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Program Information

The Master of Science in Rehabilitation Counseling is one of several programs in the Graduate School of Education's (GSE) Department of Counseling, School, and Educational Psychology (CSEP). The program is delivered online in less than three years of part-time study. Students take 2 courses per semester for a total of 48 credit hours.

As all online coursework is completed via UBlearns, the University's Internet learning platform, students must have access to a computer meeting the University's minimum computer standards. While all of your coursework will be completed online, your practica, field work, and internships will be coordinated within your community.

This page will provide you with an overview to the program, including:


Online Program Schedule

Fall Year 1:
CEP 649 Rehabilitation Foundations
CEP 653 Foundations of Counseling Theory

Spring Year 1:
CEP 503 Tests & Measurements in Counseling
CEP 680 Career Development

Summer Year 1:
CEP 658 Introduction to Group Work
CEP 683 Vocational Placement

Fall Year 2:
CEP 532 Understanding Statistical Research
CEP 596 Field Work

Spring Year 2:
CEP 597 Counseling Practicum (150 contact hours)
CEP 661 Medical Aspects of Disability

Summer Year 2:
CEP ### Law for Rehabilitation Counselors
Comprehensive Exam

Fall Year 3:
CEP 600 Internship (300 contact hours)*

Spring Year 3:
CEP 600 Internship (300 contact hours)*

*Students may register for internship in Fall only (12 credits) if able to complete 600 contact hours


Program Requirements

Continuous Registration
The program must be completed within five years of the date of matriculation. An extension of this time limit may be petitioned, but students may be required to take additional course work or show currency in other ways. Students need to maintain continuous registration each academic year (fall and spring semester) from the time they matriculate until they graduate. Students who have not registered for at least one credit per semester will have to reapply for admission to the program. Illness or other personal reasons may require an interruption in study. Students can petition for a leave of absence, usually one year in length, when it is impossible for them to maintain registration. Time on leave of absence does not count against the five-year limitation, and the requirement for continuous registration is waived. If students anticipate the need to be absent, it is to their advantage to file a request for leave, prior to the beginning of the semester beginning their leave period. Petitions filed after leave has begun may be denied. Leave forms may be obtained in within your online student program information area (you are enrolled in this upon admission).

Within the department certain courses cover foundations, knowledge, and skills that are common to all programs. These courses constitute a professional counseling core and may be taught by CSEP faculty from other programs. The counseling core include the study of the history of counseling, counseling theory, ethical and professional issues, vocational development, working with groups, tests and measurements, and research methods. Rehabilitation counseling students are also required to take courses specific to the field of rehabilitation, introducing them to the basic principles, history, institutions, and resources within the field of rehabilitation, and to the medical and psychosocial problems faced by persons with disabilities and their families. All of these courses are taught by the rehabilitation faculty. Transfer courses must be approved by your advisor.

Clinical Training Experience

All Field Work, Practicum, and Internship placements must be arranged through the use of the Department's Clinical Coordinator. The Clinical Coordinator is a part-time staff member in the department who is responsible for securing and maintaining Affiliation Agreements between the University and cooperating agencies (e.g., rehabilitation facilities, mental health clinics, substance abuse treatment centers, private rehabilitation companies). The online program clinical coordinator will contact you at least one semester prior to your participation in any training experience.

1. Field Work
In Field Work, the expectation is that the student may not have had much training or experience working in rehabilitation. Prior to being placed in the field, students get basic training in counseling skills. For some students, this brief training and the introduction to rehabilitation in the community gained from the lectures and field visits given during the first half of the semester will be the only specific background they have. Students go to their field work placements for the second half of the semester, arranging their schedule so that they spend a total of about 50 hours in the field. The field portion of the Field Work course should afford the student the chance to learn about one particular agency, its clientele, and the method of operation. Students should get as thorough an introduction to the agency as possible. Their client contact may be a pre-counseling, informational kind of meeting, observation of a session involving an agency counselor, participant observation in a group, etc. Supervision of Field Work is through a supervisor at the site, and group supervision on campus, augmented by individual supervision as needed.

