Why Choose a Special Education Program with Specialization in Autism ?
The US Department of Education recognizes special education as an area of critical teacher shortage. Thus, special education teachers are in very high demand. Many schools are also looking for teachers with specialized training to work with students with autism across all types of learning settings. The prevalence of autism has increased dramatically in the last decade with approximately 1 in 68 children in the U.S. estimated to have autism (CDC, 2014). To respond to this need, students in our programs engage in specialized curriculum and experiences to be prepared to work with this student population in all types of settings. Many of our students go on to teach in inclusive classrooms, while others apply their training to work in other settings, including self-contained classrooms and special schools. The unique training in autism provided by this program allows our students to be ready to respond to the growing needs of these and other populations of students in any setting.
Frequently Asked Questions
Most master’s programs can be completed in as little as two semesters with both summer A & B (Fall/Spring/Summer) or (Summer/Fall/Spring) when attending full time. Students may also choose a part-time pathway, which may take closer to two years depending on course load and professional commitments.
See below for example course progressions for some of our MA programs:
Yes. Students can complete their programs on a part-time basis while balancing professional or personal responsibilities.
Yes. Several programs are designed with flexibility in mind to support working professionals.
Classes are typically small, often ranging from approximately 20 to 25 students. This allows for individualized support, close collaboration with faculty, and a strong cohort experience.
Certification & Program Pathways
- M.A. in Special Education: This M.A. program is for students who seek NYS Initial Certification in Students with Disabilities (all grades).
- Online M.A. in Special Education: This online and asynchronous M.A. program is for students who seek NYS Initial Certification in Students with Disabilities (all grades).
- Ed.M. in Intellectual Disability/Autism (Early Childhood Level): This Ed.M. program is for students who seek NY State Dual Certification in Early Childhood and Students with Disabilities (birth-grade 2).
- M.A. in Intellectual Disability/Autism (Childhood Level): This M.A. program is for students who seek NYS Dual Certification in Childhood and Students with Disabilities (grades 1-6).
- Severe or Multiple Disabilities: This M.A. program leads to the NY State Annotation in Severe or Multiple Disabilities for those whole already hold Special Education certification in NYS
The best program depends on your current certification area and professional goals:
- Students seeking an additional Students with Disabilities certification across all grades may benefit from the M.A. in Special Education or Online M.A. in Special Education
- Students who already hold a Special Education certification in New York State may consider M.A. in Severe or Multiple Disabilities: This M.A. program leads to the NY State Annotation in Severe or Multiple Disabilities
- The Developmental Disabilities master’s program is designed for students interested in the field without a traditional practicum requirement. This program does not lead to any further teacher certification.
Fieldwork, Student Teaching & Advising
Fieldwork requirements vary by program and coursework. Certification programs include two student teaching experiences.
Yes. The program provides support with placement coordination; however, placement availability and options may vary depending on school partnerships and student circumstances.
In some cases, yes. Students may be able to use their current teaching placement with program approval. Please reach out to the program to confirm your site will meet the requirements.
All students are assigned a full-time faculty advisor. Students typically meet with their advisor multiple times each semester for academic guidance, professional mentorship, and program planning. This includes support in navigating NYS certification requirements.
Student Support & Opportunities
Students have access to a wide range of support through both the program and Teachers College Student Support Services, including advising, academic resources, career support, wellness services, and accessibility resources. See here for a sampling of some of the services offered.
Yes. Students may have opportunities to participate in faculty research projects and research-focused coursework depending on their interests. Students are encouraged to connect with faculty whose research aligns with their professional goals.
Graduates pursue a wide range of careers in education, schools, community organizations, advocacy, and related fields. Depending on their program and certification area, alumni work as special education teachers, early intervention providers, educational consultants, program coordinators, and leaders in schools and nonprofit organizations. Many graduates also continue their education through advanced graduate study or doctoral programs.
To learn more about the diverse paths our alumni have taken, explore our Alumni Spotlights.
Yes. Students may explore scholarships, assistantships, and financial aid opportunities through Teachers College Financial Aid.
Doctoral Program
Many graduates choose to pursue doctoral study after completing their master's degree. The Developmental Disabilities program, in particular, can serve as a strong foundation for advanced research and doctoral-level work. Students interested in continuing their education must apply separately to doctoral programs (including the Special Ed doctoral program) and meet the admission requirements of their chosen program.
Our program practices a research-apprenticeship model of student mentorship and training. For that reason, we keep the program relatively small and typically admit one or two students each year. In terms of admissions requirements, we consider a variety of factors in our review of applications, including applied or teaching background, other professional experience working in the field of disabilities, research experience, fit with faculty research, and academic preparation for graduate study in a research-intensive doctoral program. Students who join our program tend to have several years of successful applied/professional experience and/or research. The latter would include, for example, an empirical Master's thesis, refereed conference presentations, and peer-reviewed publications.
While a master’s degree can strengthen an application, we also value relevant professional experience, research experience, and other opportunities that demonstrate readiness for advanced study.
We encourage prospective students to review our faculty profiles to learn more about their research interests, current projects, publications, and areas of expertise. Identifying faculty whose work aligns with your academic and professional goals can help you determine whether the program is a good fit for your interests. Faculty profiles can be viewed here
We provide our doctoral students with fellowship packages that include tuition funding as well as an additional stipend.