Graduate Certificate in Interprofessional Teaming in Early Childhood
Admission to the Certificate in Interprofessional Teaming
Student must be currently enrolled in a professional program in one of these areas: early childhood education, occupational therapy, physical therapy, school psychology, special education, or speech language pathology. In addition, admission to the certificate program requires the following:
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Completion of the first semester in one’s program of study with a minimum 3.5 GPA and otherwise in good standing, as verified by program director and/or academic advisor
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A statement of purpose outlining your desire to complete the certificate
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A grades of B or higher in all certificate courses
To Apply to the Program
Requirements for the Certificate in Interprofessional Teaming in Early Childhood
For the Certificate, students must complete the following program requirements:
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A minimum of 8 semester hours of approved graduate course work
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A grades of B or higher in all certificate courses
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A core in teaming in the profession that includes SPED5270/7270
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A specialization in teaming in the profession that includes CIEC/OCCT/PHYT/SPSY/SPED 5610/7610, CIEC/OCCT/PHYT/SPSY/SPED 5620/7620, and CIEC/OCCT/PHYT/SPSY/SPED 5630/7630
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A practicum in teaming in the profession that includes CIEC/OCCT/PHYT/SPSY/SPED 5640/7640
In addition to the core courses required by the certificate, additional courses from the student’s professional program will be identified by the advisor. The certificate must be awarded simultaneously with the professional degree.
All coursework and requirements of the certificate must be taken within a four-year period immediately preceding the date the degree is awarded.
Guide for Developing a Plan of Study
Below is a guide for developing a Plan of Study for the Certificate in Interprofessional Teaming in Early Childhood. Students should work with their faculty advisor to identify specific courses to fulfill program requirements.
Code | Title | Hours |
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Core in Teaming | ||
SPED 5270/7270 | Team Models And Community Networking In Early Intervention | 3 |
Specialization in Teaming in the Profession | ||
CIEC 5610/7610 | Seminar I: Orientation to Interprofessional Teaming | 1 |
or OCCT 7610 | Orientation to Interprofessional Teaming | |
or PHYT 5610 | Orientation to Interprofessional Teaming | |
or SPSY 5610 | Seminar I: Orientation to Interprofessional Teaming | |
or SPED 7610 | Seminar I: Orientation to Interprofessional Teaming | |
CIEC 5620/7620 | Seminar II: Working Effectively with Team Members | 1 |
or OCCT 7620 | Leadership and Advocacy in Interprofessional Teaming | |
or PHYT 5620 | Leadership and Advocacy in Interprofessional Teaming | |
or SPSY 5620 | Seminar II: Leadership and Advocacy Interprofessional Teaming | |
or SPED 7620 | Seminar II: Working Effectively with Team Members | |
CIEC 5630/5630 | Evidence-Based Practice and Innovation in Interprofessional Teaming | 1 |
or OCCT 7630 | Evidence-Based Practice and Innovation in Interprofessional Teaming | |
or PHYT 5630 | Evidence-Based Practice and Innovation in Interprofessional Teaming | |
or SPSY 5630 | Evidence-Based Practice and Innovation in Interprofessional Teaming | |
or SPED 7630 | Evidence-Based Practice and Innovation in Interprofessional Teaming | |
Practicum in Teaming | ||
CIEC 5640/7640 | Practicum in Interprofessional Teaming | 2 |
or OCCT 7640 | Practicum in Interprofessional Teaming | |
or PHYT 5640 | Practicum in Interprofessional Teaming | |
or SPSY 5640 | Practicum in Interprofessional Teaming | |
or SPED 7640 | Practicum in Interprofessional Teaming | |
Total Hours | 8 |
- PLO 1: Partnerships/Collaboration: Demonstrate the ability to work effectively with other professionals as well as parents of individuals with disabilities as well as individuals with disabilities themselves.
- PLO 2: Advocacy: Engage in a range of activities that promote the well-being of individuals with disabilities and their families.
- PLO 3: Diversity/Cultural Competence: Understand and accommodate for varying beliefs and cultures
- PLO 4: Evidence-based Practice Use theory, research, and collected data to drive practice, provision of the best possible care for clients based on evidence and research previously conducted