The Bachelor of Education in Special Education aims to provide inclusive education that is an essential function for schools to educate children with special needs. Preparing teachers to teach in such contexts require both depth and breadth of content, pedagogy and practice, as well as specific knowledge and skills to work effectively with all students to promote learning and development and fostering of the appropriate dispositions and attitudes to be successful.

Upon completing the program, students will be able to:

  1. Demonstrate thorough understanding of the models, theories, and philosophies in the field of special education.
  2. Design pedagogically appropriate measures for students with special needs
  3. Apply effective teaching skills for diverse learners
  4. Demonstrate and articulate the use of educational technology (ICT) in a class to contribute to a positive learning environment for inclusive education and enrich educational systems in the region
  5. Manage a culturally responsive learning environment that support diversified learning styles and are based on ethical practices.
  6. Establish and promote appropriate learning experiences for students with disabilities and talents.


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The American University in the Emirates is licensed by the UAE Ministry of Education - Commission for Academic Accreditation | caa.ae


43 Courses | 126 Credit hours

General Education
Courses (14)
Credit Hours (42)
Core Courses
Courses (12)
Credit Hours (36)
Courses (15)
Credit Hours (42)
Elective Course
Courses (2)
Courses (43)
Credit Hours (6)
Credit Hours (126)


  • Tuition (One Semester)

    Approx. 25,500 AED
    One academic year is two semesters
  • Admission (One Time)

    3,150 AED

For more information about detailed fees and tution Find here



A: Languages and Communication Studies

The student selects 12 credit hours (4 courses) from the list below

Students must take all of the following courses:

The purpose of this course is to facilitate the process of transition into new academic and cultural environment for the new students enrolled in the AUE. Furthermore, it aims to promote their confidence so that they could succeed and meet the academic requirements.
The course assimilates academic content with interactive in class activities to ensure understanding of curricular options and begin to develop a future career plan through self-reflection.

This course focuses on improving students’ basic critical reading and writing skills in English so that they can successfully write free-error varied sentences and paragraphs. The course also focuses on contextualized mechanics instructions and sentence skills.

This course provides students with advanced writing components in English so that they can successfully pursue their studies in various academic specializations. Students practice writing long argumentative and reflective essays, with emphasis on implementing APA format in paper format, in-text citation and references in projects and assignments. Moreover, this course prepares the students with the required skills that guide them to research, draft, and write an academic essay. By linking the theoretical skills to the practical aspect, this course aims to enable and empower the students to incorporate and use both the theoretical and the practical skills.

The intent of this course is two-fold. First, it introduces students with the basic research terminologies. Second, it familiarizes them with the process of research from choosing a topic to writing the proposal. Students will be immersed in hands on experience where they will be introduced to research concepts that will help them understand, interpret, and critique a scientific research. Contents to be covered include the language of research, types of research, elements of scientific research proposal, writing an academic research proposal using APA style, research ethics, crafting data collection instruments, and interpreting data.

Students must take one of the following Arabic Language courses:

This course is designed to enable students to analyze multiple texts in various fields of knowledge. In order to be able to distinguish between texts despite their difference of contents, it also enables student to simulate those texts in a correct way, and to transform the information into skill and behavior. And since writing is an integrated building process, and that the building is affected by its parts, therefore student needs models, linguistic laws, planning, cohesion and goals including: news and inquiries, demand and influence of the recipient.

This course is designed to enable the Arabic-speaking student with the necessary language skills, especially focusing on the steps of writing reports, official letters and systematic research. To achieve this, and to develop the student's abilities to understand correctly what he reads and listens, and to gain the ability to write articles, reports, meeting minutes and recommendations of conferences and seminars in a sound manner, the course was concerned with training the student in basic writing skills; such as multiple spelling rules, punctuation marks, paragraph system, and essay writing progressively.

B: The Natural sciences

The student selects 3 credit hours (1 course) from the list below

The natural science course incorporates a wide range of subjects of sciences such as astronomy, geology, biology, chemistry, and environmental science. The course will present the scientific facts of astronomy, the Earth and its weather, water, and environment, biology, and nutrition with the chemicals of life. The course emphasizes understanding the core principles of different branches of science and their effects on our lives. Moreover, the course explores the scope of natural phenomena, changing environment conditions, general health rules of nutrition, and the variety of living organisms. The course helps the students to acquire skills in observation, critical thinking, analyzing, interpreting, understanding and discussing scientific terminology and facts.

