sit for professional examinations and earn their initial teaching license and special education endorsement. This program prepares future teachers to teach all content subjects to students with special needs in kindergarten through sixth grade.
Bachelor of Science in Education with a specialization in Multi-categorical Special Education: 5-Adult
Unlike the K-6 program, students in this program must choose one content area to specialize in: biology, chemistry, English, general science, mathematics or social studies. This program only allows the teacher to actively teach within this content area, although he or she may serve as a consultant in other content areas. Individuals completing this program may work with students from five years of age through adults in the content area chosen for the program.
Accreditations
West Virginia State University is accredited by the Higher Learning Commission, of the North Central Association of Colleges and Schools. West Virginia State University is also accredited by the National Council for Accreditation of Teacher Education (NCATE).
College of Education and Human Services: Department of Special Education
The College of Education and Human Services: Department of Special Education at West Virginia University offers extensive undergraduate, master’s level and doctoral-level programs in special education, gifted education and disability services. In addition, the department offers a Disabilities Studies Program, an interdisciplinary program offered at both the undergraduate and graduate levels. There are also several professional certification programs, including an undergraduate program in Child Development and Family Studies, a five year teacher education program, and post-baccalaureate certification programs in autism spectrum disorders, early childhood special education, gifted education, low vision/blindness, multi categorical special education and multiple/severe disabilities. Many of the programs can be completed online, either entirely online or as part of a hybrid online/campus-based program. The US News and World Report has ranked West Virginia University’s online graduate programs in the field of special education as being 26th out of over 200 programs nationwide.
Masters Degree in Special Education with Certification in Autism Grades K-6 or 5-Adult
This online program is designed for individuals who would like to work exclusively with students who have autism spectrum disorders. Teachers completing this program may work in early intervention, special education and adult habilitation services with individuals on the spectrum. This program qualifies teachers to work with all areas of the autism spectrum, from Asperger’s Syndrome and mild autism to profound autism. This is a 36 credit hour program. Program participants are required to complete courses in behavior management, technology applications, content area literacy instruction, learning characteristics of autism spectrum disorders, educational interventions for autism spectrum disorders and collaborative-consultative inclusion strategies.
Masters Degree in Special Education plus Certification in Preschool Special Needs Grades PreK-K
The Masters Degree in Special Education plus Certification in Preschool Special Needs Grades PreK-K program is designed for future teachers that would like to work with infants, toddlers, preschoolers and kindergartners. Individuals in the program also learn techniques for collaborating and working with members of the child’s family in order to provide well-rounded and family-oriented services to young children with special needs or at risk of educational failure. This 36 credit hour program can be completed entirely online, with the exception of a six credit hour supervised practicum. Participants in this program will take courses in family and professional collaboration, typical and atypical development, early learning curriculum, responsive interventions, behavior guidance and support and communication intervention. All students are required to successfully complete the Education of Exceptional Students: Preschool/Early Childhood PRAXIS examination prior to enrolling in the practicum. In addition, the department recommends taking the Early Childhood Education PRAXIS examination, although it is not required for licensure by West Virginia state law.
Master’s Degree in Special Education plus Certification in Low Vision/Blindness Grades PreK–Adult
The low vision/blindness certification is an online graduate program that prepares future teachers to work with students who have low vision or blindness, from preschool through adulthood. This program requires 36 credit hours, including a six hour practicum in the area of specialization. Students will be required to complete courses in assistive technology, behavior modification, introduction to braille, braille reading and literacy development, the Nemeth code, and basic orientation and mobility skills. Prior to enrolling in the practicum course, all program participants must complete two PRAXIS examinations, one in general education and the other in special education with visual impairments.
Masters Degree in Special Education plus Certification in Gifted Education Grades 1-12
The Masters Degree in Special Education plus Certification in Gifted Education Grades 1-12 can be completed entirely online, with the exception of the six-credit hour practicum. Program participants will be qualified to use research-based practices in acceleration and enrichment programs for those identified as being cognitively or academically gifted. This 36 hour credit program includes courses in the area of technology applications, teaching strategies, creativity in gifted children and the legal and educational foundations of special education.
