certificate course in inclusive education

Inclusive Teaching and Learning (ITL)

Course Description

Welcome to Inclusive Teaching and Learning , a course that supports practitioners in developing inclusive classroom practices. You will build a ‘toolkit’ of knowledge, skills and resources that will start you on a journey to create a truly inclusive classroom. This course starts on the 5th September 2022, but you can look at the welcome video below and fill in the pre-course survey before then.

This course is the first of a pair which draw on the UNICEF Wave model for inclusive education. The second course - Creating an Inclusive School – supports professionals in working together to create an inclusive ethos and culture and to work with stakeholders for the benefit of all learners, but particularly those with a special educational need.

We hope this course opens up possibilities for your teaching whether you work with children and young people, student teachers, or teachers, and gives you the confidence to experiment with new approaches.

You can study on your own, or with a group of colleagues. If internet access is a problem, note that you can download all the course content (except for the quizzes) and study offline.

This course is free and gives you the opportunity to earn a Certificate of Completion or Certificate of Participation as a recognition of your learning. To access the course materials, pass the quizzes and earn your certificate, you’ll need to enroll.

To get started, please click on the Enroll Now button.

Course Contents

Week 1:  Inclusive teaching

During the first week, participants will:

• engage with a model for inclusive education and what it means to be inclusive;
• consider what it means to be excluded
• relate the model for inclusive teaching to their own practice

Week 2: Learner-centred education

During the second week, participants will:

• Consider the Policy responses to international reports on Inclusive Education.
• Examine what is meant by learner-centred education
• Engage with the ‘minimum criteria’ for learner-centredness
• Analyse teaching from a learner-centred perspective
• Plan classroom activities and consider how to involve all learners.

Week 3: Everyone can do something ... supporting inclusive teaching

During the third week, participants will:

• Consider key strategies for active teaching and learning in the classroom
• Explore ways to turn policy into practice
• Change Strategy 1 Investigate some free Open Educational Resources (OER) to support active learning and teaching
• Change Strategy 2 Focus specifically on questioning to promote thinking

Week 4: Developing your teacher’s toolkit

• Identify key inclusivity challenges relevant to their context
•  Re-visit the ‘wave model’ and consider these challenges through the lens of that model
• Make a plan for their own on-going professional development as an inclusive practitioner

Target audience

Teachers in the primary or secondary phase

School leaders

Teacher educators in colleges or universities

Government officers responsible for professional development for in-service teachers

Outcomes of this Course

After completion of this course, the participant is expected to be able to:

• Describe and explain the ‘wave model’ for thinking about inclusive education
• Understand the attitudes and values that underpin learner-centred education
• Be familiar with a range of teaching approaches that promote active learning and inclusivity
• Access, review and select open educational resources to support them in developing their own classroom pedagogy

Certificates

A Certificate of Completion or a Certificate of Participation will be awarded at the end of this course.

 To be eligible for a Certificate of Completion, you should:

• Watch all the video lectures and read all the course content
• Score at least 70% in all the quizzes
• Make at least four posts in any forum during the course

 To qualify for a Certificate of Participation, you should:

• Watch at least 80% of the video lectures and read all the course content
• Score at least 50% in all the quizzes

Other Information

This course is a pre-requisite for the course Creating an Inclusive School (CIS), to be offered in the near future.

Technology requirement

Internet-enabled device

Instructors

Course Mentors

• Dr Florence Kisirkoi - COL Consultant
• Dr David Ngatia - COL Consultant

Course Facilitators - KISE

Technical Support - KISE

• Pauline Muigai
• Felix Ombaye Mainda

Operations Team

Project Contact Person

Dr Fridah Gatwiri - KISE

Research Support

Dr Kris Stutchbury - Open University, UK

Dr Betty Ogange

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Post-Baccalaureate Certificate in Inclusive Education

At a glance.

• Credential: post-baccalaureate certificate
• Credits: 24
• Next start: monthly

Athabasca University’s online Post-Baccalaureate Certificate in Inclusive Education is intended primarily for teachers who wish to enhance their knowledge and skills to assist students who have diverse educational needs.

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About Post-Baccalaureate Certificate in Inclusive Education

The Athabasca University's online Post-Baccalaureate Certificate in Inclusive Education is a tailor-made program for teachers who want to specialize in supporting students with unique needs and learning abilities. The curriculum offers a rich blend of assessment techniques, instructional strategies, and behavioural management plans aimed at fostering the social, emotional, and academic development of special needs students. You can complete the program in as little as 1 year of full-time study, or take your time to fit it into your busy schedule—there's no time limit, but we recommend completing it within 6 years.

Program details

Tuition and fees.

This program equips you to assist students with a wide array of educational needs within an inclusive setting. Such needs may encompass cognitive, social, and sensory differences that arise from conditions like learning disabilities, emotional and behavioral challenges, exceptional abilities, or developmental delays.

The curriculum includes:

• assessment and instructional strategies to meet the needs of all types of students
• social, emotional and behavioural development of students with unique learning needs
• appropriate expectations for included students
• individual program plans (IPPs)
• classroom and behaviour management plans

Completion times

Finish this program in as little as 1 year of full-time study, or work at your own pace and take as long as you need. There is no time limit for completion, however we recommend finishing the certificate within 6 years. The program may be completed faster if transfer credit is applied toward your degree.

Admission requirements

You must have completed a 4-year Bachelor of Education degree or its equivalent to apply to this program.