This course gives a thorough introduction to sustainable energy, conservation, and energy efficiency within the UAE and the world. It will explore the relationship between energy, environment, economy and ecological well-being. It will discuss energy production from the biology, natural science, environmental science and social sciences perspectives.
A variety of topics will be introduced including global warming, climate change, sustainable food production, solid waste management, environmental and natural resources laws. The course includes the growing challenges of climate change and energy crisis and proposes solutions to overcome them.

The ‘Principles of Environmental Science’ course is designed to introduce the fundamental concepts of Environmental Science to undergraduate students. It includes topics from different areas of study such as ecology, biology, soil science and atmospheric science. The course aims at raising environmental awareness among students and providing them with the scientific knowledge and skills to identify, prevent and solve environmental problems. Additionally, it deals with ecological concepts, organism interactions, communities and ecosystems. The course focuses on key areas of population dynamics, biodiversity, human activities and the environment managed ecosystems, air quality, water and solid waste management.

Physics course introduces the basic concepts, theories and terminologies of the scientific method in the context of the science of physics. Students will reinterpret and express ideas and views of our physical world from the basic principles of physics. Mathematics being the physics’ language, students enrolled in this course are expected to be able to deal with simple vectors operations, basics of calculus (differentiation and integration), algebraic relations and trigonometric functions. This course allows students to differentiate between the various multitudes of measurement, learn kinematics including translational and rotational motion together with the motion of projectiles, interpret forces and torque, and then apply Newton’s Laws to analyze objects situations. Students will be able to set up equations related to energy conservation, work and momentum conservation.

C: The social or behavioral sciences

The student selects 15 credit hours (5 courses) from the list below

An introduction to the science of psychology, its theories and foundations. The course is focused on principles and research methodologies, including the following topics: history of psychology, the biology of mind, memory, learning, child and personality development, psychological disorders and therapy. The aim of the course is to introduce the basis of psychology, provide the foundational knowledge to pursue the subject in more depth in the future, and build an ongoing interest in the application of psychology in everyday life.

This course serves as an introduction to the interdisciplinary and multifaceted social sciences. The content on the course covers the range of different disciplines that social sciences consists of, namely: anthropology, sociology, psychology, political science, economics and to a lesser extent also history and geography. The secondary aim of the course is moreover for students to develop their critical thinking skills by engaging actively with material about social issues, social change and social institutions.

This course introduces the student to the development of the human race. You will study a Four Field introduction to Anthropology wherein you will gain an understanding of Human Development and how both ancient and modern humans are studied. An understanding of Anthropology, the study of culture and human development is an important pillar in a degree which aims to develop educators in multi-cultural and economically diverse settings.

This course introduces the science of Sociology. Students will examine Society, Institutions and the relationships that make up a social context. The scientific methodology used to study social interactions, stratification and other elements of sociological enquiry will be discussed to emphasize the core concept of sociology as a systematic study of societies and social structures.

Innovation is the engine of opportunity and, acting as a catalyst, this course is intended to ignite an interest in innovation and inspire entrepreneurial action. At the core of innovation and entrepreneurship is a commitment to experiential learning that will encourage students to engage in critical thinking, creative problem solving while also equipping them with the soft skills needed in their pursuit of academic and professional endeavors. Students will discuss the relevance and role of innovation and entrepreneurship in work and life situations; determine opportunities for creative disruption and design a strategy for its implementation; develop a practical understanding of innovation through thoughtful debate and exercises; and demonstrate critical thinking and individual insight with a personal mastery portfolio.

This course introduces basic human rights philosophy, principles, instruments, and institutions. It examines the major sources of international human rights and fundamental freedoms, including treaties such as the United Nations Charter, the Universal Declaration on Human Rights, the International Covenants on Civil and Political Rights, and on Social, Cultural, and Economic Rights. It studies their protection in the regional institutions such as the European Convention on human rights, the American Declaration on Human Rights and the African Charter of Human Rights and Peoples. This course also analyzes the mechanism of protection and enforcement of human rights in these regional institutions. It also seeks to interpret the guarantees of enforcement of human rights in international law, and in UAE Constitution.

This course will introduce the students to the key concepts of Political Science and its principle tools. The course will discuss the role of main political actors in the field of politics and their function.

This course will provide the students with a comprehensive overview of geography. Emphasis is on concepts that are necessary to understand global, regional and local issues. This course also includes topics on both human and physical geography.

D: Information Technology or Quantitative

The student selects 3 credit hours (1 course) from the list below

This course is designed to develop a good understanding of the fundamental concepts of mathematics. It also stresses on crucial cognitive transferable skills such as the ability to think logically and concisely. Mastering this course will give students the confidence to go on and do further courses in mathematics and statistics.

