3.1 Courses
The curriculum has a total duration of four (4) academic semesters and corresponds to 120 ECTS credits.
Program Structure
1st Semester
2nd Semester
3rd Semester
4th Semester
1st Semester
1st Semester
| No. | Code | Course | ECTS |
|---|---|---|---|
| 1 | GLDT 7941 | Foundations of Disability and Ableism | 10 |
| 2 | GLDT 7942 | Research-Informed Leadership for Inclusive Systems Transformation | 10 |
| 3 | GLDT 7943 | Inclusive Systems Engagement Experiences I | 10 |
| Total | 30 |
2nd Semester
2nd Semester
-
No. Code Course ECTS 1 GLDT 7944 Developmental Cognitive Neuroscience I 10 2 GLDT 7945 Global Policy on Disability and Inclusion 10 3 GLDT 7946 Inclusive Systems Engagement Experiences II 10 Total 30
3rd Semester
3rd Semester
-
-
No. Code Course ECTS 1 GLDT 7947 Developmental Cognitive Neuroscience II 10 2 GLDT 7948 Inclusive Innovation & Assistive Technology 10 3 GLDT 7949 Lab for Inclusive Innovation 10 Total 30
-
4th Semester
4th Semester
| No. | Code | Course | ECTS |
|---|---|---|---|
| 1 | GLDT 7950 | Capstone Implementation and Peer Consultation | 30 |
Course Description
📘 GLDT 7941
📘 GLDT 7942
📘 GLDT 7943
📘 GLDT 7944
📘 GLDT 7945
📘 GLDT 7946
📘 GLDT 7947
📘 GLDT 7948
📘 GLDT 7949
📘 GLDT 7950
📘 GLDT 7941
| GLDT7941: Foundations of Disability and Ableism | |
| Content | |
| Description | This course introduces students to the multidisciplinary study of disability and ableism, examining them as social, cultural, legal, historical, and political phenomena. Emphasis is placed on major theoretical models of disability, intersectional forms of inequality, the lived experiences and voices of disabled people, and the application of critical disability studies to professional practice and leadership for systems-level change. |
| Course Content | • Theoretical models of disability (medical, social, cultural, radical/relational models, neurodiversity).
• Historical foundations of ableism: scientific racism, eugenics, institutionalization, and exclusion. • Contemporary forms of ableism and intersectionality (gender, race, migration, sexuality). • Disabled people’s voices, narratives, arts, and activism. • Disability social movements and disability justice. • Disability perspectives in education, technology, healthcare, employment, and social services. • Legal and policy frameworks (CRPD, ADA, IDEA) and legal capacity. • Disability and aging across the lifespan. • Integrating neurocognitive and sociocultural approaches to disability. • Inclusive leadership and the design of policies and micro-interventions. |
| Learning Outcomes | Upon successful completion of the course, students will be able to:
• critically understand and evaluate key models of disability and ableism, • apply critical disability studies perspectives to professional practice across sectors, • analyze legal and policy frameworks protecting the rights of persons with disabilities, • integrate disabled people’s lived experiences and perspectives into policy and practice design, • demonstrate reflective and leadership skills in advancing inclusive and equitable systems change. |
📘 GLDT 7942
| GLDT7942: Research-Informed Leadership for Inclusive Systems Transformation in Disability & Complex Co-Occurring Medical and Mental Health Conditions
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| Content | |
| Description | This course equips students with research methodologies grounded in ecological and intersectional frameworks to advance inclusive leadership and systems transformation across health, education, law, technology, and community sectors. Emphasis is placed on rights-based, participatory, and anti-ableist research, the centrality of lived experience, the principle of “nothing about us without us,” and the translation of research evidence into leadership practices, policy reform, and social change. |
| Course Content | • Ecological and intersectional research frameworks in disability and health.