We also strongly recommend that you have the equivalent of an introductory course in special education before you start this program. If you don't, you should take EDPY/PSYC 389 or EDPY 351 (or an equivalent) before taking any of the core courses for the certificate.

Transfer and advanced credit

If you have previous post-secondary education that relates to this program, you may be eligible for transfer credit. This could mean fewer courses to get your AU certificate.

If you transfer credit, you must complete a minimum of 12 credits at AU.

If you have previous credentials in special education, you should contact the program coordinator before enrolling in this program.

Request and send your transcripts if you want us to consider your previous post-secondary education for transfer credit.

Once you have paid the initial application fee, tuition is pay-as-you-go for each course registration. Course fees vary depending on your location and other factors.

Estimated program costs are available in the Calendar .

Financial aid and awards

We're dedicated to supporting your academic goals and committed to helping you overcome financial barriers by providing many funding and award options.

Residents of Alberta

Canadian residents outside of alberta, international students.

In the Post-Baccalaureate Certificate in Inclusive Education, you'll take a variety of core courses focused on assessment, instruction, and support for students with diverse learning needs. You'll also have the opportunity to choose an elective that aligns with your specific interests in the field of inclusive education.

To complete the program you will need to fulfill all the general requirements of the Post-Baccalaureate Certificate in Inclusive Education.

Our program course plans can give you an idea of what courses you need to finish this program, and how to plan the order you'll take them in. If you're feeling stuck, our academic advisors can help.

Program requirements

Program course plan

Courses to explore

Below are some of the courses that our students take in this program. Please consult an advisor to confirm any course planning , as some of these courses may not apply to you.

Focus areas

Resources and links.

Additional information that you need to know about AU and this program.

Program resources

• Visit program website
• Apply online
• Download program plans
• View Calendar

Additional resources

• The AU Advantage
• Calculate your course cost
• View program listings

Program contact

• Toll free: 1-800-788-9041
• Email program

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Inclusive Education

The Certificate Program in Inclusive Education focuses on research-based, inclusive pedagogies with a focus on teaching students with special rights and those students deemed at risk. Both general and special education teachers will gain in-depth instruction on how to successfully co-teach and co-plan to include these students in classrooms as well as in informal educational settings. 

Learning Outcomes 

Develop a basic understanding of the academic and social needs of students with special rights and those students who are at-risk. 

Identify and develop basic pedagogies, discipline plans, Individualized Education Plans, and work with educational teams. 

Examine response-to-intervention, collaborative differentiated instruction, and assessment for diverse learners. 

Examine the contextual issues and critically analyze the history of disabilities in society and in educational systems, while examining the implementation and implications of public laws.

Contextually analyze critical issues for students with disabilities in the classroom.

Required Courses

• EDUTL 5501 - Philosophical, Social, and Practice Issues (3 credits) OR ESSPED 5769 - Delivering Effective Services to Enhance the Inclusion of Students with Special Needs (3 credits)
• EDUTL/ESSPED 5505 - Multi-Tiered Systems of Support (3 credits)
• EDUTL 7075 - Disabilities in Education (3 credits)
• EDUTL 5521 - Co-Teaching and Co-Planning (3 credits)

Career Paths 

Requirements

Prerequisites

Minimum 3.0 cumulative undergraduate GPA; transcripts; valid teaching license or proof you are pursuing graduate/post-bachelor teaching license; letter of support on school letterhead or professional letter of recommendation if not working as a teacher

Deadline to apply

Autumn- August 1 Spring- December 1 Summer- April 15

Minimum Program Hours

12 credit hours

Program start

Autumn/Spring/Summer

Apply to Ohio State

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Certificate in Inclusive Education

• Diploma in Human Relationships, Diversity and Sexuality
• Graduate Certificate Counselling Applied to Teaching
• Graduate Certificate Educational Leadership
• Graduate Certificate Teaching English as a Second Language

Have questions? ecpcont.education [at] mcgill.ca (subject: Cert.%20Inclusive%20Education%20Inquiry) (Contact us!)

Details from the eCalendar

Certificate (cert.) inclusive education(30 credits), program requirement:.

The Certificate in Inclusive Education is intended for regular class teachers, special educators, adult educators, and other educational personnel. The program provides a sequence of courses that will ensure a sound foundation for adapting curriculum and instruction for students with varying abilities, learning styles, and special needs. It strives to meet the needs of educators who must adapt to their changing roles in contemporary schools: (a) for general educators, to educate students with diverse needs in their heterogeneous classrooms, and (b) for special educators, to collaborate with other professionals working with exceptional students.

Required Courses (24 credits)

Ed Psych & Couns (Inclusive): Inclusion debates; review of the evolution of the history of inclusive education; models of development ( eco-systemic models); characteristics, teaching practices; teachers' roles in inclusive classrooms. Overview of characteristics, causes, needs, and teaching strategies for diverse and exceptional students, teaching and learning for differences in intellectual, emotional, behavioural, sensory, physical and learning domains found in effective inclusive classrooms. Working with families.

Offered by: Educational&Counselling Psych

• Restriction: Open to B.Ed. and Concurrent students only.
• Offered through Continuing Education or Summer Studies.
• Prerequisite: EDPI 341
• Winter 2025
• There are no professors associated with this course for the 2024-2025 academic year

Ed Psych & Couns (Inclusive): Developing, planning, implementing and evaluating effective learning programs for diverse learners, and consideration of their more general applicability. Adapting curriculum and instruction for learners with varying abilities, learning styles, and needs. Collaboration with students, families, and other educators (or stakeholders) in the instructional process. Application of adaptations at the classroom and school level for all students in inclusive schools.

