The Division of Counseling, Early Childhood and Special Education provides courses at the undergraduate and graduate level. Members of the division teach courses in general education and in the concentrations. Areas of expertise in the Division include Counseling, Special Education, Applied Behavior Analysis and Neuroscience. Division members conduct original research in their areas of expertise, and provide community engagement related to these academic areas. Running across all areas is an abiding commitment to the ethical implementation of all research and practices.

The Counseling programs and modules are offered as a Post-Graduate Diploma option. The purpose is to familiarize students with the influences upon a child’s personal, social and emotional growth and well-being. Also emphasized in the program are useful strategies that can support students facing challenges and make informed choices about their futures.

Students taking courses in Special Education can take them at the Master’s and Ph.D. level. With a focus on inclusion of students with disabilities, the Master’s degree is organized around assessment, research-based practices and classroom management strategies that can be implemented into an inclusive classroom. The Ph.D. in Special Education equips candidates to conduct research in special education, teach at the college/university level and influence policy decisions at the highest levels.

The Division also offers an approved course sequence in Applied Behavior Analysis (ABA). Approved by the Behavior Analyst Certification Board, Inc.®, students can enroll in a post-graduate diploma that leads directly into the Master’s degree in ABA. Students with a bachelor’s degree can enroll directly into the Master’s program. Both programs, with additional requirements, lead to eligibility to sit for the internationally recognized exams for Board Certified Assistant Behavior Analyst or at a higher level, the Board Certified Behavior Analyst.

At the Ph.D. level, the Neuroscience faculty works at the interface of mind, brain and education to develop the applications of cognitive neuroscience for education. Research is supported by the Cognitive Neuroimaging Unit with experts in the field, international publications, and laboratory facilities. Student development takes place through our PhD program in Educational Neuroscience. Our annual International Conference on Educational Neuroscience, along with workshops and seminars, encourage community outreach.

Division Head:

Dr. Mary Lynn Woolsey, Ph.D., The Ohio State University

Selected Publications:

Areepattamannil, S., Welch, A. G., Melkonian, M., & Saqr, S. (2016). Non-cognitive correlates of Emirati adolescents’ mathematics performance: A multilevel analysis. In M. S. Khine & S. Areepattamannil (Eds.), Non-cognitive skills and factors in educational attainment (p. 397-409). Sense Publishers.

Bornstein, M. H., Putnick, D. L., Lansford, J. E., Al-Hassan, S., Bacchini, D., Bombi, A. S., Chang, L., Deater-Deckard, K., Di Giunta, L., Dodge, K. A., Malone, P. S., Oburu, P., Pastorelli, C., Skinner, A. T., Sorbring, E., Steinberg, L., Tapanya, S., Uribe Tirado, L. M., Zelli, A., & Alampay, L. P. (2017). “Mixed blessings”: Parental religiousness, parenting, and child adjustment in global perspective. Journal of Child Psychology and Psychiatry.

Fahim, M. A., Nemmar, A., Singh, S., Shaffiullah, M., Yasin, J. & Hasan, Y. (2016). L-2 Oxothiazolidine-4caroxylic acid mitigates the thromboembolic effects and systemic toxicity induced by sub-acute exposure to cadmium in mice. Int J Clin Exp Med 9(8), 15764-15771.

Guy J, Habak C, Wilson HR, Mottron L, Bertone A. (2017). Face perception develops similarly across viewpoint in children and adolescents with and without autism spectrum disorder. J Vis.17(1):38. doi: 10.1167/17.1.38.

Kelly, M. P., Leader, G., & Reed, P. (2016). Stimulus over-selectivity and extinction-induced recovery of performance as a product of intellectual impairment and autism severity. Journal of Autism and Developmental Disorders, 45(10), 3098-3106.

Woolsey, M. L., Kelly, M. P., Tennant, L., & Rashad, F. F. (2016). An ecobehavioral assessment of Emirati pre-service science teachers. International Journal of Contemporary Applied Sciences, 3(3), 143-157.