personal statement for masters in special education

Sample Personal Statement for Special Education Teacher

by Talha Omer, MBA, M.Eng., Harvard & Cornell Grad

In personal statement samples by field.

The following personal statement is written by an applicant who got accepted to Masters’s program in special education. Variations of this personal statement got accepted at TUFTS and Boston College. Read this essay to understand what a top personal statement of a special education teacher should look like.

“Quo non Ascendam” – “to what heights can I not rise.” This is the motto of Ethiopia Aviation Academy, my Alma Meta, and my inspiration. Last year, while ascending Adams peak during a voluntary AIESEC internship at Colombo University, Sri Lanka, I saw a poor boy suffering from muscular dystrophy dangerously perched behind the railings at the corner of the tortuous path. “Excelsior,” my Australian, American, Lebanese, and Chinese comrades exhorted me to go on. But I was transfixed by the utter disparity I saw – was it right to give him a coin, or could I have done something else to change his destiny? How lucky I am to have everything on my plate.

My schooling was elite. However, I never disassociated myself from my disadvantaged peers with physical impairments. Every year my mother used to take me to a nearby nursing home (for children with disabilities) to celebrate my birthday. She did so purposefully so that I could count my blessing and be grateful for what I have. The wider gap between the haves and the have-nots became even more pronounced when I visited my native village in rural Ethiopia and interacted with children in our neighborhood. Sometimes I even felt guilty for having so much more than them. I pondered that to alleviate poverty and promote socio-economic development, I needed to provide easy access to education to the less fortunate. I believe this will give me tranquility and a realm of my own.

To become a valuable member of society, I decided to major in special education. Therefore, I enrolled at Bahir Dar University. In my senior year, I traveled to Augustana College (on Global U-GRAD Exchange Program) as a Cultural Ambassador and stayed there for six months. During this time, I gained exposure to the local culture and enhanced my English language and teaching skills. At Laura Wilder Elementary School, I taught courses to special children on how to become adaptive and sociable. Not only this, but I also organized “Ethiopia Day” festivities at Sioux Falls and gave a comprehensive lecture on the society and culture of Ethiopia. Post-presentation, a native exclaimed, “Thank you for showing us Ethiopia in a better way.” Upon my return to Ethiopia, I decided to redouble my efforts in imparting education after being motivated by the exposure at Augustana college.

During my junior year, I realized my life goals after opting to travel for an optional teaching internship with National Commission for Human Development in Swat, now famous for being the hometown of Malala Yousafzai. I worked towards the UN Millennium Development Goal, which envisages an educated society as a foundation for development. For four months, I designed and taught several courses in self-development, communication, and professionalism to women in rural communities. As a result, I felt a lot more empowered.

Subsequently, I became further predisposed to teaching special children. However, at the same time, I realized that I would need further education to achieve my lofty aim of making a more significant impact. While working on various projects involving wide-ranging education policy issues and theories, I was exposed to the benefits and limitations of the teaching sphere. Now, I want to expand my world and learn more so that I can ask better questions and be capable of adapting to the changing world. I believe everyone has a share in shaping the world (no matter how small or big), and by pursuing graduate studies in teaching methodologies, I will be able to provide a beneficial share to the world. It will also help me create the world that I want to live in.

As we neared Adams peak, we started bantering – our words echoed from the valley below. My fatigue disappeared as I witnessed the breathtaking sunrise – such are the fruits of accomplishment. The decent is always easier. I remember children always walking to school and running back home. As we descended, I saw the same disabled boy at the same place near the railing but with a much more satisfying look as his bowl was brimming with coins. I know brooding is not the answer, but he should have been in school. Wisdom lies in knowing what to do next. I know someday I want to be wholly immersed in teaching and formulating educational policies that will send all poor and disabled children to school and higher learning.

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M.Ed. in Special Education with a Concentration in Autism Spectrum Disorder and Applied Behavior Analysis

• How to Apply

Financial Aid

The program accomplishes this mission using a 5-semester cohort model. Each cohort is comprised of no more than 20 students admitted each fall. Courses are offered both online and face-to-face and are scheduled in the evenings. All students adhere to a set schedule of coursework and are expected to commit to the program fully while enrolled. The program’s faculty are comprised of instructors, researchers, and practitioners with a wealth of experience in the science and practice of behavior analysis. The program is rigorous and demands excellence from its students and strives to deliver the same.

Students enrolled in our program are given the opportunity to meet the degree and coursework requirements necessary to sit for their Board Certified Behavior Analyst (BCBA) certification examinations. Additionally, students enrolled full-time in the program will be given the opportunity to accumulate the majority of their fieldwork hours while enrolled.

Applicants interested in the program are encouraged to schedule a meeting with the program coordinator, Dr. Jon Burt. To schedule a meeting, send a quick message to [email protected] along with a few options indicating dates/times when you are available to meet.

As of March 2020, the M.Ed. in Special Education with a Concentration in Autism Spectrum Disorder and Applied Behavior Analysis program graduates have a 90% first time pass rate and a 100% all-time pass rate on the Behavior Analyst Certification Board (BACB) Behavior Analyst Certification Board (BCBA) examination.

Value Statement

The following six guidelines embody the values and related behaviors the program promotes to its students and faculty.

• Be excellent, diligent, and inquisitive in your studies.
• Be involved, curious, and enthusiastic about your education.
• Be respectful, cooperative, and helpful towards your colleagues.
• Be responsible, tenacious, and creative when applying your science.
• Be sincere, empathic, and patient with your clients.
• Be honest, reliable, and ethical in all your interactions.

