Department of Special Education and Child Development
New
704-687-8772
http://www.uncc.edu/colleges/education/spcd/main.htm
Degrees
Ph.D.
M.Ed. (for
licensed teachers)
M.A.T.
(for individuals with a bachelor’s degree who are seeking initial licensure in
special education and a master’s degree)
Fast-tracks
(for individuals with a bachelor’s degree who are seeking initial licensure in
special education)
Graduate
Certificates (Academically or Intellectually Gifted, Supported Employment and
Transition)
Coordinator
for M.Ed., M.A.T., Fast-track, and Certificate Programs
Dr. Gloria
Campbell-Whatley (gcampbe1@email.uncc.edu)
Graduate Faculty
Janet Baxter, Clinical Assistant
Professor
John Beattie, Assistant Professor
Gloria Campbell-Whatley, Associate
Professor
Diane Browder,
Distinguished Professor
Mary Lynne Calhoun, Professor,
Dean,
Nancy Cooke, Associate Professor
Shelagh Gallagher, Assistant Professor
Susan Gibbs, Clinical Assistant
Professor
LuAnn Jordan, Assistant Professor
Ya Yu Lo, Assistant Professor
Peggy Moore, Lecturer
Brenda Romanoff, Associate
Professor
JaneDiane Smith, Assistant Professor
Fred Spooner, Professor
David Test, Professor
Cheryl Young,
Assistant Professor
Department of Special Education and Child
Development
New
704-687-8772
www.uncc.edu/spedphd
Degree
Ph. D.
Coordinator for Ph.D. Program
Dr. Diane Browder (Dbrowder@email.uncc.edu)
Program of Study
The
doctoral program at UNC Charlotte prepares special educators as innovators,
teachers, leaders, and researchers whose work contributes to enhancing the
quality of life of individuals who are exceptional learners and their families.
This program offers graduates the widest array of career options and provides
the solid research foundation needed for the rapidly changing field of special
education. Potential employment for program graduates includes leadership
positions in schools and agencies and faculty positions in higher education as
teacher trainers/ researchers.
The
program requires 59 credits beyond the master's degree and builds on the Master
of Education in Special Education or a comparable program. These hours include
15 credits in doctoral seminars in special education, 14 credits in research
and practice (field work and writing courses), 15 credits in research, 15
credits of an individually designed specialty, and a dissertation. Additional
coursework may be required for students who do not have a Master's degree or
licensure in Special Education; whose master's program was not comparable to
UNC Charlotte's; or whose Master's coursework is outdated.
The
program will accept up to two courses as transfer from a regionally accredited
doctoral granting institution, providing the Special Education Doctoral
Committee determines that the course or courses to be transferred are
equivalent to similar courses required in the UNC Charlotte Special Education
Ph.D. program or fit the specialty area. The grade in these transfer courses
must be an A or B. Transfer credits cannot replace the four core doctoral
seminars in special education and all of the dissertation work must be
completed at UNC Charlotte.
Timelines
Students
are admitted for either fulltime study or intensive part-time study. Students
must complete their degree, including the dissertation, within 8 years. The
minimum time for completion for a fulltime student is 3 years. Fulltime
students must meet benchmark requirements each year to maintain their status as
a doctoral student. Part-time students also must meet benchmark requirements
that occur approximately every two years. These benchmarks are intended to help
students achieve their goal of completing the doctorate in a timely manner.
Additional Admission Requirements
Applications
for admission will be accepted once a year to begin doctoral studies in the
fall semester and must be submitted to the Graduate Admissions Office by
December 15th.
The
following documents must be submitted with the application:
1)
Two
official transcripts of all academic work attempted since high school
indicating a GPA of 3.5 (on a scale of 4.0) in a graduate degree program.*
2)
Official
report of score on the GRE or MAT that is no more than 5 years old.*
3)
At
least three references* of someone who knows the applicant's current work and/
or academic achievements in previous degree work.
4)
A
two page essay describing prior experiences with individuals with
exceptionalities and objectives for pursuing doctoral studies.*
5)
A
current resume or vita.
6)
A
professional writing sample (e.g., published article, manuscript submitted for
publication, term paper submitted in prior coursework, abstract of thesis,
teaching manual).