Masters Degree in Special Education plus Certification in Multicategorical Special Education Grades K-6 or 5-Adult
The Masters Degree in Special Education plus Certification in Multicategorical Special Education Grades K-6 or 5-Adult is an online program with a goal to prepare future teachers to work with children and adults who have mild to moderate special needs, including specific learning disabilities and emotional or behavior disorders. The program focuses on training teachers to provide high quality educational services based on research-based practices. Program participants can choose to specialize in K-6 or 5-Adult education. Those in the K-6 program can teach in any content area, where those in the 5-Adult are required to teach only in the specific content area listed on their license. In addition, all program participants have the option to complete an additional six credit hours in the field of autism spectrum disorders in order to earn the additional autism endorsement. Examples of courses in this program include academic interventions, behavior management, collaborative-consultive inclusion strategies, mathematics for special needs and reading for special needs.
Masters Degree in Special Education plus Certification in Severe Disabilities Grades K-Adult
This online graduate program is designed to prepare teachers to work in educational and habilitation setting with children, adolescents and adults with multiple or profound disabilities. This program is a 36 credit hour program with a six credit-hour block comprised of a supervised practicum. Course topics include assistive technology, educational adaptation, family and professional collaboration, communication intervention, formal and informal assessments, instructional programming, adult programs, positive behavior supports and standards-based curriculum. Prior to the practicum, all students must complete the Principles of Learning and Teaching PRAXIS examination, in addition to the Special Education: Core Knowledge and Severe to Profound Applications PRAXIS examination.
Accreditations
West Virginia University is accredited by the North Central Association. In addition, the teacher training programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) and meet all of the professional standards of the Council for Exceptional Children (CEC).
In the State of West Virginia, there are several options for pursuing undergraduate or graduate degrees in the field of special education. Special education is an in-demand field as the rate of childhood learning, behavior and emotional diagnoses are rapidly increasing. Several programs in West Virginia offer very specialized programs in autism spectrum disorders and visual disabilities, offering additional opportunities to make a difference in these underserved populations. Pursing Special Education Degree Programs in West Virginia is an important step in becoming prepared and qualified to work with students in a variety of settings who have special educational, behavioral or emotional learning needs.
For Master’s in Special Education Degree Programs in New York (A-L), click here. For Master’s in Special Education Degree Programs in New York (M-R), click here.
Situated in the northeastern Mid-Atlantic region of the United States as the third most populous and seventh most densely populated state with more than 19.6 million residents, it is no surprise that there are numerous Master’s in Special Education degree programs in New York to fulfill the rigorous academic requirements for certification in the state. If you are interested in gaining certification to teach students with disabilities in the “Empire State,” the following is our final segment (S-Z) of the top-notch special education graduate programs in New York.
As a private institution affiliated with the Roman Catholic Church for a values-based education, Saint Bonaventure University is situated on a residential 500-acre rural campus in the southwestern region of the state within 90 minutes of Buffalo. St. Bonaventure is currently ranked as the 33rd best college and 5th top value school in the North by the U.S. News and World Report. The School of Education is committed to preparing teachers with a combination of professional classroom instruction and authentic off-campus field experience.
Master of Science in Education (MS.Ed.) in Differentiated Instruction for Students with Disabilities
Uniquely offered for general or special education teachers in all developmental areas who wish to meet the needs of students in increasingly diverse classrooms, the Master of Science in Education (MS.Ed.) in Differentiated Instruction for Students with Disabilities program provides extended research-based knowledge in assessment, differentiated instructional strategies, behavioral management techniques, collaborative inclusive teamwork, and assistive technology.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Middle States Commission on Higher Education (MSCHE)
Located on a 48-acre suburban campus in Sparkill with a close-knit community of just over 2,000 students, Saint Thomas Aquinas College is a private institution with a long heritage based in the Dominican traditions that has been recognized as the 135th best college in the North by the U.S. News and World Report. The School of Education is committed to preparing teachers to foster the development of learners to contribute successfully to our democratic society and diverse global community.