• Restriction: Open to B.Ed. students only
• Also offered through Continuing Education.
• Prerequisite: EDPE 300 .
• Caroline Temcheff, Gus Appignanesi

Ed Psych & Couns (Inclusive): Assessing student strengths, problems and needs; functions and use of different types of student assessment (traditional and alternative assessments); assessing the classroom environment; issues in assessment. Application component: application of assessment process with exceptional students, and use of results for planning and adapting instruction.

• Offered through Summer Studies and Continuing Education.
• **This course is only for the Office of First Nations and Inuit Education (OFNIE) for getting people to register online.
• **Web drop deadline is May 21, 2024
• **Web add deadline is June 1, 2024
• **Web withdrawal deadline is June 2, 2024
• Camelia Birlean

Ed Psych & Couns (Inclusive): Comprehensive approach to classroom management, including management of student learning and behavior, classroom environment, material and human resources, and teacher growth. Focus on research-based practices, including behavioral approaches, for effectively managing a classroom with diversity of students. Application component: application of classroom management principles in the field.

• Offered through Continuing Education
• Aishwarya Nair

Ed Psych & Couns (Inclusive): Theoretical approaches and specific teaching methods appropriate to the needs of students with emotional or behaviour problems, including students with attention deficit hyperactivity disorder. Multimodal team intervention approaches are emphasized. Application component: application of teaching methods with students experiencing behaviour difficulties.

• Offered through Continuing Education.
• Jo Ann Buckshot, Sasha Zalob

Ed Psych & Couns (Inclusive): Commonalities and differences between students with specific learning disabilities, and related teaching approaches. Emphasis on methods, materials, and technology for teaching academic content as well as social skills. Application component: modifying and teaching content areas to students experiencing learning difficulties.

Ed Psych & Couns (Inclusive): The psychology and practice of supporting the strengths and talents of all students across educational and community settings . Strength and talent-based programs and activities, assessments to discover student strengths and talents, classroom adaptations, application of strength and talent-based approaches to curriculum design.

Ed Psych & Couns (Inclusive): Focus on the examination of three important systems in a child’s life; namely family, school and community, as well as societal influences on student growth, development, and adjustment. Emphasis will be on evidence-based practices in collaborating with families and community organizations to form partnerships, classroom interventions and school-based initiatives to enhance well-being.

• Michelle E Smith, Jessica Ruglis

Complementary Courses (6 credits)

6 credits chosen from the following:

Ed Psych & Couns (Psychology): Supervised individual reading course on an approved subject.

• By arrangement with individual instructor. Permission must be obtained from the Department before registration
• This course is not scheduled for the 2024-2025 academic year

Ed Psych & Couns (Inclusive): Recent research, theory, and educational practice concerning creativity, with special attention to creativity in students and educational settings.

• David Hoida

Ed Psych & Couns (Inclusive): Supervised experience in an approved relevant educational setting.

• Tara Flanagan

Other courses may be approved by the Program Director. Further information may be obtained by emailing ecpundergrad.education [at] mcgill.ca . Courses listed above are not necessarily offered on a regular basis. Check Minerva for course availability.

Related Content

Application information for prospective undergrads, looking for program checklists, semester overviews, or advising information, department and university information.

• Veuillez noter qu'une version française de ce site est en cours de développement et sera publiée dans les prochains mois, au cours de l'année académique 2024-25.

Spring Course Registration is open . Explore courses today.

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Equity, Diversity, Inclusion, and Belonging Leadership Graduate Certificate

Lead your organization to a culture of inclusive excellence.

Online with On-Campus Options

Number of Required Courses

Next Start Term: Spring 2025

Registration is open through January 23, 2025

EDIB Leadership Certificate Overview

With a graduate certificate in Equity, Diversity, Inclusion, and Belonging (EDIB) Leadership, you can become a powerful voice for strategic change within your organization. You will gain critical knowledge and skills to address bias and marginalization and to foster an inclusive corporate culture.

Through your coursework, you will:

• Develop a strong understanding of history, bias, and power and privilege in the workplace
• Identify the opportunities and challenges of developing diverse, inclusive, and equitable initiatives and policies
• Become a more effective diversity, equity, and inclusion (DEI) leader
• Learn to facilitate productive conversations that address equity, diversity, and inclusion
• Create a plan for addressing a real-world organizational challenge in DEI

Careers in EDIB

Whether you are seeking to expand your current role in EDIB or you are interested in starting a new career in EDIB leadership, an EDIB Leadership Certificate is a step in the right direction.

Executives, HR specialists, and managers will enhance their inclusive leadership skills to drive change in their organizations.

The certificate will also benefit analysts, program managers, and project coordinators responsible for policies and programs. The toolkit you develop will enable you to develop powerful initiatives to ensure a diverse and equitable workforce.

Our EDIB Curriculum

Our Equity, Diversity, Inclusion, and Belonging Leadership Graduate Certificate is designed to give you an interdisciplinary perspective. Your coursework covers topics ranging from history, government, and psychology to management, leadership, and even legal studies.

To complete the certificate, you must take one course from each of the following categories:

• History and Context (recommended first course)
• Leadership Principles
• Applied Learning (recommended last certificate course)

Within these four categories, you can customize your coursework to focus on areas most beneficial for your career path.

You can  find courses  by course group and term — fall, spring, or summer — in the  certificate course search  within DCE Course Search & Registration platform.

