The Special Education Certificate focuses on the causes and characteristics of students with learning disabilities, develops approaches for successful classroom management, examines Instructional techniques for effective teaching and assessing, identifies and analyzes behavioral solutions and researches accommodations and adaptations necessary for student success.
Graduate Certificate in Special Education
In order to be considered for admission into the certificate program, prospective students must:
- Have earned the equivalent of a US Bachelor’s degree from an accredited institution.
- Submit official transcripts from the bachelor degree-awarding institution(s), and any post-bachelor degree institution including any master’s degrees or credits. Foreign transcripts must be translated and evaluated by a University acceptable agency.
- Have a Cumulative Undergraduate GPA of 2.5 or higher.
2 semesters/4 months
The course focuses on language development and the relationship between language and reading acquisition for students with mild disabilities. Students will learn concepts central to typical and atypical language development; language achievements at different ages; concepts of emergent literacy, models of reading acquisition and skilled reading. Prerequisites: None
This course focuses on children with special needs. It provides an overview of behavioral disturbances in the classroom. Medical, behavioral and socio-cultural interventions will be explored with an emphasis on creating positive classroom environments that enable students with learning and behavior problems to participate productively in the classroom learning community. Embracing a philosophy of inclusion, diversity is celebrated. It examines and applies an approach of differentiated learning to meet the strengths and needs of a wide range of children in the classroom. Prerequisites: None
This course focuses on expanding the understanding of development and cognition in an academic and functional performance of students with disabilities, how these are similar to and different from all developing students, and how this understanding informs the teaching of students with disabilities in the primary and middle school environments. Another area of exploration is the ways in which these differences need to be addressed within a standard aligned system that demands high expectations of students with disabilities so that they have true access to the general education curriculum. This course will enhance the development of a range of instructional supports and use of validated practices in prospective teachers for inclusive settings, especially in content area subjects, but also the supporting skills of reading, written language and math, that are necessary for success in today’s classrooms. Prerequisites: None
This course is designed to prepare teachers to work in a variety of environments serving children and young adults with Autism Spectrum Disorder (ASD) including the general education classroom, inclusive settings and specialized settings. Evidence-based practice, philosophical approaches, and specific intervention techniques are examined. These practices are considered within the continuum of services and collaborative models utilized in designing effective instructional environments for students with ASD. Attention is given to current and evolving research related to etiology, brain function, and early intervention as well as Applied Behavior Analysis, PECS and TEACHH practices. Prerequisites: None