Many students come to Field Work with considerable experience in counseling and rehabilitation, gained through previous employment. It should be remembered that students are at the agency for an educational experience, not to serve as unpaid employees, though they will help in the delivery of services. Occasionally, students want to do field work at a site at which they are currently employed, or where they have worked. If the site meets the other requirements for suitable placement, the fact that students are current or former employees will not disqualify the site. Generally students should not do more than one field placement at a site where they are or have been employed and their time there must constitute a learning experience such as working in a new program or with different clientele (the program does not give credit for work experience).

2. Practicum
Ordinarily, but not necessarily, the student stays on for the Practicum at the Field Work site. Such continuity reduces the time required for introduction and orientation. In Practicum, it is expected that the student begin counseling with a small caseload under the close supervision of their on-site and on-campus supervisors. Caseload responsibilities should include program planning and implementation, again under close supervision. The student's time schedule should be worked out by the student and the on-site supervisor. The total number of hours expected for the Practicum is 150 hours in the field. Ordinarily, this can be met by scheduling the equivalent of three eight-hour days a week on site. University supervision is done through weekly sessions with faculty or advanced doctoral students, plus a weekly Practicum seminar. This is in addition to the supervision done by the site supervisor.

3. Internship
Students are required to do their Internship at a site different from their Practicum. Ordinarily, students must get at least two different experiences during their education. The Internship should take a counselor-in-training with basic skills in counseling and experience in one setting, and provide additional experience and practice. At the end of the Internship, the student should be able to function as well as beginning agency staff. Supervision is provided by the on-site supervisor, and by weekly individual supervision on campus. The student should be given responsibility for a small caseload to be handled with only somewhat more supervision than a beginning employee. The internship requires 600 contact hours in the field.


Course Descriptions

Fall Year 1

CEP 649 - Rehabilitation Foundations
History, philosophy, legal basis, principles, and procedures of rehabilitation counseling; structure of the state-federal and private non-profit and for-profit rehabilitation sectors; role of function of rehabilitation team members. The class should be taken during the first semester of enrollment for rehabilitation counseling majors.

CEP 653 - Foundations of Counseling Theory
The main function of this course is to introduce the major theories of counseling and psychotherapy, their background or history, the theories of personality from which they are derived, and their applications to counseling practice. The course also includes consideration of professional and ethical issues in counseling. In addition to learning about established counseling theories, each student will have the opportunity to develop her/his own counseling theory. Class time will be divided among lecture presentations, viewing of videotapes of various counseling approaches, and small group discussions and activities. As a result of this course you will:

  • Be exposed to a variety of ethical and professional issues in counseling and develop positions on some of these issues.
  • Study the ACA and/or APA ethics code(s) and have your own copy of them for future reference.
  • Gain basic understanding of the theory, practice, and application of varied approaches to counseling.
  • Form your own personal theory of counseling.
  • Develop skills in self-evaluation, writing and critical thinking.
  • Notice your own qualities that support and hinder your attempts at being therapeutic for others.

Spring Year 1

CEP 503 - Tests and Measurements
The course focuses on the basic assessment principles, client assessment in the rehabilitation and counseling process, and the nature of tests used in the field. The first half of the course focuses on: history of measurement, basic concepts, important social and ethical issues in testing, and technical/statistical concepts in measurement. The second half of the course deals with the content, administration, scoring and interpretation of tests frequently used in the field. Upon completing the course, students will be better able to identify and gather essential client information, interpret test information, and use test results to assist in planning. The specific course objectives are to promote:

  • An understanding of the foundations of assessment and the role of tests and measurements in the counseling and rehabilitation processes.
  • Knowledge of basic psychometric properties (e.g. reliability and validity) which are important to the selection of assessment devices and the interpretation of scores or other performance measures.
  • The ability to read and understand test manuals and determine the types of uses for which a particular test is most appropriate.
  • Knowledge of a variety of assessment devices commonly used in the field.
  • Skill in determining the implications of (weighting) client assessment information for clients.
  • Integration of medical aspects and foundational limitations of disability in developing evaluation plans that are appropriate for answering common referral questions. Relatedly, students should gain competence in selecting, administering, scoring, and interpreting tests in the light of client disability.
  • Ability to develop and conduct vocational evaluations.