The General Statistics course is designed to develop good understanding of the basic concepts of statistical theorems, and applications. The course covers topics such as data collection methods, organization of data, analysis and interpretation of results. A software package will be used to analyze the statistical data.

E: The Humanities or Arts

The student selects 3 credit hours (1 courses) from the list below

This course explores Arab art and aesthetics from the beginning of the twentieth century till date. The students will learn about the contemporary art and design movement in Arab countries, the expression of cultural identity, as well as the factors involved and changes in aesthetics from Islamic to Arabic art. They will also study and analyze the role of pioneer artists from various generations with emphasis on their influence on contemporary Arab art.

This course will introduce the students to the key concepts of philosophy and its principle tools. The course will discuss the schools of philosophical thought, and will apply philosophical analysis to the topics of knowledge, religion, mind, freedom, responsibility, and ethics.

This course provides an overview of Middle-Eastern History, including the sources of Middle Eastern History. The course will conclude with discussions about perspectives on Middle-Eastern History.

This course provides an overview of World / General History. The course will conclude with discussions about perspectives on World History. It surveys the history of humankind since 250CE till 1990 CE. In addition, interregional, comparative, cross-cultural, transnational, and historiographical topics will be considered. The objective of the course is to explore the roots of contemporary globalization and to develop historical thinking and writing

This course will provide the students with a comprehensive overview of English literature in the United States. It will familiarize the students primarily with early Anglo-American writers and the different literary movements that took place in the United States. Today American literature includes many minority literary works, but the historical matrix remains Anglo-Saxon if we are to consider the dominant culture as the starting historical point.

F: Islamic Studies, History or Culture

The student selects 3 credit hours (1 course) from the list below

This course will offer students’ knowledge to enable them to understand the Islamic culture. The course offers a review of the history of Islam and how it is currently the fastest growing religion in the world.

The course is designed to give an in-depth understanding of the Islamic civilization. It deals with the universal principles that went into the making of the Islamic civilization. It examines the basic ideas of Islamic civilization besides exploring their contemporary relevance and challenges. The course seeks to effectively address the notion of the ‘clash of civilizations.

G: UAE Studies

The student selects 3 credit hours (1 course) from the list below

The course is designed to introduce the UAE and GCC society with its historical background and uniqueness. It is aimed at enabling students to understand the specific features of the society along with its customs, traditions and lifestyle. The course will introduce the processes and the challenges of development as well as the future aspirations of the UAE and GCC Society.



This course aims to expose students to the historical, philosophical and sociological foundations of education. It further seeks to address questions related to the current societal and governmental policies affecting education and teaching profession today and in the future with focus on the United Arab Emirates context.

Developmental Psychology is the study of why and how humans change over the course of our lifespan, from conception to death. This course is designed to explore topics such as biological, cognitive, emotional, and social development, by conceptualizing the individual as a whole, with special attention to various cultural contexts of development and the rich diversity of the human experience across the lifespan. Specific topics will include: behavioral genetics, temperament, parent-child relations, sibling relations, peer relations, the self, intelligence, emotional development, and problems of social development (antisocial behavior, depression). In addition, several theoretical controversies will be discussed, including that of nature versus nurture.  Students will have the opportunity to integrate their personal experiences, knowledge of psychology, and their observations of human development with the content of this course. In addition, students will investigate common research methodologies employed by developmental psychologists and have an opportunity to apply principles of developmental psychology in special educational settings.

This course provides an introduction of learning, motivational, and developmental theories with a focus on their application to the field of education across a variety of learning environments. Course content includes the concepts of behavior, cognitive and constructivist learning theories to teaching and managing an effective learning environment. Units of study also include the principles of motivation, classroom management, assessment of student performance, and learning and cognition influences on the learning process (behavioral & cognitive learning, humanistic aspects of learning, and perspectives on motivation). Additionally, the powerful role of the educator and curriculum decision-making are examined. Theory, research-based strategies, and inclusive pedagogy in an educational environment are emphasized. 

This course aims to identify the social, emotional and psychological needs of pupils with special needs in inclusive classroom contexts. Students would be able to develop knowledge, skills and strategies to help pupils with all sorts of needs to learn better and feel comfortable in the classrooms along with their colleagues. Students may need to participate in seminar activities focused on collaborative means to develop skills required to help pupils with needs to learn better in the university or any other professional contexts.