There is both a 39-credit hour full-time option and a 30-credit hour part-time option available for students wishing to complete the program. Both options lead to the same degree in 5-semesters. The primary difference between the full-time and part-time option relates to practical training. Full-time students enroll in an additional 9-credit hours of practicum while enrolled and part-time students do not. Students enrolled part-time in the program are responsible for making their own arrangements for meeting the Behavior Analyst Certification Board’s (BACB) fieldwork requirements . Usually this involves working for an organization (e.g., clinic, school, hospital, residential facility) that employs Board Certified Behavior Analysts (BCBAs) that are qualified and able to supervise trainees pursuing their own BCBA credential. Applicants interested in the part-time option are expected to have their fieldwork arrangements ready before they start the program. Students enrolled in the program part-time have the option to complete all of their coursework at a distance during the evening hours.

Full-Time Students

The primary benefit of enrolling in the full-time option is the program facilitates the acquisition of fieldwork hours under a variety of settings and supervisors. In other words, the program arranges site placements and supervisors for the students and helps arrange relevant practical training activities. This ensures that when students graduate from the program, they have developed competencies across a variety of settings and patients/learners. This breadth of practical training helps students become more marketable when seeking employment after graduation. Students enrolled in the program full-time are expected to complete 15-20 hours of practicum each week and participate in weekly group supervision meetings. Practicum schedules will vary depending upon site needs.

A limitation for enrolling as a full-time student is that practicum placements are almost always unpaid. Historically, some full-time students have been able to simultaneously hold part-time employment while enrolled. Full-time employment for a full-time student is very strongly discouraged given the time requirements for practicum and didactic coursework.

Part-Time Students

The primary benefit of enrolling as a part-time student is the possibility of accumulating some fieldwork hours while employed by an agency offering applied behavior analysis services. However, potential applicants should be aware that employers may not offer compensation for the majority of the fieldwork hours trainees are expected to accumulate. This is because 60% of the fieldwork hours accumulated by a trainee must be acquired while engaged in unrestricted activities. Unfortunately, many of these types of activities are not billable by service providers. More information on the difference between restricted and unrestricted activities can be found in the BACB's Fieldwork Standards document.

A limitation for enrolling as a part-time student is the potential lack of variety in settings that comes with acquiring all fieldwork hours with a single employer. Additionally, students enrolled part-time are expected to facilitate the accumulation of their fieldwork hours on their own. For students interested in sitting for a BCBA certification examination, this involves ensuring that they have a qualified BCBA supervisor overseeing their work and are following the BACB's Fieldwork Standards .

Students admitted into the program adhere to a set schedule of coursework that extends across 5 consecutive semesters. Students can choose to enroll in the courses online or face-to-face when available. Didactic coursework takes place in the evening. Practical training occurs throughout the week during daytime hours. With the permission of the Program Director and the approved community site, qualified full-time students may be allowed to accumulate experience hours at their places of employment. Detailed requirements for completing this degree are provided in the Graduate Catalog . Program schedules are subject to change.

Full-Time Student Program of Study (39 credits)

Fall (Semester 1) EDSP 644: Applied Behavior Analysis (3 credits) EDSP 570: Autism: Introduction and Understanding (3 credits) EDSP 653: Practicum in Autism and Applied Behavior Analysis (3 credits)

Spring (Semester 2) EDSP 669: Single Subject Research Designs (3 credits) EDSP 671: Autism: Strategies and Techniques (3 credits) EDSP 653: Practicum in Autism and Applied Behavior Analysis (3 credits)

Summer (Semester 3) EDSP 650: Advanced Applied Behavior Analysis (3 credits) EDSP 653: Practicum in Autism and Applied Behavior Analysis (3 credits)

Fall (Semester 4) EDSP 546: Behavior Analytic Approach to Communication (3 credits) EDSP 654: Radical Behaviorism (3 credits) EDSP 653: Practicum in Autism and Applied Behavior Analysis (3 credits)

Spring (Semester 5) EDSP 673: Research Seminar in Autism Spectrum Disorder (3 credits) EDSP 651: Professional and Ethical Practice of Applied Behavior Analysis (3 credits)

_________________________________________________________________

Part-Time Student Program of Study (30 credits)

Fall (Semester 1) EDSP 644: Applied Behavior Analysis (3 credits) EDSP 570: Autism: Introduction and Understanding (3 credits)

Spring (Semester 2) EDSP 669: Single Subject Research Designs (3 credits) EDSP 671: Autism: Strategies and Techniques (3 credits)

Fall (Semester 4) EDSP 546: Behavior Analytic Approach to Communication (3 credits) EDSP 654: Radical Behaviorism (3 credits)

Admission to this program does not require teacher certification or a specific undergraduate degree. This program is open to all eligible candidates regardless of race, color, national origin, sex, disability or age.

Priority application deadline: June 15th for Fall admission. The program does not consider applicants for the spring semester. Please contact the Director of Educator Preparation Student Services for the College of Education and Human Development, Betty Hampton, at betty.hampton @ louisville.edu if you wish to apply after the priority application deadline for the fall semester.

