Special Education

Special Education Graduate Programs

M.S.Ed. Applied Behavior Analysis with BCBA (5th Edition Task List)

The Association for Behavior Analysis International has verified the following courses toward the coursework requirements for eligibility to take the Board Certified Behavior Analyst® or Board Certified Assistant Behavior Analyst® examination. Applicants will need to meet additional requirements before they can be deemed eligible to take the examination. This program requires a minimum of 39 credit hours. The candidate will develop skills and competencies appropriate related to the Behavior Analyst 5th edition task list. They will have the opportunity to join faculty research projects, or develop their own research projects. The curriculum in this program will build a solid foundation in applied behavior analysis (ABA) that provides necessary coursework for the Behavior Specialist License in the Commonwealth of Pennsylvania. This program does not meet the requirements for CBP/HD Special Education teaching certification in the Commonwealth of Pennsylvania. This program does not meet all the requirements required for the Pennsylvania Licensure Requirements for the Behavioral Specialist (LBS).

Contact

Program Assistant
(412) 396-5568
specialed@duq.edu

Admission Requirements

Application to Education Graduate Studies; Official Transcripts - 48 semester credit hours completed with in depth general and academic studies; GPA of 3.0 or higher ) A statement of purpose demonstrating the applicant's Professionalism and Ethics, commitment to Academic Excellence, and commitment to Collaboration and Diversity -for the statement of purpose, the applicant should answer a set of questions framed around these themes. Interview with faculty via Zoom.

Courses

Foundation Courses (6 credits)

This program may not cover all of the required hours needed for the BCBAFoundation Courses (6 credits)
GSPE 500 Orientation to Special Education 0
GSPE 501 Exploring Inclusive Practices 3
GSPE 503 Social Justice & Empowerment in Spec. Ed. 3

BCBA Verified Course Sequence (18 credits for 4th Ed. or 21 credits for 5th Ed. Task Lists)

GSPE 602 Applied Behavior Analysis 3
GSPE 651 High Incidence: Behavior 3
GSPE 653 Autism Spectrum Disorders 3
GSPE 656 Evidence Based Practices in Autism 3
GSPE 658 Legal and Ethical Issues: Applied Behavior Analysis 3
GSPE 751 Advanced Behavior 3
GPSY 705 Single Subject Methods in School Psychology 3

Special Education Core Courses (9 credits)

GSPE 650 Assessment & Learning for Students w/High Incidence Disabilities 3
GSPE 652 Low Incidence: Access to Gen Ed Curriculum 3
GSPE 654 Early Intervention & Child Development 3
GSPE 655 Secondary Practices & Transition
GSPE 701 Systems of Care for Children & Youth with Disabilities 3

Core Professional Field (0 credits)

GSPE 681 Professional Core Practicum - Behavior 0
GSPE 682 Professional Core Practicum - Low Incidence 0
GSPE 683 Professional Core Practicum - Autism 0
GSPE 684 Professional Core Practicum - Early Intervention 0
GSPE 685 Professional Core Practicum - Transition 0

Special Education Practicum (minimum of 3 credits)

GSPE 689 Pre Practicum Orientation ABA 0
GSPE 688 ABA Practicum 3

Exit Requirements (0 credits)

GSPE 699 Exit Seminar: Applied Behavior Analysis 0

Cognitive, Behavior, Physical/Health Disabilities (CBP/HD)

This program is designed for candidates who want to add PreK-12 Special Education certification to their current Pennsylvania teaching certificate. This program requires a minimum of 33 semester hours, meets the requirements for the degree and certification to teach in special education programs for students in PreK-12 with Cognitive, Behavior, Physical/Health Disabilities (CBP/HD) in the Commonwealth of Pennsylvania. An Instructional I or II teaching certification from the Pennsylvania Department of Education is a prerequisite. This program requires ongoing, targeted special education field experiences, a culminating Practicum in Special Education, and a portfolio-based Exit Assessment.

Contact

(412) 396-5568
specialed@duq.edu

Admission Requirements

Application to Education Graduate Studies; Official Transcripts; Teaching Certification; GPA of 3.0 or higher; A statement of purpose demonstrating the applicant's Professionalism and Ethics, commitment to Academic Excellence, and commitment to Collaboration and Diversity -for the statement of purpose, the applicant should answer a set of questions framed around these themes. Interview with faculty via Zoom.

