EdTerps Learning Academy - Special Education and School Counseling Programs

The EdTerps Learning Academy provides formal and informal training and professional development opportunities that encompasses current evidence-based research and practice related to instruction, policy analysis, counseling, and human development.

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. Students should contact:

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

Overview

The Graduate Certificate in Special Education for General Education Teachers in Inclusive Classrooms, Online (Z123) is 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—to better serve ALL students in their schools.

• Provides a statewide, cohort-based professional learning experience in meeting the requirements for state certification. 
• Provides support for general education teachers who wish to pursue and obtain Maryland State Department of Education Special Education teaching licensure to better serve students with disabilities, advancing their careers towards special education and/or teacher leadership. 
• Can be completed in fifteen months of continuous part-time enrollment. See Designation of Full-time/Part-time Status.

Program Features

• Courses address the specialized and complex needs of preparation for the general educator in an inclusive classroom. 
• Curriculum provides knowledge and skills to address the needs of students with disabilities, including assessment, instruction, behavior management, as well as general knowledge regarding special education supports and interventions.

Registration Overview

• See the sample plan of study, below. Students should use this as a guide to develop a plan with the academic program director. 
• Actual course offerings are determined by the program and may vary. Students should note if a course has a pre-requisite or co-requisite.
• Specific class meeting information is posted on University of Maryland’s (UMD) interactive web service services, Testudo. Once on that site, select “Schedule of Classes,” then the term/year. Courses are listed by academic unit. 
• The program uses specific section codes for registration, which are listed on the sample plan of study. 

Sample Plan

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 enter into the program at any point and complete one 3-credit course at a time.

Courses

Below is a listing of all program courses. For a detailed course description, that includes pre-requisites or co-requisites, see EDSP.

Overview

• Features 100% online learning.
• Instruction provided by UMD faculty and professionals in the field.
• Uses the semester academic calendar with classes held during fall and spring semester (16 weeks each) and Summer Session (two 6-week sessions).

Online Instruction

• 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 lectures virtually (e.g., use of video technology, such as Zoom).
• Online lectures (lecture, slides, presentation, and Q&A interactions) are recorded and video-archived for student review.

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).