Academic Divisions

Counseling, Special Education and Neuroscience Division

The Division of Counseling, Early Childhood and Special Education offers deep insight into the main factors influencing a learning child’s personal, social and emotional growth and well-being.

Our programs are organized around assessment, research-based practices and classroom management strategies that can be implemented into an inclusive classroom equipping candidates to conduct research in special education, teach at the college/university level and influence policy decisions at the highest levels.

With a focus on inclusion of students with disabilities, The Counseling programs and modules are offered as a Post-Graduate Diploma while students taking courses in Special Education can take them at the Master’s and Ph.D. level.  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.

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. 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.

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.

Division Head

Dr. Mohamed Seghier

Program Coordinators

  1. PGD in Applied Behavior Analysis: Dr. Michelle Kelly
  2. MEd in Applied Behavior Analysis: Dr. Michelle Kelly
  3. MEd in Special and Inclusive Education: Dr. Cara Williams
  4. PhD in Special Education: Dr. Cara Williams