7)
Documentation
of teaching and other field experience (e.g., copy of teaching evaluation or
letter recommendation from supervisor.)
8)
An
interview with the program faculty.
9)
International
students must submit official test scores on the Test of English as a Foreign
Language (TOEFL) of at least 557 on the written test or 220 on the
computer-based test or a score of at least 78% on the Michigan English Language
Assessment Battery (MELAB). All tests bust have been taken within the past two
years.*
*These
items are required of applicants to any of UNC
Degree Requirements
Doctoral Seminars in Special Education (15 credits)
SPED8671 Doctoral Seminar in Research in Special Education (3)
SPED8672 Doctoral Seminar in Leadership in Special Education (3)
SPED8673 Doctoral Seminar in Innovation in Special Education (3)
SPED8674 Doctoral Seminar in Teaching in Special Education (3)
SPED8699 Dissertation Seminar (3)
Research and Practice in Special Education (11 credits)
Note: The
following courses are used in the development of portfolios I and II.
SPED8471 Professional
Writing (2) (Take concurrent with
SPED8472 Research
Implementation (2) (Take concurrent with
SPED8473 Grant
Writing (2) (Take concurrent with
SPED8474 Supervision
of Student Teachers (5) (Take concurrent with
One of these:
SPED8475 College Teaching (3) (Take after coteaching at least one course) OR
SPED8476 Internship (3) (Take anytime after completion of first 24 credits; May be in higher education, government, agency, school district)
Research
(15 credits + Doctoral Seminar in Research & Dissertation Seminar)
RSCH8110 Descriptive and Inferential Statistics (3)
RSCH8120 Advanced Statistics (3)
RSCH8113 Single-Case Research (3)
Select
2 of the following:
RSCH6130 Presentation and Computer Analysis of Educational Data (3)
RSCH8140 Multivariate Statistics (3)
RSCH8211 Qualitative Research Methods in Education (3)
RSCH8212 Survey Research Methods in Education (3)
RSCH8296 Program Evaluation Research Methods in Education (3)
Specialty
(15 credits)
An
individually designed specialty of graduate courses developed by student and
advisor and approved by the Special Education Doctoral Committee. This
specialty will typically be related to the student's major area of expertise
(e.g., BED, LD, MD, SP, EC, Gifted, Transition), but students are encouraged to
consider coursework in general education or other disciplines (e.g., taking Ed.
Leadership coursework to get the 113 Certification Curriculum Instruction
Specialist Certificate). It is strongly recommended that this specialty
include:
Coteaching
in one or more licensure or other courses related to student's specialty
One or
more
Additional Degree
Requirements
In addition to coursework and the dissertation, students complete
a portfolio of achievements related to the four focus areas- leadership,
innovation, teaching, and research. This portfolio must receive satisfactory
ratings from the Portfolio Review Committee at two critical junctures known as
Benchmark One and, Two. The first benchmark serves as a Qualifying Examination
and includes demonstration of writing, teaching, and research skills. The
second benchmark is comparable to the comprehensive exams required by some
Ph.D. programs in Special Education and includes the development of a
grant. Students receive opportunities to
build this portfolio through the Research and Practice coursework. The
following are some of the products in the portfolio: research based paper,
journal review, conference presentation, personal leadership plan, grant
proposal, quality enhancement plan, and research report.
Admission to Candidacy
Once the
student has an approved dissertation proposal, an application for candidacy
should be submitted first to the advisor, then to the portfolio committee, and
the Doctoral Coordinator. The application for candidacy must be submitted at
least 4 weeks before the semester in which the student graduates. In the
Special Education program, it is recommended that this application be made as
soon as the proposal has been approved.
Dissertation Requirements
The
purpose of the dissertation is for doctoral students to demonstrate their
ability to synthesize the professional literature and generate new knowledge
for the profession through using well-established research tools. For the Ph.D.
in Special Education, the dissertation may be quantitative (group or single
subject) or qualitative research. Whatever type of design, it must adhere to
current standards for quality as reflected in professional writing on the
chosen method of research design and reflected in the current literature. Students
must be continuously enrolled for dissertation research credits through the
semester of graduation. Defense of the dissertation is conducted in a final
oral examination that is open to the university community.
