The Special Education Transition to Adulthood Online Graduate Certificate Program is comprised of 12-credits of coursework (4 courses). All courses are taught in an asynchronous format. Students are required to take four of any of the following courses. 


EPSY 5140 – Transition Planning for Students with Disabilities, 3-Credits (Spring) Required

In this course, students will examine relevant legislation and recommended practices related to person-centered transition planning for students with disabilities in post-school and adult life, including postsecondary education, employment, community participation, and independent living. The course objectives correspond with the standards set forth in the Council for Exceptional Children’s (CEC) “Specialty Set: Advanced Special Education Transition Specialist.” These include examining philosophies of how this population has been viewed in society; gaining an understanding of relevant federal laws and state initiatives, community trends and resources, and professional organizations and networks related to secondary transition; learning theories, terminology, and recommended practices in transition planning as they apply to the field of secondary special education, among other key goals.


EPSY 5119 – Policy, Law, and Ethics in Special Education, 3-Credits (Spring) Elective

The purpose of this course is twofold: to interpret and apply current special education policy and law to practice; and to provide the skills to be professional and ethical educational leaders and advocates for students with disabilities. By the end of the semester, students should be able to: define the key components of IDEA, Section 504, ADAAA (as related to school settings), and ESEA; identify and examine the unintended consequences that might arise regarding implementation of these policies; evaluate challenging scenarios and apply professional and ethical judgments; and apply a legal reasoning framework to select case studies involving students with disabilities to problem-solve and develop solutions.


EPSY 5146 – Advanced Topics in Secondary Transition, 3-Credits (Fall) Required

The purpose of this course is to provide an overview of the common challenges facing students with disabilities in the transition to adulthood. This information will provide context to the secondary transition needs facing individuals with disabilities. Students will have the opportunity to complete comprehensive, individualized transition assessments with individuals with disabilities—from working with students with autism or learning disabilities to attention deficit hyperactivity disorder—and to develop transition plans based on these assessments. Further, individuals will develop plans for providing community-based instruction for individuals with disabilities. Throughout the course, the importance of person-centered planning, encouraging self-determination and self-advocacy, and involving individuals and families in the assessment and transition programming process will be stressed.


EPSY 5094 – Capstone in Secondary Transition, 3-Credits (Spring) Required

This course serves as a capstone for the Special Education Transition to Adulthood graduate certificate. It provides students the opportunity to independently design a project tailored to their specific interests and complete project activities in an real-world setting, ultimately giving them a portfolio of work that they can use to advance their job search. This project has been designed as a vehicle for ensuring that all students in this certificate program have mastered the teaching and administrative competencies necessary for implementing a successful secondary transition program for individuals with disabilities.


EPSY 5145 – Issues in Postsecondary Disability Services, 3-Credits (Fall) Elective

This course provides an introduction to disability services in postsecondary education. This course will focus on providing equal educational access for students with disabilities in postsecondary settings, including understanding of the historical perspective concerning access in higher education, the complexities of disability documentation, accommodations, learning strategies, high stakes testing and managing services with a variety of resources.