The graduate certificate in inclusive practice at Saint Louis University is designed to provide classroom teachers and educational advocates with tools to support the social-emotional, behavioral, and mental health needs of students, particularly students with suspected and/or diagnosed disabilities.
Courses in behavior management, differentiated instruction, and mental health literacy focus on responding productively to students in trauma, decreasing educator burnout, and engaging in essential forms of self-care. Also, through an innovative site-based coaching model, the certificate in inclusive practice provides a unique opportunity for teachers and other local stakeholders to experience hands-on support for the daily work of teaching.
The 15-credit-hour certificate consists of four courses representing the following aspects of inclusive teaching: challenging behaviors, mental health literacy, differentiated instruction, and systems-level supports for learners with special needs. Students also complete a yearlong, site-based coached practicum accompanied by a professional learning lab held on the SLU campus. Students culminate their learning through a poster presentation at an end-of-semester professional forum.
Fieldwork and Research Opportunities
All courses include site-based application of educational concepts and processes. Through the professional forum, students present results of action research designed to enhance their daily practice and/or spark change in their individual educational context.
The certificate in inclusive practice is appropriate for classroom teachers across all content areas and grade levels as well as individuals who work with youth in out-of-school educational settings.
• Application form and fee
• Three letters of recommendation
• Professional goal statement
Domestic students should apply for the fall semester by June 15, for the spring semester by Nov. 1, and for the summer semester by April 1. International students should apply by May 1 for the fall semester, by Oct. 1 for the spring semester, and by Feb. 1 for the summer semester.
A committee reviews each application holistically.
Scholarships and Financial Aid
For priority consideration for departmental graduate scholarships, students should complete their applications by the program admission deadlines listed.
Graduates will be able to explain how theories and research focusing on positive behavior interventions can be used to raise academic achievement, improve the learning environment, and reduce challenging behaviors.
Graduates will be able to design system-leveled support and classroom-leveled strategies to promote inclusive practices in a specific educational context.
Graduates will be able to develop action plans for engaging with educational stakeholders in local or national contexts to implement skills and tools that promote well-being.
Teaching Everyone: Identifying Supports for Educational Access
Students must maintain a cumulative grade point average (GPA) of 3.00 in all graduate/professional courses.
Roadmaps are recommended semester-by-semester plans of study for programs and assume full-time enrollment unless otherwise noted.
Courses and milestones designated as critical (marked with !) must be completed in the semester listed to ensure a timely graduation. Transfer credit may change the roadmap.
This roadmap should not be used in the place of regular academic advising appointments. All students are encouraged to meet with their advisor/mentor each semester. Requirements, course availability and sequencing are subject to change.