Rehabilitation Counseling, Non-Thesis, MA

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Department of Health and Community Studies, Woodring College of Education

Graduate Faculty

Boland, Elizabeth, PhD.
Brickham, Dana, PhD.

Program Director: Dr. Elizabeth Boland, 425-405-1645, Elizabeth.Boland@wwu.edu.

Program Information

Rehabilitation Counseling is a systematic process that partners with persons with physical, sensory, mental, developmental, cognitive, and emotional disabilities while emphasizing the holistic nature of human function. Rehabilitation counselors are competent to provide an assessment of abilities and functional limitations, develop plans consistent with individual needs, and partner with clients in achieving their goals through a variety of modalities including individual and group counseling, vocational training and education, and job development and placement. Rehabilitation counseling is a dynamic, exciting field with excellent employment opportunities in both the public and private sectors, including state and federal rehabilitation agencies, nonprofit agencies, veteran’s programs, workers’ compensation agencies, hospitals, and universities.

The 72-credit degree program is completed through a combination of classroom-based and distance learning coursework. Classroom-based courses are offered at the program’s off-campus site located at the Everetty University Center on the Everett Community College campus. The program is accredited by the Council on Rehabilitation Education (CORE).

For further information, see the Rehabilitation Counseling program website at wce.wwu.edu/rc/rehabilitation-counseling.

Goals

The mission of the Master of Arts in Rehabilitation Counseling program is to prepare dedicated and qualified rehabilitation counselors who will partner with individuals with disabilities to enhance their lives, including self-determination, independence, meaningful employment, and full community participation.

The objectives of the program are:

To offer a quality curriculum that prepares master’s level rehabilitation counselors with the knowledge and skills necessary to ethically and competently serve and advocate with individuals with disabilities.
To recruit and retain qualified students for a viable program that includes persons from diverse racial and cultural backgrounds and individuals with disabilities.
To promote an inclusive learning community that enriches student experience and education and promotes full participation of all students.
To create opportunities for student interaction with individuals with disabilities as well as individuals from culturally diverse backgrounds.
To efficiently and effectively enhance the program by obtaining regular and timely feedback from students, the advisory committee, field experience site supervisors, consumers, graduates, and employers

Application Information

Admit Quarters: Fall

Application Deadlines: Priority deadline: April 1; Final deadline: June 1

Supporting Materials:

Candidates must meet the requirements of the Graduate School in addition to the following departmental requirements:

The Miller Analogies Test (MAT) is preferred or the Graduate Record Exam, General Test; test scores are not required if an applicant holds an advanced degree from an accredited college or university
Three current references
A current résumé
A typed personal statement outlining the rationale for applying to the program. The statement should address career objectives, rationale for choosing this program, professional and personal strengths as they apply to the field of rehabilitation counseling, related work experiences, the way in which personal and professional life experiences have converged to motivate application to the program, a statement of goals and interests which demonstrates and illustrates the applicant’s personal value system, computer competence, and other insights as deemed appropriate by the applicant
A personal interview
A signed statement indicating an understanding and intention to comply with the program’s essential functions and expectations for academic and professional performance.
Successful completion of the program background check.
Access to computer, necessary software, and computer competencies are required

Please upload supporting materials with the application.

Admission

Successful candidates must demonstrate their commitment to working with individuals with disabilities to assist them to adjust to the psychological, social, medical, and vocational impact of a disability on their lives. The commitment may be demonstrated by either work or volunteer experiences with persons with disabilities. Applicants are expected to demonstrate strong writing skills.

Retention

In addition to Graduate School and University policies, retention in the Rehabilitation Counseling program is dependent upon the development of professional competencies in interaction with clients and other professionals, especially as related to the program’s essential functions and expectations for academic and professional performance. Development of professional competencies is monitored and evaluated on a yearly basis by the faculty of the program and will serve as a basis for retention of the student in the Rehabilitation Counseling program.

Program of Study

Requirements (minimum 72 credits)

Core (52 credits)

Comprehensive Examination

Students are required to pass a comprehensive examination prior to graduation during the last quarter in the program.

Additional Information

Competency in Instructional Technology

Students admitted to programs in the Woodring College of Education are required to possess competence in the use of instructional technology in education prior to completion of their program and, when applicable, prior to being recommended for certification. Procedures for demonstrating or developing competence are available in Miller Hall 204.

Comprehensive Assessment

Woodring College of Education students in Option II are required to complete a comprehensive assessment. The format, timeline and criteria are defined by specific departments. For procedures, students should see their graduate advisors.

Second Master’s Degree

Enrollment must be for a single MEd, MA or MIT program. Students who have earned an MEd or MIT may apply for admission to another MEd program but all requirements of the second program must be met (with possible allowance for some course work taken in the first program). However, all programs must be completed with the minimum number of required credits.

NOTE: Due to a review and revision process which may affect Woodring College of Education programs and courses, the information contained in the Education section of this catalog is subject to change.

Post-baccalaureate candidates interested in combining teacher certification and master’s degree study should contact the Teacher Education Admissions office or the Graduate Office.

Some programs include an internship. Successful completion of a criminal background check that may involve fingerprinting is required of all students prior to the internship. Students with questions should check with their department advisor for details.