Master of Science in Education (MS.Ed.) in Adolescent Special Education
As an extensive field-based program designed to prepare educators to meet the diverse needs of students with disabilities in a variety of 7-12 settings, including special self-contained classes, resources rooms, and co-taught inclusive classrooms, the MS.Ed in Adolescent Special Education degree consists of 36 credits of core coursework, supervised practicum, and middle level electives. In addition to meeting the requirements for initial Student with Disabilities certification at the 7-12 level, graduate students can specialize in Autism Spectrum Disorders as an annotation.
Master of Science in Education (MS.Ed.) in Childhood Special Education
Offered for certified teachers who hold an initial teaching certificate in New York State for general childhood education, the MS.Ed in Childhood Special Education program is designed for provide the knowledge, skills, and instructional strategies related to teaching children with disabilities in various grades 1-6 school environments. Throughout the 36-credit degree program leading to initial certification at the elementary level, teachers are engaged in assessment, low-incidence disabilities, cognition, differentiated instruction, literacy, collaboration skills, and field practicum.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Council for Exceptional Children (CEC) Middle States Commission on Higher Education (MSCHE)
Ranked as the 142nd best college and 29th top university for veterans in the entire nation by the U.S. News and World Report, St. John Fisher College is a private institution guided by its Catholic heritage on a 154-acre suburban campus in Rochester in the western region of the state. Accredited by the NCATE, the Wilson School of Education prepares educators with a strong sense of social justice to ensure every child reaches their fullest potential.
Master of Science (M.S.) in Special Education
Designed for educators who hold initial or provisional classroom certification and wish to pursue certification for teaching students with disabilities in grades 1-6 or 7-12, the Master of Science (M.S.) in Special Education program consists of 30 credits that can be completed in just five semesters and structured around working professionals’ schedules. For those who have not yet achieved initial certification in New York State, there is also a program track for dual certification in Childhood and Special Education with the completion of at least 42 credits.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Middle States Commission on Higher Education (MSCHE)
As the first campus of the public state school system to open its doors in 1816, the State University of New York (SUNY) at Potsdam is situated on a 240-acre rural campus at the foothills of the Adirondack Mountains. Known for its liberal arts and teacher education programs, SUNY Potsdam is ranked as the 98th best college and 30th top public school in the North by the U.S. News and World Report. The School of Education and Professional Studies is home to a nationally recognized faculty known for exceeding national performance-based standards.
Master of Science (M.S.) in Special Education
With the goal of preparing teachers who hold provisional, initial, or professional certification in general education to work with students with mild to moderate disabilities, the M.S. in Special Education program fulfills the academic requirements to receive initial certification in New York State for Early Childhood Special Education (birth-2), Childhood Special Education (1-6), or Adolescent Special Education (7-12). For completion of the master’s degree, graduates must complete 36 credit hours, supervised field practicum, and a culminating student teaching experience.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Council for Exceptional Children (CEC) Middle States Commission on Higher Education (MSCHE)
Standing proudly on a spacious 700-acre rural campus overlooking Lake Ontario as a comprehensive public institution in the state school system, the State University of New York (SUNY) at Oswego is ranked as the 69th best college and 18th top public school in the North by the U.S. News and World Report. With an emphasis on authentic learning and field experiences, the School of Education promotes a hands-on learning approach built on a strong pedagogical foundation for successful teacher preparation.
