Mentoring and advising are an essential part of the program. Students meet with faculty and the academic program director to ensure that educational goals and career learning and development goals are met. To learn more about the program, prospective students should contact the program directors via email:

• Dr. Philip Burke: pjburke@umd.edu
• Dr. Tori Page-Voth: tpv@umd.edu

• A 15-credit, 5-course graduate program that equips general educators with knowledge and skills to meet the needs of students with disabilities in inclusive classroom settings.
• Plan of study offers courses one semester/session at a time, consecutively.
  • The five 3-credit courses are offered each round, consecutively, with two offered in Summer Session (one per 6-week session).
  • As such, the courses do not fall into the same designated "semester."
  • There are no pre-requisites and coursework does not build upon a specific course.
  • Students may enter into the program at any point and complete one 3-credit course at a time.
• General education teachers and staff will gain evidence-based instructional strategies, effective behavioral interventions, as well as knowledge regarding the requirements of the Individuals with Disabilities Education Act (IDEA) in order to meet the needs of students with disabilities in inclusive classrooms. 

The program features 100% online instruction wherein all courses are held online. Instruction provided by University of Maryland faculty and professionals in the field. 

• Using advanced audio and video technology, UMD’s online learning environment delivers dynamic and interactive content.
• Featuring convenience and flexibility, online instruction permits asynchronous or synchronous participation.
• Students attend in real time via the use of webcams and headsets with microphones. Through synchronous participation, students see slides, see and hear instructors speaking, and also ask questions.
• Lectures are video archived. Students who are unable to attend in real time can review the session through asynchronous participation.

Upon successful completion, graduates will have mastered the following competencies:

• Knowledge of students with disabilities and their specific needs in inclusive academic settings (e.g., instructional strategies, assessment methodologies, and effective behavioral supports).
• Apply effective interventions with students who have disabilities in order to enable them to achieve their academic goals, master classroom content, and experience behavioral/social success in an inclusive classroom setting.
• Demonstrate understanding of effective practices, principles, and legal requirements for providing educational services for students with disabilities in inclusive classrooms, as well as working with parents of said students (e.g., co-teaching, IEPs, determination of the ‘Least Restrictive Environment’, related services, multidisciplinary assessments, and effective practices for supporting parents of students with disabilities).