CEP 680 - Career Development
Work in America and basic aspects of vocational psychology; theories of career development and choice; relationship between education or training and work; career counseling in various settings and with diverse populations; special problems (e.g., job satisfaction, displacement, dual-career families, indecision, and indecisiveness, etc.); assessment and information issues; impact and development of interests, abilities, and values.

Summer Year 1

CEP 658 - Introduction to Group Work
This course will introduce counseling students to group counseling theory and practice. Group topics covered will include the interpersonal theory of groups, development, dynamics, goals, membership, leadership, stages, cohesion, norms, communication, interpersonal feedback, conflict, difficult members, and power. Special issues, topics, types of groups, and client populations will be covered. Students will learn about these topics from assigned readings, in class lectures and discussion, classroom experiential exercises (e.g. role plays), peer presentations, group projects, and written assignments. Finally, all class members will participate in experiential training groups co-facilitated by advanced students in counseling psychology and counselor education.

CEP 683 - Vocational Placement Process
The course is designed to introduce students to the theoretical, research, and practical issues relating to the placement of individuals with disabilities into productive roles in society. The content of the course includes vocational theories, vocational and labor market assessment, transitioning from school to work, legal and ethical concerns with regard to relevant disability legislation including The Americans with Disabilities Act of 1990 and The Rehabilitation Act of 1973 - Sections 501, 502, 503, 504, federal and state resources, tax incentives and disincentives, job analysis and development, and practical approaches to job placement, including supported employment, mentoring, apprenticeships, and EAP's. The course is conducted as an interactive seminar. Given the levels of individual knowledge and experience typically brought to the class, students are encouraged to actively contribute through interactive group discussion and sharing of experiences. The course is required of all candidates rehabilitation counseling majors. It is also offered to other counseling students, and may be taken, with permission, by students outside of the department.

Fall Year 2

CEP 532 - Understanding Statistical Research
For many students, statistics is their least favorite course and they only take it because they have to. It frightens people. This course will not frighten you. People are only afraid of the unknown. Knowledge reduces fear. In this course you will learn statistics slowly, carefully, and one step at a time. You'll come to see that, taken methodically, statistics is easy. You'll come, if not to love statistics, at least to view them as your friend. Or, if not friend, acquaintance. At least not your enemy! The purpose of the course is to understand the reasoning and methods upon which quantitative research is conducted and to interpret and critique research studies involving quantitative data. This course is designed for "consumers" of empirical research. Learning will take place through reading about statistics, critiquing journal articles, and participating in class activities and discussions. Although some statistical methods are discussed and practiced, this course would not be sufficient preparation of the completion of a master's thesis or doctoral dissertation.

CEP 596 - Field Work
This course is essentially a counseling skills course and restricted to program majors only. Sections are available in counselor education (CE), counseling psychology (CP), rehabilitation counseling (RC), school counseling (SC), and school psychology (SP).

Spring Year 2


CEP 597 - Counseling Practicum
Completion of required hours in an assigned agency, and achievement of performance/experience standards. Small case or work load to allow interviewing, testing, and educational, personal, or vocational services. Supervision by university faculty and agency personnel. On-campus meetings for discussion of clinical issues and skill development.

CEP 661 - Medical Aspects of Disability
This is a required course in the Rehabilitation Counseling master's degree program. Students in related programs having interest in the course material may enroll with prior permission of the instructor. The goals of this course are:

  • Give students an introduction to the physical structure and functioning of the human body.
  • Provide students with a basic medical vocabulary and orientation to the medical treatment of disability.
  • Enhance student understanding of the impact of various disabilities in the body and functioning.
  • Examine the functional, psychosocial and vocational impact of various disabilities.
  • Increase student awareness of medically related resources in the community.
  • Address the role of the rehabilitation counselor as part of the rehabilitation team of medical/health providers.

