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Special Education: Severe Disabilities (M.Ed.)

Serve students with intellectual disability, autism, multiple disabilities and other intensive support needs.

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Program Overview

The Special Education: Severe Disabilities (M.Ed.) program prepares educators to support children and young adults with intellectual disabilities, autism, and multiple disabilities who require extensive educational supports.

Designed for scholars with backgrounds in education or related fields. The program combines evidence-based instruction, intensive field experiences, and individualized pathways that prepare graduates to deliver high-quality instruction while promoting meaningful participation, communication, independence, and successful transitions across school and community settings. Each pathway emphasizes interdisciplinary collaboration that prepare graduates to lead student-centered educational program.

The program offers three pathways:

  • Initial licensure (42 credits)

    For scholars entering the teaching profession.

  • Added endorsement (33 credits)

    For scholars who are licensed educators and are seeking to expand their licensure in to severe disabilities.

  • Advanced instruction (30-33 credits)

    For scholars who are licensed special educators from Vanderbilt University and are seeking advanced expertise in supporting students with extensive support needs.

Curriculum

Students receive preparation in specialized instructional methods, communication supports, transition planning, and family-centered practices. Students will develop expertise in evidence-based instruction for students with autism, intellectual disabilities, and multiple disabilities; Augmentative and Alternative Communication (AAC); reading instruction for students with severe disabilities; family engagement and interdisciplinary collaboration; transition planning from school to adult life; and classroom management and positive behavior supports.

Initial licensure candidates also complete an extended student teaching experience, while those seeking teaching endorsement and advanced studies may be able to tailor their program of studies with electives and independent studies aligned with their professional interests.

Initial licensure candidates also complete an extended student teaching experience, while those seeking teaching endorsement and advanced studies may be able to tailor their program of study with electives and independent studies aligned with their professional interests.

Career Outcomes

Graduates of the Advanced Instruction pathway may also be prepared for leadership roles involving program development, mentoring educators, implementing evidence-based practices, and improving educational outcomes for students with complex learning and extensive support needs.

Depending on pathway and licensure status, graduates may pursue roles such as:

  • special education teacher,
  • autism specialist,
  • intellectual disabilities specialist;
  • multiple disabilities teacher,
  • transition specialist,
  • assistive technology or AAC specialist,
  • behavior support specialist,
  • educational consultant,
  • or family support or community-based service coordinator.

Graduates of the Advanced Instruction pathway may also be prepared for leadership roles involving program development, mentoring educators, implementing evidence-based practices, and improving educational outcomes for students with complex learning and extensive support needs.

ABA Add-On Program Option

Students in special education programs at Peabody have the option to add a specialization in applied behavior analysis to their degree.

  • What is the add-on specialization in applied behavior analysis (ABA)?

    The add-on specialization in applied behavior analysis (ABA) is an option for students who are interested in a future career as a behavior analyst working in schools, early childhood centers, or other educational settings. This specialization is offered in conjunction with the special education degree program and involves completing the ABA course sequence (approx. 12-18 credit hours of additional coursework) and two semesters of ABA internship including fieldwork hours that can be accrued toward Behavior Analyst Certification Board requirements (please see www.bacb.com for a complete description of credentialing requirements). To learn more about ABA training at Vanderbilt, please visit our website.

    Please note that it is required for Special Education M.Ed. students to complete teacher preparation requirements to participate in the ABA specialization. To participate, students must maintain good standing in their primary program (i.e., initial special education teacher licensure or endorsement in one of the following areas: early childhood special education, high incidence disabilities, severe disabilities, or visual disabilities).

  • What is a Board Certified Behavior Analyst (BCBA)?

    Board Certified Behavior Analysts (BCBAs) are credentialed members of the healthcare and human services industry who have additional training in the science of behavior change. Behavior analysts may work in a variety of roles (e.g., consultants, trainers, educators) in a variety of settings (e.g., organizations, schools, clinics, homes).

    In educational settings, which are the focus of Vanderbilt’s ABA training sequence, behavior analysts are team members in an individual’s behavior change process and work with individuals, families, educators, and other team members to promote therapeutic change in socially meaningful behavior (e.g., functional communication, social engagement, academic performance).

Program Facts

Program Lead: Alexandra Da Fonte

Admission Term: Fall

Credit Hours: 30-42

Application Dates

  • Priority Decision 1

    December 1*

    *Submitting your application by the priority deadline ensures you receive top consideration for program admission and scholarship opportunities.

  • Priority Decision 2

    January 3

  • Rolling Admissions

    After January 3

    *Applications received after the January 3rd second deadline are reviewed on a rolling basis and accepted as space and funds allow.

Funding and Scholarships

Generous funding for this training is provided by personnel preparation grants from the Office of Special Education Programs for U.S. citizens. No additional application is needed. All scholars will be considered for these funds during the admissions application review. For more information about these grants, contact Dr. Alexandra Da Fonte.

