Master’s (M.Ed.) Program Goals:
Mission: The Mission of the M.Ed. program in Cognitive Diversity is based on a commitment to students who are interested in the cognitive diversity movement and in deepening their understanding of individuals whose cognitive profiles reveal advanced abilities as well as areas of challenge in learning, self-regulation, or social skills. This graduate program prepares practicing professionals in education, educational therapy, counseling, and psychology to master and adopt research-based strategies that view bright but cognitively different individuals through strength-based, talent-focused lenses with the belief that creating positive environments for cognitively diverse individuals will foster optimal development
Program Goals and Outcomes
The M.Ed. Program in Cognitive Diversity is dedicated to the development of the following learning outcomes in its students. These outcomes are consistent with the latest research and best practices for meeting the needs of individuals whose cognitive profiles reveal advanced abilities and areas of challenge in learning, self-regulation, or social skills.
Graduates will be able to:
A. Recognize cognitive patterns of students with diverse minds (gifted and talented, attention deficit, Asperger syndrome, and specific learning disabilities).
1. See strengths associated with different kinds of minds.
2. See the impact of strengths, dispositions, personalities and advanced abilities.
3. Describe the twice-exceptional students in terms of strengths and challenges using intellectual assessments such as the Wechsler Scale of Intelligence.
4. Understand the complexity of dual diagnosis of twice exceptional learners–intellectually, socially, and emotionally.
B. Understand the importance of identifying, and assessing strengths, talents, and interests as foundational to program development.
1. Realize the influence of positive psychology on diagnosis and treatment.
2. Become familiar with research supporting strength-based learning.
3. Gain skill in identifying and assessing strengths, talents, and interests.
C. Design learning environments based on theories of strength based, talent focused education.
1. Recognize and respond to the intellectual needs of high ability students.
2. Implement strategies to create learning environments that are appropriate for. twice-exceptional students in terms of intellectual, social-emotional, and physical needs.
D. Employ creative problem solving practices to develop innovative solutions that support diverse learning and cognitive profiles.
1. Conduct problem solving meetings using the Multiple Perspectives Model.
2. Develop a comprehensive strength based plan to advance talents and support problematic weaknesses.
E. Use systematic inquiry in evaluating the effectiveness of strength-based and talent-focused education.
1. Conduct Action Research Studies.
2. Interpret data and make recommendations based on systematic inquiry.
3. Examine information collected on students to interpret needs, challenges, and appropriate environments.
F. Acquire the knowledge and skills necessary to effectively advocate for the needs of twice exceptional and neurodiverse learners in an ethical and professional manner.
1. Conduct a team meeting around students and advocate for their needs.
2. Develop written reports and student plans for individual students.
3. Respect confidentiality and show empathy and sensitivity when communicating information with families, other educators and related services.
Plan of Study: Master’s Degree
Plan of Study - M.Ed.
30 credits completed. GPA no lower than 3.0 with no individual course beneath a grade of B-.
Completion of Capstone Project and Practicum experience.