The Program is interested in admitting hardworking students committed to learning the science and practice of behavior analysis. Applicants have the option to apply as a full-time or a part-time student. The steps involved in the application process are outlined below:

• Complete the online graduate application for admission (Special Education - Autism (MED)) .
• Applicants must have an undergraduate GPA of 2.75 or better and (if applicable) a graduate GPA of 3.0 or better.
• Applicants who have attended a college or university outside the United States are also required to submit an evaluation of their transcript through World Education Services (WES) or Educational Credential Evaluators (ECE) . Please note that transcript evaluations can sometimes take several weeks.
• The personal statement is the applicant's opportunity to demonstrate his/her writing ability as well as provide a personal introduction to the admissions screening committee.
• The personal statement should be no more than 500 words, and should be double spaced and word-processed. Applicants are encouraged to proofread their writing, and to submit the best work possible.
• In the personal statement the applicant should indicate whether they wish to apply to the program as a full-time student or a part-time student.
• Request two professional references. Applicants should indicate the e-mail addresses of two professional references in the appropriate section of the on-line Graduate application. Recommendation letter requests are automatically sent to the recommenders upon submission of the on-line application. (Applicants may check their application account to send reminders and check the status of their recommendation requests.) Adequate time should be given to recommenders to respond to the request by the application deadline!
• Upload your signed Acceptable Use of Technology and Code of Ethics statement to your on-line graduate application.
• Upload your resume.
• Applicants whose first language in not English, and who did not earn a degree from an accredited institution in the U.S., must provide evidence of their English proficiency as part of the application process. For more information about the TOEFL, please visit www.ets.org . Test scores are valid for two calendar years.

What is the job outlook for a career as a behavior analyst?

The job outlook for behavior analysts is fantastic. There is a large demand for behavior analysts and too few of us to fill the need. All of our past graduates have accepted employment offers in the field while still enrolled in the program. For more information, please see a recent Workforce-Demand Report published by the BACB.

What is the annual average salary for a behavior analyst?

Behavior analysts make very competitive salaries. According to Payscale.com and Indeed.com, the annual average salary for a master's level Board Certified Behavior Analyst (BCBA) is between $58,000 and $68,000.

Do I need a specific undergraduate degree to apply to the Program?

No, the training offered in the program is self-contained and does not require a specific bachelor’s degree. However, experience working or being around developmentally disabled populations is recommended prior to starting as the vast majority of behavior analysts work with these populations after graduating.

How much does it cost to complete the program?

The University's tuition rates can be found at the Office of Admissions website. Historically, the university has been able to offer graduate assistantships to some students enrolled in the program.

Are students satisfied with the program?

The program is well-respected and received by our students. Exit survey data from our last two cohorts show that the program scored a 5 out of 5 average rating from graduating students evaluating the program's overall quality.

When should I apply?

The program admits a cohort of 20 students or less every Fall. Priority applications are due June 15th, although late applications may be accepted.

Can I schedule a meeting to discuss the program?

Yes, we strongly encourage you to reach out and setup an appointment to speak with us about the program and more generally about a career in behavior analysis. During our meeting, we can discuss your career goals and determine whether the program is a good fit. If you wish to setup a meeting please contact the Director of Special Programs, Betty Hampton, at [email protected]. When you reach out, please include some dates and times you are potentially available to meet and indicate whether you would prefer to meet in-person or over the phone.

In addition to the financial aid opportunities offered by the University , the College of Education & Human Development also has information about financial aid .

Other financial aid opportunities available include graduate assistantships .

A recent program graduate from the University of Louisville's Autism and Applied Behavior Analysis Program, Emma Brink, M.Ed., BCBA, describes the importance of her work as a behavior analyst. After graduating from the program, Emma was hired by Clinical Behavior Analysis, a program practicum site and a local multi-speciality group offering quality behavior analysis and therapy services in the community.

The Program's structured practical training system offers students the opportunity to practice the skills learned in the classroom across a variety of populations and settings. Full-time students dedicate around 15 hours per week to their practicum coursework across four of their five consecutive semesters. Students are assigned to community sites where they gain a wealth of experience working with a variety of populations in schools, clinics, and hospitals alongside talented BCBA professionals. The program is proud to have partnerships with the following community providers.

• Bluegrass Center for Autism
• Clinical Behavior Analysis
• Heartfelt Solutions
• Jefferson County Public Schools
• Lee Specialty Clinic
• LittleStar ABA Therapy
• Meaningful Day Services
• Oldham County Schools
• Shelby County Public Schools
• Stephens Behavior Consulting
• Walden Behavior Solutions

With the permission of the Program Coordinator and the approved community site, qualified full-time students may be allowed to accumulate fieldwork hours at their places of employment.

How To Write A Personal Statement For Masters (17 PDF Sample Examples)

Published: 14 Mar 2022 Study Abroad 102,549 views

A personal statement for masters program is one of the most important parts of your college application and writing a good one is what’s the exception between receiving an offer and being rejected.

If you’ve been tasked with presenting a personal statement, you should keep in mind that whatever you submit must put you forward as the right candidate for the course. Additionally, it should convince the admissions officers that you deserve a place on your program of study.

Achieving the above, is a skill most postgraduate students are yet to acquire but thankfully this article on How To Write A Personal Statement For Masters covers everything you need to know on doing this.

In this article you’ll learn:

• What is a personal statement?
• Tips for making your personal statement for masters stand out
• How to write a personal statement for masters
• Personal statement for masters sample
• Examples of personal statement for masters
• Conclusion – things to avoid when writing a personal statement for masters

Read:  Admission Interview Tips .

What Is a Personal Statement?

A personal statement AKA admissions or application essay or statement of purpose is a type of essay or written statement a candidate presents to a college, university, or graduate school they are applying to, explaining why they want to attend that school, study a particular course, and why they would be a perfect fit for these things.

A personal statement for masters is an essay you submit specifically for your postgraduate application. Writing one presents the opportunity for you to promote yourself to a school and show the admissions teachers that you are the perfect candidate for a course.

Tips For Making Your Personal Statement For Masters Stand Out

Before we get into how you should write a statement of purpose for masters, we would first like to share with you certain tips to include in your essay to make it stand out from that of other applicants and be convincing enough to any admissions officer that reads it. The tips we have mentioned here, cover general things like starting and ending your personal statement, timing, length, and what to include and what not to include in the essay, etc.