Funding is also available for students (U.S. and international) seeking initial licensure or an additional teaching endorsement. Through college scholarships, training grants, or research grants, students may receive (full or partial) tuition remission, as well as stipend support.

Students in the Initial Licensure Track are eligible for our Teacher Pathway Scholarship, which includes a guaranteed 30% scholarship for all students in initial licensure programs. No separate application is required to qualify. 

Coursework

  • Initial Licensure Track
    • SPED 7000 Education and Psychology of Exceptional Learners 
    • PSY-PC 7040/EDUC 6010 Psychological Foundations of Education 
    • SPED 7400 Management Procedures for Academic and Social Behaviors 
    • SPEDS 7000 Issues in Family Intervention 
    • SPEDS 7100 Augmentative and Alternative Communication 
    • SPEDS 7200 Access to General Education and Teaching Functional Academics 
    • SPEDS 7250 Methods of Instruction for Students with Autism, Intellectual, and Multiple Disabilities 
    • SPEDS 7300 Procedures for Transition to Adult Life 
    • SPEDS 7600 Teaching Reading to Students with Severe Disabilities 
    • SPEDS 7700 Characteristics of Students with Autism, Intellectual, and Multiple Disabilities 
    • SPEDS 7951 Fieldwork in Autism, Intellectual and Multiple Disabilities 
    • SPEDS 7953 Advanced Fieldwork in Autism, Intellectual, and Multiple Disabilities 
    • SPEDS 7991 Extended Student Teaching for Graduate Students in Severe Disabilities (6 credit hours) 
  • Added Endorsement Track
    • SPED 7400 Management Procedures for Academic and Social Behaviors 
    • SPEDS 7000 Issues in Family Intervention 
    • SPEDS 7100 Augmentative and Alternative Communication 
    • SPEDS 7200 Access to General Education and Teaching Functional Academics 
    • SPEDS 7250 Methods of Instruction for Students with Autism, Intellectual, and Multiple Disabilities 
    • SPEDS 7300 Procedures for Transition to Adult Life 
    • SPEDS 7600 Teaching Reading to Students with Severe Disabilities 
    • SPEDS 7700 Characteristics of Students with Autism, Intellectual, and Multiple Disabilities 
    • SPEDS 7951 Fieldwork in Autism, Intellectual and Multiple Disabilities 
    • SPEDS 7953 Advanced Fieldwork in Autism, Intellectual, and Multiple Disabilities 
    • SPED 7960 Independent Study OR specialization path elective (3 credits) 
  • Advanced Instruction Track
    • SPED 7400 Management Procedures for Academic and Social Behaviors 
      • OR SPEDH 7600 Advanced Procedures in Classroom Management and Social Skills Instruction for Students with Mild to Moderate Disabilities
      • OR SPEDH 7620 Intensive Interventions for Students with Severe and Persistent Behavioral Difficulties 
    • PSY-PC 7500 Special Topics: Developmental Disabilities 
    • PSY-PC 7210 The Hospitalized Child 
    • SPED 7500 Special Topics: Current Trends and Issues 
    • SPED 7960 Independent Study 
    • SPEDS 7954 Fieldwork in Severe Disabilities 
    • Specialization path electives (12-15 credits) 

Research Labs

Biggs Lab

Biggs’ lab focuses on identifying ways to improve outcomes for children and youth with disabilities who are nonspeaking or who have limited speech, particularly through augmentative and alternative communication (AAC). We used mixed and multiple methods to study how to improve social, communication, language, and literacy outcomes for students, focusing on understanding how to support effective AAC implementation in real-world settings by partnering with educators and families.

 

Burke Lab

Burke’s lab studies access to formal and natural supports across the lifespan for individuals with disabilities and their families. We are especially interested in developing interventions which improve service access for individuals with intellectual and developmental disabilities, including autism. Relatedly, we translate our findings into actionable strategies for adults with disabilities, their families, practitioners, and the general public. 

 

Da Fonte Lab

Da Fonte’s lab bridges research into practice to support students with complex communication needs and their families. Our research focuses on identifying training needs among teachers, therapists, and other school-based professionals to implement augmentative and alternative communication (AAC) practices and develop solutions to decrease these gaps. Our team also delivers targeted coaching to teachers and school teams to implement evidence-based strategies and integrate AAC practices for students to participate and thrive.

 

Hodapp Lab

Our lab focuses on several issues involving families of persons with intellectual and developmental disabilities (IDD) and their connections to the service system.  At present, we are examining adult siblings of individuals with Prader-Willi Syndrome (a genetic form of IDD), as well as issues concerning families accessing disability services for both children and adults with IDD.  We use questionnaires and interviews to produce studies that are of quantitative, qualitative, and mixed (both qualitative and quantitative) in methodology.

 

Lambert Lab

Lambert’s lab studies the efficiency, accessibility, and effectiveness of functional analyses and function-based interventions on challenging behavior. We are also interested in dissemination of assessment and intervention methodology to clinicians, teachers, and parents of those who engage in problem behavior.

Faculty

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