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.
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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:
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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.
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.