Special Needs Certificate

Program Description

The program is entirely customized with examples, strategies, and assignments for any teacher to gain and sharpen instructional skills for special education students. The courses that make up the program curriculum are designed to prepare and strengthen the teacher by providing the most current research-based and proven educational strategies and knowledge for meeting special education needs. The curriculum encompasses learning theory, educational foundations, brain theory, best practices, curriculum development, standards, and assessment.

Admission Eligibility and Requirements

1	Eligible participants must be graduate-level teachers (instructional specialists, administrators, or any other school staff member assigned teaching duties or with access to educational facilities and programs) with current access to classrooms and a school (from grades preK-12, any content area).
2	Successful completion of a baccalaureate degree from an accredited college or university – The degree must be verified on official transcripts sent by the awarding institution directly to Acacia University. Mail or secure electronic delivery is accepted. International applicants: Applicants submitting transcripts from non-US institutions must have their transcript evaluated by a National Association of Credential Evaluation Services (NACES) member agency. This requirement does not apply to international applicants who received a degree from a US college or university.
3	English language competency – Applicants whose first language is not English and do not have a bachelor’s degree from a university in which instruction is conducted in English must provide evidence of English proficiency. The following are accepted exams and minimum scores required for admission: 60 on the paper-delivered Test of English as a Foreign Language (TOEFL PBT), or 71 on the Internet Based Test (iBT) 6.5 on the International English Language Test (IELTS) 50 on the Pearson Test of English Academic Score Report 100 on the Duolingo English Test 55 on the 4-skill Michigan English Test (MET) 650/LP on the Michigan Examination for the Certificate of Competency in English (ECCE) A minimum score on the College Board Accuplacer ESL Exam Series as follows: ESL Language Use: Score of 85 ESL Listening: Score of 80 ESL Reading: Score of 85 ESL Sentence Meaning: Score of 90 ESL Writeplacer: Score of 4 Comprehensive Score for all exams of 350 A minimum grade of Pre-1 on the Eiken English Proficiency Exam. A minimum B-2 English proficiency level identified within the Common European Framework of Reference (CEFR) standards and assessed through various ESOL examinations, including the University of Cambridge.
4	Teaching position or access to classrooms – confirmation of classroom and connectivity attestation through either a signed form https://www.acacia.edu/required-classroom-and-connectivity-attestation.pdf or declared via the Classroom and Connectivity Access Attestation section in the website admission form. The Master of Arts in Elementary Education requires access to elementary classrooms. The Master of Arts in Secondary Education requires access to secondary classrooms. The Master of Education in Educational Administration prefers a record of at least two years of successful teaching experience and requires access to classrooms. The Master of Education in Special Education requires access to Special Education classrooms for implementation of strategies and assignments. The Master of Education in English as a Second Language requires access to classrooms with ESL students.
5	Ongoing access to computer technology – All Acacia University courses are presented online so each applicant must have a computer and internet access to participate.

At the end of this program,
students will be able to:

Develop and implement an Individualized Education Plan (IEP)
Develop meaningful accommodations to maximize access to curriculum
Understand and apply modifications to content, methods, and pacing of curriculum
Design and implement developmentally appropriate strategies that foster, nurture, and develop skills in students that are within, and outside of, the normal range of child development
Design and implement strategies to meet the special educational needs of students in the resource classroom