Featured Faculty

Tracie denise jones.

Assistant Dean for Diversity, Equity, and Inclusion, School of Humanities, Arts and Social Sciences, MIT

Teaches Diversity and Inclusion Management

LaChaun Banks

Director for Equity and Inclusion, Ash Center for Democratic Governance and Innovation, Harvard Kennedy School

Teaches Racial Equity and Economic Development

Register for Spring 2025

Enroll in your first certificate course this spring — no application required. Registration is open through January 23, 2025.

Earning Your Certificate

Most of our certificates can be completed online and no formal application process is required to pursue a certificate.

To meet the requirements of the EDIB Leadership Certificate you must: 

• Complete the four certificate courses for graduate credit.
• Earn at least a B grade in each course.
• Complete the courses within three years . 

Courses taken before Fall 2021 cannot be counted toward this certificate.

Learn more about pursuing a certificate and the process of requesting your certificate .

Stack Your Certificate Into a Degree

Stackable credential pathways allow you to earn multiple credentials by completing courses that meet overlapping requirements. In the short term, you can earn your EDIB leadership certificate. Once completed, those four courses may put you a third of the way toward earning a master’s degree in industrial-organizational psychology .

This stackable pathway offers an efficient, cost-effective way to earn short-term credentials to help fill immediate skill gaps and acquire specialized knowledge while building a foundation for long-term success that showcases your expertise in the field.

Learn how to plan a stackable credential pathway .

Affordability is core to our mission. When compared to our continuing education peers, it’s a fraction of the cost.

What is an EDIB Leadership Graduate Certificate? View More

An EDIB Leadership Graduate Certificate is an academic credential designed to help you create and lead strategic initiatives relating to diversity, equity, and inclusion (DEI).

Through DEI coursework, you’ll gain a greater understanding of how history, bias, power, and privilege impacts DEI today. And you’ll enhance your ability to become a powerful voice for change.

Why is EDIB leadership important? View More

Creating a diverse, equitable, and inclusive corporate culture is key to staying competitive in today’s marketplace — for attracting and retaining both talent and customers. Thus, demand for inclusive leaders is increasing.

Today’s inclusive leaders must have the skills and tools to create and sustain a diverse and inclusive workforce. They must design inclusive policies, facilitate dialogue, and lead strategic initiatives.

This credential—demonstrating inclusive leadership skills—will provide you with a competitive advantage in even the tightest job markets.

What can you do with an EDIB Leadership Graduate Certificate? View More

With a graduate certificate in EDIB leadership, you’ll be able to lead DEI-related programs, policies, and initiatives. You’ll have the skills and tools you need to facilitate dialogue, address unconscious bias, and build an inclusive organizational culture.

This certificate is ideal for individuals seeking to enhance their toolkit in their current role or move into a new role focused exclusively on EDIB.

How long does it take to complete this EDIB Leadership Graduate Certificate? View More

The EDIB Leadership Graduate Certificate can be completed in one year, depending on how many courses you take per term. You must complete all four courses within three years.

Most of our students are professionals working full time. The average completion time for a certificate at Harvard Extension School is 1.5 years.

How will this EDIB Leadership Graduate Certificate help me in my career? View More

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

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• Diversity Equity Inclusivity DEI Graduate Certificate

Online Graduate Certificate in Diversity, Equity, and Inclusivity

• Ways to Save on Tuition
• Career Outcomes

DEI Graduate Certificate Overview

It’s time to enhance your current skills and become an agent of strategic organizational change. Gain a valuable credential that equips you to help build a better, more just society.

• Learn to implement DEI strategies, understand diversity, discuss diverse perspectives in a global context, and analyze the strength of diverse teams.
• Cultivate a more diverse, equitable, and inclusive work environment where all employees can thrive and do their best work.
• Become an inclusive leader who fosters cultural diversity and understands topics including religion, race, gender, and sexuality.
• Learn to identify, address, and move beyond unconscious bias and marginalization.

Review College Scorecard data for this program .

Note: This program is not eligible for Title IV federal financial aid. See Notes and Conditions below for important information.

Get a Head Start on Your Master’s Degree

By completing a certificate, you’ll not only make an immediate impact on your career, but you’ll also lay the groundwork for your next degree.

Apply qualified credits toward certain Purdue Global master’s degree programs, such as the master's in professional studies.

• View MS in Professional Studies

Purdue Global Is Accredited by the Higher Learning Commission

The HLC ( HLCommission.org ) is an institutional accreditation agency recognized by the U.S. Department of Education.

Calculate Your Time and Cost

Estimate how much your prior learning credits can reduce your tuition and time to graduation.

Admissions Requirements

A bachelor’s degree is required to enroll in a graduate program. You will need to provide an official transcript that shows completion of your bachelor’s degree from an accredited institution, though an unofficial copy may be provided during the application process. Refer to the University Catalog or speak to an Advisor to learn more.

What Courses Will I Take?

The online DEI certificate curriculum explores equity-minded practices, as well as unconscious bias and debiasing interventions and strategies designed to combat implicit bias.

You’ll learn from experienced professionals who bring real-world knowledge to the courses they teach.

Sample Courses

• Introduction to Diversity, Equity, and Inclusivity
• Fostering Cultural Diversity in the Workplace
• Diversity, Equity, and Inclusion Within Professional Contexts
• Unconscious Bias and Fostering an Inclusive Environment
• Diversity in Teams

Program Requirements

1 semester credit hour = 1.5 quarter credit hours

Upcoming Start Dates

We offer multiple start dates to give you flexibility in your education, life, and work schedules.

