The M.A. in special education with an emphasis in applied behavioral analysis (A.B.A.), prepares you to become a board certified behavior analyst. You’ll work with people with disabilities to recognize and analyze problem behaviors and recommend actions to improve their day-to-day lives. Learn more.
Improve outcomes for individuals who require specialized support to achieve success throughout their lifespan. At the University of Minnesota, we are committed to engaging in meaningful research—and to bridging research and practice—to improve the lives of children and families in diverse contexts, and to have a lasting impact on teacher education, leadership, and policy. Watch videos on our research in special education.
Rated #8 in the nation among special education graduate programs by U.S. News & World Report in 2017
Get a feel for what it's like to be an educational psychology student at the U of M. Like or follow the Department of Educational Psychology Facebook page for updates on research, work, and other happenings.
Conduct research in special education and train other researchers and special educators.
Conduct research and work toward your Ph.D.
Prepare to become a board certified behavior analyst.
Become licensed to teach individuals with disabilities from birth to age 21.
Earn your degree and teaching license in four years. Upon graduation, you'll be certified to teach students with mild-moderate disabilities in K-12 and 18-21 transition programs
Our Academic Behavior Strategist (ABS) license qualifies you to work with students with mild to moderate disabilities. Once enrolled in the ABS licensure program, you will choose an area of moderate-severe disabilities to specialize in to add to your ABS, including:
We also offer core licenses which do not require an ABS license and allow for specialization in the following areas:
Assist children and youth with ASD and their families. This program offers professional development opportunities for autism resource specialists, public and private social service agency staff, personnel at public and private schools, treatment facility personnel, and psychology and education professionals.
Visit the College of Education and Human Development's Finance and Funding page for information on tuition.
Submit your application materials by Dec. 1, and you’ll automatically be considered for Graduate School fellowships and departmental awards based on scholastic achievement. Notification of awards will be sent in March.
The National Center for Leadership in Intensive Intervention (NCLii), a new consortium funded by the Office of Special Education Programs (OSEP), will prepare special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties.
Contact: Frank Symons, associate dean for research and policy, College of Education and Human Development
The Department of Educational Psychology is deeply committed to increasing the diversity of our undergraduate and graduate programs, of our teaching and learning, of our research and clinical practice, and of our outreach and service across fields of educational psychology. Visit our diversity page to learn more about our commitment to diversity and resources for supporting diversity and inclusion.
"After working in schools for five years, I realized that I wanted to contribute to research and training future educators. I decided to join the department after speaking with Dr. McMaster and realizing that the program was ideal for helping me achieve my goals."
Interests: Increasing efficiency and effectiveness of academic interventions; passing current research and best practice on to practitioners.
Work: Kyle worked five years in the field as a nationally certified and Minnesota licensed school psychologist in Texas and Minnesota. Currently, he's a graduate research assistant on a grant developing data based instruction for writing and finding effective ways to train teachers to use it. Kyle's personal research focuses on the area of practice schedule manipulation in academic interventions.
For general questions, contact email@example.com.
Create conditions for successful response to intervention of academically diverse learners by: