Assistant or Associate Professor of Special and Inclusive Education at University of Northern Iowa in Main Campus

Job description

If you are a current University of Northern Iowa employee and would like to apply for this position, login to UNI Works and type “Find Jobs” in the search bar to view and apply for open positions. Full Consideration Date: 11/13/2026 Job Description: The University of Northern Iowa's Department of Literacy, Early Childhood and Special Education seeks applications for a tenure-track Assistant or Associate Professor in Special and Inclusive Education position, starting in August 2027. This position will focus on instructional methods for K-12 students with high support needs (see Iowa Instructional Strategist II: Intellectual Disabilities). Applicants with expertise with students with moderate to low support needs will also be considered especially with emphasis in secondary settings. Every applicant should have a demonstrated commitment to supporting the success of each student and creating environments where every learner can thrive through the preparation for preservice and inservice teachers. For 150 years, UNI has been committed to preparing exceptional educators and serving the schools and communities of Iowa. We seek to elevate our faculty across disciplines, departments, and colleges and to build an inclusive teaching and learning environment. Our robust teacher education program supports excellent preparation of inservice educators and new teacher candidates willing and able to meet the needs of each learner through undergraduate and graduate study. Our new undergraduate major in Special and Inclusive Education leading to Iowa endorsements #260 #261 and #264 began in fall 2026. The successful candidate will be welcomed to contribute and innovate in collaboration with colleagues. The Department of Literacy, Early Childhood, and Special Education provides education, advocacy, and leadership at the local, state, and national level. We seek a passionate individual capable of teaching undergraduate and post baccalaureate endorsement coursework (assessment, instructional methods, and transition for students with high support needs); graduate courses in special and inclusive education and/or research methods; collaborating with local schools, agencies and service providers; providing field-based supervision; engaging in scholarly activity and research pertinent to special education and/or related fields; and providing service to the department, college, university, community and profession at large. Education Requirements: Earned doctorate in special education or a closely related field by time of appointment in Fall 2027 required. ABDs are welcome to apply with an expected degree completion date by August 1, 2027. Required Qualifications: Experience providing school-based instructional services to students with disabilities requiring high support needs in various settings with an emphasis on inclusive practices; content-area expertise (e.g., literacy, math), including the provision of accommodations and differentiated instruction; knowledge of and experience in assessment; and an emerging record of higher education teaching, research, and scholarship focused on special and inclusive education or a closely related field required. Preferred Qualifications: At least three years of teaching experience with students with disabilities; at least three years of related school-based experience with students with disabilities with high support needs (Iowa Instructional Strategist II: Intellectual Disabilities); knowledge of and experience with co-teaching, curriculum and assessment design, and assistive technology (including augmentative and alternative communication); experience utilizing culturally relevant pedagogy and/or Disability Studies in Education practices and conceptual frameworks; expertise in transition and college and career readiness; teaching experience at the undergraduate and graduate level in a variety of formats (e.g., face-to-face, online, blended); and/or publication record in peer-reviewed journals and evidence of