Inclusive Special Education and Leadership Graduate Certificate

This course will explore how educators (teachers and administrators) can establish an inclusive vision and advocate to create a school or systemwide plan for equitable and excellent learning for all students. We will examine historical, legal, practical and theoretical perspectives on the culture and systems of special education and inclusive schooling. Students will study the research, issues, and outcomes from school leaders and educational researchers committed to advancing equity, social justice, and inclusive school reform. By the end of the course, students will have a deep historical, theoretical, and ethical understanding of inclusive school reform, as well as experience with practical tools, analysis, and applications to seek, create, and sustain equitable schools, especially for marginalized students.

This course focuses on creating specially designed instruction (SDI) for students with disabilities to ensure they make progress in the general curriculum and have accessible learning opportunities that center belonging and engagement. Students will develop an understanding of inclusive, evidence-based practices related to core instruction, intervention, and support within a multi-tiered system of support (MTSS). In particular, candidates will design grade-level, standards-aligned academic instruction, plan for accommodations and supports, explore in-depth the data-based individualization process, including the design and implementation of intensive, individualized, research-based interventions that support progress in the general curriculum and promote belonging and connection with peers and teachers. As a requirement of the course, candidates will engage in field-based activities that provide real- world opportunities for translating theory and research into practice.

This course is designed for educators and educational leaders interested in fostering inclusive education practices within their schools and districts. Educators will learn about theories, models, and practices of educational coaching as it relates to supporting inclusive practices and structures within schools and districts. They will explore local and national resources available to support coaching focused on inclusive practices and will learn to identify and develop inclusion coaching models to best address the needs of their unique school context.

Districts and schools across the country are constantly working to more effectively and efficiently use resources to meet the needs of all learners. In this course, preK-12 educational leaders, administrators, team leaders, and other educators and service providers will develop a strong, practical foundation in effective approaches and practices for implementing and scaling-up an integrated multi-tiered system of supports that include attention to students’ academic, social-emotional, and behavioral needs. This course will focus on how to use implementation science and foster effective leadership practices (district, building, and instructional), how to allocate resources and build capacity in ways that meet the needs of all students, and how to use data to evaluate structures, programs, and practices in ways that support continuous improvement.

• SED 504 Collaborative Partnerships Among Individuals with Disabilities, Families, and Professionals Credits: 3
  • This course focuses on collaboration and teaming strategies among individuals with disabilities, their families, general and special educators, school psychologists, paraprofessionals, and other related service providers in inclusive school and community settings. Assignments and activities require application of teaming and collaboration skills. Participants will also conduct research on collaborative interactions in school and community-based services. Course projects involve co-teaching, staff development, and problem-solving situations.
• SED 505 Universal Design for Learning and Curriculum Access Credits: 3
  • This course introduces students to the concept of universal design for learning (UDL) and instructional technologies that provide educators with effective ways to create flexible methods, materials, and assessments to reach diverse learners. A focus will be on how to support students with a range of abilities to access the general education curriculum across content areas.