This is an introductory course on the history, philosophy, and major approaches commonly used to systematically evaluate educational and social programs. The course is designed to provide students with curricular experiences and demonstrated knowledge in basic statistics, testing & assessment, and research and program evaluation. This course covers the essential concepts related to research design and methodology that practitioners need to become critical evaluators of research and prepare for conducting research in their practices. Students gain a more complete understanding of the research process. Included in this understanding are models of program evaluation and the use of research findings for program modification, while gaining an introductory understanding of measurement issues in research and assessment. Focus is on understanding each component of the research process, qualitative and quantitative designs, program evaluation, measurement issues, and data analysis. The course topics include the basic uses and purposes behind program evaluation, taxonomy of evaluation models (or approaches), descriptions of several important evaluation approaches, and guidelines for planning, conducting, and using evaluations. This course will provide an overview of basic concepts and issues involved in: (1) testing & assessment, (2) applied statistics, and (3) research within the perspective and context of the role of education and human service professionals. 

This course aims to provide a general overview of the issues, principles and strategies associated with effective teaching practices in diverse learning environment (multi-culturalism).  It explores how race, ethnicity, culture influence students experiences in school and learn multi-cultural strategies in teaching.  This course will focus on theoretical and practical issues of diversity in classroom settings, especially related to culture, race, gender, ethnicity, language and socio-economic level. The classrooms settings represented by the demography present in UAE schools will provide the focus for these examinations.

The course teaches skills to general educators and other school and social service providers and community members who are essential in providing inclusive/integrated environments for differently abled children and youth. Environmental modifications including classroom, school, agency, and community/business settings are studied. Classroom modifications in curriculum, assessment, behavior management, and instructional methods are examined. Methods of establishing supportive networks among families, schools, agencies, and private business are presented. The full range of desirable programs in fully inclusive, multicultural settings across the age span is discussed including preschool, transition, vocational, and community based programs. This course is designed for all educators and related providers who work with students with learning disabilities, attention deficits (with or without hyperactivity), developmental delays, behavior problems or other distinctive disorders. Participants will also gain understanding of students with dyslexia, autism and multiple disabilities

The course teaches skills to general educators and other school and social service providers and community members who are essential in providing inclusive/integrated environments for differently abled children and youth. Environmental modifications including classroom, school, agency, and community/business settings are studied. Classroom modifications in curriculum, assessment, behavior management, and instructional methods are examined. Methods of establishing supportive networks among families, schools, agencies, and private business are presented. The full range of desirable programs in fully inclusive, multicultural settings across the age span is discussed including preschool, transition, vocational, and community based programs. This course is designed for all educators and related providers who work with students with learning disabilities, attention deficits (with or without hyperactivity), developmental delays, behavior problems or other distinctive disorders. Participants will also gain understanding of students with dyslexia, autism and multiple disabilities

This course provides the basic foundation of the psychological and theoretical bases of the helping process.   Students will examine several contemporary and classical individual intervention approaches based on behavioral, cognitive, humanistic/experiential, and psychodynamic frameworks. Student will examine how each approach is used in clinical, school, and marriage, family, and child counseling applications.

The course aims to transfer of education assessment data into behavioral objectives, instructional planning for implementing such objectives, behavior management, techniques, methods, and materials for instruction, and formative and terminal evaluation techniques for individuals with learning and behavioral problems.

This course is designed to provide students with a broad understanding of the major legal and ethical principles and issues that relate to teaching in schools. In addition, it aims to familiarize students with the important ethical and legal dimensions that are likely to affect an educator's professional life.

The course aims at providing students with the foundations and principles of Universal Design for Learning (UDL). It includes a one-hour practicum experience as a requirement that seek to enhance the service learning and outreach vision of the program. The school site practicum will provide opportunities for candidates to observe and evaluate instructional strategies based on class discussions and UDL standards. It focuses on teaching students of all abilities including those with special learning needs from preschool to postsecondary education, while implementing technology based and other UDL strategies. Students will apply UDL principles to the design of accessible instructional materials, then develop and implement UDL lesson plans.



The course covers methods and materials used in assessing students who may be eligible for special education. Class sessions will involve experiential Lab work learning activities related to the assessment of students. This course includes technical prerequisites of understanding standardized assessment and the rationale for using curriculum-based measurement (CBM) within the broad context of special education programming. Students will develop competencies in utilizing norm-referenced, criterion-referenced, curriculum-based, and teacher made assessment for instructional and placement decisions

This practical-based course provides an introduction to the field of assistive technology for students with disabilities and the integration of technology into teaching and learning within the field of special education. Various types of assistive technologies ranging from low to high tech will be discussed and demonstrated. Technology for high incidence as well as low incidence disabilities will be covered. Students will learn to apply a process for problem-solving and for the selection of appropriate tools to meet individual student needs. Students are expected to take an active role in learning about assistive technologies and hands-on learning will be included to facilitate that process.

