Doctor of Philosophy in Special Education (PhD)

Quick Facts

Degree
Doctor of Philosophy
Subject
Education
Mode of delivery
On campus
Registration options
Full-time
Specialization
Special Education
Program Components
Dissertation
Faculty
Faculty of Education
 

Overview

The Special Education program at UBC concerns the education of students with exceptionalities, such as students with visual impairments, developmental disabilities, emotional or behavioural disorders, learning disabilities, gifts and talents, and those who are deaf or hard of hearing. Faculty are committed to promoting practices that facilitate inclusion, empowerment, and self-determination of individuals with disabilities and other special needs in home, school, and community settings.

What makes the program unique?

  1. Only university in the country to offer graduate coursework in special education across all areas of exceptionality.
  2. Opportunities for practical experiences with a variety of district and community partnerships.
  3. We offer opportunities for research and funding through faculty partnerships.
  4. We offer opportunities to change practice for the better through Special Education faculty initiatives.
  5. Outstanding support through a world-class faculty and staff to guide you on your academic journey!
 

Apply Now

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Meet a UBC representative

Virtual Office Hours

Online
Date: Monday, 04 December 2017
Time: 09:30 to 10:30
Are you considering UBC for graduate school? Learn about admissions and academic requirements, application tips and more during this interactive session.

Requirements

TOEFL (ibT) Overall Score Requirement

90
22
22
22
22

IELTS Overall Score Requirement

6.5
6.0
6.0
6.0
6.0

GRE required?

Required by some applicants (check program website)

Career Outcomes

16 students graduated between 2005 and 2013. Of these, career information was obtained for 14 alumni (based on research conducted between Feb-May 2016):


RI (Research-Intensive) Faculty: typically tenure-track faculty positions (equivalent of the North American Assistant Professor, Associate Professor, and Professor positions) in PhD-granting institutions
TI (Teaching-Intensive) Faculty: typically full-time faculty positions in colleges or in institutions not granting PhDs, and teaching faculty at PhD-granting institutions
Term Faculty: faculty in term appointments (e.g. sessional lecturers, visiting assistant professors, etc.)
Sample Employers in Higher Education
University of British Columbia (2)
Capilano University (2)
University of Minnesota - Twin Cities
Royal Roads University
University of Bahrain
Douglas College
University of Manitoba
Sample Employers Outside Higher Education
Canucks Autism Network
Winnipeg School Division
BC Provincial Government
Coquitlam School District
Sample Job Titles Outside Higher Education
Director of Programming
School Psychologist
Senior Behavioural Consultant
Director; Owner
Psychologist
PhD Career Outcome Survey
You may view the full report on career outcomes of UBC PhD graduates on outcomes.grad.ubc.ca.
Disclaimer
These data represent historical employment information and do not guarantee future employment prospects for graduates of this program. They are for informational purposes only. Data were collected through either alumni surveys or internet research.

Tuition / Program Costs

FeesCanadian Citizen / Permanent Resident / Refugee / DiplomatInternational
Application Fee$102.00$165.00
Tuition *
Installments per year33
Tuition per installment$1,600.60$2,811.98
Tuition per year$4,801.80$8,435.94
Int. Tuition Award (ITA) per year (if eligible) $3,200.00 (-)
Other Fees and Costs
Student Fees (yearly)$923.38 (approx.)
Costs of living (yearly)starting at $16,884.10 (check cost calculator)
* Regular, full-time tuition. For on-leave, extension, continuing or part time (if applicable) fees see UBC Calendar.
All fees for the year are subject to adjustment and UBC reserves the right to change any fees without notice at any time, including tuition and student fees. In case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct.

Statistical Data

Enrolment Data

 20162015201420132012
Applications43797
Offers11345
New registrations 1344
Total enrolment1516161412

Completion Rates & Times

This program has a graduation rate of 90.91% based on 11 students admitted between 2004 - 2007. Based on 10 graduating students from the 2004 - 2007 admission cohort the minimum time to completion is 2.33 years and the maximum time is 6.00 years with an average of 4.76 years of study. All calculations exclude leave times.
Disclaimer
Admissions data refer to all UBC Vancouver applications, offers, new registrants for each year, May to April [data updated: 12 July 2017]. Enrolment data are based on March 1 snapshots. Program completion data are only provided for datasets comprised of more than 4 individuals. Rates and times of completion depend on a number of variables (e.g. curriculum requirements, student funding), some of which may have changed in recent years for some programs [data updated: 29 September 2017].