Master of Science in Education (MS.Ed.) in Childhood Special Education
With the mission of extending specialized professional development through coursework and field experiences for serving students who have autism and other complex developmental disabilities in grade 1-6 settings, the MS.Ed. in Childhood Special Education program is offered exclusively to graduate students who possess a bachelor’s degree in education and hold an initial teaching certificate in New York State. At the completion of the 36-credit program, graduates possess the skills for assessment, data-based decision making, and positive behavior interventions to educate all diverse learners.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Middle States Commission on Higher Education (MSCHE)
As a public liberal arts institution with a pre-professional focus in the historic Susquehanna Valley of central New York with a small-town atmosphere, the State University of New York (SUNY) at Oneonta is currently ranked as the 66th best college and 16th top public school in the North by the U.S. News and World Report. Also acclaimed for the 136th best online graduate education programs in the nation, the School of Education and Human Ecology aims to prepare elementary and secondary school teachers who advocate for all students to achieve their goals even in the face of adversity.
Master of Science in Education (MS.Ed.) in Special Education
Intended to provide quality education in teaching pedagogy to meet the New York State requirements for initial certification as a generalist special education teacher for the early childhood (birth-2), childhood (1-6), or adolescent (7-12) level, the MS.Ed in Special Education program is offered to graduate students who already hold an initial teaching certificate in one content area for general education. Within the 36-semester credit program, teachers are prepared to use evidence-based practices (EBP) to foster an environment in which students with disabilities can learn effectively.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Middle States Commission on Higher Education (MSCHE)
Standing out from the other public institutions in the state school system with its large variety of more than 160 academic programs, SUNY Buffalo State is currently recognized as the 101st best college and 31st top public school in the North by the U.S. News and World Report. Within the School of Education, the Exceptional Education Department is dedicated to preparing qualified educators with the skills, knowledge, and competencies identified in professional state certification standards.
Master of Science in Education (MS.Ed.) in Special Education
Leading to eligibility for New York State certification for teaching students with disabilities in the three specialty areas of early childhood (birth-2), childhood (1-6), or adolescent (7-12) special education, the MS.Ed in Special Education program is focused on linking theoretical coursework with the applied demands of a wide variety of practicum assignments. While the program is specifically designed for certified teachers who hold an initial teaching certificate in their chosen level, those who are not initially certified can complete 15 to 18 credits of preliminary coursework.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Middle States Commission on Higher Education (MSCHE)
Sitting on University Hill above the sprawling city in central New York with more than 100 inches of snowfall each year for plentiful winter sport opportunities, Syracuse University is a major private institution with an international reputation that is ranked as the 62nd best college, 43rd top value school, and 4th top university for veterans in the nation. Also acclaimed as the 40th best education school, the SU School of Education is a national leader of urban education and a pioneer in the inclusion movement for fully mainstream classrooms.
Master of Science (M.S.) in Inclusive Childhood Special Education
Founded on the belief that all students deserve access to high quality classroom and social opportunities, the M.S. in Inclusive Childhood Special Education program is designed for individuals with an undergraduate degree in childhood education who want to be prepared to work with students with disabilities in inclusive elementary (1-6) classrooms. Offered for completion in just 15 months full-time, the program involves 32 credits of coursework supplemented with field experiences to practice acquired skills.
Master of Science (M.S.) in Inclusive Adolescent Special Education
Ideal for graduates who hold an undergraduate teaching degree and want to work with students with disabilities in middle or high schools, the M.S. in Inclusive Adolescent Special Education program can be completed in just 15 months full-time. In addition to fulfilling the requirements for the Students with Disabilities (7-12) Generalist teaching certificate in New York State, graduates who have at least 18 previous credits in one of the approved academic content areas may apply to extend their certification for teaching that subject within an inclusive education classroom.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Middle States Commission on Higher Education (MSCHE)
Ranked as the 37th best college in the North by the U.S. News and World Report, the College of Saint Rose is a comprehensive private institution founded in a rigorous liberal education curriculum and located in the urban center of Albany. As one of New York’s largest centers for certifying educators with over 2,000 students, the Lally School of Education emphasizes building students’ ability to apply classroom learning through hands-on cooperative problems-based experiences in field settings within the capital region.
