Graduate Program
Graduate Student Contact Information:
Della Gallegos-Atencio
Academic Advisor
Hokona Hall Zuni Rm. 103
(505) 277-5018
dgalle06@unm.edu
Application materials and program information can be found at the Special Education program Web site.
Degrees Offered
- Master of Arts in Special Education (M.A.)
Concentrations: Intellectual Disability and Severe Disabilities: Studies in Educational Equity for Diverse Exceptional Learners; Learning and Behavioral Exceptionalities: Studies in Instruction, Curriculum, Collaboration and Transition of Diverse Learners - Doctor of Education in Special Education (Ed.D.)
- Doctor of Philosophy in Special Education (Ph.D.)
Transcripted Certificates Offered
- Applied Behavior Analysis: Research-based Interventions for Individuals with Disabilities Who Have Behavioral Challenges (GCERT)
- Autism Spectrum Disorder (GCERT)
- Educational Diagnosis (GCERT)
- Education Specialist, Special Education (Ed.Spc.)
Application Information
Deadlines
| Fall Semester | February 28 |
| Spring Semester | September 30 |
| Summer Session | February 28 |
Application deadlines are encouraged for best consideration and for financial aid eligibility; however, applications can be submitted throughout the year.
Process
Master of Arts and Master of Arts with alternative licensure
The application can be found at www.unm.edu/apply/, or at the Special Education program Web site, or by contacting the Special Education Academic Advisor (information above). The online application will provide instruction on which documents need to be uploaded and which need to be sent to the Office of Admissions. The following documents are needed to apply:
- Complete Graduate Application online.
- $50.00 non-refundable application fee (pay with credit card online as part of Graduate Application).
- One official transcript from each college attended sent to the Office of Admissions.
- One unofficial transcript from each college attended (Exception: UNM transcripts).
- Letter of Intent.
- Department Application form.
- Three Letters of Recommendation (Recommend at least one letter from a college instructor, one from an employer, and one from another professional contact).
Doctor of Education and Doctor of Philosophy
Students interested in pursuing a doctoral-level degree must make an appointment to meet with the Special Education Program Coordinator prior to applying. Contact the Academic Advisor (information above) to schedule an appointment. The application can be found at www.unm.edu/apply/, or at the Special Education program Web site, or by contacting the Special Education Academic Advisor (information above). The online application will provide instruction on which documents need to be uploaded and which need to be sent to the Office of Admissions. The following documents are needed to apply:
- Complete Graduate Application online.
- $50.00 non-refundable application fee (pay with credit card online as part of Graduate Application).
- One official transcript from each college attended sent to the Office of Admissions.
- One unofficial transcript from each college attended (Exception: UNM transcripts).
- Letter of Intent.
- Department Application form (link provided on the online application).
- Professional Vita (Resume).
- Professional Writing Sample.
- Five Letters of Recommendation (Recommend letters from professionals who are directly familiar with applicant’s academic and professional work).
Transcripted Graduate Certificates
The application can be found at www.unm.edu/apply/, or at the Special Education program Web site, or by contacting the Special Education Academic Advisor (information above). The online application will provide instruction on which documents need to be uploaded and which need to be sent to the Office of Admissions. The following documents are needed to apply:
- Complete Graduate Application online.
- $50.00 non-refundable application fee (pay with credit card online as part of Graduate Application).
- One official transcript from each college attended sent to the Office of Admissions.
- One unofficial transcript from each college attended (Exception: UNM transcripts).
- Department Application form.
- (For Autism Spectrum Disorder only) One-page philosophy statement on community participation of persons with autism spectrum disorders.
- (For EDAG - Educational Diagnosis only) A professional writing sample that reflects strong critical thinking and written communication skills, with attention to grammar and composition, this sample should represent only original, single-author work and reflect a topic relevant to the profession.
- (For ABA - Applied Behavior Analysis only) One page philosophy statement on behavioral assessment and intervention for persons in need of high quality behavioral intervention services.
- 3 Letters of Recommendation (Recommend at least one letter from a college instructor, one from an employer, and one from another professional contact).
Education Specialist Certificate
The application can be found at www.unm.edu/apply/, or at the Special Education program Web site, or by contacting the Special Education Academic Advisor (information above). The online application will provide instruction on which documents need to be uploaded and which need to be sent to the Office of Admissions. The following documents are needed to apply:
- Complete Graduate Application online.
