Center for Education and Human Services in Acquired Brain Injury

GW Graduate Certificate Program In Special Education 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 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. All courses have been taught for a number of years in our on-campus programs, and have been through rigorous curricum review and reorganization when needed.

The Graduate Certificate program is offered in a distance learning format or through on-campus courses for those who live in or near Washington D.C. If you live within a 100 mile radius of GW, you are not eligible for the distance learning option

Sound Interesting?
If you want to apply, or if your State or organization would like to develop a plan to use our Graduate Certificate Program to improve your state’s professional services in TBI, we would like to hear from you!

Course Number	Course Name	Course Description
SPED 223	Introduction to Brain Injury: Programs, Policies, and Resources	Provides an overview of acquired brain injury (ABI) and its corresponding educational implications for learners of all ages and their families. Course content will provide a foundation of knowledge and skills critical to the delivery of educational services to the student with brain injury. Transitions between acute care, rehabilitation, school, adult living options, and community services will be examined. National, state, and local resources and programs for systems change will be examined in the light of current information and theory about best practices and needs in the field.
SPED 224	Brain Function and Impact of Brain Injury on Learning and Education	Prepares education and related service personnel who can effectively participate in assessment and educational planning for children, youth, and young adults with acquired brain injuries. The course covers the neuroanatomy related to child development, behavior and learning related to development of an appropriate Individualized Educational Program (IEP) and implementation of strategies that support learning for students with acquired brain injuries. Students will also learn how to interpret a neuropsychological diagnostic report and facilitate understanding of the neuropsychological findings for and IEP team addressing the needs of individuals with brain injury
SPED 225	Family Partnerships for Systems Change	Prepares education and related service personnel to establish and maintain partnerships with parents and other family members of individuals with brain injuries and to make systemic improvements for education and related services. The course emphasizes the importance of families, the impact of disability on families, and the uniqueness of each family. Students will examine the history of parent/family involvement in special education and disability advocacy , elements of family systems theory, principles of self determination, models of systems change, strategies for advocacy and systemic improvement, issues with diverse populations, ethics, and other considerations in building family partnerships.
SPED 231	Instructional Methods in Special Education and Transition for Students with Acquired Brain Injuries	Prepares education and related service professionals with the knowledge and skills needed in order to provide appropriate education and transition programming for students with ABI. Students will learn to assess the critical components of instruction and curriculum design for learners with brain injuries in order to: (a) organize content knowledge (b) create an appropriate environment for student learning, (c) use appropriate instructional strategies and (d) demonstrate professionalism and ethical practices through self-reflection, collaboration and evaluation.
SPED 255	Interdisciplinary and Interagency Service Coordination for Special Populations (emphasis on ABI)	Prepares education and related service personnel to participate as advocates, team members, and leaders in facilitating interdisciplinary and interagency service coordination for individuals with brain injuries and their families. Students will explore and analyze the ideas, philosophies and principles that have stimulated and guided a movement toward interagency partnerships and shared responsibilities for the development and well-being of all individuals. Students are challenged to look beyond traditional service boundaries and to develop a personal philosophy of advocacy and service coordination.