Application for Degree
Students
must submit an Application for Degree during the semester in which they
successfully defend their dissertation proposal. Adherence to
MASTER OF EDUCATION IN SPECIAL EDUCATION
For the M.Ed. in Special Education, an "A" level license
in special education from the North Carolina Department of Public Instruction
(or its equivalent from another state) is required. For the M.Ed. in
Academically or Intellectually Gifted, an "A" level license in an
elementary, middle, or secondary education teaching field is required.
Program of Study
The
mission of the Special Education (
Additional Admission Requirements
1)
Official
transcripts of all previous academic work attempted beyond high school
documenting undergraduate GPA of 2.75 overall and 3.0 in jr./sr. years.
2)
Official
agency reports of satisfactory GRE or MAT test scores (30th percentile or
above).
3)
At
least three evaluations from professional educators familiar with the
applicant's personal and professional qualifications.
4)
A
one or two page essay describing the applicant's experience and objective in undertaking
graduate study.
Degree
Requirements
M.Ed.
in Special Education
Phase I: Developing Perspective (10 hours)
RSCH6101 Educational Research Methods (3)
EDUC6254 Individualizing Instruction for Diverse
Learners (3)
ADMN6106 Legal Issues in Special Education (3)
SPED6691 Seminar in Professional and Leadership
Development (1)
Phase II: Content and Pedagogy (10 hours)
RSCH7113 Single-Case Research (3)
SPED6502 Advanced Classroom Management (3)
SPED6503 Instructional Design in Special Education (3)
SPED6691 Seminar in Professional and Leadership Development (1)
Electives (15 hours)
Phase III: Collaborative Leadership (4 hours)
SPED6690 Consultation and Collaboration (3)
SPED6691 Seminar in Professional and Leadership Development (1)
M.Ed.
in Academically or Intellectually Gifted
Phase I: Developing Perspective (7 hours)
RSCH6101 Educational Research Methods (3)
SPED5211 Nature and Needs of Gifted Students (3)
SPED6691 Seminar in Professional and Leadership Development (1)
Phase II: Content and Pedagogy (25 hours)
SPED6000 Topics in Special Education: AIG (3)
SPED6124 Methods of Instructing Gifted Students (3)
SPED6161 Social and Emotional Needs of Gifted Students (3)
SPED6224 Adapting Curriculum Materials and Classroom Differentiation (3)
SPED6241 Constructing Curriculum for Gifted Students (3)
SPED6270 Planning and Evaluation of Gifted Programs (3)
SPED6271 Leadership in Gifted Education (3)
SPED6691 Seminar in Professional and Leadership Development (1)
RSCH7111 Qualitative Methods (3)
Electives (3 hours)
Phase
III: Collaborative Leadership
(4 hours)
SPED6690 Consultation and Collaboration (3)
SPED6691 Seminar in Professional and Leadership Development (1)
Admission to Candidacy Requirements
Apply the
semester prior to planned graduation. Full-time
students must have completed 19 hours and be enrolled for at least an
additional 10 hours. Part-time students must have completed at least 31 hours.
Assistantships
The Program typically has a limited number of graduate
assistantships with salaries starting at $8,000/ academic year. Applications
are available from the Department of Counseling, Special Education, and Child
Development
(704-687-8772).
Internships
Neither
the M.Ed. in Special Education nor the M.Ed. in Academically and Intellectually
Gifted requires an internship.
Practica
Most
courses require students to apply the knowledge learned in classes to
public/private school classrooms.
Capstone Experiences
The
capstone experience will be fulfilled by completing either a Master's Research
Project (recommended) or a Comprehensive Portfolio (with approval of advisor).
Electives
The M.Ed.
in Special Education includes 15 elective hours. This will enable students to
add-on an additional North Carolina teaching license in a disability area (i.e.,
behavioral-emotional disabilities, cross-categorical, learning disabilities,
mental disabilities, severe and profound disabilities), complete the Graduate
Certificate in Supported Employment and Transition, or complete an
individualized set of courses developed as a result of participating in the
first
Advising
Upon
acceptance into the program all students are assigned an advisor. Students are
expected to meet with their advisor each semester to discuss their coursework.
