Graduate Certificates (CERT)

Early Childhood/Early Intervention programs are increasing in number nationally for children at risk for developmental delay and those identified with delays and disabilities. Over the past 10 years, rapidly emerging research evidence about children's early development and learning has shown the effectiveness for achieving positive and functional outcomes for children when they are actively engaged and participating in everyday routines and activities as part of family and community life with parents, care-providers and typically developing peers and siblings. To the greatest extent possible, the early intervention/education experiences for young children with disabilities should be provided as early as possible, and in collaboration with family and staff who interact with the children in family homes, community preschools, child care centers and homes, Head Start programs and other inclusive learning environments for young children.

State and federal law (IDEA), as well as nationally recognized Recommended Practices (CEC/Division for Early Childhood), call for more programs to embrace this philosophy of early, inclusive, family-centered intervention. State and local administrators, supervisors, and practitioners previously trained in typical child development, early education and care programs, medical or multidisciplinary approaches to allied health and special education will want to upgrade their knowledge and skills with an efficient program of study that addresses the age range (birth to age 5), service locations (home-visiting, inclusive preschools/child care) and team models (transdisciplinary/primary service provider, family-partnerships) reflective of these practices for young children with delays/disabilities. In addition, this certificate can enhance the practitioner's professional marketability for new positions and address the shortage for highly-qualified personnel working with young children with disabilities and their families. A 12-credit program of study, offered via distance education in 12-24 months on a part-time basis, is an attractive approach to this desired professional development.

COURSES (12 credit hours from the following):
–SPED 860 Issues in Early Childhood Special Education
–SPED 861 Infants with Disabilities and Home Visiting
–SPED 862 Preschool Children with Disabilities in a Classroom
–SPED 863 Medically Fragile Infants
–SPED 876 Language Development for Teachers
–SPED 882 Specialized Instruction for Students with Severe and Multiple Disabilities
–SPED 960 Family and School Collaboration in Special Education

Dr. Mackenzie Savaiano, Dr. Anne Thomas

This certificate provides additional education for professionals interested in students with sensory disabilities (students who are blind/visually impaired or deaf/hard of hearing). Through focused coursework about unique programs and services, collaboration with families, and specialized instructional methods, participants will gain a deeper understanding of how to effectively work with and support students who have unique sensory learning needs. Coursework is offered online during the academic year.

There are primarily four audiences for this certificate:

1. Prospective students who have already earned a master’s degree in special education or related educational field and are seeking to gain specialized expertise in sensory disabilities. These non-degree seeking students may use the credits for professional development or advancement in state-required teaching credentials.
2. Prospective students who have already earned a master’s degree in related fields (e.g., Occupational Therapy, Speech-Language Pathology, School Psychology, General Education) and are seeking to gain professional development and specialized expertise in sensory disabilities.
3. Prospective students who are enrolled in a masters degree program in special education at UNL (e.g., early childhood special education, special education 7-12) may want to gain specialized expertise in sensory disabilities.
4. Prospective students who do not have and are not seeking a master’s degree, but who are working teachers seeking professional development opportunities for working with students with sensory disabilities.

In all cases, the Graduate Certificate will enhance students’ professional skills, improve their marketability for new positions and address the shortages of highly qualified personnel working with students with sensory disabilities.

The Graduate Certificate in Sensory Disabilities does not qualify the holder to apply for a Nebraska teaching endorsement in Deaf Education or Visual Impairments. Students interested in pursuing an endorsement in either Deaf Education or Visual Impairments will need to complete additional coursework, and should contact Dr. Savaiano or Dr. Thomas for more information.

COURSES:
–SPED 846 Foundations for VI: Programs and Services for Individuals with VI
–SPED 872 Psychology and Sociology of Deafness
–SPED 960 Family and School Collaboration in Special Education OR SPED 860 Issues in Early Childhood Special Education OR SPED 861 Infants with Disabilities and Home Visits OR SPED 863 Medically Fragile Infants
–SPED 852 Instructional Methods for Students with VI OR SPED 873 Teaching the Content Areas to Students who are DHH