Sample programs of study for students on the Educator Track and Rehabilitation Professional Track. This 5-course program is designed for both the “senders” (educators) and “receivers” (vocational rehabilitation and adult service providers) of youth in the transition process. All students take a series of four core transition courses as part of a cohort. School-based personnel complete a final course in career-technical education while agency-based personnel take an introductory course in special education prior to beginning the core.
EDIS 6450 Transition from School to Adult Life
Provides an overview of the transition of students with disabilities from school to adult roles. Primary emphases on transition planning and services, strategies for effectively preparing students to achieve their postsecondary goals, and adult environments and service delivery systems.
EDIS 6620 Preparation for Competitive Employment, College and Careers
This course is intended to provide students with a person-centered approach to career planning and development for youth with disabilities. Consideration will be given to the needs of both youth transitioning into the competitive workforce and youth pursuing postsecondary education.
EDIS 6610 Transition Assessment and Instructional Strategies
This course focuses on the use of person-centered, ongoing transition assessment to guide the transition planning process for youth with disabilities. Also addressed is the application of evidence-based instructional practices to support students’ development and achievement of postsecondary goals.
EDIS 5310 Teaching Students with Exceptionalities
Overview of exceptionalities; legal issues in special education; and ways to adapt learning environments, including methods, materials, and classroom arrangement to meet the needs of all students.
EDWF 5860 Partnerships in Work-based Learning
Development of collaborative partnerships and administration of work-based learning (WBL) programs; curricular development; legal requirements; identification and facilitation of appropriate accommodations and modifications for students with disabilities in WBL programs.
EDIS 6900 Internship in Interagency Collaboration for Transition
This course is designed to prepare interns to partner effectively with school personnel, community service providers, employers, families, and community members on behalf of transition-age youth with disabilities. Interns will complete a series of practical application activities across education, employment, and independent living environments and will demonstrate the ability to apply strategies for collaboration within the local school district and community context.
Program completers who hold a standard intervention specialist or career-technical teaching license will be recommended to the Ohio Department of Education for the Transition-to-Work (TTW) Endorsement. This is a valuable credential, as many school districts require their transition specialists, job training coordinators, and others who coordinate and provide transition services to have or obtain the TTW Endorsement.
Candidates with a standard intervention specialist license can obtain the TTW Endorsement in just five courses (15 credit hours). Candidates with a career-technical license are required to complete the following three licensure courses (9 credit hours) at the graduate or undergraduate level prior to enrolling in the endorsement coursework:
- Teaching Students with Exceptionalities
- Applied Behavior Analysis
- Collaborative Consultation in the Schools
Steps to Apply
Submit Your Graduate College Application Online
For Area of Study, select “Certificate” and “Secondary Transition – Certificate (eCampus) (TTW Endorsement)”
Note: A $45 nonrefundable application fee is assessed for domestic applications. The international application fee is $75.
As part of the online application process you will upload scanned copies of transcripts from all institutions attended. Upon admission, final official transcripts from each degree-granting institution must be submitted to the Graduate College.
Non-native speakers of English must have a minimum 80 TOEFL IBT, 53 PTEA, or 7.0 IELTS score. For information visit the Educational Testing Service website.
Request that transcripts (and test scores, if applicable) be sent directly to:
120 McFall Center
Bowling Green State University
Bowling Green, OH 43403
Upload a Statement of Purpose
As part of the online application process you will upload a Statement of Purpose which should address:
- your motivation for pursuing graduate study in your chosen field
- what you hope to gain through graduate study
- your career aspirations following completion of the program
- your personal qualities that relate to your future success as a graduate student