Ways to Save on Time and Tuition

Purdue Global works with students to find ways to reduce costs and make education more accessible. Contact us to learn about opportunities to save on your educational costs.

Learn about federal and state grants and loan programs that may be available.

Employees of Purdue Global partner organizations may be eligible for special tuition reductions.

Graduate tuition savings for military include a 17–30% reduction per credit for current servicemembers and, 14% per credit for veterans for graduate programs.

View the total cost of attendance for your program.

Demand for diversity, equity, and inclusivity roles has increased significantly. According to LinkedIn’s 2022 LinkedIn Jobs on the Rise list, diversity and inclusion manager was ranked as the second fastest-growing job title in the U.S. and showed consistent growth from 2017–2021.

Average Salary

In Your State

General labor market and salary data are provided by Lightcast and may not represent the outcomes experienced by Purdue Global graduates in these programs. Purdue Global graduates in these programs may earn salaries substantially different or less than the amounts listed above. Salary and employment outcomes vary by geographic area, previous work experience, education, and opportunities for employment that are outside of Purdue Global's control.

Purdue Global does not guarantee employment placement, salary level, or career advancement.

See Notes and Conditions below for important information.

Take a Career Assessment

Discover your work interests, and use them to chart your ideal career path.

Program Brochure

Download our brochure to learn more about the Diversity, Equity, and Inclusivity Graduate Certificate and the benefits of earning your degree at Purdue Global.

Get to Know Our Faculty

Purdue Global faculty members are real-world practitioners who bring knowledge gained through the powerful combination of higher learning and industry experience.

Faculty members who have advanced degrees

Faculty members who hold a doctorate

Faculty publications in 2022–2023

Professional development hours logged by faculty in 2022–2023

Statistics include all Purdue Global faculty members and are not school- or program-specific calculations. Source: Purdue Global Office of Reporting and Analysis, July 2023. 2022–2023 academic year.

Your Path to Success Begins Here

Connect with an Advisor to explore program requirements, curriculum, credit for prior learning process, and financial aid options.

* Estimated Graduation Date and Average Completion: Estimated graduation date is based on the assumption that you will enroll in time to begin classes on the next upcoming start date, will remain enrolled for each consecutive term, and will maintain satisfactory academic standing in each term to progress toward completion of your program. Completion time is based on a full-time schedule. Programs will take longer for part-time students to complete.

Future Programs: The University cannot guarantee that students will be granted admission to any future programs. Speak to an Advisor about transfer credit opportunities and see the University Catalog for the Prior Learning policy .

Job Growth: Source: LinkedIn Jobs on the Rise 2022: The 25 U.S. Roles That Are Growing in Demand ,  www.linkedin.com/pulse/linkedin-jobs-rise-2022-25-us-roles-growing-demand-linkedin-news . National long-term projections may not reflect local and/or short-term economic or job conditions, and do not guarantee actual job growth.

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ICT in Education for People with Special Needs. Specialized training course Moscow, 2006, 160 p.

The Course was developed by IITE in close cooperation with the team of international specialists from Italy, Russia, Australia, Denmark, Iceland and Spain, headed by Dr Edwards (United Kingdom).

The course represents the best international experience and helps to acquire knowledge and develop practical skills on specifics of ICT application in face-to-face and distance education. The training materials of the course cover educational issues of five main groups of disabilities: physical, visual, hearing, speech and language, cognitive, and learning. Particular emphasis of the course is put on the basic aspects of ICT policy development in special needs education, including promotion of ICT infrastructure, integration of ICTs into curriculum, training and retraining of ICT specialists.

The training materials of the course were translated into the Russian language and were adapted to the specific conditions of the CIS educational system.

The specialized training course was included in the IITE educational programme and became its integral part.

Publication year: 2006

Gifted and Talented Education

Specialized Certificate

About the Gifted and Talented Education Program

UCSD Extension's Specialized Certificate in Gifted and Talented Education offers training for educators who want to teach and develop programs for gifted and talented students. The program meets training requirements for educators, counselors, psychologists, administrators, and others responsible for GATE (Gifted and Talented Education) program services. The online program is designed for those new to gifted education and for experienced educators.

Certificate Guidelines

All teachers who wish to receive the Specialized Certificate in Gifted and Talented Education (GATE) are required to:

• (1)Enroll in the GATE certificate program.
• (2)Pay the certificate fee.
• (3)Complete all required online courses with a grade of "C" or better.
• (4)Coursework must be completed within 5 years of beginning the program.

Conditions for Admission

The required coursework offers a comprehensive examination of characteristics and identification, curriculum differentiation, teaching strategies, and program development for gifted and talented students in an online setting. Several courses also feature investigation and study in such specialized areas as technology, serving the second-language gifted student, and underachievement.

Complete the application and pay application fee.

How to Apply

This certificate requires an application before taking any courses. There will be a $0.00 fee to apply to this program. Students will be required to pay a $95.00 fee upon acceptance to start their certificate program.

Get More Information

For detailed information, please contact our Education department.

• 858-534-9286
• [email protected]

Required Courses

All four courses are required

Teaching the Gifted and Talented: Differentiating the Curriculum

Units: 3.00

This course provides approaches for differentiating the curriculum for gifted and talented learners. These approaches are based on core-curriculum modifications that work within the regular classroom as well as in other settings. Attention is given to meeting the needs of a diverse group of students. Participants will learn to create a curriculum that gives students a solid grasp of the core material while advancing their gifted abilities.

