The Graduate Certificate in Gifted Education is designed to address the needs of teachers who are seeking knowledge and skills in curriculum, instruction, and assessment to meet the needs of academically talented students in their classrooms. The program is recognized by the Maryland State Department of Education as meeting the requirements for Gifted and Talented Specialist certification in Maryland.
The program provides an 18-credit sequence of courses designed specifically for classroom and resource teachers who are working with gifted students. Courses include assignments to observe gifted students and to design and present lessons that are appropriate for their intellectual and developmental needs.
The objectives of the program are to prepare students who are able to:
- Explain the foundations and theories of gifted education.
- Use knowledge of development and the characteristics of gifted students as learners to design curricula appropriate for them.
- Recognize individual learning differences among diverse gifted learners when planning curricula.
- Create learning environments that foster creativity, cultural understanding, and positive social interactions among diverse learners.
- Use knowledge about the role of language and communication in talent development to help gifted learners succeed in school.
- Use instructional strategies that are appropriate for gifted students.
- Use assessment techniques for placement and monitoring the progress of gifted students.
- Reflect on ethical and professional practices including their own attitudes, behaviors and ways of communicating with diverse learners.
- Collaborate effectively with families, other educators, and related service providers associated with gifted learners.
Requirements (18 Credits)
885.501 The Gifted Learner
Students survey a historical overview of gifted education and examine research literature, intelligence theorists, and current practices used with gifted learners to gain perspective on the academic, social, and affective nature and manifestations of giftedness. Special needs populations are examined for unique characteristics and needs to further support the premise of a diverse gifted audience. Emphasis will be placed on gifted learning characteristics as they inform identification, planning, and support strategies. Participants explore the potential role they play in working with gifted youth, alternate placement opportunities, and the identification process through case studies.
885.512 The Gifted/ Learning Disabled Learner
Participants review recent research-based findings into identification and programming for the gifted child with learning disabilities. Participants consider appropriate strategies and teaching techniques for the remediation of difficulties, as well as the development of enriched content and accelerated and innovative approaches for maximization of potential in areas of giftedness.
885.510 Curriculum, Assessment, and Instruction for Gifted Learners
Students explore the various approaches to differentiating curriculum, instruction, and assessment for gifted students. Strategies and techniques that are supported by research and best practice are discussed and analyzed. Comparisons of existing programs, theories, concepts, and ideas related to instructional programs for gifted students are encouraged. Students design interventions for translating theories about gifted education into practice in their personal workplaces.
885.820 Practicum in Gifted Education
Students participate in a supervised practicum experience in an educational setting under the direction of the faculty. Individual assessment sessions are held. Students must receive written approval at least two months prior to registration.
885.604 Social and Emotional Needs of the Gifted
Participants will examine the unique social and emotional needs of gifted and talented learners and their families. Primary emphasis will be on consultation, guidance and counseling strategies for use with diverse gifted learners including those from special populations.
885.505 Creativity and Critical Thinking
Participants examine the psychological and educational aspects of creative thinking. Participants review studies of the characteristics of creative children and adults, the creative process, and the identification of potentially creative children and adolescents. The course introduces teaching strategies and curriculum materials for fostering creative behavior in all subjects at both the elementary and secondary school levels. Participants will review studies of creative people and teaching strategies that foster creative behavior. Strategies for teaching higher level critical and creative thinking will be explored and practiced. (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 (GE) programs. To see the most recent data available for this GE program, please view the attached disclosure.