Licensure
Successful completion will lead to a
Committees
Each student
will have a committee of two graduate faculty members who will provide guidance
through the Capstone Experience. The committee will include the student's
advisor, as well as one additional graduate faculty member chosen by the
student.
Application for Degree
Apply the
semester prior to planned graduation. Full-time
students must have completed 19 hours and be enrolled for at least an
additional 10 hours. Part-time students must have completed at least 31 hours.
Research
Opportunities/Experiences
The Special Education faculty continuously achieves regional,
state, and national recognition in scholarship, teaching, and research. As a
result students will have multiple opportunities to become involved in
practical, classroom-based research. In addition "action-research"
projects are required in a variety of courses.
Tuition Waivers
A person
qualifies for in-state tuition if he/she; is paid on the teacher salary
schedule, has established legal residence in North Carolina, is employed
full-time by a North Carolina public school, but only for "courses
relevant to teacher certification or to professional development as a
teacher." Contact the
Financial Aid/ Financial Assistance
Information
is available from the Teacher Education Advising and Licensure Office located in
Program Certifications/Accreditation
Both the
Special Education M.Ed. Program and the Academically
and Intellectually Gifted M.Ed. Program are fully accredited by NCATE, CEC, and
NCDPI.
The Master
of Arts in Teaching M.A.T. program is designed for individuals with a bachelor’s
degree who are seeking initial licensure in special education (either General
Curriculum or Adapted Curriculum) and a master’s degree. For more information
on the MAT, please visit our website at http://www.uncc.edu/education/mat.
Program of Study
The
mission of the Special Education (
Additional Admission Requirements
1)
Official
transcripts of all previous academic work attempted beyond high school
documenting undergraduate GPA of 2.75 overall and 3.0 in jr./sr. years.
2)
Official
agency reports of satisfactory GRE or MAT test scores (30th percentile or
above).
3)
At
least three evaluations from professional educators familiar with the
applicant's personal and professional qualifications.
4)
A
one or two page essay describing the applicant's experience and objective in
undertaking graduate study.
Degree
Requirements
M.A.T.
in Special Education (Initial Licensure in Special Education: General
Curriculum)
General Curriculum, Option A: Teachers with a non-special education
license
Phase I (18 hours)
Take all of these courses first; they are
required prerequisites for the courses below.
SPED5173 Diagnostic Assessment (3)
OR
SPED5270 Classroom Management (3)
SPED5175 Instructional Planning in Special Education (3)
Take these courses next.
SPED5272 Teaching Mathematics to Students with Special Needs (3)
SPED5275 Teaching
SPED5277 Teaching Writing to Students with Special Needs (3)
SPED6475 Internship: General Curriculum (3)
Praxis II Specialty
Area exams passed
Phase I completion
form signed by advisor and filed with TEAL Office
Application for “A”
license filed in TEAL office
Phase II (21 Hours)
Take these courses first
EDUC6254 Individualizing Instruction for Diverse Learners (3)
RSCH7113 Single Case Research
Take these courses next
RSCH6101 Educational Research Methods (3)
SPED6691 Seminar in Professional and Leadership Development
Followed by these courses
SPED6502 Advanced Classroom Management (3)
SPED6503 Instructional Design in Special Education (3)
SPED6691 Seminar in Professional and Leadership Development (1)
Take these courses last
SPED6690 Consultation and Collaboration (3)
SPED6691 Seminar in Professional and Leadership Development (1)
General Curriculum, Option B: Teachers with a provisional (lateral
entry) license or emergency license and students without a license.
Phase I (27 hours)
Take all of these courses first; they are required
prerequisites for the courses below.
SPED5100 Introduction to Special Education (3)
SPED5173 Diagnostic Assessment (3)
SPED5175 Instructional Planning in Special Education (3)
SPED5270 Classroom Management (3)
Take these courses next.
