School of Education at Johns Hopkins University - Graduate Education Programs:


Education of Students with Autism and Other Pervasive Developmental Disorders

Adviser: Danielle R. Liso (Homewood), 410-516-8275

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. In addition, credits earned in the graduate certificate program may be applied towards the Master of Science in General Special Education Studies.

Note: Other factors and additional requirements involved - students must discuss with advisor prior to completing last two courses.

Prerequisite Course

(Must have been taken within last 2 years)

Program Requirements

Or

Or

Or with the approval of the advisor

 

  • 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 who have disabilities. Participants explore current issues in the provision of services for persons with disabilities, including normalization, deinstitutionalization and inclusion, the regular education initiative, and the educability and right- to-life controversies. (3 credits)

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  • 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. (3 credits)

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  • 877.552 Behavioral Interventions for Students with Autism

    Students explore the growing body of research findings showing that students with autism can derive significant and durable benefits from interventions based on the principles of applied behavioral analysis. Strategies for conducting functional analyses of problem behavior and developing multielement treatment plans are reviewed. (3 credits)

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  • 871.513 Applied Behavioral Programming

    Students investigate the principles and procedures of the field of applied behavioral analysis. Observational methods, single-subject designs, behavior promotion and reduction, and generalization strategies are reviewed in relation to the needs of students with disabilities. Participants develop individual projects that demonstrate their ability to design, implement, and evaluate behavioral support programs in an ethically responsive manner. (3 credits)

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  • 877.553 Classroom Programming for Students with Autism

    Students examine the design and implementation of effective classroom programs, such as those based on the TEACCH model, 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, record keeping, curriculum, instructional activities and materials, parent involvement, and staffing and support services. (3 credits)

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  • 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. (3 credits)

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  • 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. (3 credits)

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  • 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. (3 credits)

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  • 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 major advisers and prepare an outline of their proposed projects prior to registration. (3 credits)

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  • 877.810 Internship in Severe Disabilities: Elementary

    Designed for severe disabilities program participants on the Maryland State certification and Non-Certification track, this internship provides supervised field experiences in the application of instructional strategies and curriculum adaptations needed to teach children with severe disabilities. Students completing the induction internship gradually assume leadership responsibilities in their placement setting and are expected to demonstrate fluency of applied instructional and behavioral skills. Note: Praxis 1, a minimum of 12 credits of required courses, a minimum of one portfolio meeting, and advisor approval are required before completing the induction internship. (3 credits) (3 credits)

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