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Early Intervention/Preschool Special Education Specialist

This 15-credit certificate program is designed for students who are already certified in preschool/primary education and who wish to acquire knowledge and skills associated with high-quality early intervention and preschool special education for young children with disabilities from birth to 5 years of age. Some applicants may need to complete a sequence of prerequisite courses to be fully admitted to this certificate program.

Upon completion of the graduate certificate program, participants will:

  • Be highly knowledgeable and skillful in planning, implementing, and monitoring early intervention/ preschool special education services for young children with disabilities and their families.
  • Contribute to meeting the statewide need for teachers of young children with disabilities and be knowledgeable advocates for young children with disabilities.
  • Contribute to local and statewide reform and leadership of programs for young children with disabilities

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.

Prerequisite Course (may be taken elsewhere; must have been completed within the last two 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)

Required courses include:

872.501 Screening, Diagnosis, and Assessment of Young Children with Disabilities
The first few years of life establish initial patterns of learning, literacy, and behavior, and set the pace for subsequent development. In this course, the emphasis is on the translation of evaluation and assessment information into meaningful outcomes for young children with disabilities. Students will review instruments and procedures for screening, evaluating, and assessing the status of a young child's cognitive development, physical development (including vision and hearing), communication development, social and emotional development, and adaptive development. (3 credits)
872.502 Instructional Program Planning and Methods: Birth-3 yrs.
Early intervention can have a significant effect on developmental outcomes for young children with disabilities and their families. This course will prepare students to support the facilitation of a family-centered foundation for learning and literacy in infants and toddlers. Students will focus on planning, implementing, and evaluating programs for eligible infants, toddlers, preschoolers, and their families. Topics include: (a) a survey of curricular options for young children and families, (b) selection of family-centered treatment outcomes, (c) design of instructional activities for promoting developmental progress, (d) evaluation of program effectiveness, and (e) evaluation of family satisfaction with services. (3 credits)
872.500 Seminar: Current Trends and Issues in Early Childhood Special Education
Beginning students in the Early Childhood Special Education (ECSE) program will explore research, policy and practice in the field of ECSE. Students will acquire a broader schema for roles and responsibilities, career planning, accepted standards, contemporary practice, and organizational structures related to ECSE. Students will become familiar with features of national, state, and local ECSE systems. Students will also examine issues related to reform-based preschool and primary special education in Maryland. (3 credits)
872.810 Internship: Early Intervention and Preschool Special Education
Designed for students seeking Maryland special education teacher certification at the infant/primary level, this internship provides supervised field experiences in early intervention or preschool special education programs for young children with disabilities in the birth-to-five-years age range. Internship sites and activities are individually selected according to student interest and training needs. Note: Must have permission of academic adviser to register for this course.
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)

Internship

Students must earn a grade of B or better in the required internship. If a student earns a grade below B in the internship, the student must repeat the internship and earn a grade of B or A. Students may not register for any other course during the repeated internship.


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.

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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