VCU Bulletins

Autism Spectrum Disorders, Certificate in (Post-baccalaureate graduate certificate)

Hendricks, Dr. Dawn R.
Department of Special Education and Disability Policy
autisminfo@vcu.edu

Admission requirements summary

Autism Spectrum Disorders, Certificate in (Post-baccalaureate graduate certificate)
Degree:

Certificate
Semester(s)
of entry:

Fall

Spring

Summer
Deadline
dates:

Mar 15

Nov 1

Mar 15
Test
requirements:

The Post-baccalaureate Graduate Certificate in Autism Spectrum Disorders is designed to prepare personnel to support individuals with autism spectrum disorders in the educational setting from early intervention through adult services. The purpose of the certificate is to provide the wide range of competencies necessary for the provision of effective educational programming. The course sequence enables personnel to develop comprehensive knowledge and experience in assessment, teaching strategies and curriculum development. The certificate is geared toward teachers, potential teachers and related service personnel. However, it is available to all professionals working in the human service setting who wish to gain expertise in this area.

All applicants must hold a bachelor’s degree in any area related to education, social work, psychology or human services. Participants are required to earn 12 graduate credits as outlined below. Upon successful completion of the certificate program, participants will be able to:

The four autism spectrum disorder courses can also be completed by students who do not wish to earn the post-baccalaureate certificate. In this case, admission to the VCU Graduate School is not required. Individual student needs and preferences determine the best way for the student to proceed.

Student learning outcomes

  1. Participants understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with ASD. Participants understand how these influence professional practice, including assessment, instructional planning, implementation and program evaluation.
  2. Participants understand the characteristics of those with ASD and the educational implications. This includes an understanding of:
    • Core and associated characteristics of individuals with developmental disabilities/autism spectrum disorders.
    • Medical aspects and implications for learning for individuals with developmental disabilities/autism spectrum disorders.
    • Co-existing conditions and ranges that exist at a higher rate than in the general population.
    • Different ways of learning and the impact of academic and social abilities, attitudes, interests and values on instruction.
  3. Participants demonstrate knowledge of evidence-based practices selecting, adapting and using instructional strategies and materials according to characteristics of the individual with ASD. Participants demonstrate knowledge of evidence-based practices designed to target communication, social, behavior, sensory and academic needs.
  4. Participants understand how to develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. Participants demonstrate knowledge of instructional and assistive technology that can be integrated into the educational program. Participants understand how to plan systematic instruction based on learner characteristics, interests and ongoing assessment use.
  5. Participants demonstrate knowledge of the components of assessment for individuals with developmental disabilities/autism spectrum disorders including both formal and informal assessments. Participants understand the need to assess individual strengths, skills and learning styles.
  6. Participants understand the importance of collaboration with school personnel and families and demonstrate knowledge of related skills. Participants understand how to communicate effectively with families of individuals with ASD. Participants understand the value of observing, evaluating and providing feedback to paraeducators who work under their supervision.

Curriculum

 
Credits
SEDP 532 Understanding Autism Spectrum Disorders
3
SEDP 634 Assessment, Curriculum, and Teaching Methods for Autism Spectrum Disorders
3
SEDP 635 Supporting Behavior and Social Skills for Autism Spectrum Disorders
3
SEDP 638 Instructional Design and Field Experience for Autism Spectrum Disorders
3
 
________
Total
12

 

 

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Last update: 9/5/2013

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