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The Department of Special Education offers training leading to the Doctor of Philosophy (Ph.D.) and the Doctor of Education (Ed.D.) degree. Each program is designed to provide students with the knowledge and skills necessary to address the complexity of today's policies and practices related to the long-term needs of children and youth with disabilities and their families.
Doctoral students participate in individually tailored learning experiences that prepare students for extensive research, study and policy enhancement in their desired specialty area. The program includes major and minor areas of doctoral coursework, as well as opportunities for field-based research and internships at local, state and national levels. Leadership opportunities also include, but are not limited to, teacher preparation, grant and manuscript writing, research, scholarship, consultation, college teaching and field supervision.
Advanced-degree candidates work directly with faculty members recognized for their expertise in various specializations. A student’s degree plan is developed with the faculty advisor to facilitate a unified program of study.
Applicants are encouraged to review the specialization areas below and KU faculty member research interests, and then contact faculty directly to learn more about the program and professional opportunities. Click on the program area below for a brief description of the program and associated faculty members.
The "Guide to Doctoral Program" document is under revision. Link here to obtain an Ed.D. Program of Study Planning Form (Word format, PDF format) or a Ph.D. Program of Study Planning Form (Word format, PDF format).
Students in the Ph.D or Ed.D. program are required to complete a corresponding residency or continuous study form. Once a student has been admitted into the program, they must download and complete the form, have it signed by their advisor, and give it to Sherrie Saathoff to submit to the Graduate School. Link to the appropriate form: Ph.D. Residency Agreement or Ed.D. Period of Continuous Study Form.
Starting Fall 2008, doctoral program applications are reviewed once a year.
The deadline for Fall 2008 admission is January 15, 2008.
An individual pursuing a special education doctoral degree must have relevant education preparation and previous professional experience teaching in public schools or working in community agencies. NOTE: Many KU doctoral program graduates pursue faculty positions at state-sponsored universities; many institutions preparing teachers and administrators require education faculty members to have a minimum of three years of professional experience.
For information about application procedures and requirements, please see the Department's Application Process page.
Many KU students receive financial aid through Department of Special Education grants and other sources noted in the Affiliated Centers & Institutes area of this site. To find more general information about financial support opportunities, please visit our Financial Support page. For information about current grants and projects, check Sponsored Research.
Policy Analysis and Research
Professors: Sandra Gautt, Wayne Sailor, Tom Skrtic, Ann Turnbull, Rud Turnbull, Chriss Walther-Thomas
The Policy Analysis and Research doctoral program focuses on preparing leaders with competencies in the preparation of teacher educators, administrators, policy makers, and researchers. Emphasis areas include understanding and supporting human services development, enhancing support systems, addressing professional and family issues, and facilitating educational policy development.
High-Incidence Disabilities
Professors: Katie Cook (visiting faculty), Don Deshler, Deb Griswold, Juliet Hart (visiting faculty), Earle Knowlton, Brenda Myles (on leave 2007-2008), Suzanne Robinson (on leave 2007-2008), Rich Simpson, Ann Turnbull, Rud Turnbull, Chriss Walther-Thomas
The High Incidence Disabilities doctoral program focuses on preparing leaders with competencies in research, policy, and evidence-based academic interventions and behavior support systems to improve educational outcomes for students with high-incidence disabilities such as learning disabilities and autism spectrum disorders. Emphasis areas include effective teacher education, professional development, field-based research, and developing effective support systems.
Educational Technology
Professors: Jerry Chaffin, Earle Knowlton, Keith Lenz, Ed Meyen, Sean Smith, Mike Wehmeyer
The Educational Technology doctoral program focuses on preparing leaders with competencies in research, policy, and evidence-based e-learning interventions to optimize educational outcomes for all students including those with disabilities. The program includes the study, development, and research of new designs, principles, practices, tools, and policies that contribute to the use of educational technology and the development of new technologies to assist instruction and to better utilize knowledge in the field.
Early Childhood Unified Education
Professors: Judy Carta, Eva Horn, Nancy Peterson, Susan Palmer, Barbara Thompson
The KU Early Childhood Unified Education (ECU) doctoral program focuses on preparing leaders with competencies in research, policy, and evidence-based early education and intervention practices to improve developmental and educational outcomes for infants, toddlers, and young children including those at-risk for and with disabilities and their families. Emphasis areas include effective teacher education, professional development, field-based research, and developing collaborative processes that empower families and program staff to work together to support the development and later school success of all young children.
Secondary Special Education Transition
Professors: Gary Clark, Mary Morningstar, Mike Wehmeyer
The Secondary Special Education Transition doctoral program focuses on preparing leaders with competencies in research, policy, evidence-based academic interventions and behavior support systems to improve educational outcomes for students age 14 and up. Emphasis areas include effective teacher education, professional development, field-based research, and developing effective support systems in the secondary education setting and community that facilitates successful transition from school to adult life.
Low-Incidence Disabilities
Professors: Earle Knowlton, Mary Morningstar, Sally Roberts, Wayne Sailor, Mike Wehmeyer
The Low-Incidence Disabilities doctoral program focuses on preparing leaders with competencies in research, policy, and evidence-based academic interventions and behavior support systems to improve educational outcomes for students with low-incidence disabilities, specifically students with high sensory, cognitive and/or physical support needs. Emphasis areas include effective teacher education, professional development, field-based research, and developing effective support systems.