Upcoming Doctoral Exams

Tuesday, 28 November 2017 - 9:00am - Room 203

Shuting Huo
Influence of Language Immersion and Phonological-Based Instruction on Literacy Skills of English Language Learners in Xi'an, China

Research Supervisors

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

  • Butler, Deborah (special education, learning disabilities, inclusive educational practices, intervention research for students with learning disabilities, Collaboration and co-regulation in teachers' professional learning, collaborative professional development models, learning disabilities in adolescence and adulhood, mathematics, metagocnition and self-regulated learning, research methods in educaiton, strategic performanc ein reading, writing)
  • Cannon, Joanna (language and literacy acquisition of students who are d/Deaf and hard of hearing (DHH) and struggling readers)
  • Ervin, Ruth (Systems Change, Prevention and Intervention Strategies in Special Education )
  • Holbrook, Cay (special education, Special education, education of students with visual impairments, instruction in Braille reading and writing)
  • Jamieson, Janet Ruth (Education of deaf and hard of hearing students)
  • Lo, Chih Shen (Gifted Education, High Ability, Metacognition and Self-Regulated Learning, Multiculturalism, Problem Solving, Qualitative Research, Research Methodologies, Sociocultural Approaches to Learning and Teaching)
  • Lucyshyn, Joseph (Applied Behaviour Analysis, Behaviour Disorders, Behavioural Family Intervention, Positive Behaviour Support, Single-Subject Research)
  • McKee, William (Children and Youth with Special Needs, Consultation and Interventions, Ethical and Legal Issues in School Psychology, Integrated Service Delivery, Multi-disciplinary Teams, Professional; development and implementation of Individual Education Plans (IEPs) for students identified with special needs)
  • Mercer, Sterett (Curriculum-based measurement, student-teacher relationships, teacher influence on student peer relations)
  • Mirenda, Pat (autism; developmental disability (mental retardation, etc.); positive behaviour support; augmentative communication (communication technology for people who are unable to speak), Autism, communication and behaviour challenges, developmental disabilities, augmentative and alternative communicaiton, positive behaviour support, inclusive education, literacy development)
  • Perry, Nancy (motivation and self-regulated learning in young children; social perspectives on teaching and learning, reading and writing; accommodating individual difference in general education classrooms; learning disabilities; special education, Metacognition, motivation, and self-regulated learning in elementary school children Social perspectives on teaching and learning, including social cognitive and sociocultural theories, Teacher development, Individual differences, Learning disabilities)
  • Zebehazy, Kim (Assessment, Instructional Strategies, Problem Solving, Visual Impairment)

Recent Doctoral Citations

  • Dr. Adam Porter Wilton
    "Dr. Wilton examined the administrative factors that determine the workload for itinerant teachers of students with visual impairments. His findings will provide special education administrators with guidance to set itinerant teacher workloads so that the unique programming needs of students with visual impairments can be met." (May 2017)
  • Dr. Deirdre Marie Curle
    "Dr. Curle examined the transition from early intervention services to Kindergarten for children who are deaf or hard of hearing. She discovered that one of the main factors influencing the transition to school is the pattern of interactions between the individuals, groups, and institutions connected to the child." (May 2017)
  • Dr. Nancy Alice Norman
    "Dr. Norman studied the unique teacher-student relationship between itinerant teachers of the deaf and hard of hearing and their students. Her research identifies the role these teachers play in supporting the social and emotional development of deaf and hard of hearing students, and highlights itinerant teachers as key facilitators of inclusive practices in schools." (November 2016)
  • Dr. Miriam Elfert
    "Dr. Elfert designed, delivered, and evaluated the impact of a support group for 12 fathers of children with autism. Fathers found the group helpful, enjoyed sharing stories, and recommended it to other fathers. Her study provides information about the psychological experiences of fathers of children with autism, an under-researched population." (November 2014)
  • Dr. Chih-shen Lo
    "Dr. Lo's grounded theory study provides insights into the dynamic labelling process among gifted children with learning and behavioural challenges. His findings suggest that it is the interplay of labelling practice, individual agency, contextual factors and developmental considerations that leads those students to identify their own learning needs." (May 2013)
 

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September 2018 Intake

Application Open Date
18 September 2017
Canadian Applicant Deadline
01 December 2017
International Applicant Deadline
01 December 2017

Program Information

Application Enquiries

Supervisor Search

 

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