1. Starting And Ending A Personal Statement

When starting a personal statement, you would want to right off the bat grab the reader’s attention. To do this, start the statement by writing about your degree of choice, next why you want to study it and then how you got interested in it.

The next 2 sentences after that should cover a summary of your background in the chosen field, and you conclude by saying what you plan to do once you acquire your graduate degree.

Also start with that the evaluators reading want to hear first, then every other information should come second. You will notice we’ve used in the sop examples for masters we will share with you later in this article.

2. Plan Ahead

A personal statement is not something you rush while writing, which means if you want to get something good before you application then you must start to decide things like the length and how long it should take to complete.

Let us throw more light on this…

For length, a personal statement should be brief ranging somewhere between 500 -700 words, although schools often detect how long it should be. So, this is dependent on the institution you are applying to.

In terms of what to say in a statement, you could include personal experiences like why you were driven to apply for the program, an experience you had with a scholar in your chosen discipline, a course you took that inspired you to pursue masters, or a key moment during your studies which further motivated you.

No matter what you decide to write, just keep in mind that you need to take your time to craft something good even if it means creating several drafts before the real thing and do not forget to proofread the statement for errors.

3. Research Your Program Of Study

Researching your program of study is one way to establish that you truly understand the discipline you’re getting into and prove to the admissions officer that you thoroughly thought about it before applying.

And because you want to put yourself forward as a serious candidate, one way to make you research easier is for you to visit the website of the department you are applying to. This page will contain information about faculty members, their specialisation, and publications.

From the intel, you gathered there you can now identify which professors match your interests and which ones you will benefit the most from learning under. After you’ve found this out, relate the same in a sentence or two in your statement of purpose for masters.

Example: “I would be honoured to study under the tutelage of Professor Nadia whose work I found resonated strongly with my beliefs and intended projects in this course”.

4. Avoid Clichés, Junks, And Many Details

When writing a statement of purpose for master degree try to avoid clichés, junks, and unnecessary details so that you don’t lose or bore your readers in between. Be as concise as possible, even if it’s your chance to express yourself.

A personal statement is an opportunity for the admissions committee to get information that tells the that you are suitable for the course. So, when you overpower your statement with too many words, stories, and useless details, you come off as someone who is just trying to meet the word count.

5. Include Your Personal History Only If It Adds To The Statement

Do not include your personal history in your statement of intent for masters if it is not relevant to your purpose of study. This means no need for you to tell that story about that time you helped someone treat a cut and immediately realised that you wanted to be a doctor or nurse or how you developed a taste for reading at a very young age.

We can guarantee you that the hundreds of other applications competing for the same spot you are felt the same way, so saying those things really doesn’t make you unique.

On the other hand, if you are going to add personal history to your statement, you can put in things like an internship you did and the experience you got from the job, a major research project you ran by yourself, publications you’ve read or published, conferences you’ve attended or presentations you’ve done. These experiences are more concrete and are directly related to your program of study. They also set you apart from other applicants.

6. Don't Use The Same Personal Statement For All Your Applications

One common mistake applicant make that you shouldn’t is using the same statement of purpose for master degree for all your applications. Using the same information repeatedly even if you are going to change the university names is risky and could land you in a big mistake on a day you forget to be thorough.

All programmes have their own unique set of questions they want to see answered and information they need in your personal statement.

And even if some of them like extracurricular activities, proposal for project, why you are applying to the school, your unique qualities, and research works you’re doing might appear the same, do not use one statement to respond to all of them.

Write a new unique personal statement every time you want to apply.

Check out:  How to Write a Good CV for Students - Resume Examples for Students (PDF).

How To Write A Personal Statement for Masters

When writing a personal statement for masters there are several steps and ground rules you need to follow to ensure that it comes out good enough to impress the admissions team of a school, and ultimately convince them to give you a spot on your program of study.

If writing one is something you are currently struggling with and can’t seem to get down the process of it right no matter what, this section on how to write a personal statement for masters, discusses in detail everything you need to get help with yours.

There are 4 parts to consider when writing your personal statement and we have listed them below:

1. Planning A Personal Statement

A personal statement is a piece of writing showing your academic interests and is only for application purposes which means there is no room for any autobiographical information in it about your personal life. Be as to-the-point as possible when writing it and stick to telling the school why you are the right person for the course, plus any other extra information detailing your achievements.

Before You Start:

Allot plenty of time to write your msc personal statement so that you don’t rush it. Remember, this simple piece of writing is your one shot at convincing a school that you are the best applicant they’ve seen and as such can either make or break your application.

Read the information expected of you from the university, rules and guidelines given, selection criteria and understand what they mean. Also research the institution.

Do a thorough research on the course you are applying for; this will help you explain better why you want to study it. The tutors interviewing you can tell when you are lying and presenting yourself as uninformed can cost you the admission.

Ensure that you don’t use the same personal statement for all your applications.

When Writing:

When writing the statement there are some questions to ask yourself that can help you plan it better. Those questions are:

• Why you want to study a master’s and how does it benefit you in future?
• How does the course you have chosen fit into your pre-existing skill set?
• How do you stand out from the crowd as an applicant - e.g., work experiences you’ve had in the same field you are applying for?
• What do you aspire to do or be as a future career and how will the course help you achieve that?
• How can your work or skillsets contribute positively to the department/ university you are applying to, or society at large?

On the other hand, if you are applying for the masters to change from the field you studied in your undergraduate to another field, you should tell the school why you decided to take a different path in your studies.

