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Education of Students with Autism and Other Pervasive Developmental Disorders

Designed for certified special educators and professionals from the related services disciplines, this 18-credit graduate certificate program addresses the wide range of competencies that are necessary for the provision of effective educational programming for students who are diagnosed with autism and other pervasive developmental disorders. 

Students may combine this certificate with a second certificate in special education to pursue the Master of Science in General Special Education Studies.

Prerequisite Course

(May be taken elsewhere; must have been completed within the last 2 years)

871.510 Legal Aspects, Service Systems, and Current Issues in Special Education
This survey course reviews litigated and legislated standards for special education and related services for persons with disabilities. Students explore current issues in the provision of services for persons with disabilities, including inclusion, the response to intervention (RTI), and regulations for eligibility. (3 credits)

Requirements (18 credits)

The following five courses are required (for a total of 15 credits):

877.551 Survey of Autism and Other Pervasive Developmental Disorders
Providing a comprehensive review of current information about autism and other pervasive developmental disorders, this course draws on research findings and clinical experience from a number of related disciplines, including psychiatry, psychology, neurobiology, and pediatrics. In addition to exploring theories of causation, developmental aspects, descriptive and diagnostic characteristics, and legal and social issues, students are introduced to the primary therapeutic and intervention strategies employed with students who have autism. The theoretical basis of, and empirical evidence for, the diverse traditional and nontraditional therapies that have been proposed for persons with autism are also explored.
877.553 Classroom Programming for Students with Autism
Students examine the design and implementation of effective classroom programs for students with autism who differ in age and level of functioning. The course topics include classroom structure and organization, group instruction strategies, educational assessment and IEP development, data collection, curriculum, instructional activities and materials, parent involvement, and staffing and support services. (3 credits)
877.555 Teaching Communication and Social Skills
This course examines the assessment and instructional strategies that have been shown to be effective in promoting the development of cognitive, language, and social skills by students who have severe disabilities, including those diagnosed with autism, Asperger’s Syndrome, or other pervasive developmental disorders. Participants examine the instructional adaptations needed to promote the development of cognitive, communicative, and social skills in students with severe disabilities, and review the relevant empirical literature.
871.513 Applied Behavioral Programming
This course will focus on the methodology of applied behavior analysis including how the principles of behavior can be used to make changes and improvements in classroom behavior. Observational methods, single-subject designs, behavior promotion and reduction, and generalization strategies are reviewed in relation to the needs of students with disabilities. Students assess and develop individual behavior projects that demonstrate their ability to design, implement, and evaluate behavioral support programs in an ethically responsive manner. (3 credits)
877.830 Graduate Project in Severe Disabilities
Students of demonstrated ability with special interest in services for persons with severe and multiple disabilities study under the direction of a faculty member in the School of Education. Applicants must meet with their faculty adviser and prepare an outline of their proposed projects prior to registration. (3 credits)


Select one of the following two courses (3 credits):

877.513 Education of Students with Severe Disabilities: Augmentative Communication Systems
Students examine the design of augmentative communication systems that include use of graphic symbols for individuals with severe disabilities. Participants design and construct communication aids and develop strategies for integrating augmentative communication into the curriculum.
892.560 Assistive Technology for Educating Individuals with Low Incidence Disabilities
(Lab Class) Participants explore a wide range of assistive technology applications for children with disabilities. Students consider needs based on the type of disabling condition, such as physical, cognitive, sensory disabilities, or multiple complex needs, as demonstrated by children with pervasive developmental disorders such as autism. Exploration of technology emphasizes the integration of assistive technology into effective instructional practices that improve learning research on best practices for the implementation of technology-based solutions.

Program Plan

Gainful Employment Disclosure 

In accordance with US Department of Education regulations, the JHU School of Education is required to disclose graduation rate data, median loan debt data, and other select information for all Title IV eligible gainful employment programs. To see the most recent data available for this gainful employment program, please view the attached disclosure.

Note: The on-time completion rate and program length (in this case 45 weeks, which equates to 3 semesters) are calculated using a set formula (based on guidelines provided by the US Department of Education). Many JHUSOE programs follow a format that falls outside the standard program length formula used by the US Department of Education for calculating program on-time completion rate.

 

Contact Us

Faculty Contact
Dr. Tamara Marder

Academic Coordinator
Lori Scott, (410) 516-7928

Ginger Carlson

"The JHU Administration and Supervision ISTE program challenged and inspired me in ways I could not have imagined! It provided a solid theoretical background in effective leadership, curriculum, and supervision, and was coupled with a tremendous internship opportunity that allowed me to put that theory into practice.  Guided by thoughtful, professional, and caring instructors, as well as a strong partnership with ISTE that allowed many opportunities to explore and go deeper with my own unique interests, I have emerged from this program with strong educational leadership and technology skills, as well as a new position as a school administrator.  I am honored to have been a part of this unique program and to call myself a graduate of the JHU A&S/ISTE certificate program."
 

Ginger Carlson 
A&S certificate 2013
Assistant Principal
American Community Schools
Athens, Greece

 

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