SPED5272 Teaching Mathematics to Students with Special Needs (3)
SPED5275 Teaching
SPED5277 Teaching Writing to Students with Special Needs (3)
SPED6690 Consultation and Collaboration (3)
SPED6475 Internship: General Curriculum (3)
*EIST 5100 completed (ONLY for students
without a license)
Praxis II Specialty
Area exams passed
Phase I completion
form signed by advisor and filed with TEAL Office
Application for “A”
license filed in TEAL office
Phase II (12 Hours)
Take these courses first
RSCH7113 Single Case Research (3)
SPED6691 Seminar in Professional and Leadership Development (1)
Take these courses next
RSCH6101 Educational Research Methods (3)
SPED6691 Seminar in Professional and Leadership Development (1)
Take these classes last
SPED6502 Advanced Classroom Management (3)
OR
SPED6503 Instructional Design in Special Education (3)
SPED6691 Seminar in Professional and Leadership Development (1)
M.A.T.
in Special Education (Initial Licensure in Special Education: Adapted
Curriculum)
Adapted Curriculum, Option A: Teachers with a non-special education
license
Phase I (21 hours)
Take all of these courses first; they are required prerequisites for
the courses below.
SPED5270 Classroom Management (3)
SPED5175 Instructional Planning in Special Education (3)
SPED5273 Life Skills (3)
Take these courses next
SPED5274 General Curriculum Access and Adaptations (3)
SPED5278 Systematic Instruction in the Adapted Curriculum (3)
SPED5316 Transition Planning & Service Delivery (3)
SPED6476 Internship: Adapted Curriculum (3)
Praxis II Specialty
Area exams passed
Phase I completion
form signed by advisor and filed with TEAL Office
Application for “A”
license filed in TEAL office
Phase II (18 Hours)
Take these courses first
EDUC6254 Individualizing Instruction for Diverse Learners (3)
RSCH7113 Single Case Research (3)
Take these courses next
RSCH6101 Educational Research Methods (3)
SPED6691 Seminar in Professional and Leadership Development (1)
Followed by these courses
SPED6502 Advanced Classroom Management (3)
SPED6503 Instructional Design in Special Education (3)
SPED6691 Seminar in Professional and Leadership Development (1)
Take these courses last
SPED6690 Consultation and Collaboration (3)
SPED6691 Seminar in Professional and Leadership Development (1)
Adapted Curriculum, Option B: Teachers with
a provisional (lateral entry) license or emergency license and students without
a license.
Phase I (27 hours)
Take all of these courses first; they are required
prerequisites for the courses below.
SPED5100 Introduction to Special Education (3)
SPED5175 Instructional Planning in Special Education (3)
SPED5270 Classroom Management (3)
SPED5273 Life Skills (3)
Take these courses next.
SPED5274 General Curriculum Access and Adaptations (3)
SPED5278 Systematic Instruction in the Adapted Curriculum (3)
SPED5316 Transition Planning and Service Delivery (3)
SPED6690 Consultation and Collaboration (3)
SPED6276 Internship: Adapted Curriculum (3)
Praxis II Specialty Area exams passed
Phase I completion form signed by advisor and filed with TEAL Office
Application for “A” license filed in TEAL office
Phase II (12 Hours)
Take these courses first
RSCH7113 Single Case Research (3)
SPED6691 Seminar
in Professional and Leadership Development (1)
Take these courses next
RSCH6101 Educational Research Methods (3)
SPED6691 Seminar in Professional and Leadership Development (1)
Take these courses last
SPED6502 Advanced Classroom Management (3)
SPED6691 Seminar in Professional and Leadership Development (1)
Admission to Candidacy Requirements
Apply the
semester prior to planned graduation. Full-time
students must have completed 19 hours and be enrolled for at least an
additional 10 hours. Part-time students must have completed at least 31 hours.
Assistantships
The
Program typically has a limited number of graduate assistantships with salaries
starting at $8,000/ academic year. Applications are available from the
Department of Counseling, Special Education, and Child Development
(704-687-2531).
Internships
A
three-hour internship is required for M.A.T. students. This internship can be
done in a student’s place of employment or the University can find a placement
for you.
Practica
Most
courses require students to apply the knowledge learned in classes to
public/private school classrooms.
Capstone Experiences
The
capstone experience will be fulfilled by completing either a Comprehensive
Portfolio (recommended) or a Master's Research Project (with approval of
advisor).