Questions to ask yourself for this include:

• Your reason for deciding to change your discipline.
• How your undergraduate degree will be material for bringing fresh insights into your masters course.
• How changing your study path will help you attain your future career.

2. Structuring A Personal Statement

Having good structure for your personal statement for master degree is important because it ensures that everything from the beginning, middle, and ending of the statement is written and equally falls in place perfectly.

We’ve left some tips for you below to help you:

Start your personal statement with an attention-grabbing introduction that is not dramatic or cliché. That means you should not begin with any of these over-used phrases we’ve listed out below:

For as long as I remember…

Since my childhood…

I want to apply to this course because I’ve always felt a strong connection to it…

All my life, I have always loved…

My interest in (course) always ran deeper than…

I’ve always been zealous about…

Ever since I was a child, I’ve always wanted to pursue a career in…

My past educational experiences have always…

You would want to be as snappy as possible with your opening because the admission officer has over a hundred applications to read and can’t waste all their time on yours. This means you should avoid overpowering it with unnecessary facts, quotes, and stories from your life.

The middle part of your ma personal statement is where the main content of the write-up should be. This is where you show your dedication to the course you’ve chosen, what motivated you to choose it, and why you are the right candidate for it.

When writing the middle part of a graduate personal statement, you should:  

• Give concrete reasons why you want to study a course at the University. The reason could be because of how the course is aligned to your future career or the University’s reputation in teaching that program.
• Mention relevant things like projects, dissertations, or essays you’ve done, and any work experience you have.
• Show proof of your core skills like and how they can contribute to the department.
• Prove what makes you a unique candidate.
• Discuss who your main influences for wanting to study the course are and why.
• Add experiences like memberships to clubs that are related to your field, papers you’ve written before, awards, scholarships, or prizes.
• Draw focus to how the course links to your past and future.
• Mention your academic and non-academic skills and how they fit the course.

For Formatting:

• Keep the statement length between 250 -500 words or as directed by the school.
• Sentences should be no more than 25-30 words.
• Use headings to break up the content – Why this university? Why this subject? Etc.
• Make claims and provide evidence to back each of them up. This can be done by discussing your work experience and academic interests.

Language and tone to use:     

• The tone for your masters application personal statement should be positive and enthusiastic, to show you eagerness to learn and so that you convince the evaluators that you have what it takes to succeed.
• Use exciting and refreshing language, and an engaging opening line.
• Ensure you grammar, punctuations, and spellings are accurate.
• Avoid exaggerated claims you cannot backup.
• Don’t use cliché generic terms and keep your focus on the course.

Keep the ending of your essay for master degree application concise and memorable, leaving no doubt in the admission officers mind that you deserve a spot on the program.

To create the best ending summarise all your key points without dragging it our or repeating yourself. The ending should be simple, end on a positive note and make it clear that the school will be lucky to have you on their program.

Personal Statement for Masters Sample

In this section, we have left a masters personal statement example for you, which you can use as material to write yours for any course of study you are applying to a school for.

Personal Statement PDF

You can also download this statement of purpose sample for masters degree pdf here and take your time to read it later – Personal Statement For Masters Sample .

See Also:  Student CV Template .

Examples of Personal Statement for Masters

We have taken the time to source for some of the best postgraduate personal statement examples, which you can use in addition to the personal statement for masters program example as a template to write yours.

While you scroll through our list, you will find the perfect masters essay example for any field you wish to apply for, from business administration, to Psychology, to information technology, and lots more.

1. msw personal statement

We have found one of the best msw personal statement examples out there for you.

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15. personal statement for masters in economics statement of purpose sample for masters degree in economics

16. mha personal statement statement of purpose format for masters in health administration    

Conclusion – Things to Avoid When Writing A Personal Statement For Masters When writing a personal statement for university masters, there are some things you should avoid, so that you don’t ruin your essay. We have listed out those things below: •    Avoid negativity. •    Following an online template blindly. •    Do not include unnecessary course modules, personal facts, or extra-curricular activities in your personal statement. •    Do not lie or exaggerate an achievement or event. •    Do not include inspirational quotes to your statement. •    Avoid using clichés, gimmicks, humour, over-used word such as 'passion' or ‘driven’. •    Do not make pleading statements. •    Avoid mentioning key authors or professors in your field without any explanation. •    Avoid using sentences that are too long. •    Avoid flattering the organisation or using patronising terms. •    Do not repeat information in your statement that you have already listed in your application. •    Avoid waffling i.e., writing at length. •    Don’t start writing your personal statement at the last minute.  

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• The University of Oklahoma

Special Education

Special Education M.Ed.

The University of Oklahoma Master of Education within the Special Education program consists of coursework, field experiences and independent study. These blend theory, research and applied practice that enhances graduate students’ special education knowledge and skills. Those who successfully complete their program of study assume a variety of professional roles including special education teachers, transition specialists, behavior analysts, special education administrators, hospital and other facility educators and state agency officers.

Coursework To obtain the basic Master of Education in Special Education degree, students complete a minimum of 33 degree-applicable non-thesis credit hours. Students complete 15 hours of required and 18 hours of elective courses; these electives may also fulfill an add-on certificate (emphasis area). The OU Graduate College Checklist for this degree option can be downloaded at this website:  ou.edu/checksheets/graduate/grad-education

Courses in the Master Special Education Program are delivered via a blended or 100% distance learning format. Students within traveling distance of the Norman campus can elect to complete coursework attending face-to-face class meetings; or they can attend 100% of the classes virtually, via distance learning technologies (subject to additional course fees).