- $50.00 non-refundable application fee (pay with credit card online as part of Graduate Application).
- One official transcript from each college attended sent to the Office of Admissions.
- One unofficial transcript from each college attended (Exception: UNM transcripts).
- Letter of Intent.
- Department Application form (link provided on the online application).
- Professional Vita (Resume).
- Professional Writing Sample.
- Five Letters of Recommendation (Recommend letters from professionals who are directly familiar with applicant’s academic and professional work).
Office of Graduate Admissions
University of New Mexico
P.O. Box 4849
Albuquerque, NM 87196-4849
(505) 277-8900
Master of Arts in Special Education
- Master of Arts in Special Education
Concentrations: Intellectual Disability and Severe Disabilities: Studies in Educational Equity for Diverse Exceptional Learners; Learning and Behavioral Exceptionalities: Studies in Instruction, Curriculum, Collaboration and Transition of Diverse Learners - Master of Arts in Special Education with alternative licensure
Special Education offers an Master of Arts (M.A.) in Special Education and an M.A. with alternative licensure. The M.A. requires 36 credit hours. Students interested in pursuing the M.A. with alternative licensure in Special Education are required to take up to 9 additional credit hours to meet state requirements. However, these additional credit hours are not required to obtain the M.A. degree.
The Special Education M.A. offers two concentrations:
- Intellectual Disability and Severe Disabilities: Studies in Educational Equity for Diverse Exceptional Learners
- Learning and Behavioral Exceptionalities: Studies in Instruction, Curriculum, Collaboration and Transition of Diverse Learners
Students choose a concentration at the time of application. Upon acceptance, an advisor is assigned to develop the Program of Studies with the student. In conjunction with their advisor, students choose to complete their degree either by writing a thesis/project (Plan I) or taking a final exam (Plan II).
Concentration in Intellectual Disability and Severe Disabilities: Studies in Educational Equity for Diverse Exceptional Learners
An advisor from within this concentration assists the student in selecting appropriate courses, such as:
| SPCD 507 | Collaboration for Inclusive Education |
| SPCD 510 | Special Education Law |
| SPCD 511 | Social Construction of Disabilities |
| SPCD 519 | The Application of Applied Behavior Analysis in the Special Education Classroom |
| SPCD 520 | Introduction to Intellectual Disability |
| SPCD 527 | Assessment for Diverse Exceptional Learners: Intellectual Disability and Severe Disabilities |
Concentration in Learning and Behavioral Exceptionalities: Studies in Instruction, Curriculum, Collaboration and Transition of Diverse Learners
According to Child Count data, Specific Learning Disabilities (SLD) and Emotional/Behavioral Disorders (EBD) comprise nearly half of all students identified for special education services both nationally and in New Mexico. While all NM special educators are licensed across all special education categories, this concentration curriculum provides more intense focus on two disability categories that are considered nationally to be High Incidence Disabilities. The Learning and Behavioral Exceptionalities concentration focuses on effective and intensive evidence-based practices to meet the needs of students identified with SLD and ED in general education, co-taught, resource, or self-contained special education settings through the use of ongoing student assessment data and progress monitoring for data informed collaborative instructional and transition planning and decision making.
Students are provided learning opportunities in both face to face and, increasingly, online environments. In addition, students can have the opportunity to test out data-informed instructional planning in field placements or their own classrooms. The faculty has wide-ranging interests and recent relevant experience as both K-12 special educators and researchers. As a result, students can also choose to take part in intense research investigations. Regardless of student interests, all students are provided with consistent one-on-one advising from their M.A. faculty advisor to gain the knowledge and skills needed.