Master of Science (M.S.) in Adolescent Special Education
Designed for candidates who hold provisional secondary education or initial adolescence certification at the time of acceptance, the M.S. in Adolescent Special Education leads to initial certification in special education at the grades 7-12 level through the completion of 36 credits, including a full-year paid student teaching internship.
Master of Science (M.S.) in Childhood Special Education
As one of the most popular options for graduate study at Saint Rose, the M.S. in Childhood Special Education program is offered to graduate students who hold a provisional elementary education or initial childhood certification as a pathway to earning 39 credits for obtaining the initial certification for teaching students with disabilities at the grades 1-6 level.
Master of Science (M.S.) in Early Childhood Special Education
Requiring the completion of at least 30 credits with 3 credits of student teaching completed in the fall, spring, or summer, the M.S. in Early Childhood Special Education program is aimed at meeting the academic requirements for gaining initial certification in special education at the birth to grade 2 level for certified teachers who already possess an initial early childhood or elementary education certificate.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Middle States Commission on Higher Education (MSCHE)
As an independent comprehensive institution enrolled nearly 3,000 students at the Russell Sage College for women in Troy and the coeducational Sage College of Albany, the Sage Colleges are recognized as the 101st best college in the North by the U.S. News and World Report. The Esteves School of Education aims to prepare highly effective leaders, educators, teachers, and school counselors who support creative learning environments for diverse students.
Master of Science in Education (MS.Ed.) in Childhood Special Education
With the mission of preparing certified teachers of students with disabilities in grades 1-6 through a combination of advanced study and research in the field with supervised practicum, the MS.Ed in Childhood Special Education program builds on undergraduate education coursework to focus on mild as well as significant disabilities to meet academic requirements for professional certification in special education in New York.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Middle States Commission on Higher Education (MSCHE)
Remaining one of the smallest among the nation’s top-tier private research universities with a community of just over 6,000 students, the University of Rochester is ranked as the 32nd best college and 28th best value school in the nation by the U.S. News and World Report. The Warner School of Education is passionate about preparing practitioners and scholars who are drive to improve the human condition by becoming professional leaders in education.
Master of Science (M.S.) in Inclusive/Special Education Teaching Students with Disabilities
For students who want to pursue New York State certification in Teaching Students with Disabilities at the early childhood (birth-2), childhood (1-6), and adolescence generalist (7-12) levels, the M.S. in Inclusive/Special Education program is focused on integrating urban education into the whole curriculum to prepare teachers for the most underserved school districts. Furthermore, the program offers additional certificate options for special education teachers to obtain an annotation for Severe and/or Multiple Disabilities.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Middle States Commission on Higher Education (MSCHE)
As a comprehensive private institution with more than 2,250 students on a 110-acre urban campus in the heart of Staten Island, Wagner College is recognized as the 24th best college and 4th top up-and-coming school in the North by the U.S. News and World Report. With a long history of preparing graduates to become excellent educators, the Education Department provides deep knowledge of pedagogy and intensive field experiences.
Master of Science in Education (MS.Ed.) in Education/Special Education
Designed for the working professional with most program requirements being met through evening and technology-assisted learning environments, the MS.Ed in Education/Special Education program qualifies graduates for initial and professional licensure in both general and special education at the early childhood (birth-2), childhood (1-6), and adolescent (7-12) levels. In addition to the 39 semester credits, the program requires the successful completion of 190 practicum hours and 440 student teaching hours at an appropriate grade level.
Accreditations
National Council for Accreditation of Teacher Education (NCATE) Middle States Commission on Higher Education (MSCHE)
For individuals who possess a drive to help students with mild to severe disabilities reach their highest academic and social potential, be sure you check out these Master’s in Special Education programs in New York that have been fully accredited by the NCATE for excellence.