Summer Year 2

CEP ### - Law for Rehabilitation Counselors
This highly interactive course offers graduate rehabilitation counselors a comprehensive examination of the role, practical applications, and trajectory of federal disability law in serving consumers with disabilities. The course examines the interface between federal disability law, state disability law, and professional rehabilitation counseling ethics. Further, the course provides practical guidance about rehabilitation counselor expert testimony and professional liability/risk management.

Fall/Spring Year 3*

CEP 600 - Internship
Locations, case load, and work assignments based on student's program and specialization. Requires completion of work hours (programs vary) and achievement of performance/experience standards. Supervision by university faculty and agency personnel.

*Students may register for internship in Fall only (12 credits) if able to complete 600 contact hours


Professionally Relevant Behavior and Ethics

In addition to performing at acceptable academic levels in course work, it is expected that students will behave at minimally acceptable levels in the various pre-professional activities in which they are engaged. It is assumed that this aspect of their performance in field work, practicum, internship and other relevant professional activities will be evaluated regularly, and will contribute a significant part to the assessment of each student's progress toward the successful completion of the program. It is expected that students will demonstrate levels of performance in relation to clients, supervisors and other professionals in their clinical placements which are acceptable to the agency professional personnel and the Department faculty, and are consistent with the professional standards of rehabilitation counselors. Specifically, the student should be able to perform adequately in the following areas:

  • The ability to establish and maintain satisfactory helping relationships with clients appropriate to the level of development of the student.
  • The ability to engage in acceptable peer relationships within the context of the professional work situation in the clinical training experiences within the Department.
  • The ability to communicate appropriately and work together with various faculty members.
  • The ability to engage in constructive consultation in the professional workplace involving communicating with other staff about issues and clients.
  • The ability to accept and profit from professional supervisory relationships.

The Program and Department will review student performance in each of the above areas on a regular basis. Consultation with the campus and site supervisors and clinical instructors will be a part of the process. Written evaluation reports will be received and placed in the student's folder. The appropriate faculty member will review the record with the student on a regular basis. Students who are demonstrating difficulty in their professional development will be notified in writing. A plan for remediation shall be adopted that may include several options (e.g., personal therapy, personal growth experience, additional clinical training experiences, a leave of absence from the program, or other appropriate action). Students will be on probation during the remediation program and a specific date for reevaluation will be set as appropriate in each instance. Students may also be placed on probation for poor academic performance and/or excessive delays in finishing incomplete grades. Following a remediation program, a formal hearing will be held by the faculty to determine if the student shall be restored to full status in the Department, continued on probation, or dismissed from the Department. In case of dismissal from the program, students must be provided a written notice including the details of the reasons for the action. An opportunity for re-review of the case on appeal by the student will be provided. Normally, the re-review process will follow existing grievance procedures in effect at the SUNY at Buffalo and administered by the Dean of the Graduate School of Education.

All students are responsible for being familiar with and adhering to the standards of the Code of Ethics for Rehabilitation Counselors. The Code was developed and endorsed by American Rehabilitation Counseling Association, the National Council on Rehabilitation Education, and the Commission on Rehabilitation Counselor Certification and covers all Certified Rehabilitation Counselors. Having been admitted to the Masters Degree Program in Rehabilitation Counseling, all matriculated students are subject to the standards of behavior prescribed by the Code. Violation of the rules delineated by the Code is grounds for punitive action; such action may vary from verbal warning to expulsion from the program.


Tuition Information

The University at Buffalo tuition and fee schedule is published on a link outside of this webpage. Please note when you click on the link you will be taken to a different page. There are a number of fees students are initially charged by the University that are typically waived once the GSE online programs office makes a request on the student's behalf. As we petition to have a portion of the fees waived and there are no guarantees, it is important that you calculate tuition, fees, books, and the cost of your computer into the expenses of this program. Please visit our tuition page now for the most up-to-date information: www.src.buffalo.edu/studentaccount/tuition.shtml.