• Research, leadership, and systems change centered on lived experience. • Research ethics, disability justice, and bias mitigation. • Quantitative methods, epidemiology, logic models, and systems evaluation. • Qualitative approaches: narrative inquiry, phenomenology, ethnography, autoethnography. • Mixed-methods and community-based participatory research (CBPR). • Cultural, linguistic, and accessibility adaptations in research design. • Cross-sectoral applications (health, law, technology, education, community). • Data ethics, algorithmic bias, and artificial intelligence. • Translating research into policy, practice, and inclusive leadership strategies. |
| Learning Outcomes | Upon successful completion of the course, students will be able to:
• apply ecological and intersectional frameworks to disability and health research, • select and integrate quantitative, qualitative, and mixed methods to support inclusive inquiry, • critically analyze data with attention to bias and social determinants of disability, • design ethical, participatory, and accessible research protocols, • translate research findings into leadership strategies, systems transformation, and equity-focused policy initiatives. |
📘 GLDT 7943
| GLDT 7943: Inclusive Systems Engagement Experiences with Reflective Practices for Inclusive Global Leadership (Semester 1: Family Systems & Inclusive Early Care and Education) | |
| Content | |
| Description | This course focuses on experiential learning within inclusive systems through direct engagement with families, practitioners, and community organizations, combined with structured reflective practice. Students examine family systems and inclusive early care and education through socioecological, rights-based, and intersectional frameworks, while developing inclusive leadership skills, cultural humility, and collaborative capacity. |
| Course Content | • Socioecological models and inclusive systems. • Family systems, cultural contexts, and lived experience. • Family-centered early care and education practices. • Community-driven and participatory inclusion approaches. • Cross-cultural perspectives on birth, early development, and disability. • Early identification, assessment, and intervention across contexts. • Global models of inclusive early childhood education. • Reflective practice, deep listening, and professional growth. • Relational and collaborative leadership development. |
| Learning Outcomes | Upon successful completion, students will be able to: • analyze family and early education systems using socioecological and intersectional lenses, • apply participatory and culturally responsive inclusion practices, • integrate families’ lived experiences into system design and evaluation, • utilize reflective practice to support professional and leadership development, • formulate context-sensitive recommendations to strengthen inclusive systems locally and globally. |
📘 GLDT 7944
| GLDT 7944: Developmental Cognitive Neuroscience and Biopsychosocial-Ecological Perspectives I | |
| Content | |
| Description | This course introduces students to contemporary Developmental Cognitive Neuroscience and biopsychosocial-ecological perspectives on disability and mental health. It examines how neurobiological, psychosocial, cultural, and environmental factors interact to shape development, adaptation, and resilience, with particular emphasis on neurodiversity, differential susceptibility to context, and person–environment fit. |
| Course Content | • Foundations of developmental cognitive neuroscience. • Brain development, plasticity, and sensitive periods. • Executive function, emotion regulation, and social cognition. • Sensory processing and neurobiological regulation. • Early caregiving, stress, and developmental risk. • Resilience and ecological models of development. • Differential susceptibility and biological sensitivity to context. • Cross-cultural perspectives on neurodevelopment. • Early screening and developmentally grounded assessment. • Design of early, inclusive, and neurodiversity-affirming interventions. |
| Learning Outcomes | Upon successful completion, students will be able to: • understand key mechanisms of neurodevelopment within biopsychosocial and ecological frameworks, • interpret neurocognitive functioning in relation to environmental and cultural contexts, • evaluate developmental risk and resilience in early life, • apply differential susceptibility theory to inclusive intervention design, • integrate neuroscience evidence into inclusive education and health practices. |
📘 GLDT 7945
| GLDT 7945: Global Policy on Disability & Inclusion | |
| Content | |
| Description | This course examines how international, regional, and national policies shape the inclusion of people with disabilities across the lifespan and across systems of education, health, employment, community living, and governance. Using a comparative lens, students explore the interconnections among human rights, social policy, environmental sustainability, and economic participation, with emphasis on translating global policy frameworks into national and local implementation. |
