Residency based emotional & behavioral disorders teaching licensure & M.Ed.
Become licensed to teach students with EBD while working as a paraprofessional in an EBD classroom
Candidates will complete a nonconventional residency-based program that will incorporate on-line and traditional classroom instruction with residency-based coaching in classrooms that serve students with severe emotional and behavioral disorders (EBD). You will leave the program not only an excellent teacher prepared for a job working with students with severe EBD, but also a leader prepared to implement the most effective evidence-based practices and promote the success of your students.
To apply, you must be employed as a paraprofessional in a level III of IV classroom by one of our partner school districts and include a written recommendation from the district with your application.
Rated #8 in the nation among special education graduate programs by U.S. News & World Report in 2017
Graduates of the EBD licensure program:
- Teach in EBD classrooms
- Consult with special and general education teachers and evaluation team members
- Serve students pk-21 with severe emotional behavior disorders from a variety of cultural, linguistic and socio-economic background
The non-conventional emotional & behavioral disorders licensure and special education M.Ed. program require the completion of 36 credits. Your total number of required credits may vary based on previous educational experience or licensures.
- Establishing systems to promote collaboration between staff members working in self-contained EBD classrooms
- Alternative pathways to special education teacher licensure
- Using Multi-Tiered Systems of Support to creative inclusive school climates for transgender and gender diverse students
Jennifer McComasAssociate department chair, head emotional behavioral disorders licensure & M.Ed. program
- Functional analysis of problem behavior in educational and residential settings
- Basic behavioral processes maintaining desirable and undesirable behavior, such as schedules of reinforcement, stimulus control, and establishing operations
- Behavioral treatment of problem behavior based on concurrent schedules of reinforcement as well as antecedent stimuli
- Analysis of academic performance of students with behavior problems