This course provides the student with an introduction to the concepts and principles of Behavior Analysis. This course covers basic behavioral principles and then discusses behavioral procedures with an emphasis on the principles underlying each procedure. This field focusing on the application of basic learning principles to socially relevant human behavior. We will cover basic learning principles, common behavioral procedures, the research methods and techniques of behavior analysis, as well as the application of it across a wide range of populations, settings, and behaviors. The primary objective of the course is to introduce students to understanding principles of behavior analysis through assigned readings, and through lectures that will review and expand upon material covered in assigned readings.

تم تصميم هذا المساق لاستكشاف أفضل ممارسات الإدارة الفعالة في إدارة الصفوف الدراسية  و استراتيجيات التدخل السلوكي الفردي. في هذا المساق سيتم التركيز على خلق بيئات تعلم استباقية من خلال التدخلات السلوكية الإيجابية والدعم وكذلك استكشاف كيفية استخدام الطرق المستخدمة بواسطة المدرسة والفصل الدراسي في إنشاء بيئات تعلم فعالة للأفراد ذوي درجات متفاوتة من الإعاقات. يتم تدريس هذا المساق لثلاث ساعات معتمدة كحد أقصى.

The purpose of this course is to develop skills for recognizing and effectively teaching students with various exceptionalities. Broad areas to be covered in this course are areas of exceptionalities, major trends and issues in special education with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement.

This course is designed to train teachers in instructional planning, management, and delivery of instruction. It includes strategic program planning incorporating due process procedures as specified in UAE legislation, as well as teaching methodology in systematic disorders, and mild disabilities, in public and private schools. The course also addresses classroom management and organization practices, involving experiential Lab work learning activities, related to designing and implementing optimal learning environments for students with learning disabilities, autism spectrum and developmental disabilities

The purpose of this course is to explore the theoretical underpinnings of reading difficulties as well as ways in which you can assist students in becoming readers that are more capable. We will be looking at various assessment measures and discussing ways to interpret the results. We will also be looking at interventions for individual learners and flexible groups. The interventions should be helpful not only for completing assignments with an individual student, but also for the students you are instructing within your classroom as a whole.

This course addresses the models, history, current issues and strategies in providing collaborative supports, accommodations, and differentiated curriculum to include students with disabilities and other special needs in general education classes. The course addresses strategies to work with regular classroom teachers and other individuals involved in the educational program. This course is taken for a maximum of three credits.  

This course aims to prevent problems occurring in childhood such as disabilities or developmental delays. Studying how early intervention programs are and what are the main services that these programs provide is important to raise the awareness of the possibility of decreasing childhood problems. This course provides candidate teachers with knowledge of how the early intervention process can be done and to what extent these programs are effectiveness. It also emphasizes the importance of dealing with parents and community to raise the awareness of the services that early intervention programs provide for families. In addition, this course focuses on the main steps in assessing children and providing the therapy services.

This is an introductory course in the education of gifted, talented, and creative students. The course provides an overview of the current and historical issues in the field. The intellectual, social, emotional, developmental, and educational characteristics of gifted students are introduced. Appropriate educational opportunities and programming are discussed. Issues in identification of the gifted, special gifted populations, and current research are reviewed

This course aims to familiarize students with methods of differentiation designed: to diagnose learner needs, adapt and modify curricular materials, plan and implement differentiated instruction, develop assignments, and evaluate learning outcomes. It also acquaints them with the importance of using audio-visual aids in teaching, teaching patterns, teaching aids production and evaluation, and implementing lesson plans with the use of teaching aids

This course is designed to provide theoretical basis and practical techniques for implementing defensible practices in classes for the gifted. Students will be expected to relate the characteristics and learning needs of the diverse population of gifted students to appropriate instructional methods and materials that are needed to implement effective educational programs for all gifted and talented students. Students will be expected to assess learners and develop and modify instructional content and methodology to meet the learning needs of gifted students and demonstrate this knowledge by creating and implementing an instructional unit of study in their content area

The practicum is designed to provide students a supervised experience that allows them to develop, sharpen and demonstrate their skills as future special education teachers. Students will be expected to demonstrate professionalism at all times and to conform to the ethical standards established for special educators. In addition, students are expected to adhere to the rules and regulations established by the school and/or regulatory body in which they are placed. Students are expected to be on time and to appear on each day that they are scheduled and to stay for the specified hours. If any modification in their assigned schedule is necessary because of illness or personal emergencies, the school principal and Mentor Teacher should be notified immediately. The student should be eligible for this course upon completion of at least 15 credit hours of specialization courses.