| Course Content | • Global and regional disability policy frameworks (CRPD, SDGs, European Disability Rights Strategy). • Comparative analysis of national disability policies (Greece, United States, EU, and global contexts). • Human rights, autonomy, and participation. • Inclusive education policy and cross-sector coordination. • Deinstitutionalization and community living. • Employment, workplace participation, and supports. • Assistive technology, digital accessibility, and innovation policy. • Intersectionality, gender, and social inequality. • Environmental and climate justice (ecojustice) and disability inclusion. • Policy monitoring, evaluation, and local implementation. |
| Learning Outcomes | Upon successful completion, students will be able to: • analyze global, regional, and national disability policy frameworks, • evaluate the implementation of international conventions and strategies across contexts, • compare disability governance structures across countries and systems, • integrate cross-sector perspectives in policy analysis (health, education, employment, technology, environment), • translate policy frameworks into actionable strategies for inclusive leadership and systems transformation. |
📘 GLDT 7946
| GLDT 7946: Inclusive Systems Engagement Experiences with Reflective Practices for Inclusive Global Leadership (Semester 2: Health Justice & Medical-Legal Partnerships) | |
| Content | |
| Description | This course deepens students’ engagement with health justice and medical-legal partnerships as mechanisms for systems change. Through experiential learning, reflective practice, and analysis of real-world cases, students examine how laws, policies, and structural determinants shape health outcomes for disabled people and other marginalized populations, while developing leadership skills for equitable and participatory interventions. |
| Course Content | • Health justice frameworks and social determinants of health. • Medical-legal partnerships and interdisciplinary collaboration. • Housing, economic security, and health equity. • Education systems, discipline, and access to justice. • Special education, rights, and advocacy. • Court observation and experiential understanding of justice systems. • Health justice for vulnerable populations (cancer, maternal and adolescent health). • Translating experiential learning into policy and systems reform. • Reflective practice and justice-oriented leadership. |
| Learning Outcomes | Upon successful completion, students will be able to: • analyze health and justice issues using equity and structural frameworks, • evaluate medical-legal partnerships as tools for inclusive systems change, • integrate experiential insights into policy and institutional reform efforts, • apply reflective practice to leadership and collaborative work, • design justice-oriented, participatory strategies to improve health and well-being across systems. |
📘 GLDT 7947
| GLDT 7947: Developmental Cognitive Neuroscience and Biopsychosocial-Ecological Perspectives II | |
| Content | |
| Description | This course focuses on neurodevelopment and functioning across the lifespan, examining transitions from childhood to adulthood, aging, and person–environment fit across multiple systems. Emphasis is placed on inclusive leadership, cross-sector systems design, and translating developmental neuroscience into policy, practice, and social justice–oriented interventions. |
| Course Content | • Neurodevelopmental transitions from childhood through emerging adulthood. • Aging, disability, and neurocognitive change. • Adaptive functioning and person–environment fit. • Inclusive systems in education, employment, health, and justice. • Cross-sector systems design and inclusive leadership. • Global disability and mental health frameworks (CRPD, SDGs). • Cultural and linguistic responsiveness in services. • Intersectionality and lived experience across the lifespan. • Ethics, co-design, and participatory approaches. • Designing interventions and policies informed by developmental neuroscience. |
| Learning Outcomes | Upon successful completion, students will be able to: • analyze neurodevelopmental transitions within social and institutional contexts, • evaluate adaptive functioning and quality of life across the lifespan, • apply person–environment fit principles to inclusive systems design, • translate neuroscience evidence into cross-sector policy and practice, • develop leadership strategies for equitable and sustainable systems change. |
📘 GLDT 7948
| GLDT 7948: Global Perspectives on Inclusive Innovation and Assistive Technology | |
| Content | |
| Description | This interdisciplinary course provides foundational and applied training in the human-centered design of assistive technologies (AT), grounded in inclusive innovation, disability justice, and community-based participatory research. Students critically examine ethical, social, cultural, and economic dimensions of AT, analyze global and national policy and funding frameworks, and design culturally responsive solutions that enhance communication, literacy, participation, and quality of life in multilingual and cross-cultural contexts. |
