Certificate of Graduate Study (C.G.S.) in Autism Education
The CGS in Autism Education was driven by regional need and was developed by various constituents across Rhode Island. The program was created to support professionals who currently work with individuals with autism spectrum disorders (ASD) or who plan to do so in the future. The program's purpose is to extend professionals' knowledge and skills and ultimately the capacity of professionals, school districts, community providers, etc. to effectively teach and support individuals with ASD.
Autism is currently conceptualized as a spectrum of similar life-long disabilities. A prevalence increase has been reported since the early 1990s with the most recent data supporting a rate of all ASD at about 1 in 88 (CDC, 2012). Causes for these dramatic increases remain controversial, but the implications are clear. Children with ASD must be identified as early as possible and subsequently provided with evidence-based practices (EBP) to meet their needs. In response to this increasing need, constituents from across Rhode Island, Rhode Island College, the Paul V. Sherlock Center on Disabilities and an Autism Legislative Commission spearheaded the development of this program to support professionals to increase their knowledge of working with and supporting individuals with ASD. The CGS in Autism Education is designed to help professionals understand the characteristics of ASD across the lifespan, implications of these characteristics as related to educational programming and the application of using EBP to support educational programs for people with ASD. All program courses are aligned with the initial and advanced Council for Exceptional Children's (CEC) standards for Teachers/Specialists who work with Individuals with Developmental Disabilities/Autism.
The CGS in Autism Education is a two-year program and coursework is as follows:
|Course No.||Course Title||Credits|
|SPED 561||Understanding Autism Spectrum Disorders (Fall)||3|
|SPED 564||Building Social and Communication Skills (Spring)||3|
|SPED 562||Practicum I in Autism||1|
|SPED 566||Autism and Positive Behavior Supports (Fall)||3|
|SPED 563||Curriculum and Methodology: Students with Autism (Spring)||3|
|SPED 565||Practicum II in Autism||1|
Total Credit Hours
Requirements for application
- A completed application form accompanied by a fifty-dollar nonrefundable application fee.
- One copy of all official transcripts of all undergraduate and graduate coursework.
- A professional license (certificate for teaching and/or related service such as occupational therapy, school psychology, speech-language therapy, etc.).
- Bachelor's degree required with a minimum cumulative grade point average of 3.00 on a 4.00 scale in professional coursework.
- Three candidate reference forms accompanied by three letters of recommendation related to education and experience in special education or a related field). Submitted at http://RICreference.org/
- A performance based evaluation that documents the candidate's experience with individuals with ASD (see application form link above for details). While experiencing working with individuals with ASD is preferred, it is not a requirement for admission to the program.
- An application essay that describes the candidate's commitment to the field of Autism Education, cultural awareness, collaboration, and lifelong learning (see application form link above for details).
- An interview with at least two program faculty.
This program is currently being offered in collaboration with the Paul. V. Sherlock Center on Disabilities. Applications for admission will not be processed until all materials have been received by the Feinstein School of Education and Human Development. Applications are accepted on a rolling basis, but to ensure consideration for fall matriculation, please submit complete applications by May 1.
Horace Mann 061