Bachelor of Special Education students are required to take a three-credit hour course as the Capstone Graduation Project. To be graduated, students are required to show that they have developed proficiency in core-content knowledge and can demonstrate proficiency in applied learning skills in their program. It will be a challenging and rigorous journey but the reward for undertaking a meaningful experience is immense and will undoubtedly give AUE graduates a powerful start in career they may choose. In addition, English language and technology proficiency must also be demonstrated. The students have three options for the Capstone Graduation Project: Analytical paper options or Research options. The Capstone Graduation Project is designed to give students a constructive working understanding of the requirements and expectations needed to graduate from AUE.



This course is intended to offer an introduction to the profession of clinical mental health counseling with a broad focus on psychological dysfunction that is associated with distress or impaired functioning in a manner that is not typical, or expected, based on cultural and societal norms. Content will be organized in accordance with the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). This course will use an integrative approach toward the study of mental health including the interaction of biological, developmental, and social factors. Students will learn about the types and causes of mental disorders, their assessment, treatment plans, referrals for services, prognosis, related research in counseling, psychotherapy, and prevention. The legal, ethical, and sociocultural issues related to mental illness, psychopathology, behavior of mental health professionals, and society will be deliberated. Students will be exposed to the historical, philosophical, societal, economic, and political dimensions of mental health counseling. The course will provides an overview of the issues, needs, populations, skills, and models in mental health settings with an emphasis on prevention and wellness.

This course will provide counselors the awareness, understanding, practical and theoretical methods and skills to build basic competency in counseling children and adolescents with specific developmental, social, or behavioral issues in a variety of settings (i.e., school, community, family, etc.). Because the primary objective and rationale of this course emerges from a developmental perspective, content will focus on helping children and adolescents grow up feeling relatively normal and healthy, cope with what are diagnostically referred to as adjustment disorders, and to help them adjust to emerging adulthood. The course will also include topics on social and cultural issues challenging children and adolescents, common psychological disorders that affect them, and provision of counseling services for children and adolescents with exceptional issues such as giftedness, abuse, neglect, special needs…

Students will develop knowledge about the major career development theories that are used in the school counseling profession. Students will learn to apply theories, assessment and occupational information in the school setting so as to advise appropriately on issues related to occupational and career aspirations.  Strategies presented will be related to career exploration, career-related assessment, application of career development materials, technical and college career tracks of curriculum development. Exploration of gender and cultural/ethnicity issues that may impact the career development of individuals in our society are emphasized.  

This course is designed to introduce students to a variety of theoretical concepts, techniques, and their applications in therapeutic settings.  This course is designed as an introduction to interviewing and as a foundation for basic counseling skills in substance abuse and related issues. Student participation in role-plays and experiential exercises is an essential component of classroom activities. Course topics emphasize culturally responsive techniques and professional dispositions that demonstrate an appreciation for the multicultural issues related to effective counseling, respect for the client and for individual differences in the counseling process, appreciation for incremental change, and awareness of their personal strengths and limitations as a counselor. The student will explore oneself as a helper and learn facilitating skills to bring about change for clients.  Emphasis is on self-understanding, verbal and non-verbal communication, and skills essential to effective counseling.

This course is designed to provide students with foundational knowledge of the theory and practice of group counseling.  The class will focus on how groups function, group dynamics, the process and stages of groups, types of groups, ethical considerations, and techniques used in facilitating groups. This course is an applied course with a focus on integration of theory and clinical group work, and discussion of clinical, professional, and ethical issues. This course is designed for students to gain group counseling skills and self-awareness about how one’s own qualities, needs, motivations, and values can either facilitate or interfere with one’s effectiveness as a group counselor


Student builds the schedule based on available offered courses in the registered semester

Weekday Morning Classes

TUE – THUR | BETWEEN 9:00 AM – 4:00 PM
MON – WED | BETWEEN 9:00 AM – 4:00 PM

Weekday Evening Classes

TUE – THUR | BETWEEN 4:00 PM – 9:00 PM
MON – WED | BETWEEN 4:00 PM – 9:00 PM


Student can join at the beginning of any semester