Electives
There are no elective hours in The M.A.T. in Special Education.
Advising
Upon
acceptance into the program all students are assigned an advisor. Students are
expected to meet with their advisor each semester to discuss their coursework.
Licensure
Successful
completion of Phase I will lead to an initial license and successful completion
o Phase II will lead eligibility for a
Committees
Each
student will have a committee of two graduate faculty members who will provide
guidance through the Capstone Experience. The committee will include the
student's advisor, as well as one additional graduate faculty member chosen by
the student.
Application for Degree
Apply the
semester prior to planned graduation. Full-time
students must have completed 19 hours and be enrolled for at least an
additional 10 hours. Part-time students must have completed at least 31 hours.
Research Opportunities/Experiences
The
Special Education faculty continuously achieves regional, state, and national
recognition in scholarship, teaching, and research. As a result students will
have multiple opportunities to become involved in practical, classroom-based
research. In addition "action-research" projects are required in a
variety of courses.
Tuition Waivers
A person
qualifies for in-state tuition if he/she; is paid on the teacher salary
schedule, has established legal residence in North Carolina, is employed
full-time by a North Carolina public school, but only for "courses
relevant to teacher certification or to professional development as a
teacher." Contact the
Financial Aid/ Financial Assistance
Information
is available from the Teacher Education Advising and Licensure Office located
in
Program Certifications/Accreditation
The M.A.T.
in Special Education is fully accredited by NCATE, CEC, and NCDPI.
POSTBAC FAST-TRACK LICENSURE
PROGRAMS - SPECIAL EDUCATION
Students who hold a Bachelors Degree from an accredited university
can obtain an initial North Carolina Special Education teaching license in one
of two areas: General Curriculum or Adapted Curriculum.
Initial
Licensure in Special Education: General Curriculum
General Curriculum, Option A: Teachers with a non-special education
license. (18 hours)
Take all of these courses first; they are
required prerequisites for the courses below.
SPED5173 Diagnostic Assessment (3)
OR
SPED5270 Classroom Management (3)
SPED5175 Instructional Planning in Special Education (3)
Take these courses next.
SPED5272 Teaching Mathematics to Students with Special Needs (3)
SPED5275 Teaching
SPED5277 Teaching Writing to Students with Special Needs (3)
SPED6475 Internship: General Curriculum (3)
Praxis II Specialty
Area exams passed
Phase I completion
form signed by advisor and filed with TEAL Office
Application for “A”
license filed in TEAL office
General Curriculum, Option B: Teachers with a provisional (lateral
entry) license or emergency license and Students without a license. (27 hours)
Take all of these courses first; they are required
prerequisites for the courses below.
SPED5100 Introduction to Special Education (3)
SPED5173 Diagnostic Assessment (3)
SPED5175 Instructional Planning in Special Education (3)
SPED5270 Classroom Management (3)
Take these courses next.
SPED5272 Teaching Mathematics to Students with Special Needs
SPED5275 Teaching
SPED5277 Teaching Writing to Students with Special Needs (3)
SPED6690 Consultation and Collaboration (3)
SPED6475 Internship: General Curriculum (3)
*EIST 5100 completed (ONLY for students
without a license)
Praxis II Specialty
Area exams passed
Phase I completion form
signed by advisor and filed with TEAL Office
Application for “A”
license filed in TEAL office
Initial
Licensure in Special Education: Adapted Curriculum
Adapted Curriculum, Option A:
Teachers with a non-special education license (21 hours)
Take all of these courses first; they are required prerequisites for the courses below.
SPED5270 Classroom Management (3)
SPED5175 Instructional Planning in Special Education
SPED5273 Life
Skills (3)
Take these courses next
SPED5274 General Curriculum Access and Adaptations (3)
SPED5278 Systematic Instruction in the Adapted Curriculum (3)
SPED5316 Transition Planning & Service Delivery (3)
SPED6476 Internship: Adapted Curriculum (3)
Praxis II Specialty Area exams passed
Phase I completion form signed by advisor and filed with TEAL Office
Application for “A” license filed in TEAL office
Adapted Curriculum, Option B: Teachers with a provisional (lateral entry) license or emergency license and students without a license. (27 hours)
Take all of these courses first; they are required
prerequisites for the courses below.