Teaching the Gifted and Talented: Recognizing Individual Differences

Familiarity with clusters of characteristics common to gifted people provides a basis for recognizing and understanding the individual differences and varied profiles that gifted students may exhibit. A historical perspective on the changing views of intelligence and case studies of gifted students provide the context in which to explore their intellectual, social-emotional and creative development. The aim of this course is to help participants understand the implications of all of these factors in order to assess, program, teach and parent the gifted.

Strategies for Teaching the Gifted and Talented

This course focuses on teaching & learning strategies that have proved successful with gifted students, including the Hilda Taba teaching strategies, the Parnes creative problem-solving strategy, and Kohlberg's discussions of moral dilemmas. Participants investigate the assumptions underlying each strategy and the ways in which each meets gifted students' needs for differentiation. Selected strategies will be modeled in class which provides participants with opportunities for becoming proficient using the strategies and integrating them into both core and differentiated curriculums.

Program Development for the Gifted

This course explores various program models for educating gifted students. As participants study major issues and factors affecting program development (philosophical views, general attitudes, parent involvement, funding, grouping, teacher training, collaborative efforts among programs, and parent education), they will be encouraged to share program materials from their own or their children's school districts to review current practices. Class members will be furnished with such materials and receive guidance in developing a gifted program based on an assessment of student needs and...

0 units required - for professional development

Differentiation System Design: District Initiatives

This course provides the student with a perspective of neuroscience as it relates to education, with the purpose of developing a depth of understanding for district-level decision-making. The scientific and holistic (whole student) philosophical perspectives provided in this course will provide students with a knowledge base for developing an organizational system of informed and skilled practitioners who instruct through differentiated approaches. Additionally, it provides students a base of information that will assist in aligning resources to differentiated instruction to support...

Differentiation System Design: School Practices

Differentiation System Design: School Practices, develops the focus of the differentiation lens on the development of a school learning community organized around the concept of 21st Century skills attained through site instructional system design, differentiated instructional practices, and development of higher level thinking skills and skill application. Technology plays an important role in the differentiation processes of the present and the future, and concepts and ideas will be presented and discussed in the course.

Differentiation System Design: Classroom Level

This course will focus more specifically on developing the understanding of classroom teachers and school leaders to better tailor instruction through differentiated approaches, based on the cognitive and socio-emotional needs of the variety of learners that make up most classrooms.

Practicum in Gifted and Talented Education

Units: 4.50

The Practicum in Gifted and Talented Education is an optional course for candidates requiring at least 45 hours of documented teaching of gifted and talented pupils in an educational setting. Candidates enrolled in this course will undertake supervised practice in a classroom that provides effective, balanced and comprehensive instruction with gifted and talented learners. During his/her tenure in the course, the candidate will provide regular updates on the experience and solicit feedback from an on-site mentor and the course instructor.

Next Steps Experience

Connect your classroom education with real-world experiences through a Next Steps Experience course. These courses allow students to gain hands-on experience by working closely with instructors and/or peers on real-world projects. Enrich your understanding of Gifted and Talented Education and explore topics such as differentiating curriculum, recognizing individual differences, strategies for teaching the gifted, and program development for the gifted throughout the program. Candidates are also encouraged to take a next step by taking advantage of our electives such as  Practicum in Gifted and Talented Education . Candidates enrolled in this course will undertake supervised practice in a classroom that provides effective, balanced and comprehensive instruction with gifted and talented learners. During his/her tenure in the course, the candidate will provide regular updates on the experience and solicit feedback as well as work with an on-site mentor and the course instructor.

Industry Requirement

The Specialized Certificate in Gifted & Talented Education (GATE) program is offered to help teacher meet educational training requirements for teaching gifted & talented students and to keep teachers informed about recent research and curriculum development in the field. If you wish to take one of the GATE online courses for professional development without registering for the program, you may do so.

Click here to see when the next Quarter courses will be available.

Related Programs

College Counseling

Early Childhood Education

Institutional Effectiveness

Neurodiversity inclusion training

Support your neurodivergent staff to excel by strengthening your team’s neurodiversity skills and knowledge.

Embracing inclusion and diversity in your organisation involves recognising that people learn, work, and process information in various ways. Around 1 in 7 people in the UK are neurodivergent, which can include conditions such as ADHD, autism, dyslexia, dyspraxia, dyscalculia or OCD . With the right support, everyone should have the opportunity to thrive at work, regardless of their neurodivergence.

Understanding neurodiversity is crucial for fostering a supportive and inclusive workplace. Neurodivergent individuals have brains that function differently from what is typically considered neurotypical and often benefit from tailored workplace adjustments to perform at their best.

While neurodivergent employees may experience unique challenges, they also bring distinct strengths to the workplace. Our neurodiversity training offers practical advice and tools to help your organisation become more inclusive, supporting all employees to succeed.

Creating a neurodiverse-friendly environment

Our neurodiversity training is for anyone interested in learning more about neurodiversity, and how to support neurodivergent employees. It is particularly relevant for I&D, HR and recruitment professionals. The training will cover everything that needs to be known so that your teams can start their neurodiversity inclusion journeys:

• Challenge misconceptions and myths about neurodiversity
• Develop an understanding of what is meant by neurodiversity including information about ADHD, autism, dyspraxia, dyscalculia, dyslexia, dysgraphia, Tourette Syndrome and OCD
• Identify policies and practices to help neurodivergent people flourish in the workplace and create a culture which values thinking differently
• Making adjustments to ways of work, environment, technology, and communication can make your workplace neurodiversity inclusive

During our training, we use interactive activities to help attendees appreciate the experience of neurodivergent colleagues. We also explore the impact of day to-day barriers they may face.

