Certificate in Special Education
Certificate in Special Education
Develop your knowledge and skill for teaching students who may have disabilities. This certificate is not intended for special educators, but for general education professionals such as teachers in inclusive classrooms, participants in RTI (response to intervention), and co-teachers.
At a Glance
Curriculum
This certificate is designed for practicing educators who teach in a range of inclusive schooling contexts, but who feel underprepared to meet their students’ needs. It is appropriate for educators in public, private, parochial and other religious schools.
Requirements
- Courses: 3
- Credits: 9
| Course | Course Title | Credit |
|---|---|---|
| EDUC6384 | Teaching Strategies for Students with Multiple Disabilities This course is designed to assist the special educator in acquiring and developing both the background knowledge and practical skills involved in teaching individuals who have severe or multiple disabilities. The areas of systematic instruction, communication, gross motor, fine motor, community and school functioning, collaboration, functional and age-appropriate programming are emphasized. The role of the educator as developer of curriculum, instructor, and in the transdisciplinary team are included. The students should be prepared to participate in a one-day-per-week field placement. |
3 |
| EDUC6589 | Teaching and Learning Strategies Designed primarily for elementary and secondary education teacher candidates and practicing educators, this course helps them develop an initial repertoire of skills for teaching students with educational disabilities. The primary emphasis of this course is on the education of students with mild/moderate disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilize an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instructions, and evaluate various service delivery options for educating students with special needs. |
3 |
| EDUC6497 | Educating Autistic Students In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. |
3 |
| Course | Course Title | Credit |
|---|---|---|
| EDUC6595 | Assessment and Instruction of Students with Reading Difficulties Examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations. |
3 |
| EDUC6589 | Teaching and Learning Strategies Designed primarily for elementary and secondary education teacher candidates and practicing educators, this course helps them develop an initial repertoire of skills for teaching students with educational disabilities. The primary emphasis of this course is on the education of students with mild/moderate disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilize an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instructions, and evaluate various service delivery options for educating students with special needs. |
3 |
| EDUC6497 | Interventions for Students with Autism Spectrum Disorder In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. |
3 |
| EDUC6384 | Teaching Strategies for Students with Multiple Disabilities This course is designed to assist the special educator in acquiring and developing both the background knowledge and practical skills involved in teaching individuals who have severe or multiple disabilities. The areas of systematic instruction, communication, gross motor, fine motor, community and school functioning, collaboration, functional and age-appropriate programming are emphasized. The role of the educator as developer of curriculum, instructor, and in the transdisciplinary team are included. The students should be prepared to participate in a one-day-per-week field placement. |
3 |
| EDUC6374 | Supporting Positive Behaviors in Schools and Community Focuses discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. Also discusses alternative management strategies for use in classrooms. |
3 |
| EDUC6686 | Augmentative Communication for Individuals with Disabilities This course focuses upon the communication problems of persons who are developmentally disabled, physically challenged, hearing impaired, and deaf-blind. Students learn strategies for enhancing communication and learn how to develop and implement a variety of augmentative communication systems. |
3 |
| EDUC6540 | Education Implications for Sensory, Motor, and Health Impairments This course addresses the impact of physical disabilities on learning. Emphasis is placed on the educational needs of children with cerebral palsy, visual impairment, or hearing loss in combination with intellectual disability. Basic anatomy of the eye and ear are covered along with the common causes of vision and hearing loss. This course prepares teachers to perform functional vision and hearing evaluations and to translate those findings into appropriate classroom accommodations and adaptations. Many children with disabilities have unmet sensory integration needs that influence their behavior and subsequent readiness to learn. |
3 |
| EDUC7438 | Educating Learners with Disabilities This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education. |
3 |
| EDUC6495 | Human Development and Disabilities This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities. |
3 |
Students will enroll in three courses. Course topics include special education (and related) teaching methods, developmental nature of disabilities, and special education policies & practices. At least one course must be a teaching methods course. Course selection and focus on mild-moderate/high incidence disabilities or severe & multiple/low incidence disabilities will be made in consultation with a faculty advisor. All courses are relevant to educators who are not special educators.
Apply
PrintApplication & Deadlines
A non-refundable application fee of $75 is required, however, this fee is waived for select applicants.
Resume
In addition to your academic history and relevant work experience, please include:
- any teaching or counseling experience
- any licenses already held
- any social justice related experience
- any language skills other than English (especially Spanish language skills)
- any research experience or publications
Personal Statement
A personal statement is to be uploaded to your online application form.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Transcripts
All official undergraduate and graduate transcripts must be sent to our office before the application deadline. Please note the following:
Only official sealed (unopened) transcripts are acceptable. An official postsecondary transcript must be printed on official institutional paper and include at least one of the following: an institutional watermark, the registrar’s signature, or the registrar's seal.
Copies and unofficial transcripts sent directly from applicants are not acceptable, the transcript must come directly from the institution.
If you are a current student and have not completed your undergraduate and/or graduate degree, the most updated version of your transcript is acceptable.
Official electronic transcripts are accepted when sent directly to gsoe@bc.edu from the institution. When requesting electronic transcripts, you must manually type in gsoe@bc.edu to ensure it is received by our office.
Mailed transcript(s) should be sent to the following address:
Lynch Office of Graduate Admissions, Boston College
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
Quick Links
Contact Us
gsoe@bc.edu
617-552-4214