This 15-credit certificate program is designed for educators who are challenged by students' varied learning backgrounds and needs. Program content provides practical classroom-based methodologies for educators teaching within heterogeneous classroom settings. Educators acquire methodologies for differentiating curriculum outcomes and instructional techniques to effectively teach the range of students in classrooms today, including students with disabilities, bilingual backgrounds, at-risk students, typical learners, and gifted learners.
The certificate comprises five courses that feature foundational and advanced research-based practices related to how educators can collaborate, plan, and instruct students with diverse learning needs. Coursework can be completed within a one-year period with course assignments featuring applied projects in schools.
In addition, students may combine this certificate with a second certificate in special education to pursue the Master of Science in General Special Education Studies.
878.501 Differentiated Instruction and Inclusion
Students examine practical, ethical, and theoretical issues in the context of national, state, and local initiatives for least restrictive placement of students with diverse learning needs, including typical students, ESOL students, students with disabilities, and those who are gifted. Individuals compare and contrast existing service delivery systems and model programs that are successful at integrating students with a range of educational needs into general education settings. (3 credits)
878.502 Curriculum Design and Adaptations for Strategic Interventions I
Students analyze and adapt curricula from general education and design lessons to implement goals and objectives from learners' individualized education programs into their general education settings. Topics include frameworks for curriculum design, assistive technology, effective teaching methods for heterogeneous instruction, and instructional planning techniques that address the needs of students. (3 credits)
878.503 Educational Measurement and Curricular-Based Assessment
Students review standardized achievement tests, criterion-referenced tests, and curriculum-based measurement, and interpret results as they relate to program planning for learners with diverse learning needs in general education classrooms. The course emphasizes developing curricular-based assessments and progress monitoring of students, determining local and school norms for tests, and evaluating learners' progress and performance in academic and social curricular areas. (3 credits)
878.505 Cooperative Learning for Diverse School Programs
Students explore the recent research on cooperative learning and develop methods for using cooperative systems in heterogeneous settings that accommodate individuals with a range of diverse learning needs. Participants discuss cooperative and peer learning programs and explore research findings and practical classroom organization and instructional strategies. (3 credits)
871.512 Collaborative Programming in Special Education
This course focuses on collaboration themes common to various educational settings: interpersonal communication, problem solving, cultural diversity, teamwork, and family systems theory. Students examine techniques that promote effective communication between teachers, school administrators and related professionals, and families of students with special needs. Co-teaching models that work effectively are also discussed. (3 credits)
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: Fewer than 10 students graduated from this program in the 2012-13 academic year. Therefore, in accordance with US Department of Education guidelines on student privacy, the on-time completion rate and median loan debt data are not published. The JHU School of Education is seeking to change the CIP code currently assigned to this specific program to a more appropriate designation. The restrictions imposed by the current US Department of Education online disclosure form limit the number of jobs related to this program that can be displayed in this disclosure: the job(s) listed here represent only a sample of the jobs related to the program.