Topic specific training and workshops

As part of our neurodiversity offering at Inclusive Employers, we deliver topic specific webinars and workshops. Aimed at HR, I&D professionals and line managers, these sessions help develop an understanding and skills to ensure neurodivergent colleagues thrive and excel in their roles. Examples include:

• ADHD in the workplace
• Autism awareness
• Digital solutions for supporting neurodivergent colleagues
• Disability and inclusive customer experience
• Disability and workplace (reasonable) adjustments
• Dyslexia awareness
• Dyspraxia awareness
• Supporting colleagues with learning disabilities
• OCD awareness

What to expect

Our experts deliver neurodiversity training and workshops with an engaging and thoughtful approach. We tailor our content to our audiences, ensuring appropriate HR policy and legal and case law touchpoints are included where necessary. You can expect to learn impactful and practical techniques to help embed neurodiversity inclusion.

Learning options for these courses include:

Digital : eLearning modules, webinars, virtual learning space – at your own pace and time Face-to-face : learning bursts to suit your schedules, half and full-day training are some options

If you’re ready to join our neurodiversity training or dyslexia workshop get in touch and we’ll get back to you .

There’s strength in neurodiversity

Each neurodivergent person is unique and will have varied experiences, strengths and challenges. While it is important not to generalise, various studies have highlighted the potential benefits of supporting neurodiverse individuals in your organisation.

If you’re ready to join our neurodiversity training or dyslexia workshops, contact us and our team will be in touch soon .

Making a difference

We recently facilitated a neurodiversity session for a global medical organisation. Our neurodiversity specialists received some glowing feedback.

“Thank you for an uplifting and powerful session. This training was delivered exceptionally well and resonated with many of our employees. It was engaging and inspiring, focusing on key messages. We are excited to continue embedding I&D in our organisation with support and guidance from Inclusive Employers.”

“The presentation was great. As a neurodivergent person, I have struggled in previous jobs to explain to my employer how my brain works. This training helps raise awareness and make workplaces more inclusive for people like me. Thank you!”

“We have had so much positive feedback from the neurodiversity training you delivered for our organisation. We can’t wait to do more work with Inclusive Employers. The message behind the training was so powerful, and resonated with many of our employees – thank you.”

Partner with us to champion neurodiversity inclusion

Let’s work together to make your workplace a supportive and inclusive environment for your neurodivergent employees. Talk to one of our inclusion consultants for more information or to book your neurodiversity inclusion training.

Birmingham Early Years Leading Inclusive Practice SW, RH

Birmingham City Council [email protected] Birmingham

Who is this module for?

The  Leadership, Inclusion and Structural, Reasonable Adjustments Module is part of the Suite of Resources for Leaders has been compiled for leaders and leadership teams within education settings to embed culture change across their provision and support them on their journey to become an outstanding and inclusive setting.

The resources will support leaders to fully embed the Eight principles of good autism practice as outlined in the Good Autism Practice Report .

This module will help leaders to understand what is needed to fully embed an inclusive culture. It looks at education legislation and guidance surrounding inclusion, the steps required to lead culture change and the importance of considering structural reasonable adjustments and AET resources to support leaders with this.

To enable you to:

• Look at how inclusive provision and structural reasonable adjustments can help a setting to be outstanding.​
• Consider what is needed to lead culture change in a setting.​
• Know about AET resources and guidance that can support leaders to provide inclusive environments through structural reasonable adjustments.​
• Consider different ways of making structural and reasonable adjustments to ensure autistic children and young people are fully supported.

Learning objectives

After completing this module you will:

• Be able to develop a culture where autistic children and young people ​feel listened to, supported and included.​
• Have the skills, tools and confidence to lead change in your setting.​
• Have a good understanding of educational legislation related to inclusion.​
• Be able to reflect on and plan next steps for what is required ​
• Be able to lead change and fully embed an inclusive culture. ​
• Understand how to embed the Autism Standards Framework to improve good autism practice.​

Session length

The length of the training session will depend on the training partner delivering the session. Please get in touch with them directly to enquire about this. If you can't see their contact details, please search for your local training partner and enquire. 

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The future of learning: How AI is revolutionizing education 4.0

Education 4.0 is about enhancing not replacing teaching with artificial intelligence. Image:  Unsplash/Santi Vedrí

.chakra .wef-spn4bz{transition-property:var(--chakra-transition-property-common);transition-duration:var(--chakra-transition-duration-fast);transition-timing-function:var(--chakra-transition-easing-ease-out);cursor:pointer;text-decoration:none;outline:2px solid transparent;outline-offset:2px;color:inherit;}.chakra .wef-spn4bz:hover,.chakra .wef-spn4bz[data-hover]{text-decoration:underline;}.chakra .wef-spn4bz:focus-visible,.chakra .wef-spn4bz[data-focus-visible]{box-shadow:var(--chakra-shadows-outline);} Tanya Milberg

• Artificial intelligence (AI) can support education by automating administrative tasks, freeing teachers to focus more on teaching and personalized interactions with students, enhancing rather than replacing human-led teaching.
• AI applications in education must be designed collaboratively and with equity in focus, addressing disparities across various demographics and ensuring accessibility for all students.
• Beyond using AI tools for educational purposes, it is crucial to educate students about AI itself, including how to develop AI technologies and understand their potential risks.

