The Special Education Leadership Graduate Certificate takes 12 credit hours to complete and can be finished in just one year. Credit hours for this program are distributed as follows:
This course is designed to introduce the student to the theories and practices of educational leadership and organizational behaviors in school systems. Through a series of individual and collaborative activities, participants will begin to understand and appreciate the challenges faced by modern school leaders.
Education professionals gain insights into the theories of Autism Spectrum Disorders (ASD). Based on theoretical understanding, professionals learn evidence-based practices for students with ASD and implement these practices in their educational settings with support from instructors.
This course provides students a foundational understanding of the modern practices within special education. Students gain understanding by studying how the field has evolved throughout time. Information presented in this course is contextualized through various means including: understanding of human need, law/policy, and current research. From this course, students gain an initial understanding of the legal and ethical roles and responsibilities of a professional within the field of special education.
The primary purpose of this course is to help teacher candidates acquire the understanding and skills related to increasing, decreasing, maintaining, and generalizing behaviors. Teacher candidates enrolled in this course will gain an understanding of applied behavior analysis, and how to create a positive and safe learning environment in schools by carefully assessing socially significant students’ needs and the context in which (both desired and problem) behavior occur. Teachers can prevent or decrease problem behavior by: (1) applying effective primary prevention and early intervention strategies in the classroom, and (2) identifying students, with and without disabilities, who need additional behavioral support. Teachers can apply an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active participation, academic engagement, and independence.
Students establish a foundational understanding ofleadership practices within special education. Students gain understanding by studying how the field of special education leadership has evolved over time. Information presented in this course is contextualized through various topics including: -special education history, – special education/general education federal law, regulations, and policy, – leadership foundations and theory, and – professional and ethical leadership practices. From this course, students gain a foundational understanding of special educational leadership practices, professional and ethical leadership roles, and responsibilities within the field of special education. Students will demonstrate a knowledge base in historical perspectives in special education, leadership, and professional ethics, critical analysis, and synthesis of information acquired through research and data. Themes for this course are hinged around the foundations and advocacy of leadership for the social and educational betterment for learners, families, and professionals.
This course examines the psychological models and behavioral characteristics of autism spectrum disorders (ASD). Participants examine and develop an in-depth understanding of the underpinnings of autism, how autism manifests in an individual’s life, and the influence of autism on daily functioning at home, school, and in the community. Course content includes the characteristics of autism spectrum disorders (triad), the historical context, the brain-behavior connection, and the three major psychological models (i.e., Theory of Mind, Executive Function, and Central Coherence). The purpose of the course is for participants to understand the cognitive underpinnings of ASD and how these influence everyday life.
Legal and ethical foundation knowledge for the Ohio transition to work specialist endorsement.
This course explores the role of the transition to work specialist in collaboration and serving effectively as a member of a team on behalf of students with disabilities.
Tuition is calculated on a per-credit basis. Refer to the Tuition and Fees Chart for more details.
No. your degree will be conferred by the University of Cincinnati, which will also be reflected on your transcripts and degree.
It is recommended you should spend at least six to eight hours per week studying for each class.
Additional resources to support you from start to finish.
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