University of Minnesota

What you'll study

The undergraduate programme blends foundational coursework in education with specialised study in special education, focused on teaching, assessment and inclusive practice. Typical course topics include:

• Foundations of Special Education – historical, legal and ethical frameworks, disability studies and inclusive education philosophy.
• Assessment and Progress Monitoring – formal and informal assessment methods, data-driven instruction, Individualised Education Programmes (IEPs) and progress reporting.
• Instructional Design and Differentiated Instruction – curriculum adaptation, lesson planning, Universal Design for Learning and teaching strategies for diverse learners.
• Behavioural and Positive Support Strategies – behaviour analysis principles, classroom management, positive behaviour interventions and supports (PBIS).
• Early Intervention and Transition Planning – support for early childhood special education and planning for post-school transitions, employment and independent living.
• Assistive Technology and Communication – tools and technologies supporting access, augmentative and alternative communication (AAC) and accessibility practices.
• Culturally Responsive Practice and Family Engagement – working with families, community partnerships and culturally sustaining pedagogies.
• Clinical Practicum and Student Teaching – progressive field experiences in local schools, culminating in a full-term student teaching placement supervised by university faculty and mentor teachers.

The programme emphasises practicum hours, supervised placements in school settings across the Twin Cities, and opportunities to work with a range of learners and multidisciplinary teams. Coursework prepares candidates to meet the requirements for initial teacher licensure and state certification in special education.

Entry requirements

Applicants should hold a high school diploma or equivalent and submit an undergraduate application through the university admissions process. Typical expectations include a strong academic record, especially in English and mathematics, and demonstrated interest or experience working with children or learners with disabilities (for example through volunteering or employment).

• High school coursework in English and mathematics is recommended.
• Admissions review considers transcripts, personal statement and references; interviews or additional department materials may be required.
• Standardised test submission policies follow the university's current guidance; check the admissions pages for whether tests are optional or required.
• Admitted students entering practicum and licensure pathways must meet professional requirements such as background checks, health and immunisation documentation and any state-mandated prerequisites for working with minors.

Career prospects

Graduates commonly move into roles that directly support learners with special needs. Typical career paths include:

• Special education teacher in public or private K–12 schools, with preparation for state licensure.
• Paraprofessional, instructional coach or intervention specialist supporting inclusive classrooms.
• Behavioural support practitioner or classroom behaviour specialist implementing positive support plans.
• Transition coordinator or vocational support staff helping students move to post-secondary education, training or employment.
• Further study options such as master's programmes in special education, educational psychology, applied behaviour analysis, or administrative and policy roles in education.

The programme's practicum placements and school partnerships help students build networks and gain the classroom experience often required by employers and certification bodies.

Why study at University of Minnesota

The University of Minnesota's College of Education and Human Development offers a well-established special education programme with strong ties to local school districts and community agencies. Students benefit from research-active faculty, access to diverse clinical placement settings across the Twin Cities, and centres that specialise in assessment, assistive technology and inclusive practices.

Resources available to students include mentorship from experienced teacher educators, opportunities for interdisciplinary collaboration, and preparation services for licensure and certification. These strengths help graduates move into teaching and support roles equipped with practical skills, evidence-based strategies and professional networks.