Required Courses (15 hours)

• EDSP 5143: Applied Behavior Analysis in School Settings
• EDSP 5163: Collaboration, Accommodations & Modifications
• EDSP 5183: Advanced Assessment
• EDSP 6123: Contemporary Issues/Research
• EDSP 5013-Special Education Instructional Methods and Programs

(Choose one of the following) EIPT 5033: Introduction to Research and Evaluation in Education or EDSP 6023  Single Case Research Design (offered spring semesters) Elective Courses (18 hours) (Minimum of 9 hours graduate courses within the Special Education program area)

The OU Special Education program offers the following degree emphasis areas:

• Fundamentals of Special Education
• Secondary Transition
• Applied Behavior Analysis

Students pursuing a M.Ed. who have never taken an introductory course in special education must successfully complete EDSP 5413: Understanding & Accommodating Students with Exceptionalities.

To be considered for admission, students must meet minimum requirements set by the Graduate College.  Graduate students need to have

• A Bachelor’s Degree from an accredited institution of higher education
• A 3.0 minimum undergraduate grade point average. Students may be conditionally admitted with an undergraduate GPA between 2.75 and 2.99. If GPA is below 3.0, applicants need to discuss in the application personal statement (essay) reasons for their low GPA and explain why these issues will no longer be a concern.

Due Dates To be considered for admission into the OU Masters of Special Education Degree Programs applications are due on or before the following dates.

*Rolling admission applications must be submitted at least four weeks before the start of the intended semester of enrollment.

Required Application Materials Applicants will need to provide official transcripts, pay an application fee, and submit the following required information during the on-line application process.

• Personal statement
• Contact information for three recommendations
• Original transcripts

Application Information For additional information or assistance in applying applicants may call the College of Education Graduate Programs Support Office at 405-325-4525 or send an email to Mike Jenkins at  [email protected] .

Special Education Faculty Advisors Applicants’ acceptance letters include their faculty advisor’s name and contact information. Newly admitted students need to contact their advisors to develop a plan of study.

Click Here to Apply

Overview The Master’s in Special Education with a concentration in the Fundamental of Special Education prepares students to become Special Education teachers. Most students work full time and take courses each semester in the late afternoon and evening during the week. A limited number of courses are offered during the summer semester.

The basic program is designed for individuals with limited prior experience in Special Education or who have attended the OSDE Bootcamp program.

Coursework Students complete the core set of Special Education Master’s degree coursework, along with a set of fundamentals courses. The Master’s degree in Special Education with an emphasis in Fundamentals is a 33-credit-hour program.

All courses within this program are delivered either via a blended format (with the option to meet face-to-face or via a video conferencing platform) or a 100% distance-learning format.

Required Core Courses for M.Ed. (18 hours)

• EDSP 5143: Applied Behavior Analysis in School
• EDSP 5163: Collaboration, Accommodations and Modifications
• EDSP 5013: Special Education Instructional Methods and Programs

(Choose one of the following) EIPT  5033: Introduction to Research and Evaluation in Education OR EDSP 6023: Single Case Research Design

If writing a Thesis : EDSP 5980: Thesis Research (consult advisor)

Required Course for the Fundamentals certificate EDSP 5413: Education of Exceptional Children

Recommended Fundamentals Electives EDSP 5093: Transition and Self-Determination EDSP 5063: Issues & Strategies in a Functional Curriculum Two Guided Electives chosen with an advisor

Overview The master’s degree in Special Education with an emphasis in Secondary Transition Education prepares students to become transition coordinators or to implement transition education concepts and strategies into Special Education teaching roles. Most students work full time and take courses each semester in the late afternoon and evening during the week. A limited number of courses are offered during the summer semester.

The basic program is designed for individuals with prior certification in Special Education or experience in a closely related field such as certification in elementary or secondary education; licensure in physical or occupational therapy; degree in psychology or social work.The basic program is designed for individuals with prior certification in Special Education or experience in a closely related field such as certification in elementary or secondary education; licensure in physical or occupational therapy; degree in psychology or social work.

The OU transition sequence is nationally recognized through the Council for Exceptional Children Division for Career Development and Transition. This recognition ensures high quality of transition content.

Coursework Students complete the core set of Special Education Master’s degree coursework, along with a set of transition education and social work courses. The Master’s degree in Special Education with an emphasis in Secondary Transition Education is a 33-credit-hour program. Eighteen of these credit hours are required core Special Education courses.

Required Prerequisite Course Students pursuing a M.Ed. who have never taken an introductory course in special education must successfully complete EDSP 5413: Understanding & Accommodating Students with Exceptionalities (offered each semester).

Required Core Courses (18 hours)

Required Transition Courses Sequence EDSP 5093: Transition and Self-Determination EDSP 5193: Postsecondary Education and Employment EDSP 5293: Transition-Based Assessment EDSP 5393: Transition Practicum* SWK-5293-Direct Practice with Diverse Students, Disabilities, Families *EDSP 5393 is not required for the Secondary Transition Education certificate but is recommended for students with this emphasis. It may be replaced with an elective with prior advisor approval.

Applied Behavior Analysis is widely accepted as an effective intervention to improve the skills of individuals with autism and other developmental disabilities. The Behavior Analyst Certification Board and Association for Behavior Analysis International have designated the courses within the special education program at the University of Oklahoma as a verified course sequence. This course sequence prepares students for their fieldwork experiences and to sit for the Board Certified Behavior Analyst Examination. Future students who wish to complete the academic requirements in preparation for supervised fieldwork and the BCBA Examination may apply to this master’s degree emphasis area.

The following link provides the BCBA Pass Rates for students by university:

bacb.com/university-pass-rates/?utm_source=NewsPost&utm_medium=Website&utm_campaign=UniversityPassRates_2018

Note: Pass-rate data are not published for sequences with fewer than six first-time candidates in a single year or for sequences within their first four years of operation.