SPED5100 Introduction to Special Education (3)
SPED5175 Instructional Planning in Special Education (3)
SPED5270 Classroom Management (3)
SPED5273 Life Skills (3)
Take these courses next.
SPED5274 General Curriculum Access and Adaptations (3)
SPED5278 Systematic Instruction in the Adapted Curriculum (3)
SPED5316 Transition Planning and Service Delivery (3)
SPED6690 Consultation and Collaboration (3)
SPED6276 Internship: Adapted Curriculum (3)
Praxis II Specialty Area exams passed
Phase I completion form signed by advisor and filed with TEAL Office
Application for “A” license filed in TEAL office
Post-baccalaureate
Admission Information
1)
Students
must have a bachelor's degree from a regionally accredited university.
2)
Complete
an Application for Admission as a post-baccalaureate student through the
GRADUATE
CERTIFICATES
Students
who hold a Bachelors Degree from an accredited university can obtain an add-on
license in Academically or Intellectually Gifted or
earn a Supported Employment and Transition Graduate Certificate.
Academically or Intellectually Gifted
Graduate Certificate
Any
teacher seeking certification in Academically or
Intellectually Gifted (AIG) must first hold a
general teaching license in elementary, middle school, or high school
instruction. A Graduate Certificate provides a consistent, cohesive structure
for teachers seeking AIG licensure that both meets the state licensure mandate
and also provides maximum flexibility for later graduate study.
Requirements:
SPED5211 Nature and Needs of Gifted Students (3)
SPED6124 Methods of Instructing Gifted Students (3)
SPED6161 Social and Emotional Needs of Gifted Students (3)
SPED6224 Adapting Curriculum Materials and Classroom Differentiation (3)
Admission Requirements for AIG Graduate
Certificate
Students
must have a bachelor's degree from a regionally accredited university.
1)
Students
must submit an Application for Admission to a Graduate Program
2)
Students
must provide original transcripts that indicate a minimum overall GPA of at
least 2.75 and a junior/senior GPA of at least 3.0.
3)
Students
are not required to take the GRE or MAT. However, students must take the GRE or
MAT before applying to the Special Education master's degree program.
4)
If
accepted into the master's degree program, a maximum of twelve (12) Graduate
Certificate hours may be applied to the master's degree program in Special
Education with the consent of the Graduate Program Coordinator.
5)
Admission
to the Graduate Certificate program does not ensure admission into a master's
degree program.
6)
Students
must have a teaching license in an elementary, middle, or secondary education
teaching field.
Supported Employment and Transition
Graduate Certificate
The
Graduate Certificate Program in Supported Employment and Transition is a
12-hour program. It serves two groups of educational professionals: (1) those
who work in adult human-service agencies that provide on-the-job training and
support (supported employment) for individuals with disabilities; and (2) those
who work in school systems and are responsible for helping students with
disabilities prepare to live, work, and learn as adults (transition from school
to adulthood).
Program Objectives
As
specialists in supported employment and transition for youth who have
disabilities, graduates of the program are prepared to:
Work as
job coaches and employment training specialists
Provide
community-based training for persons with disabilities
Assist
students in making the transition from school to adulthood.
Additional Requirements for Admission
Applicants
to the program in Supported Employment and Transition are admitted to the
Certificate Requirements
The
Graduate Certificate Program in Supported Employment and Transition requires a
minimum of 12 semester hours, at least six of which must be at the 6000 level.
No transfer credit is accepted, although UNC Charlotte "distance learning"
courses in Supported Employment and Transition may be applied to meet the
program's requirements. Students must earn grades of B or better in each of the
courses in the 12-hour program of study. The program includes the following
core courses and support courses:
Core Courses (6 hours)
SPED5316 Transition Planning and Service Delivery (3)
SPED6321 Community-based Instruction (3)
Support Courses (6 hours) Choose two of the following
courses:
SPED6351 Interagency Collaboration (3)
SPED6640 Seminar in Special Education: Working with Families (3)
SPED6311 Introduction to Supported Employment (3)
SPED6474 Internship: Mental Disabilities (3)
Courses In
Special Education