An advisor from this concentration assists students with course selection and ensure a smooth progression through the program. The following course work is based on the Council for Exceptional Children Standard framework and includes the following:
| Credit Hours |
||
| Foundations and Characteristics | 3 | |
| SPCD 530 -or- SPCD 540 |
Introduction to Students with Emotional and Behavioral Disorders Introduction to Learning Disabilities |
|
| Individual Learning Differences | 3 | |
| SPCD 502 -or- SPCD 562 |
At Risk for School Failure and Disabilities Teaching Bilingual-Multicultural Special Education |
|
| Learning Environments and Social Interactions | 6 | |
| SPCD 518 | Classroom Organization and Positive Behavioral Supports | |
| SPCD 534 | Social Competence, Self Determination and Resiliency | |
| Instructional Planning and Strategies | 3 | |
| SPCD 503 | Instructional and Curriculum Design for Exceptionalities | |
| Curricular Content Knowledge (must include one reading course) | 6 | |
| SPCD 509 | Adolescent Reading Instruction for Students with Behavioral and Learning Exceptionalities | |
| SPCD 514 | Teaching Reading to Students with Learning and Behavior Exceptionalities | |
| SPCD 515 | Mathematics-Science Instruction for Diverse Exceptional Learners | |
| SPCD 544 | Writing Instructional Strategies for Students with Learning and Behavioral Exceptionalities | |
| Professional Learning and Practice | 6 | |
| SPCD 505 | Sem: Special Education | |
| SPCD 510 | Special Education Law | |
| Assessment | 3 | |
| SPCD 517 | Assessment of Diverse Students with Learning and Behavior Exceptionalities | |
| Collaboration | 3 | |
| SPCD 508 | Collaboration with Family, School and Community | |
| Advanced Focus Areas | 3 |
Doctor of Education in Special Education and Doctor of Philosophy in Special Education
Students interested in pursuing a doctoral level degree must meet with the Special Education Program Coordinator prior to applying. Contact the Academic Advisor (information above) to schedule an appointment.
The doctoral program in Special Education offers the opportunity for advanced study across all areas of exceptionality. Doctoral students work closely with faculty who are actively engaged in cutting-edge research, collaboration with schools and public agencies, developing public policy, and advocating for individuals with exceptionalities and their families.
Students in the doctoral program follow a competency-based individualized program of study that develops the skills necessary to become future leaders in universities, community colleges, school districts, government, and community agencies.
All doctoral students are required to take SPCD 601 and SPCD 615.
Certificate Programs
Education Specialist Certificate in Special Education
An Education Specialist (Ed.Spc.) certificate is available for persons wishing to specialize beyond their M.A. degree in Special Education, but for whom the doctorate is not appropriate for his/her career objectives. The Ed.Spc. requires a minimum of 30 credit hours (primarily in Special Education) beyond the M.A. degree in Special Education, and includes a capstone experience, typically an in-depth project.
Graduate Certificate in Applied Behavior Analysis: Research-Based Interventions for Individuals with Disabilities Who Have Behavioral Challenges
The Graduate Certificate in Applied Behavior Analysis (ABA): Research-Based Interventions for Individuals with Disabilities Who Have Behavioral Challenges is designed to prepare in-service special and general education teachers and related professionals as well as community providers (e.g., behavior therapists, developmental specialists, early interventionists) to conduct behavioral assessment with children and adults in need of behavior intervention services, provide behavior analytic interpretation of the results, and design and implement appropriate behavior interventions based on assessment results that will be implemented in home, school, and community settings.
The Graduate Certificate program is open to students pursuing a graduate degree in Special Education and in other related fields (e.g., Psychology) at the University of New Mexico and to individuals who minimally hold a bachelor’s degree and are interested in advanced training in behavioral analysis and intervention.
The certificate offers two options, each developed and documented prospectively with the designated faculty certificate advisor:
-
Option I: Students successfully complete a minimum of 12 credit hours of course work and an approved final capstone project. Completion of Option I does not result in eligibility to sit for the national credentialing exam as a Board Certified Behavior Analyst (BCBA).
-
Option II: Students successfully complete Option I requirements and an additional 6 credit hours of advanced field experience to fulfill the field experience requirements for credentialing as a Board Certified Behavior Analyst (BCBA). Only completion of Option II prepares a student to sit for the national credentialing exam as a BCBA.
