Certificate Programs

The Georgetown University Certificate in Early Intervention prepares you to be an evidence-based service provider and professional leader advocating for infants, toddlers, and young children with disabilities or delays to receive community based services and supports. Participants gain the knowledge and skill needed to deliver evidence-based early childhood intervention. Coursework is designed to promote comprehensive, evidence-based, family- centered, culturally and linguistically competent, interdisciplinary services and supports for vulnerable children and their families. See Capstone poster presentations

Program Director: Rachel Brady, PT, DPT, MS

What Participants Say About the GUCEI

Past participants have been practicing early intervention providers, new providers, administrators, and policy makers wanting to understand early childhood systems and service provision to infants and toddlers with disabilities or developmental delay. They have found the program both challenging and rewarding.

“The program teaches and reinforces evidence-based early intervention—just what is needed to change practice.” —Physical Therapist

“Really made me reassess my practice and incorporate contemporary strategies.” —Special Educator

”Each course builds on the previous course—reinforcing and expanding knowledge and skills.” —Service Coordinator

The C3EIP is an interdisciplinary program among Georgetown University Center for Child and Human Development, George Washington University Health Professions Programs and Shenandoah University created to educate the next generation of early childhood providers. C3EIP trains interdisciplinary team members to be highly effective and highly qualified early childhood practitioners to meet the needs of children with developmental delays and disabilities. 

C3EIP is offered to students during the final year of their professional preparation program. Students participate in the Georgetown University Certificate in Early Intervention along with their professional preparation course work. Training includes coursework and a practicum experience with mentorship specifically designed to promote comprehensive, evidence-based, family-centered, culturally and linguistically competent, interdisciplinary services and supports for vulnerable children and their families. Completing both the professional degree program and the Certificate program simultaneously prepares new graduates to be evidence-based service providers, leaders, and advocates for infants, toddlers and young children with disabilities or delays. C3EIP is funded through a grant from the U.S. Department of Education, Office of Special Education Programs, H325K210020(2021-2026). 

Qualified students receive Certificate program tuition and a generous stipend!

Project Director: Rachel Brady, PT, DPT, MS 

GEORGE is an interdisciplinary program among Georgetown University Center for Child and Human Development and selected programs at George Washington University, Shenandoah University, University of the District of Columbia, and the University of Maryland-Baltimore created to educate the next generation of early childhood providers. GEORGE trains interdisciplinary team members to be highly effective and highly qualified early childhood practitioners to meet the needs of children with developmental delays and disabilities. 

GEORGE is offered to students during the final year of their professional preparation program. Students participate in the Georgetown University Certificate in Early Intervention along with their professional preparation course work. Training includes coursework and a practicum experience with mentorship specifically designed to promote comprehensive, evidence-based, family-centered, culturally and linguistically competent, interdisciplinary services and supports for vulnerable children and their families. Completing both the professional degree program and the Certificate program simultaneously prepares new graduates to be evidence-based service providers, leaders, and advocates for infants, toddlers, and young children with disabilities or delays. GEORGE is funded through a grant from the U.S. Department of Education, Office of Special Education Programs, H325R230053 (2023-2028). 

Qualified students receive Certificate program tuition and a generous stipend!

Eligible students include:

• GWU: PT, OT, SLP
• Shenandoah U: PT, OT
• University of the District of Columbia: SLP
• University of Maryland, Baltimore: PT
  

Project Director: Toby Long, PhD, PT, FAPTA

Georgetown University Leadership Education in Neurodevelopmental Disabilities (GULEND) is an interdisciplinary program of didactic and experiential activities that help participants to improve the health and well-being of diverse persons who have or are at risk for developing ASD/DD across the life span. Content is drawn from a variety of sources including disability studies, scientific research, and service provision. The GULEND is funded through a grant from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau, 6 T73MC42023‐01‐01 (2021-2026).

Qualified participants receive a generous stipend!

Project Director: Pamala Trivedi, PhD 

Georgetown University Leadership Education in Neurodevelopmental Disabilities Plus (GULEND+) combines both the GU Certificate in Early Intervention and the Leadership Education in Neurodevelopmental Program.  Created for interdisciplinary service providers who want to advance skills in early intervention and autism spectrum disorder and other developmental disabilities. The GULEND portion of the program is funded through a grant from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Maternal and Child Health Bureau, 6 T73MC42023‐01‐01 (2021-2026). 

Qualified participants receive GU Certificate in Early Intervention Program tuition and a stipend!

Project Directors: Pamala Trivedi, PhD and Rachel Brady, PT, DPT, MS 

The Certificate in Infant & Early Childhood Mental Health is a comprehensive program for professionals seeking to deepen their clinical knowledge and experience working with parents and young children. Participants will have the opportunity to review, discuss, and synthesize cutting-edge materials and learn from luminaries in the infant mental health field.

With a combination of monthly live presentations, reflective dialogue, and asynchronous learning, participants will engage in dynamic discussions with thought leaders and peers from around the country. Central to the program is an anti-racist approach when working with families and children. The program intentionally integrates diversity, equity, and culture throughout the program. The program provides networking opportunities, leveraging connections that have been built among the faculty with infant and early childhood mental health professionals across the country and in the Washington, D.C., area.

Program Directors: Amy Hunter and Emily Aron, MD

The Certificate in Infant & Early Childhood Mental Health Consultation (IECMHC) provides advanced training for mental health clinicians in the specialized role of consulting in early childhood settings. Content focuses on approaches used to promote mental health in the early childhood years and how the role of consultant is unique from other mental health clinician roles, as well as how consultation aims to build the capacity of early childhood professionals, settings, and systems to support young children’s mental health.

Program Director: Neal Horen, PhD 

The Certificate in Infant & Early Childhood Mental Health Family Leadership prepares caregivers of young children as front-line peer support and community health workers. Coursework strengthens participants’ understanding of early childhood mental health and family development through didactic and experiential activities. Participants gain skills, knowledge, and motivation to effectively promote and support early childhood mental health and family resiliency with their peers as community health workers.

Program Director: Dominique Charlot-Swilley, PhD