| Course Content | • Foundations of assistive technology and inclusive innovation. • Human-centered design, design thinking, and design justice. • Community-based participatory research (CBPR) and co-design. • Ethical, social, and economic dimensions of AT. • Global and national AT policy and funding frameworks. • Culturally and linguistically responsive communication and literacy technologies. • Universal Design for Learning (UDL) and workplace technologies. • Mobility aids, prosthetics, and accessibility in urban environments. • Telehealth, wearables, and digital health supports. • Leadership, advocacy, and future trends (AI and emerging technologies). |
| Learning Outcomes | Upon successful completion, students will be able to: • critically assess ethical, cultural, and economic factors shaping AT design and adoption worldwide, • apply human-centered and participatory design principles to AT development, • analyze international case studies of inclusive innovation and AT policy, • design culturally responsive AT solutions for education, employment, and health contexts, • develop leadership and advocacy strategies to promote equitable access to assistive technologies. |
📘 GLDT 7949
| GLDT 7949: Lab for Inclusive Innovation and Assistive Technology: Workplace Supports | |
| Content | |
| Description | This lab-based course focuses on the applied design and implementation of inclusive innovation and assistive technology in workplace contexts through participatory and community-based approaches. Student will translate global frameworks and inclusive design theory into real-world solutions by developing prototypes, logic models, and inclusion strategies that promote access, belonging, and productivity within organizational systems. |
| Course Content | • Assistive technology and workplace inclusion. • Human-centered and participatory design (CBPR, design justice). • Disability justice, ethics, and intersectionality in innovation. • Organizational culture, accessibility, and inclusive leadership. • Global and comparative policy frameworks on disability and employment. • Universal Design for Learning and workplace accommodations. • Intervention evaluation: metrics, logic models, and equity impact. • Financing, sustainability, and scaling inclusive innovations. • Cross-sector collaboration with employees, employers, and technology partners. • From prototype to implementation and connection to the Capstone project. |
| Learning Outcomes | Upon successful completion, students will be able to: • apply participatory and human-centered design principles to workplace supports and assistive technologies, • integrate community-based participatory research methods into co-design and evaluation processes, • analyze ethical, cultural, and policy dimensions of assistive technology in employment contexts, • design and assess prototypes and inclusion strategies using logic models and equity metrics, • translate research and design findings into sustainable, systems-level interventions and inclusive leadership practice. |
📘 GLDT 7950
| GLDT 7950: Capstone Implementation and Peer Consultation | |
| Content | |
| Description | This capstone course serves as the culminating experience of the Joint Executive Master’s. Students synthesize theory, research, reflective practice, and applied innovation to design, implement, and evaluate an inclusive leadership project within their professional, community, or policy context. Projects are grounded in community-based participatory research (CBPR), human-centered design, and reflective leadership practice. |
| Course Content | • Design and implementation of an applied inclusive leadership project. • Community-based participatory research (CBPR) and cross-sector partnerships. • Logic models, implementation frameworks, and systems-level evaluation. • Adaptive and reflective leadership across sociocultural contexts. • Peer consultation, listening practices, and collaborative problem-solving. • Ethical, cultural, and ecological considerations in systems change initiatives. • Translating evidence into policy, practice, and organizational strategy. • Communication of findings to professional, policy, and academic audiences. • Sustainability planning and scaling of inclusive interventions. |
| Learning Outcomes | Upon successful completion, students will be able to: • integrate knowledge and competencies from across the curriculum into an applied leadership project, • design and implement CBPR-informed and human-centered interventions, • develop and refine logic models and evaluation tools for systems transformation, • demonstrate adaptive, reflective, and ethical leadership in complex systems, • communicate actionable findings and leadership insights to diverse stakeholders. |
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