| Credit Hours |
||
| Prerequisites for Options I and II | ||
| SPCD 510 | Special Education Law | 3 |
| SPCD 519 | The Application of Applied Behavior Analysis in the Special Education Classroom | 3 |
| SPCD 582 | Teaching Students with Intensive Communication Needs | 3 |
| Required Course Work for Option I | 12 | |
| SPCD 505 | Sem: Advanced Applied Behavior Analysis | 3 |
| SPCD 594 | Advanced Field Experience in Applied Behavior Analysis | 3 |
| SPCD 597 | Ethics and Professionalism in Applied Behavior Analysis | 3 |
| SPCD 619 | The Application of Applied Behavior Analysis to Academic Research in Special Education | 3 |
| Required Course Work for Option II | 18 | |
| SPCD 505 | Sem: Advanced Applied Behavior Analysis | 3 |
| SPCD 594 | Advanced Field Experience in Applied Behavior Analysis | 3 |
| SPCD 594L | Advanced Field Experience in Applied Behavior Analysis-Lab | 6 |
| SPCD 597 | Ethics and Professionalism in Applied Behavior Analysis | 3 |
| SPCD 619 | The Application of Applied Behavior Analysis to Academic Research in Special Education | 3 |
Graduate Certificate in Autism Spectrum Disorder
The Graduate Certificate in Autism Spectrum Disorder (ASD) is designed for in-service general education and special education teachers, related service professionals (e.g., speech/language pathologist), and parents wishing to acquire advanced instructional skills and knowledge in the area of communication, social, and behavioral interventions for students with significant support needs. The Graduate Certificate program is open to students pursing a graduate degree in Special Education and in other related fields (e.g., Speech Language Pathology, Family Studies, Early Childhood Education) at the University of New Mexico, and to individuals who minimally hold a bachelor’s degree and are interested in having specialized training in working with students with ASD. To obtain the certificate, students must successfully complete a minimum of 18 credit hours and an approved final capstone project.
| Credit Hours |
||
| Required Course Work | 18 | |
| SPCD 519 | The Application of Applied Behavior Analysis in the Special Education Classroom | 3 |
| SPCD 552 | Teaching Students with Intellectual Disability and Severe Disabilities | 3 |
| SPCD 582 | Teaching Students with Intensive Communication Needs | 3 |
| SPCD 583 | Introduction to Autism Spectrum Disorders | 3 |
| SPCD 584 | Research and Teaching-Intervention in Autism Spectrum Disorders | 3 |
| SPCD 595 | Advanced Field Experience | 3 |
Graduate Certificate in Educational Diagnosis
The Graduate Certificate in Educational Diagnosis is designed to prepare in-service special education and general education teachers and related professionals to conduct research-based diagnostic assessments. The program prepares these professionals to coherently analyze and integrate relevant information necessary to make appropriate recommendations that assure that students with disabilities have appropriate supports for educational success. The certificate is open to graduate students either in conjunction with a graduate degree, or as a stand-alone certificate. The program offers two options, with each developed prospectively with the designated faculty certificate advisor. Both options require successful completion of 18 credit hours of course work and a final capstone project.
Option 1: Open to individuals who minimally hold a bachelor's degree, and who are interested in advanced training in educational assessment and diagnosis. It prepares students to apply for licensure through the New Mexico Public Education Department as an Educational Diagnostician.
| Credit Hours |
||
| Prerequisites | 12 | |
| SPCD 561L | Educational Diagnosis: Diagnostic Assessment of Young Children | 3 |
| SPCD 563L | Educational Diagnosis: Multidisciplinary Collaboration for Diagnostic Assessment | 3 |
| SPCD 564L | Educational Diagnosis: Introduction to Diagnostic Assessment for Eligibility for Special Education Supports | 3 |
| LLSS 556 | First and Second Language Development | 3 |
| Required Course Work | 18 | |
| SPCD 566L | Educational Diagnosis: Differential Diagnosis I | 3 |
| SPCD 567L | Educational Diagnosis: Differential Diagnosis II | 3 |
| SPCD 568L | Educational Diagnosis: Diagnostic Assessment of Culturally and Linguistically Diverse Students | 3 |
| SPCD 596L | Educational Diagnosis: Advanced Application of Skills (must be taken three times) | 1 |
| SPCD 569L | Educational Diagnosis: Clinical Internship in Educational Diagnosis | 6 |
Option 2: Open to individuals who are currently licensed by the New Mexico Public Education Department as Educational Diagnosticians or School Psychologists, and who are seeking to further develop their diagnostic assessment skills, including their ability to connect current research with practice.
