The Graduate Certificate in Low Incidence Disabilities program prepares educators to meet the educational needs of the students with a significant intellectual disability or with multiple disabilities, including cognitive, sensory and physical impairments.
The 24-27 credit hour graduate certificate in low incidence disabilities at the University of Kansas provides graduate preparation focused on meeting the educational needs of students with significant intellectual disability and students with multiple disabilities, including students on the autism spectrum with concurrent cognitive, sensory, and/or physical impairments.
Program completers who pass the state-required licensure exam are eligible to add a low-incidence special education endorsement to their existing Kansas license.
If students wish to obtain a license or certification in a state or a US territory other than Kansas after completion of their program, they should refer to our Licensure Disclosures page - https://soehs.ku.edu/current-students/licensure/disclosures.
Graduate Admissions Requirements
Applicants must meet both the University and departmental admission requirements to be considered for the program.
University of Kansas Graduate Admission Requirements
- All applicants must meet the requirements outlined in the Admission to Graduate Study policy.
- Bachelor’s degree: A copy of official transcripts showing proof of a bachelor's degree (and any post-bachelor’s coursework or degrees) from a regionally accredited institution, or a foreign university with equivalent bachelor's degree requirements is required.
- English proficiency: Proof of English proficiency for non-native or non-native-like English speakers is required. There are two bands of English proficiency, including Admission and Full proficiency. For applicants to online programs, Full proficiency is required.
Graduate Certificate in Low Incidence Disablities application requirements:
- A completed graduate application.
- Application fee.
- Official transcripts of all degree-granting post-secondary institutions you have attended and an official transcript for each degree earned.
- Two letters of recommendation.
- Personal statement declaring your interest in the program and it's relationship to your graduate course of study and/or career objectives.
- Current resume or CV.
Students that are currently enrolled (not graduated) in a special education master’s program may add a certificate program to their student record without completing the online application, subject to current faculty advisor and graduate certificate program coordinator approval. Please contact your advisor for more information.
Course requirements for the Graduate Certificate in Low Incidence Disabilities include:
Course List | Code | Title | Hours |
| SPED 735 | Introduction to Teaching Learners with Low-Incidence Disabilities in Inclusive Settings | 3 |
| SPED 742 | Assessment and Methods of Teaching Students with Low-Incidence Disabilities in Inclusive Settings | 3 |
| SPED 775 | Practicum with Children and Youth with Disabilities: _____ | 1-3 |
| SPED 723 | Positive Behavior Interventions and Supports for Students with Low-Incidence Disabilities | 3 |
| SPED 746 | Assessment and Supports for Students with Complex Communication Needs | 3 |
| SPED 842 | Methods in Access and Inclusion in the Core Curriculum | 3 |
| SPED 844 | Advanced Methods in Access and Inclusion in the Core Curriculum | 3 |
| SPED 856 | Transition Education and Services from Childhood through Adulthood | 3 |
| SPED 875 | Practicum with Children and Youth with Disabilities: _____ | 1-3 |
| 27 |
| |
A minimum cumulative grade point average (GPA) of 3.0 or higher is required to remain in good academic standing and in order to graduate. Additional information can be found in the graduate regulations section of this catalog.
At least 50% of coursework in the certificate degree must be at the 700 level or above.
At the completion of this program, students will be able to:
- Demonstrate critical-thinking and analytical skills to facilitate supportive and collegial inclusive learning communities premised on flexible and collaborative practice among general and special educators and parents of students receiving special education services.
- Demonstrate knowledge of evidence-based and high-leverage practices in special education.
- Demonstrate knowledge of characteristics, strengths, and typical areas of instructional need for students receiving special education services.
