Doctor of Philosophy in Special Education (PhD)
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?
- Only university in the country to offer graduate coursework in special education across all areas of exceptionality.
- Opportunities for practical experiences with a variety of district and community partnerships.
- We offer opportunities for research and funding through faculty partnerships.
- We offer opportunities to change practice for the better through Special Education faculty initiatives.
- Outstanding support through a world-class faculty and staff to guide you on your academic journey!
TOEFL (ibT) Overall Score Requirement
IELTS Overall Score Requirement
All full-time students who begin a UBC-Vancouver PhD program in September 2018 or later will be provided with a funding package of at least $18,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $18,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.
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 EducationUniversity of British Columbia (2)
Capilano University (2)
University of Minnesota - Twin Cities
Royal Roads University
University of Bahrain
University of Manitoba
Sample Employers Outside Higher EducationCanucks Autism Network
Winnipeg School Division
BC Provincial Government
Coquitlam School District
Sample Job Titles Outside Higher EducationDirector of Programming
Senior Behavioural Consultant
PhD Career Outcome SurveyYou may view the full report on career outcomes of UBC PhD graduates on outcomes.grad.ubc.ca.
DisclaimerThese 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
|Fees||Canadian Citizen / Permanent Resident / Refugee / Diplomat||International|
|Installments per year||3||3|
|Tuition per installment||$1,632.61||$2,868.22|
|Tuition per year||$4,897.83||$8,604.66|
|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)|
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.
Completion Rates & Times
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 (Special Education and Social Adaptation, Teacher Education, Educational Approaches, Speech and Language Development Disorders, Language Acquisition and Development, Cognition and Language, Literacy Training, Education of Students who are Deaf or Hard of Hearing, Students who are Deaf or Hard of Hearing with complex language or cognitive needs)
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 (Behavioral Disorders in Children and Adolescents, Behavioral Problems, Learning Disorders in Children, Teaching and Learning Systems, Educational Counselling, Program Management (Education), Autism, Mental Health and Psychopathology in Children and Youth, School-Based Mental Health, Children and Youth with Special Needs)
Mercer, Sterett (Literacy Training, Learning Disabilities, curriculum-based measurement, academic intervention)
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)