| Credit Hours |
||
| Required Course Work | 18 | |
| SPCD 510 | Special Education Law | 3 |
| SPCD 598 | Directed Readings in Special Education | 3 |
| Electives | 6 | |
| At least two of the following selected in consultation with the certificate faculty advisor: | ||
| SPCD 561L | Educational Diagnosis: Diagnostic Assessment of Young Children | 3 |
| SPCD 563L | Educational Diagnosis: Multidisciplinary Collaboration for Diagnostic Assessment | 3 |
| SPCD 564L | Educational Diagnosis: Introduction to Diagnostic Assessment for Eligibility for Special Education Supports | 3 |
| SPCD 566L | Educational Diagnosis: Differential Diagnosis I | 3 |
| SPCD 567L | Educational Diagnosis: Differential Diagnosis II | 3 |
| SPCD 568L | Educational Diagnosis: Diagnostic Assessment of Culturally and Linguistically Diverse Students | 3 |
Courses
SPCD 201. Education of the Exceptional Person. (3)
SPCD 204. Introduction to Special Education. (2)
SPCD *302. Introduction to Communicative Disorders. (3)
SPCD 303. Methods and Materials for Students with Mild Disabilities. (3)
SPCD 304. Practicum. (1-4 to a maximum of 6 Δ)
SPCD 313. Curriculum for Learners with Disabilities. (2)
SPCD 319. Classroom Organization and Management. (3)
SPCD 391. Problems. (1-3 to a maximum of 6 Δ)
SPCD 402 / 502. At Risk for School Failure and Disabilities. (3)
SPCD 407 / 507 [507]. Collaboration for Inclusive Education. (3)
SPCD 411 / 511 [511]. Social Construction of Disabilities. (3)
SPCD 419 / 519 [519]. The Application of Applied Behavior Analysis in the Special Education Classroom. (3)
SPCD 420 / 520. Introduction to Intellectual Disability. (3)
SPCD 430 / 530. Introduction to Students with Emotional and Behavioral Disorders. (3)
SPCD 440 / 540. Introduction to Learning Disabilities. (3)
SPCD 450 / 550. Introduction to Early Childhood Special Education. (3)
SPCD 452 / 552. Teaching Students with Intellectual Disability and Severe Disabilities. (3)
SPCD 459 / 559 [562]. Teaching Bilingual/Multicultural Special Education. (3)
SPCD 460 / 560 [560]. Introduction to Bilingual-Multicultural Special Education. (3)
SPCD 462. Student Teaching in Special Education. (1-7 to a maximum of 7 Δ)
SPCD 464. Classroom Assessment and Program Planning. (3)
SPCD 465. Art and the Exceptional Child. (3)
SPCD 467 / 529. Physical Disabilities and Causes. (3)
SPCD 481. Introduction to Assistive Technology in Special Education. (1-2, to a maximum of 2 Δ)
SPCD 483 / 583 [583]. Introduction to Autism Spectrum Disorders. (3)
SPCD 484 / 584 [584]. Research and Teaching-Intervention in Autism Spectrum Disorders. (3)
SPCD 486 / 586. Differentiating Reading Instruction in Inclusive Settings for Students with Intellectual Disabilities and Severe Disabilities. (3)
SPCD 489 / 589. Teaching Exceptional Students in General Education. (1-3 to a maximum of 3 Δ)
SPCD 493. Topics in Special Education. (1-3, no limit Δ)
SPCD 495. Field Experience. (3 to a maximum of 6 Δ)
SPCD 501. The Psychology and Education of Exceptional Persons. (3)
SPCD 502 / 402. At Risk for School Failure and Disabilities. (3)
SPCD 503. Instructional and Curriculum Design for Exceptionalities. (3)
SPCD 504. Practicum in Special Education. (1-6 to a maximum of 9 Δ)
SPCD 505. Seminars in Special Education. (3, no limit Δ)
SPCD 506. Fostering Creativity, Cooperation and Problem Solving Among Diverse Learners. (3)
SPCD 507 / 407 [507]. Collaboration for Inclusive Education. (3)
SPCD 508. Collaboration with Family, School and Community. (3)
SPCD 509. Adolescent Reading Instruction for Students with Behavioral and Learning Exceptionalities. (3)
SPCD 510. Special Education Law. (3)
SPCD 511 / 411 [511]. Social Construction of Disabilities. (3)
SPCD 512. Transition Planning for Exceptional Students. (3)
SPCD 513. Curriculum Development in Special Education. (3)
SPCD 514. Teaching Reading to Students with Learning and Behavior Exceptionalitites. (3)
SPCD 515. Mathematics/Science Instruction for Diverse Exceptional Learners. (3)
