The field of Exceptionalities is concerned with services and education for individuals who have unique needs, often due to disabilities. The field is broad; addressing lifespan concerns, and involving such services as special education, advocacy, family support, community services, and vocational and postsecondary education and support services. A number of common underpinnings serve as the foundations of the field, including the principles of normalization and social role valorization, social integration and community/school inclusion, natural community supports, a focus on lifestyle quality, and effective, data-based intervention practices. The need for professional expertise in the field of Exceptionalities has been growing since the early 1970's when advocacy efforts resulted in litigation and legislation mandating the deinstitutionalization of thousands of children and adults with disabilities who were living in large institutions, free appropriate public education, vocational training, and other services. PL 101-336, the Americans with Disabilities Act (1990), indicates that the advocacy movement is still pressing for full community inclusion of individuals with disabilities in all aspects of life.

These national policies have attracted the attention of nations throughout the world who look to the United States for leadership in the field of Exceptionalities. With this background, it is clear that the need for professionals with expertise in Exceptionalities is continuing to expand (internationally, nationally, regionally, and locally).

Time to completion will vary by candidate, however, most candidates finish between 5-7 years. All graduate degrees at the University of Hawaii must be completed within 7 years.

The foreign student application deadline is January 15. In addition to general application materials, a TOEFL score of 600 for applicants from foreign countries where English is not the dominant language (regardless of degree completion from other US institutions); and financial status verification is required.

Please refer to the International Student website for more detailed information:
https://manoa.hawaii.edu/graduate/content/international-students

There is no set number of students to be admitted each year. Acceptance decisions are based on the eligibility and quality of each applicant. Completed applications are first screened by the Graduate Division admissions office, and only those applications of students who meet the minimum requirements of Graduate Division are forwarded to the graduate chair of the Ph.D. program. The graduate chair convenes an admissions committee which includes representatives from each track. Applications are comprehensively reviewed by the committee and the faculty of the track. In addition to weighing all the academic data and career information submitted with an application, consideration is given as to whether there is a match between an applicant's research and program interests and faculty expertise. At least two faculty members in the track must indicate a willingness to mentor and serve as dissertation committee chair for a prospective student. The final decision on admissions rests with the Dean of Graduate Division, who takes into full consideration the recommendation of the Ph.D. in Education Program.

Students may be denied admission for any number of reasons. Some of the more common bases of denial are: undistinguished academic records and poor test scores; inadequate preparation and background for advanced academic or professional study; unclear or unfocused objectives for graduate study; or inability of the program to accommodate all qualified applicants due to limited space or lack of faculty to guide students in specified areas of interest.

It is recommended that applicants consult the coordinator of the Exceptionalities Track concerning their interests and availability of faculty in their intended area of studies. The current program coordinator is: Dr. Kavita Rao, kavitar@hawaii.edu

Graduate Division notifies each applicant of the decision on the application. Official notification of acceptance or rejection is generally mailed between February and June for all admissions, depending on when the application was completed and when the decision was reached. However, most notifications are sent in April and May. Incomplete applications are not considered for admission. Applicants should not make definite arrangements to attend the university until they receive formal notice of acceptance from Graduate Division.

Statement of objectives should include information about your:

• motivation for applying to a doctoral program in this area
• professional and academic experience
• research interests
• professional goals

If possible, address alignment of your research interests with those of specific faculty in this program. A list of faculty and their specialization areas can be found below (link to the Other area below)

There are no requirements regarding word count or page length. The statement of objectives should be clear, organized, and well-articulated.

Letter of Recommendation Guidelines
Submit letters of recommendation preferably from an academic advisor/university professor and supervisors/employers. Letters of recommendation should address the applicant’s potential to succeed as a graduate student in the PhD in Education program. Letters should be:

• On organizational letterhead
• Include relationship to the applicant and the length of time reference has known applicant
• Describe knowledge of and experience with the applicant in regard to his/her research and/or leadership skills

Letters can address the following areas, as appropriate:

• Academic abilities, including quality of written expression
• Work ethic / Quality of work
• Ability to communicate and collaborate with others
• Applicant’s potential to be an educational researcher and/or leader

More detailed information, along with a guideline you can share directly with your recommenders, can be found under "Forms & Documents."

Level 3 Graduate Faculty (may chair or serve on dissertation committees

• Rhonda S. Black, Ed.D., Professor (rblack@hawaii.edu)
  • Research Areas: transition, secondary special education, social competence and integration, teacher education, disability in media
• Sara Cook, Ph.D., Associate Professor (cothren@hawaii.edu)
  • Research Areas: learning disabilities, evidence based practices, co-teaching, pre-service teacher education, assessment in special education
• Jennifer Ninci, Ph.D., Associate Professor (jninci@hawaii.edu)
  • Research Areas: Applied behavior analysis; Systems change; Early childhood education; Variables affecting motivation and engagement; Assessment and treatment of challenging behavior; Adaptive skill development and generalization; Validity in single-case research data analysis and aggregation; Applied behavior analysis supervision and consultation
• Cecily Ornelles, Ph.D., Associate Professor (cecily@hawaii.edu)
  • Research Areas: students with mild/moderate disabilities, instructional strategies, social competence, teacher education
• Kavita Rao, Ph.D., Professor (kavitar@hawaii.edu)
  • Research Areas: universal design for learning, instructional and assistive technology, culturally and linguistically diverse students, online learning
• Linda Oshita, Ph.D, Associate Specialist, (lindao@hawaii.edu)
  • Teacher education, Mild/Moderate Disabilities

Level 2 Graduate Faculty (may serve on dissertation committees)

• Marija Colic (Assistant Professor)
  • Stigma, discrimination and social justice from the lenses of families of people with autism and historically marginalized populations
• Lyndsey Conradi, Ph.D., Assistant Professor (lconradi@hawaii.edu)
  • Research Areas: Students with severe disabilities, inclusion in general education settings, positive behavior supports
• Cindy Farley, PhD, Assistant Professor (farley87@hawaii.edu)
  • Teacher education, evidence-based practices, high-leverage practices in special education
• Sarah Fishstrom (Assistant Professor)
  • Effective instructional practices-reading difficulties and disabilities; Evidence-based reading instruction and interventions; Social-emotional supports; Teacher support & professional development.
• Rockey Knox, Ph.D., Assistant Professor (rknox@hawaii.edu)
  • Research Areas: Transdisciplinary Knowledge Development, Educational Neuroscience, Adolescent Development, Teacher Education
• Paul Meng, Ph.D., Assistant Professor (paulmeng@hawaii.edu)
  • Research Areas: Data-based decision making; Racial equity in disciplinary and academic outcomes; Reading assessment; Integrated academic and behavioral supports; Reading instruction and intervention
• Kelsey Oliver (Assistant Professor)
  • Inclusion, students with extensive support needs, autism, ADHD, teacher preparation & professional development, early childhood/elementary education, implementation & dissemination science
• Shawna Ortogero, Ph.D., Assistant Professor (saveiro@hawaii.edu)
  • Research Areas: Special Education Teacher Preparation, Administrative Support in Special Education, Specially Designed Instruction

Affiliate Graduate Faculty & Emeritus:

• Mary Jo Noonan, Ph.D., Professor Emeritus (noonan@hawaii.edu)
• Patricia Sheehey, Ph.D., Professor (sheehey@hawaii.edu)