Academic Programs

Master's Degree Program in Transition Special Education: Emphasis in Acquired Brain Injury
The Master's Degree Program in Special Education: Emphasis in Acquired Brain Injury is focused in addressing the national shortage of special education and related service personnel qualified to meet the needs of students with traumatic brain injuries (TBI) and their families. Graduates are uniquely prepared to be educators and systemic improvement specialists in schools, hospitals, rehabilitation programs, advocacy programs, and related organizations. Scholarship support for qualified students is available.

The required coursework (including internships) is 45-48 credits and generally takes 2 or 2 ½ years to complete depending on whether a student is attending full time (with 9 + credits per semester) or part time (with at least 6 credits per semester). Most courses are offered in the evening to allow students to work during the day. Teacher certification in special education is available for those who are not yet certified teachers. Coursework is combined with guided field internships in a variety of multi-disciplinary settings in national agencies/organizations, state-of-the-art medical and rehabilitation programs, progressive school districts, and advocacy organizations. Students are required to do a total of 9 credits of field-based internships to ensure that they have a broad perspective and multi-disciplinary experiences.

Ed.S .Degree Program in Transition Special Education:
Emphasis in Acquired Brain Injury
The coursework for the Ed.S. program is drawn from the M.A. program and other Ed.S. degrees offered by the Department of Teacher Preparation and Special Education (DTPSE) with general competency areas that include:

• Developing linkages, collaboration, and effective relationships among school and community-based service agencies
• Developing a service delivery continuum and anticipating transition and post-secondary needs
• Designing and conducting collaborative in-service training of professionals and parents
• Developing community resources and expanding post-secondary options.
• Leading system change and reform initiatives in multi-agency systems.
• Advancing instructional and assistive technology.
• Developing interagency agreements and evaluating system collaboration.
  Examples of individual focus for coursework include program management, program evaluation, research, national advocacy, consulting with local agencies, or curriculum leadership at the state or local school level. A (6) six credits internship is required for Ed.S. students, and they are expected to submit a paper for publication and do at least one professional presentation by the completion of their program. In addition, Ed.S. students are required to complete a Portfolio and sit for a comprehensive examination prior to graduation.

Graduate Certificate Program in Transition and Brain Injury
To address the complex education and transition needs of students with brain injuries and their families, the George Washington University’s Department of Teacher Preparation and Special Education (DTPSE), in collaboration with the GW Center for Education and Human Services in Acquired Brain Injury (CEHSABI), has developed a new 15 credit Graduate Certificate Program in special education, transition, and brain injury. The program consists of 5 graduate level courses that involve a number of field-based activities ( i.e. case studies, special projects, conducting an in-service in local schools and organizations, etc.) in the local communities to allow students to become familiar with the needs and resources of their states, and to encourage their participation in building capacity for those states in which the graduate students live and work. Partial scholarships are offered depending upon current funding from external sources, and applicants who qualify for the program have three options to choose from.

1. On-line-only Program - Students take all 5 courses (15 credits) by distance learning
2. Blended Learning Program - Students take 3 courses on-line and two courses on campus during a Summer Institute at GW. Blended learning provides a combination of on-line instruction with face-to-face instruction.
3. On-campus-only Program - Students take all courses on campus and are encouraged to participate in the Summer Institute.