Coursework Special Education candidates complete a minimum of 33 degree-applicable hours in core special education and ABA courses. All courses within this program are delivered via a 100% synchronous distance-learning format. Required Prerequisite Course Students pursuing a M.Ed. who have never taken an introductory course in special education must successfully complete EDSP 5413: Understanding & Accommodating Students with Exceptionalities (offered each semester). Please note this course does not count toward the degree.

New Required Core Courses (18 hours) * Fall 2019 **EDSP 5603- Philosophical Assumptions of Behavior Analysis (replaces EDSP 5143: Applied Behavior Analysis in School ) EDSP 5163: Collaboration, Accommodations and Modifications EDSP 5183: Advanced Assessment EDSP 6123: Contemporary Issues/Research EDSP 5013: Special Education Instructional Methods and Programs **EDSP 6023: Single Case Research Design **=Required for the ABA certificate

New Required ABA Courses

EDSP 5613- Principles and Concepts in Applied Behavior Analysis EDSP 5623- Ethics in Applied Behavior Analysis EDSP 5633- Personnel Supervision and Management in Applied Behavioral Analysis EDSP 5643- Behavior Change in Applied Behavioral Analysis EDSP 5653- Behavior Assessment in Applied Behavioral Analysis

Previous Required Core Courses (18 hours) * Fall 2019 **EDSP 5143: Applied Behavior Analysis in School EDSP 5163: Collaboration, Accommodations and Modifications EDSP 5183: Advanced Assessment EDSP 6123: Contemporary Issues/Research **EDSP 5013: Special Education Instructional Methods and Programs **EDSP 6023: Single Case Research Design **=Required for the ABA certificate

Previous Required ABA Coursework EDSP 5243: Applied Behavior Analysis II EDSP 5343: Applied Behavior Analysis III EDSP 5443: Ethical & Professional Conduct of Behavior Analysts

2 other electives (6 hours) approved by your advisor

Important Notice:  OU does not issue BCBA certification. Although the ABA coursework has been vetted and approved by the BACB/ABAi, students must independently submit their credentials to the BACB and pass the BCBA exam.

Learn more about certificate programs in Applied Behavior Analysis, Fundamentals and Secondary Transition .

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Master's in Special Education Requirements

How many credits are needed for a master's degree in Special Education?

M.S. Special Education

M.ed. special education, m.s. special education ( open this section), upon offer of admission, the following will be required: successful passage of fbi criminal background check, admission requirements for the m.s..

The Master of Science (M.S.) is for those who already have a degree in education.  The M.S. will have a research to practice focus.

• A bachelor’s degree.

A cumulative Grade Point Average (GPA) of at least 2.75 for all undergraduate work (based on A = 4.00). 

Satisfy the School of Graduate Studies’ English Language Proficiency requirements as published in the graduate catalog.

Admission Process

• Complete the School of Graduate Studies' online application.
• Submit the application fee of $35.
• Three Letters of Recommendation are required: one from an employment supervisor or administrator, one from a professional colleague or university professor, and one from a professional of your choosing.  
• Request one official copy of all academic transcripts from all colleges and universities you have attempted credit at, including undergraduate and graduate course work. 
• One Personal Statement, which will include the questions listed below specific to special education, will be required on the master's application.  

Personal Statement

The length of each response should be 1-2 pages double-spaced.  The personal statement is scored for depth of discussion, authenticity, organization, and mechanics.

Respond to the four questions below:

• Explain how your experiences/interests reflect your capacity for the specialization area you are applying for specifically (i.e., ASD, BIS, EBD, ECSE, General, ID, LD, SES, and VI).
• Identify a behavioral or learning need with an individual with whom you know professionally or personally and describe your approach to managing the individual's specific need.
• Graduate school may be challenging due to competing demands for your time.  Please address how you will navigate these challenges by utilizing your strengths.
• In this master’s program, you will receive constructive feedback to develop and/or enhance your skills.  Explain how you have perceived and managed this type of feedback in your past experiences.

Specialization Areas

• Applied Behavior Analysis (ABA) :  The ABA specialization area includes coursework and an intensive practicum that focuses on concepts and principles, assessment and behavior change systems, methods and applications, ethics, and research methods. This specialization is approved by the Behavior Analyst Certification Board.
• Autism Spectrum Disorder (ASD) : The ASD specialization area focuses on children, adolescents, and adults with ASD and addresses several aspects of ASD including characteristics, assessment, methods/strategies, inter-agency collaboration/support, and application in a field setting.
• Behavior Intervention Specialist (BIS):  The BIS specialization prepares educators to support children and adolescents who use behaviors that interfere with instruction and social-emotional development. This specialization provides training and experience in assessment and treatment of challenging behaviors and facilitation of interdisciplinary and stakeholder teaming to support individual children and their caregivers.
• Early Childhood Special Education (ECSE) : The ECSE specialization area focuses on children from birth to age eight and addresses various disabilities, primarily developmental in nature, and addresses several aspects of ECSE including characteristics, assessment, methods/strategies, all forms of development, (e.g., language, physical), and application in a field setting.
• Emotional Behavioral Disorders (EBD) : The EBD specialization area focuses on children and adolescents with both emotional and behavior disorders and addresses several aspects of EBD including characteristics, assessment, behavior and academic methods/strategies, and application in a field setting.
• General Special Education : The general specialization area is a “design your own program” option. Students can choose courses from all of the courses offered by the special education program.
• Intellectual Disabilities (ID) : The ID specialization area focuses on children and adolescents with intellectual disabilities and addresses several aspects of ID including characteristics, assessment, methods/strategies, and application in a field setting.
• Learning Disabilities (LD) : The LD specialization area focuses on children and adolescents with learning problems that are not due to developmental, emotional, or cognitive disabilities and addresses several aspects of LD including characteristics, assessment, methods/strategies, and application in a field setting.
• Special Education Strategist (SES) : The SES specialization area is a cross-categorical area that encompasses all of the courses in the specialization areas of ID, EBD, and LD.
• Visual Impairment (VI) : The VI specialization area focuses on children and adolescents who are visually impaired or blind and addresses several aspects of VI including characteristics, assessment, braille code, methods/strategies, orientation/mobility, and application in a field setting.

