Early Childhood Special Education

Doctoral Degree

The doctoral program is a research degree, structured to provide students both academic and practical experiences in conducting research in university settings and other research environments. Students are expected to become actively involved in a variety of professional activities across these core areas (e.g., supervision of student teachers, presentations at professional conferences).

Doctoral Degree Options

Applicants must hold a Master’s degree and several years experience in the field of ECSE/Early Childhood/Early Intervention or a related field such as communication disorders or school psychology. There are no specific credit hour requirements set by the Graduate School for doctoral degrees, programs generally require three to four years of full-time study or the equivalent of 72-75 credit hours beyond the master’s degree.

Two doctoral degree programs are available: the Doctor of Philosophy (Ph.D.) and the Doctor of Education (Ed.D.). Both programs prepare students for a variety of careers.

The Doctor of Philosophy (Ph.D.) program trains students to conduct research in universities and in other environments. The dissertation, which demonstrates research skills, is a novel contribution to the field of special education.

The Doctor of Education (Ed.D.) program emphasizes applied research and prepares students for leadership roles in a variety of educational settings. This dissertation investigates an issue in special education or rehabilitation counseling and contributes to policy development or practice.

Comparison of the Doctoral Degree Requirements

Core Areas of Study	Ph.D.	Ed.D
Specialization Core	12 hours	12 hours
Content Core	9 hours	9 hours
Research Core	15 hours	12 hours
Professional Core	15 hours	15 hours
Interdisciplinary Core	9 hours	9 hours
Internship*	As required by area	6 hours
Dissertation	12 hours	12 hours
TOTAL	72 hours	75 hours

*Students seeking the Ed.D. must complete a 6-hour internship (appropriate prior work, completed within six years of admission to candidacy may be substituted with teh approval of the Academic Adviser and Graduate Adviser).

These general requirements set a minimum standard for the doctoral degree. Students develop their own individualized program of study in consultation with their Academic Adviser and the Graduate Adviser.

Doctoral Degree Options

Applicants must hold a Master’s degree and several years experience in the field of ECSE/Early Childhood/Early Intervention or a related field such as communication disorders or school psychology. There are no specific credit hour requirements set by the Graduate School for doctoral degrees, programs generally require three to four years of full-time study or the equivalent of 72-75 credit hours beyond the master’s degree.

Two doctoral degree programs are available: the Doctor of Philosophy (Ph.D.) and the Doctor of Education (Ed.D.). Both programs prepare students for a variety of careers.

The Doctor of Philosophy (Ph.D.) program trains students to conduct research in universities and in other environments. The dissertation, which demonstrates research skills, is a novel contribution to the field of special education.

The Doctor of Education (Ed.D.) program emphasizes applied research and prepares students for leadership roles in a variety of educational settings. This dissertation investigates an issue in special education or rehabilitation counseling and contributes to policy development or practice.

Comparison of the Doctoral Degree Requirements

Core Areas of Study	Ph.D.	Ed.D
Specialization Core	12 hours	12 hours
Content Core	9 hours	9 hours
Research Core	15 hours	12 hours
Professional Core	15 hours	15 hours
Interdisciplinary Core	9 hours	9 hours
Internship*	As required by area	6 hours
Dissertation	12 hours	12 hours
TOTAL	72 hours	75 hours

*Students seeking the Ed.D. must complete a 6-hour internship (appropriate prior work, completed within six years of admission to candidacy may be substituted with teh approval of the Academic Adviser and Graduate Adviser).

These general requirements set a minimum standard for the doctoral degree. Students develop their own individualized program of study in consultation with their Academic Adviser and the Graduate Adviser.

Program Components

Doctoral programs require 72 to 75 credit hours beyond the master's degree and generally take three to four years of full-time study to complete. The program of study includes work in the following core areas:

• The Specialization Core provides students with specialist expertise through advanced coursework and collaboration with faculty in their chosen area of study.
• The Content Core complements each student’s specialist training by exposing students to contemporary and emerging trends across a range of special education and rehabilitation topics. This is accomplished by completing coursework in at least three other areas of specialization within the Department.
• The Research Core includes work in quantitative and qualitative methodology, single-subject design, and measurement and evaluation. This work develops knowledge and skills in the design, conduct, and evaluation of research related to individuals with disabilities.
• The Professional Core develops skill in research, teaching, and service.
• The Interdisciplinary Core consists of elective coursework in a related discipline outside the Department of Special Education that complements the major areas of study.
• Dissertation
• Professional Activities Beyond Coursework. In addition to coursework, all students are expected to become actively involved in a variety of professional activities across these core areas (e.g., supervision of student teachers, presentation at professional conferences, submitting manuscripts for publication, teaching at the undergraduate level).

Core Courses

Parent Support & Family Intervention Research (Spring)
This course promotes an understanding of stressors, transitions, and issues that families of children with disabilities may encounter during their child’s lifespan. Approaches such as transdisciplinary teaming, family-centered intervention will be covered.

Advances in the Understanding and Treatment of Autism (Spring)
An apparent increase in the prevalence of autism combined with recent claims of dramatic improvements under some treatment regimes has lead to a surge of interest and research into autism and its treatment. The purpose of this course is to review the major recent advances in the understanding and treatment of autism and related developmental disorders. Examination of this literature is necessary to ensure your familiarity and understanding of recent advances, but this examination is also intended to show more generally how progress can be made in the understanding and treatment of disability. To this end, the course will highlight the social forces that shape research and scientific understanding and the political forces that influence the delivery of education and related services. Students will leave with an appreciation for why the analysis and consideration of such factors is necessary for effective leadership in the field of special education.

Intervention Research in Autism and Developmental Disabilities (Spring)
Special education programs for students with autism and developmental disabilities are heavily focused on designing and implementing effective intervention programs to enhance adaptive behavior functioning. But where do the intervention programs come from? How are they developed, evaluated, and disseminated? The aim of this course is to show how research is and can be used to develop new and more effective interventions for students with autism and developmental disabilities. We will consider the role of basic research and theory in the development of applied interventions and the use of experimental design to demonstrate the effectiveness of an intervention program. Students will gain an understanding of the strategies that are used to develop and empirically validate intervention programs. Strategies for disseminating intervention programs will also be covered. In addition students will gain skills in undertaking qualitative and quantitative (meta-analytic) reviews of intervention research.

Critical Analysis of Natural and Least Restrictive Environments (Fall)
No description currently available.

Area Faculty

Amanda Little, Instructor, BCBA