Now Accepting Applicants for Master’s Degrees in Severe Disabilities or in Rehabilitation Counseling
About the Project
STAR is a 5-year federally funded personnel preparation project to train 30 masters-level scholars for positions as special education teachers and vocational rehabilitation counselors to work with transition-age students with severe disabilities and to evaluate the impact of an evidence-based approach to interdisciplinary training.
STAR scholars will participate in shared interdisciplinary coursework, sequenced field experiences, and mentorship opportunities to gain experience and expertise in working with transition-age students with severe disabilities.
Benefits
- Full tuition for duration of program
- Annual stipend to support participation in the on-campus Summer Capstone Institute
- Master of Arts in Severe Disabilities or Master of Arts in Rehabilitation Counseling
- STAR Scholars develop specialized interdisciplinary expertise in evidence-based practices in transition
Admission Requirements
- Admission into The University of Alabama’s Graduate School
- For acceptance into the Master’s program in Severe Disabilities Education, must hold a Bachelor’s degree in Special Education and Alabama’s Class B Certification in K-6 or 6-12 or its equivalent from other states
- For acceptance into the Master’s program in Rehabilitation Counseling, must hold a Bachelor’s degree in Rehabilitation Counseling or other related fields
- Repayment requirement is a commitment to teach/work in the disability field for the equivalent of double the time of STAR project participation
STAR Scholars Course Work and Activities
- 3 Grant-Related Seminars (during semesters of shared coursework)
- 1 On-Campus Capstone Interdisciplinary Summer Institute
- For the Master’s in Severe Disabilities
- 33 Credit-Hour Program (4 semesters)
- For the Master’s in Rehabilitation Counseling
- 60 Credit-Hour Program (6 semesters)
- Mentor Teacher working with transition age students with severe disabilities or
- Mentor Counselor with caseload expertise in transition
- Coordinated fieldwork experiences to provide connect theory and practice throughout program
| MA in Severe Disabilities | MA in Rehabilitation Counseling |
| The Severe Disabilities Education is a 33-credit hour program.SPE 593: Introduction to Severe Disabilities will provide an in-depth of coverage of issues related to severe disabilities vis-à-vis teaching and learning at the secondary level.SPE 501: Diagnosis and Assessment- This course will focus on competencies related to Kohler’s Taxonomy areas of student-focused planning and student development of occupational and work adjustment competencies.SPE 514: Professional Collaboration– will focus on the Kohler Taxonomy areas of interagency collaboration and program structures and attributes (Kohler, 1998). This course will provide STAR scholars with an understanding of the constellation of adult and school services and how these services can support various career paths of high school students with disabilities.SPE 594: Instructional Strategies for Severe Populations— to assist students in the development of knowledge and skills to enhance their abilities to make reflective decisions and facilitate positive exchange in educational settings for children/youth with severe/profound disabilities. Emphasis is placed on educational programming, subject matter, professional responsibilities of teachers, and related service personnel, curriculum development, physical management, adaptation of material and equipment, and modification of programming in varied settings. SPE 502: Advanced Behavior Management– The course objectives are supported by the research on Evidence-Based interventions in behavior and emphasizing appropriate behaviors for the workplace and other adult areas.SPE 597: Transition will provide a foundation for STAR scholars by introducing the rationale, legislation, philosophical basis, and evidence-based practices associated with the Kohler Taxonomy areas of student-focused planning, family involvement, and student development (See Section B1: Interdisciplinary Coursework and Experiences, for course details).BCE 544: Job Development/Placement in Rehabilitation Counseling – This course will provide an introduction to the rehabilitation services system and develops STAR scholar knowledge focused on Kohler’s Taxonomy area of student-focused planning, family involvement, and student development for postsecondary education, employment, and independent living.SPE/BCE XXX: (EBP in Transition Seminar) – Workshop activities will focus on the identification and research of evidence-based practices.CAT 531 Technology: Applications in Education- This course focuses on the role of technology in teaching and learning. Specifically, for this project., the course will include assistive technology.SPE 506: Family Intervention with Exceptional Children and Youth. In this course, the role of family in the educational programming of children with disabilities, framed form the standpoint of IDEA mandates, advocacy and the family systems theory.BCE 533 – Work and Disability. Overview of the relationships between work and disability. The course will highlight the issues affecting individuals with disabilities as they pertain to obtaining or maintaining work (See Section B1: Interdisciplinary Coursework and Experiences, for course details).BCE 542 – Medical and Psychosocial Aspects of Disability: Orientation to the medical professions and related rehabilitation professions (See Section B1: Interdisciplinary Coursework and Experiences, for course details).SPE 595: Practicum in Severe Disabilities Education– The final semester of fieldwork is focused on the development of a transition portfolio for high school students with disabilities. This portfolio will include information on adult services that can aid the high school student after graduation and information on the high school student that are required or desired by adult service providers, employers, and/or