Autism Spectrum Disorder in the Classroom Certificate
Program Director: Dr. Katherine Holman
The certificate in Autism Spectrum Disorder in the Classroom is designed to enhance the knowledge, skills and dispositions of any professional who wants to learn more about how to effectively support students with ASD in the school setting. The post-baccalaureate certificate will provide students with:
- Completion of application assignments, or APPS, which are designed to allow for the implementation of learned skills in their classroom followed by guided reflection and revision from faculty and colleagues.
- Access to faculty and national leaders in the area of autism spectrum disorders.
- Opportunities to engage with local community partners who specialize in supporting individuals on the spectrum and their families.
Upon completion of this five-course program, graduates will have the knowledge and capacities to effectively serve students with ASD in their schools and community and empower their families.
This post-baccalaureate certificate (PBC) is designed specifically for general and special educators, as well as related service providers, which provides a comprehensive understanding of the unique challenges of students with ASD and their families. The program will highlight the most effective, evidence-based practices and strategies to support the learning and social success of these students in school and the community, as well as critical supports and resources for the families of these school-aged children.
A baccalaureate degree from an accredited college or university**
An overall minimum GPA of 3.00 (GPA 0f 2.75 for conditional admission, based on the last 60 units of total undergraduate and post-baccalaureate study)
Letter of recommendation
Non-immigrant International Students
Program Enrollment: F-1 and J-1 students are required to be enrolled full-time. The majority of their classes must be in-person and on campus. See the list of programs that satisfy these requirements, and contact the International Student and Scholars Office with questions.
**See Exceptions to Policy in Graduate Admissions.
|SPED 605||WORKING WITH FAMILIES OF STUDENTS WITH DISABILITIES||3|
|SPED 620||EDUCATING STUDENTS WITH AUTISM SPECTRUM DISORDERS||3|
|SPED 622||SOCIAL THINKING AND CONNECTEDNESS FOR STUDENTS ON THE AUTISM SPECTRUM||3|
|SPED 623||BEHAVIOR MANAGEMENT FOR STUDENTS WITH ASD||3|
|SPED 625||CURRICULUM AND METHODS OF INSTRUCTION FOR STUDENTS WITH ASD I||3|
The coursework from this program can be applied towards the existing Master’s in Special Education with a concentration in Teacher as Leader: Autism Spectrum Disorder.
- Students will gain experience interviewing a family member and a professional about their perceptions of the Individualized Education Program (IEP) team process and will utilize this information to develop both a personal and leadership action plan, which utilizes information gained to improve the IEP team process (CEC ASD Advanced Preparation Standard 7: Collaboration)
- Students will gain an in depth understanding about the social needs of students with autism spectrum disorder and will demonstrate competence in selecting appropriate social goals, embedding them within instruction and reflecting on the success of the lesson and empowering others to better meet this important area of need (CEC ASD Advanced Preparation Standard 1: Assessment; Standard 3: Programs, Services and Outcomes)
- Students will identify a current challenge in their school or classroom and will apply Universal Design for Learning (UDL) framework to provide possible solutions through the use of technology and expanding options. This plan will demonstrate student’s competency in information literacy and use of technology to remove barriers and provide a comprehensive solution to the proposed problem (CEC ASD Advanced Preparation Standard 2: Curricular Content Knowledge)
- Students will learn how to evaluate student's behaviors to determine their function, design appropriate positive behavioral interventions to improve behavior and collect data on the effectiveness of the intervention (CEC ASD Advanced Preparation Standard 3: Programs, Services and Outcomes; Standard 6: Professional and Ethical Practice)