PreK-12 Curriculum

The Special Education Programs at Duquesne University are nationally recognized by the Council for Exceptional Children (CEC), a specialized professional association recognized by the Council for Accreditation of Educator Preparation (CAEP) and the Council for Higher Education Accreditation.

6 credit hours of special education and 3 credit hours of ELL must be TRANSCRIBED in records.

Pre-Requisites

GSPE 501 Exploring Inclusive Practices 3
GSPE 502 Legal and Ethical Issues in Special Education 3
GESL 501 Helping ELL in Mainstream 3

Screening Courses (6 credits)

GSPE 500 Orientation to Special Education 0
GSPE 503 Social Justice and Empowerment in Spec. Ed 3
GSPE 602 Applied Behavior Analysis 3

Pre-Professional Courses (9 credits)

GREV 500 Stats in Behavior Research 3
GSPE 650 Assessment & Learning for Students w/High Incidence Disabilities 3
GRLA 620 Literacy Assessment & Intervention 3

Core Professional Courses (15 credits)

GSPE 651 High Incidence: Behavior 3
GSPE 652 Low Incidence: Access to General Education Curriculum 3
GSPE 653 Autism Spectrum Disorders 3
GSPE 654 Early Intervention and Child Development 3
GSPE 655 Secondary Practices and Transitions 3

Core Professional Field (0 credits)

Culmination Experiences (3 credits)

GSPE 679 Exit Assessment 0
GSPE 689 Special Education Pre-Practicum Orientation 0
GSPE 690 Practicum in Special Education 3

MINIMUM CREDIT HOURS = 33 CREDITS

Doctoral of Philosophy (Ph.D.) in Special Education

This program requires a minimum of 80 semester hours and prepares global leaders in research and scholarly inquiry, and prepares graduates for professional careers in the field of special education. The candidate will develop skills that prepare them to become skilled educational professionals who will maximize the potential for achieving meaningful quality of life for individuals with disabilities. We are committed to the preparation of leaders distinguished not only by their academic and professional expertise, but also by their ethics and guided by consciences sensitive to the needs of a global society. The doctoral curriculum is designed with an emphasis on early interventions and social justice. The program offers convenient options for full or part-time course loads. Candidates can study Assessment/Learning or Autism/Behavior curriculums.

Contact

(412) 396-5568
specialed@duq.edu

Admission Requirements

Application to Education Graduate Studies; Minimum of a bachelor's degree in education or related field. Minimum cumulative GPA of 3.0 or a minimum 3.0 GPA on the most recent 48 credit; Official Transcripts; GRE test scores; three letters of recommendation from professional references; letter of intent; CV/Resume; international applicants not completing a degree from a US university will be required to submit TOEFL or IELTS scores; interview with faculty via ZOOM.

Curriculum

Autism/Behavior

Pre-Requisites (9 credits)

GSPE 501 Exploring Inclusive Practices 3
GSPE 502 Legal & Ethical Issues in Special Education 3
GESL 501 Helping ELL in Mainstream 3

Fall Year 1 (9 credits)

GSPE 500 Orientation to Special Education 0
GSPE 503 Social Justice & Empowerment in Special Education 3
GSPE 650 Assessment & Learning for Students w/High Incidence Disabilities 3
GREV 701 Research Methods & Design 3

Spring Year 1 (9 credits)

GSPE 653 Autism Spectrum Disorders 3
GSPE 683 Professional Core Practicum - Autism 0
GSPE 655 Secondary Practices & Transition 3
GSPE 685 Professional Core Practicum - Transition 0
GPSY 694 Topics in Abnormal Child Behavior 3
GPSE 658 Legal Ethical Issues: ABA (BCBA only) 3

Summer Year 1 (6 credits)

GSPE 602 Applied Behavior Analysis 3
GSPE 656 Evidence-Based Practices in Autism 3

Fall Year 2 (9 credits)

GSPE 651 High Incidence: Behavior 3
GSPE 681 Professional Core Practicum - Behavior 0
GSPE 652 Low Incidence: Access to General Education Curriculum 3
GSPE 682 Professional Core Practicum - Low Incidence 0
GREV 510 Statistics I 3

Spring Year 2 (9 credits)

GSPE 654 Early Intervention & Child Development 3
GSPE 684 Professional Core Practicum - Early Intervention 0
GSPE 701 System of Care for Children & Youth w/Disabilities 3
GREV 610 Educational Statistics II 3

Summer Year 2 (6 credits)

GSPE 750 Advanced Studies in Learning Disabilities 3
GSPE 702 Pro-Seminar: Current Issues in Special Education 3

