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. Agnesanne J. Danehey: adanehey@umd.edu.

Overview

The M.Ed. in Special Education, Specialty: Autism, Shady Grove (MCASD) has a 30-credit, 10-course curriculum designed for professionals interested in increasing their skills and expanding their knowledge to better serve the increasing number of students with ASD and those students with related developmental disabilities.

• Cohort structure is designed to help build a professional learning community.
• Provides cutting-edge research and knowledge most essential for today’s professionals.
• Designed for those with an undergraduate degree. The program does not include automatic Maryland State Certification. In the State of Maryland, teachers with initial certification in a general education area can take the Special Education PRAXIS II test 0354/5354 to obtain special education certification through the Maryland State Department of Education, Division of Certification and Accreditation. For more information, visit the MSDE website.
• Can be completed in three years of continuous part-time enrollment. See Designation of Full-time/Part-time Status.

Target Audience

• Certified Special Educators who graduated from UMD system programs,
• Certified Special Educators who graduated from other programs,
• Certified early childhood, elementary, or secondary general educators from UMD system programs*,
• Certified early childhood, elementary, or secondary general educators from other programs*,
• Allied professions such as occupational therapy, physical therapy, psychology, speech-language pathology, vocational rehabilitation or social work., or
• Parents and/or advocates of children with special education needs (undergraduate degree required)

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 (days and time) is posted on the 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 that are listed on the sample plan of study.

Sample Plan, Cohort Admitted Summer 2023 / Fall 2023

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 a blend of in-person and 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).

 In Person Instruction

• Instructors present dynamic and interactive seminar-style instruction.
• Classes are held in the early evening in The Universities at Shady Grove campus classrooms, offering a focused, distraction-free learning environment.
• Students enrolled in a program that features in-person instruction are required to submit the University’s Immunization Record Form prior to the first day of their first semester/term. See Health Requirements.

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.

Admitted UMD Students

The University of Maryland offers this program at The Universities at Shady Grove. Upon successful completion, students earn a University of Maryland, College Park (UMD) degree.

As an admitted UMD graduate student, familiarize yourself with the information found in the grey box (top of this page, upper right-side.) Specifically, see Registration, Academic & Financial Deadlines, Graduation & Diplomas, and University Policies. With the exception of UMD Libraries, students attending programs at Shady Grove do not have access to most UMD Services & Resources as such access is linked to students who pay College Park mandatory fees.

In addition, all UMD students must complete the protocols found under Newly Admitted Students. See Activate Directory ID and UMD Email, Enroll in Multi-Factor Authentication (MFA), and more. Completing these protocols is required to access course content and UMD systems (registration, financial, graduation).

Accessing Shady Grove Services and Resources

Students attending UMD programs at The Universities at Shady Grove (USG) are eligible to use USG services and resources which are accessed with a valid USG photo ID and an active USG Logon ID. This is in addition to activating the UMD directory ID, passphrase, and MFA.

• USG ID Cards
• USG Login
• Password Reset
• Need Help? Contact usg-itservicedesk@umd.edu.

Shady Grove Campus Resources

• Copy Center
• Disability Support Services
• Priddy Library
• Public Safety
• Technology Services
• Transportation and Parking Services
• USG Campus Rec Center

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

• Knowledge and skills in the core and associated characteristics of individuals with ASD and related developmental disabilities;
• Opportunities to use evidence-based methods and practices to increase academic, behavior, and self-determination in students with ASD and students with related developmental delays and disabilities;
• Knowledge about Social-Communication Challenges and Use of Strategies for students with ASD or others requiring alternative and augmentative communication (AAC) systems for persons with complex communication needs;
• Skills to increase behavior and classroom management to support students with ASD and related developmental delays and disabilities; and
• Integration of low- through high-technology supports across all areas of development.