High Incidence Disabilities

A young woman works with several young children in a daycare setting.

Photo of Diane Pedrotty Bryant

Area Coordinator
Diane Pedrotty Bryant

We offer two options for earning a master’s degree in the High Incidence Disabilities concentration area:

  1. Master’s degree and Special Education Teacher Certification
    These students possess a baccalaureate degree and wish to pursue a Master’s degree (M.Ed.) in High Incidence Disabilities and special education teacher certification.
  2. Master’s degree in High Incidence Disabilities
    These students wish to pursue a Master’s degree (M.Ed.) in High Incidence Disabilities and are already certified, or do not want special education teacher certification.

Aspiring special education teachers and other professionals will explore evidence-based knowledge, skills, and strategies to work with K-12 students in diverse educational settings. This program has a focus on teaching students with high incidence disabilities. These can include learning disabilities, behavior disorders, autism spectrum disorders, and mild intellectual disabilities.

Master's students are prepared to support learners with high incidence disabilities through courses that teach:

  • cultural and linguistic diversity,
  • instructional design and delivery,
  • data-based instructional decision making,
  • intensive reading interventions,
  • intensive mathematics interventions,
  • and positive behavioral supports.

Master’s students are prepared for careers in diverse educational settings. Training prepares students to become special education teachers or consultants for schools, juvenile justice facilities, residential treatment centers, and private practice positions.

Faculty

Photo of Marcia Barnes

Marcia Barnes, Ph.D.

Professor

H. E. Hartfelder/The Southland Corporation Regents Chair in Human Resource Development

Serves as Associate Dean of Research and Graduate Studies and conducts research on learning disabilities in reading comprehension and mathematics.

Photo of Brian Bryant

Brian R. Bryant, Ph.D.

Research Professor

Serves as a fellow in the Mathematics Institute of the Meadows Center and researches the support needs for those with disabilities and assistive technology applications.

Photo of Diane Pedrotty Bryant

Diane Pedrotty Bryant, Ph.D.

Professor

Mollie Villeret Davis Professor in Learning Disabilities

Researches instructional strategies and assistive technology adaptations for students with learning disabilities, specifically in Mathematics.

Photo of Nathan Clemons

Nathan Clemens, Ph.D.

Associate Professor

Fellow of Mollie Villeret Davis Professor in Learning Disabilities

Works to enhance teachers’ ability to make data-based decisions, and improve interventions for students with reading difficulties.

Photo of North Cooc

North Cooc, Ph.D.

Assistant Professor

Explores how family background, culture, and school contextual factors influence decisions and trajectory outcomes within special education.

Photo of Christian Doabler

Christian T. Doabler, Ph.D.

Assistant Professor

Focuses on the instructional design and efficacy testing of early mathematics and science interventions for at-risk learners.

Photo of Barbara Pazey

Barbara Pazey, Ph.D.

Assistant Professor

Focuses on the development of administrator and teacher leadership so future leaders can fully meet the academic, social, emotional, and behavioral needs of diverse students.

Photo of Sarah Powell

Sarah Powell, Ph.D.

Assistant Professor

Develops and tests interventions for students with mathematics difficulties, emphasizing word-problem solving, mathematics writing, and the vocabulary within math.

Photo of Audrey Sorrels

Audrey Sorrells, Ph.D.

Associate Dean of Students for Research, Associate Professor

Explores topics in ethnically diverse students with disabilities, Veteran students with resulting trauma issues, and professional development for disabled students.

Photo of Jessica Toste

Jessica Toste, Ph.D.

Assistant Professor

Focuses on effective interventions for students with and at-risk for reading disabilities, with a focus on motivational process and use of data to improve instructional decision making.

Photo of Sharon Vaughn

Sharon Vaughn

Executive Director, The Meadows Center for Preventing Educational Risk

Manuel J. Justiz Endowed Chair in Math, Science, and Technology in Teacher Education

Investigates effective interventions for a diverse group of students with reading difficulties and students who are English language learners.

In the Spotlight

Photo of Sarah Powell

Dr. Sarah Powell on Learning Disabilities

Recent studies suggest that between 5 and 9 percent of school age children struggle with some form of math learning disability. Sometimes called “dyscalculia,” difficulty with mathematics encompasses a range of symptoms, including trouble understanding and manipulating numbers, and learning mathematic facts.