Program Codes:
MSQSPEDA
Master of Science
Introduction
The graduate department in Special Education and Applied Disabilites Studies is designed to afford providers of educational and behavioral services opportunities to (a) refine their critical thinking and analytical skills to the highest level of proficiency necessary to attain excellence in the field, and (b) develop applied research competencies necessary to create innovations in education and behavioral services that benefit individuals with disabilities or unique learning needs. Graduate students are encouraged to become scientist-practitioners, in which they refine and redefine the links between teaching and research, theory and researchbased practice. Following a scientist-practitioner model, graduates from our program will have the unique ability to advance both the science and art involved in a meaningful careers in services for individuals with disabilities.
The graduate department in Special Education provides the candidate with the experiences in field-centered activities, strongly supported by the principles of evidence-based practices, effective and appropriate education, normalization, critical pedagogy, and tolerance of individual differences. Candidates are prepared to assess learning and behavioral strengths and deficits in order to help individuals grow and achieve their goals within the contexts of special education and behavioral service settings.
Mission Statement
The mission of the graduate department in Special Education is to provide current and future special education practitioners with the skills and experiences necessary to implement evidence-based practices in the helping professions of teaching, behavior analysis, and disability services. A Mercyhurst, the graduate of Special Education is prepared to create learning opportunities that allow individuals with educational and behavioral challenges to realize opportunities for self-determination and independence. Our graduates are encouraged to follow a scientist-practitioner model, serving the field in three evidence-driven ways: to incorporate research in their practice as teachers and clinicians; to produce applied research or datadriven strategies in both their graduate studies and their professional careers; and to disseminate their clinical or research endeavors through the presentation of resulting data to others in the field.
Admission Requirements
Students seeking admission to the graduate program in Special Education at Mercyhurst must meet the following minimum requirements and submit the following items:
The graduate program in Special Education operates on a semester schedule. Fall and spring semesters are each 16 weeks long. Summer session courses and advanced institutes are also offered to meet the needs of school personnel in the area. On-campus courses are offered in the evening, meeting once or twice per week. Several courses are available online. New students are admitted to the program each semester.
Professional Education Portfolio (PEP)
Students currently employed in the field of special education and disabilities services may earn Credit for Life Experience by completing a Professional Education Portfolio (PEP) The PEP documents the students’ ability to interpret learning outcomes and how they are assessed, consider methods in which the learning outcomes can be addressed (i.e., outside the traditional university course), and critically examine their own prior professional learning opportunities. Specifically, the goal is to produce ethical leaders in the field of education and disability studies who are cognizant of how (a) professional standards and organization policy impact the student’s right to effective programming, (b) educational goals, curriculum assessments, and measurable objectives, drive the implementation of evidence-based practices, and (c) laws, legislation, and the local community impact effective educational practices. The PEP requires the student to document evidence across two domains. Once the PEP has sufficiently met course outcomes as outlined in EDSP 536 and EDSP 623, a maximum of six (6) credits for life experience will be earned by the student.
This one-credit course supplements EDSP 501 for students who are seeking ASD Endorsement for their Pennsylvania Department of Education Certificate. It provides 30 clinical hours in the field working with individuals with autism spectrum disorder. It is a requirement only for those wishing to obtain the ASD Endorsement. EDSP 501 and EDSP 504 are ideally taken simultaneously, but students may take EDSP 504 at a later date if they choose to pursue endorsement. All applicable clearances are required.
Current issues related to diagnosis, etiology, prevalence, and prognosis of ASD will be discussed. Candidates will learn the defining characteristics of, and diagnostic criteria for, ASD and other associated defining characteristics of, and diagnostic criteria for, ASD and other associated disorders. This course will explain the relevant history of the disorder as it relates to educational services for individuals with ASD. Candidates will be instructed on the use of various diagnostic instruments and procedures. Additionally, candidates will examine effective collaboration practices used with families, agencies, and the greater community when educationally planning for this population of students. This knowledge base will be built upon in subsequent coursework within the certification sequence. This course has been designed to ensure that students demonstrate required knowledge and skills as outlined by the Pennsylvania Department of Education's competency areas I (Characteristics and Etiology of ASD) and IV (Collaboration with Families, Agencies, and the Community).
A diagnosis of an autism spectrum disorder is often associated with significant impairment in social skills, communicative abilities, da ily-living tasks, as well as academic skills. Despite the challenging nature of these impairments, research has shown unequivocally that behavioral instructional approaches can be used to promote adaptive repertoires and functional skills. This course will provide candidates with an in-depth examination of evidence-based assessment and instructional methodologies for individuals with an autism spectrum disorder. Candidates will learn to critically evaluate the scientific merits of interventions. Furthermore, candidates will learn to develop and implement comprehensive assessment methods to measure progress and make data-based decisions. This course has been designed to ensure that students demonstrate required knowledge and skills as outlined by the Pennsylvania Department of Education's competency areas related to instruction methods and assessment.
Three additional elective courses (9 credits) with the EDSP prefix.