Degree Requirements

Students seeking the Master of Science degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Special Education Program.

• A minimum of 30 credits at or above the 500 level is required for the degree. Additional credits may be needed for professional licensure.
• A maximum of one-fourth of the credit hours may be transferred from another institution.
• Two credits of SPED 995 Scholarly Project or four credits of T&L 998 Thesis .
• Nine credits of Special Education Core Coursework (excluding students in the ABA specialization).

Six credits of scholarly tools/assessment courses.  Choose two of the following:

Choose one or more specialization area/s and complete the required courses and elective courses for a minimum total of 30 credits for the M.S. degree:

Applied Behavior Analysis (ABA) 

Autism spectrum disorder (asd).

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements.   

If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Behavior Intervention Specialist (BIS)  

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements. 

If seeking special education endorsement in BIS in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Early Childhood Special Education (ECSE)

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements.    

If seeking special education endorsement in ECSE in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Emotional Behavioral Disorders (EBD)

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements.   

If seeking special education endorsement in EBD in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

General Special Education

Note that there are no additional required courses. A minimum of 19 credits can be selected from the following courses:

Choose courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements. 

Confer with your advisor regarding these requirements.  If seeking teacher certification in a state other than North Dakota, refer to that state's requirements.  

Intellectual Disabilities (ID)

If seeking special education endorsement in ID in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Learning Disabilities (LD)

If seeking special education endorsement in LD in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Special Education Strategist (SES)

If seeking special education endorsement in SES in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

Visual Impairment (VI)

If seeking special education endorsement in VI in North Dakota, confer with your advisor regarding these requirements. If seeking teacher certification in a state other than North Dakota, refer to that state’s requirements.

M.Ed. Special Education ( Open this section)

U pon offer of admission, the following will be required: successful passage of fbi criminal background check, admission requirements for the m.ed..

The Master of Education (M.Ed.) is designed for those who do not have a previous degree in education.  This degree will have a pedagogical focus to build a foundation for the art and science of teaching. 

• A cumulative Grade Point Average (GPA) of at least 2.75 for all undergraduate work (based on A = 4.00).
• Special Education Strategist (SES) : The SES specialization area is a cross-categorical area that encompasses all of the courses in the specialization areas of ID, EBD, and LD.

Students seeking the Master of Education degree at the University of North Dakota must satisfy all general requirements set forth by the School of Graduate Studies as well as particular requirements set forth by the Special Education Program. 

• A minimum of 30 credits at or above the 500 level is required for the degree. Additional credits may be needed for teacher licensure.

Choose six credits of foundation/pedagogical coursework.

Choose one or more specialization areas and complete the required courses and elective courses for a minimum total of 30 credits for the M.Ed. degree:

 Behavior Intervention Specialist (BIS) 

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements.  

Intellectual (ID)

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements. 

Elective Courses: Choose additional courses in the Special Education Program Area to equal a minimum of 30 credits.  Additional credits may be required for your state's teacher licensure requirements.

Accelerated Bachelors/Master's (ABM) Admission

The Accelerated Bachelors/Master’s (ABM) 4+1 program allows exceptional undergraduate students at UND an opportunity to complete the requirements for both the bachelor’s and master’s degrees at an accelerated pace. All requirements for both degrees must be met, and students may double count up to 12 graduate-level credits toward the requirements for both their bachelor’s and master’s degree requirements.  ABM students must obtain their master’s degree within 12 months of completing the bachelor’s degree.

The M.Ed. in Special Education offers two options for the ABM program:

• B.S.Ed. Early Childhood Education with a minor in Special Education/M.Ed. in Special Education with Specialization in Early Childhood Education.
• B.G.S. with a major in General Studies/M.Ed. in Special Education with a Specialization in Special Education Strategist. (No previously earned credits are required for the M.Ed. in SPED 4+1 option.)

Admission Requirements

• Students interested in the accelerated program will follow the admission process listed above for the M.Ed.
• In addition to these requirements, students will need to submit an Accelerated/Combined Program of Study as part of the admission process.

Option 1 - Early Childhood Education ABM

Admission to Teacher Education Requires: Praxis Core Pass score; Live Text purchase; Introductory Letter; Level One Disposition Degree Requirements. 

Transferred credits or credits fulfilled with Associates Degree in Early Childhood or Education include:

Option 2 - Special Education Strategist ABM

• The Bachelor of General Studies - Please see the Bachelor of General Studies requirements which are located in the academic catalog.
• Master of Education in SPED 4+1 -  M.Ed. in SPED 4+1 requirements are the same as the M.Ed. requirements.

Requirements for a Master's in Special Education Disclaimer

The requirements on this page are pulled from UND’s academic catalog and may not reflect future terms. Updates are published annually in April.

Licensure Requirements

This program meets the educational prerequisites for professional licensure or certification in several states. Check our licensure map for more details.

Graduate Admissions Requirements

In addition to meeting these program requirements, you must also meet the UND School of Graduate Studies admissions requirements to apply for this program.

Graduate Requirements

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