In today’s rapidly evolving technological landscape, the intersection of artificial intelligence (AI) and education is not just a future possibility; it is imminent.

Imagine a future where all students receive personalized support and inclusive learning opportunities, build stronger connections with teachers for enhanced guidance and receive apt recognition and evaluation of their achievements.

While the promise of AI in education is compelling, only through responsible and informed adoption can AI truly fulfil its potential and ensure equitable access to quality education for all.

In 2020, the World Economic Forum identified eight pivotal transformations needed to enhance education quality in the age of the Fourth Industrial Revolution – Education 4.0 Framework . As AI emerges as the defining technology of this era, we can accelerate the adoption of Education 4.0 by using this technology and ensuring learners are equipped to thrive with it.

Have you read?

Education 4.0: here are 3 skills that students will need for the jobs of the future, how we can prepare for the future with foundational policy ideas for ai in education, ai and education: kids need ai guidance in school. but who guides the schools, achieving success with ai in education.

With increasing interest in AI and education, the Education 4.0 Alliance sought to understand the current state and future promises of the technology for education. The latest report – Shaping the Future of Learning: The Role of AI in Education 4.0 – shows four key promises that have emerged for AI to enable Education 4.0:

1. Supporting teachers’ roles through augmentation and automation

The global teacher shortage poses a formidable challenge to improving educational outcomes, with the demand for educators projected to surge in the coming years. Integrating AI into education can streamline administrative tasks, giving teachers more time for meaningful student engagement.

By automating routine duties and emphasizing human-centric teaching, we can create an environment where educators can thrive, creating a richer learning experience. However, teaching involves more than imparting information – AI should augment, not replace teachers’ role.

2. Refining assessment and analytics in education

The integration of AI in education holds promise in revolutionizing the assessment and analytics landscape. AI-enabled assessments offer educators invaluable insights, from pinpointing learning trends to supporting the evaluation of non-standardized tests.

By leveraging AI capabilities, educators can expedite the assessment process, offering timely feedback to learners and facilitating more focused engagement. Through real-time analysis, educators can identify strengths and weaknesses in student performance, allowing for targeted instructional strategies.

Schools of the Future: Defining New Models of Education for the Fourth Industrial Revolution

3. Supporting AI and digital literacy

Many education systems struggle to address the growing digital skills gap, crucial for students' employability and ethical tech use. Bridging this gap is imperative to cultivate an AI-ready workforce.

AI presents an avenue through which students can improve digital literacy, critical thinking, problem-solving and creativity, preparing learners for future job demands. Integrating AI into education, through traditional or innovative methods, is key to shaping tomorrow’s workforce.

4. Personalizing learning content and experience

Extensive research confirms that individual tutoring significantly boosts learning outcomes, with tutored students consistently outperforming 98% of their peers in traditional classroom settings. However, providing personalized tutoring for every student poses a major economic challenge.

AI offers a solution to this hurdle. By harnessing AI, we can now tailor the learning experience to the individual, enhancing academic performance while seamlessly catering to diverse learning needs. Customizable interfaces emerge as invaluable assets, particularly benefiting neurodiverse students and those with diverse physical abilities.

Delivering on AI in education

As we build on the lessons learned, it’s clear that new developments in AI may provide much-needed innovation in education. To make sure that new technologies fulfil their potential to enhance Education 4.0 and lifelong learning, we need to deploy them strategically and safely, taking into account the following factors:

1. Design for equity

Recognizing AI’s potential to exacerbate current education gaps, AI-enabled educational innovations must prioritize equity in their design. That means addressing disparities between genders, public and private schools, as well as catering to children with diverse abilities and learning styles, while removing language and access barriers.

2. Enhance human-led pedagogy

AI will never replace high-quality, human-led pedagogy. To that end, most examples focus on enhancing human-led teaching by providing the right AI tools that automate clerical tasks and alleviate teachers’ time to focus on their craft or by providing relevant training about AI skills that help them better deliver lessons on AI.

3. Co-design and implement with supporting stakeholders

AI-enabled innovations in education should acknowledge the critical roles played by teachers, parents and educational institutions in adopting this emerging technology. Successful instances of AI integration in education underscore the importance of collaboratively designed educational solutions with input from students, teachers and experts.

This collaborative, multi-stakeholder approach ensures that solutions meet the practical demands of the classroom, align with national curricula, remain abreast of industry trends and implement safeguards to protect student data.

4. Teaching about AI is equally crucial to teaching with AI

AI tools e.g. those that provide data analytics and gamified learning – have long been part of the educational landscape. While developments in generative AI offer new opportunities to leverage AI tools, it becomes increasingly evident that teaching about AI in schools is vital.

This education should prioritize imparting skills related to AI development and understanding its potential risks. These skills are critical for shaping future talent capable of ethically designing and developing AI tools that benefit economies and societies.

5. Economic viability and access

Ensuring economic viability and access to AI-learning opportunities for all learners, is essential to prevent deepening the existing digital divide and avoid creating new disparities in education. The realization of AI promise in education requires substantial investment, not only in the products themselves but also in supporting infrastructure, training and data protection.

By addressing these critical aspects, we can unlock the full transformative potential of AI to improve educational outcomes for learners worldwide.

Discover the full white paper and case studies here .

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World Economic Forum articles may be republished in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License, and in accordance with our Terms of Use.

The views expressed in this article are those of the author alone and not the World Economic Forum.

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