SPCD 517. Assessment of Diverse Students with Learning and Behavior Exceptionalities. (3)
SPCD 518. Classroom Organization and Positive Behavioral Supports. (3)
SPCD 519 / 419 [519]. The Application of Applied Behavior Analysis in the Special Education Classroom. (3)
SPCD 520 / 420. Introduction to Intellectual Disability. (3)
SPCD 524. Advocacy and Empowerment with Individuals with Intellectual or Severe Disability. (3)
SPCD 525. Legal Rights of Persons with Disabilities. (3)
SPCD 527. Assessment for Diverse Exceptional Learners: Intellectual Disability and Severe Disabilities. (3)
SPCD 528. Sexuality Education for Individuals with Disabilities. (3)
SPCD 529 / 467. Physical Disabilities and Causes. (3)
SPCD 530 / 430. Introduction to Students with Emotional and Behavioral Disorders. (3)
SPCD 532. Education and Transition of Students with Emotional and Behavioral Disorders. (3)
SPCD 534. Social Competence, Self Determination and Resiliency. (3)
SPCD 540 / 440. Introduction to Learning Disabilities. (3)
SPCD 542. Teaching Individuals with Learning Disabilities. (3)
SPCD 544. Writing Instructional Strategies for Students with Learning and Behavioral Exceptionalities. (3)
SPCD 550 / 450. Introduction to Early Childhood Special Education. (3)
SPCD 552 / 452. Teaching Students with Intellectual Disability and Severe Disabilities. (3)
SPCD 553. Advanced Field Seminar: ECSE-Elementary Special Education. (3)
SPCD 559 / 459 [562]. Teaching Bilingual/Multicultural Special Education. (3)
SPCD 560 / 460 [560]. Introduction to Bilingual-Multicultural Special Education. (3)
SPCD 561L. Educational Diagnosis: Diagnostic Assessment of Young Children. (3)
SPCD 563L. Educational Diagnosis: Multidisciplinary Collaboration for Diagnostic Assessment. (3)
SPCD 564L. Educational Diagnosis: Introduction to Assessment for Eligibility for Special Education Supports. (3)
SPCD 566L. Educational Diagnosis: Differential Diagnosis I. (3)
SPCD 567L. Educational Diagnosis: Differential Diagnosis II. (3)
SPCD 568L. Educational Diagnosis: Diagnostic Assessment of Culturally and Linguistically Diverse Students. (3)
SPCD 569L. Educational Diagnosis: Clinical Internship. (1-6 to a maximum of 6 Δ)
SPCD 574. Teaching Twice-Exceptional Learners. (3)
SPCD 577. Curriculum for Gifted Students. (3)
SPCD 582. Teaching Students with Intensive Communication Needs. (3)
SPCD 583 / 483 [583]. Introduction to Autism Spectrum Disorders. (3)
SPCD 584 / 484 [584]. Research and Teaching-Intervention in Autism Spectrum Disorders. (3)
SPCD 586 / 486. Differentiating Reading Instruction in Inclusive Settings for Students with Intellectual Disabilities and Severe Disabilities. (3)
SPCD 587. Reading Methods for Students with Intellectual or Severe Disability. (3)
SPCD 588. Organization and Supervision of Special Education Programs. (3)
SPCD 589 / 489. Teaching Exceptional Students in General Education. (1-3 to a maximum of 3 Δ)
SPCD 591. Problems. (1-3 to a maximum of 12 Δ)
SPCD 592. Workshops in Special Education. (1-4 to a maximum of 9 Δ)
SPCD 593. Topics. (1-3, no limit Δ)
SPCD 594. Advanced Field Experience in Applied Behavior Analysis. (3)
SPCD 594L. Advanced Field Experience in Applied Behavior Analysis-Lab. (3 to a maximum of 6 Δ)
SPCD 595. Advanced Field Experience. (3-6 to a maximum of 12 Δ)
SPCD 596L. Educational Diagnosis: Advanced Application of Skills. (1 to a maximum of 3 Δ)
SPCD 597. Ethics and Professionalism in Applied Behavior Analysis. (3)
SPCD 598. Directed Readings in Special Education. (1-3 to a maximum of 6 Δ)
SPCD 599. Master's Thesis. (1-6, no limit Δ)
SPCD 601. Professional Seminar in Special Education. (3)
SPCD 615. Trends and Issues in Special Education. (3)
SPCD 619. The Application of Applied Behavior Analysis to Academic Research in Special Education. (3)
SPCD 696. Internship. (3-6 to a maximum of 12 Δ)
SPCD 699. Dissertation. (3-12, no limit Δ)
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Office of the Registrar
MSC 11 6325
1 University of New Mexico
Albuquerque, NM 87131
Phone: (505) 277-8900
Fax: (505) 277-6809