Fall Year 3 (9 credits)

GSPE 753 Advanced Autism 3
GPSY 705 Single Subject Methods in School Psychology 3
GREV 611 Educational Statistics III 3

Spring Year 3 (9 credits)

GSPE 695 Action Research in Special Education 3
GSPE 751 Advanced Behavior 3
GREV 721 Theoretical Foundations of Qualitative Research 3

Summer Year 3 (4 credits)

GSPE 789 Dissertation Proposal 1
GSPE 703 Pro Seminar: Special Education in a Global International Context 3

Fall Year 4 (4 credits)

GSPE 789 Dissertation Proposal 1
GSPE 706 Scholarship & Teaching at the University 3

Spring Year 4 (1-3 credits)

GSPE 790 Dissertation 1-3

Summer Year 4 (1-3 credits)

GSPE 790 Dissertation 1-3

Assessment/Learning

Pre-Requisites (9 credits)

GSPE 501 Exploring Inclusive Practices 3
GSPE 502 Legal & Ethical Issues in Special Education 3
GESL 501 Helping ELL in Mainstream 3

Fall Year 1 (9 credits)

GSPE 500 Orientation to Special Education 0
GSPE 650 Assessment & Learning for Students w/High Incidence Disabilities 3
GREV 701 Research Methods & Design 3
GPSY 512 Psychological Testing 3

Spring Year 1 (9 credits)

GSPE 653 Autism Spectrum Disorders 3
GSPE 683 Professional Core Practicum - Autism 0
GSPE 655 Secondary Practices & Transition 3
GSPE 685 Professional Core Practicum - Transition 0
GPSY 511 Psychology of Learning 3
GPSE 658 Legal Ethical Issues: ABA (BCBA only) 3

Summer Year 1 (6 credits)

GSPE 602 Applied Behavior Analysis 3
GSPE 656 Evidence-Based Practices in Autism 3

Fall Year 2 (9 credits)

Spring Year 2 (9 credits)

GSPE 654 Early Intervention & Child Development 3
GSPE 684 Professional Core Practicum - Early Intervention 0
GPSY 625 Academic Interventions 3
GREV 610 Educational Statistics II 3

Summer Year 2 (6 credits)

GSPE 750 Advanced Studies in Learning Disabilities 3
GSPE 702 Pro-Seminar: Current Issues in Special Education 3

Fall Year 3 (9 credits)

GSPE 503 Social Justice & Empowerment 3
GPSY 705 Single Subject Methods in School Psychology 3
GREV 611 Educational Statistics III 3

Spring Year 3 (9 credits)

GSPE 695 Field Based Action Research 3
GSPE 751 Advanced Behavior 3
GREV 721 Theoretical Foundations of Qualitative Research 3

Summer Year 3 (4 credits)

GSPE 789 Dissertation Proposal 1
GSPE 703 Pro Seminar: Special Education in a Global International Context 3

Fall Year 4 (4 credits)

GSPE 789 Dissertation Proposal 1
GSPE 706 Scholarship & Teaching at the University 3

Spring Year 4 (1-3 credits)

GSPE 790 Dissertation 1-3

Summer Year 4 (1-3 credits)

GSPE 790 Dissertation 1-3

Learning Outcomes for Special Education Graduate Programs

Understand the development, characteristics and individual learning differences of students with disabilities based on evidenced-based principles and the implications for programs and instruction.
Demonstrate knowledge of the theoretical and legal bases of the special education assessment processes and uses multiple types of assessment information to identify and plan instruction for students with disabilities from diverse backgrounds.
Demonstrate knowledge of the theoretical and legal implications of a universal design for learning in regard to standards-based and age-appropriate curriculum for all areas and levels of disabilities.
Demonstrate knowledge of repertoire of evidence-based instructional strategies based on relevant learning theory for a diverse population of students with disabilities for in general and special curricula.
Develop short-range and long-range individualized instruction programs and conducts progress monitoring to determine mastery and modify instruction.
Demonstrate knowledge of the legal, ethical and philosophical principles to create learning environments to foster active engagement, inclusion, and positive behavior support for students with disabilities.
Demonstrate knowledge of the significant role of the collaborative partnerships and advocacy in working with parents, students with disabilities with diverse backgrounds and all other related professionals and staff.
Demonstrate professional and ethical behavior based on the CEC standards based on knowledge of relevant legal matters and advances in research and professional advancement through a process of life-long learning.