postsecondary education. This fieldwork is designed to address CEC competencies related to: (a) role of agency personnel, (b) interagency collaboration, (c) formal and informal career and vocational assessment, (d) matching student needs and interests with postschool options, (e) professionalism, (f) ethical practices, (g) observation, (h) positive regard for the capacity, and (i) constraints of community organizations. | RCE is a 60-credit hour program. While the STAR scholars’ cohort will start at about the same time during each of the cohorts, the VR program scholars will take two semesters longer than their special education counterparts. As such, the shared coursework will be offered early in the program to ensure to that both program scholars have the interdisciplinary experience. Specifically, the rehabilitation counseling courses are as follows: BCE 512 – Counseling Theory and Process. Introduction to counseling, counseling theories, and the counseling relationship; and an overview of the counseling process.BCE 513 – Career Development. An introduction for counselors and teachers to career development concepts, labor force information, and other resources needed to help persons with career planning and decision making.BCE 514 – Counseling Skills. An experiential course involving applied elements of theoretical models and customary helping skills to orient and prepare students for their initial supervised work with counseling clients.BCE 517 – Professional Issues, Ethics, and Advocacy in Counseling. This course is designed to expose students to the fundamental principles of being a professional counselor, including issues about ethics and advocacy.BCE 521 – Group Procedures in Counseling and Guidance. Background in group methods, including group guidance, group counseling, and group dynamics. One-half of class time is spent in a laboratory experience during which each student is provided an opportunity to function in a group.BCE 522 – Individual and Group Appraisal. Prerequisite: BER 540. An overview of measurement methods, practice in administration and interpretation of standardized tests, and evaluation of tests and testing programs for counseling and guidance.BCE 611 – Multicultural Counseling. This course is designed to introduce students to multicultural issues unique to counseling and other helping professions.BER 500 – Introduction to Educational Research. An overview of the research process, primarily for master’s students.BER 540 – Quantitative Research I. Descriptive and basic inferential statistics, including graphs, frequency distributions central tendency, dispersion, correlation, and hypothesis testing. Computer applications are included.BEP 550 – Lifespan Development. A study of principles and concepts of physical, cognitive personality, and social development from conception through death.BSP 660 – Psychopathology. Thorough examination of the history, scope, and understanding of abnormal behavior through the life span, with emphasis on educational and clinical implications. The most recent classification system is used to structure topics and issues in the course.BCE 533 – Work and Disability. Overview of the relationships between work and disability (See Section B1: Interdisciplinary Coursework and Experiences, for course details).BCE 540 – Orientation to Rehabilitation Counseling: Philosophical, social, psychological, and legislatives bases of rehabilitation; the nature and scope of the rehabilitation process and the functions of the vocational rehabilitation counselor; and the study of the individual.BCE 542 – Medical and Psychosocial Aspects of Disability: Orientation to the medical professions and related rehabilitation professions (See Section B1: Interdisciplinary Coursework and Experiences, for course details).BCE 545 – Vocational Rehabilitation, Case Management and Placement: The purpose of this course is to provide the student with information about the total vocational rehabilitation process including follow-up services.BCE 613 – Substance Abuse Counseling: This course offers a review and critiques of the theory and practice in counseling individuals with issues related to mind altering chemical substances and other addictions.BCE 546 – Practicum in Rehabilitation Counseling: Prerequisite: BCE 512 & BCE 514 and permission of the faculty. Supervised experience in rehabilitation counseling.BCE 547 – Internship in Rehabilitation Counseling: Prerequisite: Completion of requirements for BCE 546. Supervised field experience in rehabilitation counseling. |
Post-graduation Evaluation
In the year following completion of training, trainee graduates will participate in an employment seminar workshop. As part of this activity, certified STAR scholars will: (a) survey transition practices at their school, (b) convene an
interagency transition team, and (c) develop a proposal to improve transition services based on evidence-based practice at their school. The process of convening the interagency transition team will lead STAR scholars through the process of identifying key transition stakeholders from six key groups: (a) students and families, (b) administrators, (c) general and career-technical educators, (d) special educators, (e) adult service providers, and (f) community providers. The proposal stage of this seminar will involve convening a meeting of the interagency team, discussing the results of the transition survey, and developing support from key personnel. This seminar is designed to address all of the Kohler Taxonomy areas but will be particularly focused on program structures and attributes. This seminar is also designed to address the CEC transition specialist competencies of: (a) providing technical assistance, (b) identifying future postschool training needs, (c) coordinated information sharing, and (d) using strategies for resolving differences.
Contact
- Master’s in Severe Disabilities: Dr. Kagendo Mutua, kmutua@ua.edu
- Master’s in Rehabilitation Counseling: Dr. George Mugoya, gmugoya@ua.edu