Home/College Degrees and Programs/Master’s In Autism Spectrum Disorders (ASD) Degree Learner and Learning -- Determine unbiased assessments that align with the characteristics of individuals with autism spectrum disorder. [MC2, MC5]
- ASD specialist candidates minimize bias in assessment.
- Analyze transition assessment data to make informed instructional decisions. [MC2]
- Describe considerations related to identifying autism spectrum disorder. [MC1]
- Describe characteristics and features of autism spectrum disorder, including comparison to other developmental disabilities. [MC1]
Curricular Content Knowledge -Graduates of the Master of Arts in Autism Spectrum Disorders will be prepared to use their knowledge of general and specialized curricula to improve supports at the classroom, school, community, and system level.
- Evaluate activities to improve supports for individuals with autism spectrum disorder. [MC2]
- ASD specialist candidates continuously broaden and deepen professional knowledge, and expand expertise with instructional technologies, curriculum standards, effective teaching strategies, and assistive technologies to support access to and learning of challenging content.
- ASD specialist candidates use understanding of diversity and individual learning differences to inform the selection, development, and implementation of comprehensive curricula for individuals with exceptionalities.
Programs, Services, and Outcomes -Graduates of the Master of Arts in Autism Spectrum Disorders will be prepared to facilitate continuous improvement of general and special education supports at the classroom, school, and system level for individuals with exceptionalities.
- ASD specialist candidates design and implement evaluation activities to improve programs, supports, and services for individuals with exceptionalities.
- ASD specialist candidates use understanding of cultural, social, and economic diversity and individual learner differences to inform the development and improvement of programs, supports, and services for individuals with exceptionalities.
- Create individualized and intensive programming to support individuals with autism spectrum disorder in an inclusive classroom. [MC2, MC4]
Research and Inquiry -Graduates of the Master of Arts in Autism Spectrum Disorders will be prepared to conduct, evaluate, and use inquiry to guide professional practice and engage in lifelong learning.
- Evaluate research to identify and inform effective practices. [MC2]
- Foster an inquiry-based research environment that is supportive of continuous instructional improvement. [MC4]
- Establish goals for professional growth and development. [MC4]
- ASD specialist candidates advocate for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities.
Leadership and Policy -Graduates of the Master of Arts in Autism Spectrum Disorder will be prepared to provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices, and create positive and productive work environments.
- Advocate for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individuals with autism spectrum disorder. [MC1, MC4]
- Actively engage in the preparation and induction of prospective special educators. [MC4}
- Promote respect for all individuals and their families. [MC3, MC4, MC5]
- Model high professional expectations and ethical practice to create supportive environments for individuals with autism spectrum disorder.
Using assessment data, communicate a profile of individual needs with various stakeholders. [MC1, MC2, MC4]
ASD specialist candidates use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities.
Organize evidence-based strategies and activities that address individual differences and needs when developing independent living skills. [MC4]ASD specialist candidates evaluate research and inquiry to identify effective practices.ASD specialist candidates use knowledge of the professional literature to improve practices with individuals with exceptionalities and their families.ASD specialist candidates foster an environment that is supportive of continuous instructional improvement and engage in the design and implementation of research and inquiry.ASD specialist candidates advocate for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individuals with exceptionalities.
ASD specialist candidates use a comprehensive understanding of the history of special education, legal policies, ethical standards, and emerging issues to inform special education specialist leadership.ASD specialist candidates model high professional expectations and ethical practice, and create supportive environments that safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families.ASD specialist candidates model and promote respect for all individuals and facilitate ethical professional practice.ASD specialist candidates actively participate in professional development and learning communities to increase professional knowledge and expertise.ASD specialist candidates actively facilitate and participate in the preparation and induction of prospective special educators.ASD specialist candidates actively promote the advancement of the profession.ASD specialist candidates use culturally responsive practices to enhance collaboration.ASD specialist candidates use collaborative skills to improve programs, services, and outcomes for individuals with exceptionalities.ASD specialist candidates collaborate to promote understanding, resolve conflicts, and build consensus for improving program, services, and outcomes for individuals with exceptionalities.Propose professional development focusing on effective and ethical practice at all organizational levels. [MC1, MC4, MC5]Professional and Ethical Practice -Graduates of the Master of Arts in Autism Spectrum Disorders will be prepared to use foundational knowledge of the field and professional ethical principles and practice standards to inform special education practice, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.
- Describe ethical considerations for working with individuals with autism spectrum disorder and their service providers. [MC5]
- Describe ways to modify verbal and nonverbal communication and instructional behavior to meet the needs of individuals with autism spectrum disorder. [MC1]
- Use instructional and assistive technologies to improve supports for individuals with autism spectrum disorder. [MC2, MC5]
- Model challenging expectations, respect, and ethical practice for individuals with autism spectrum disorder. [MC4, MC5]
- Promote the advancement of the profession. [MC4, MC5]
Collaboration -Graduates of the Master of Arts in Autism Spectrum Disorders will be prepared to collaborate with stakeholders to improve supports for individuals with exceptionalities and their families.
- Lead collaboration with all stakeholders to improve supports for individuals with autism spectrum disorder. [MC1, MC4]
- Use culturally responsive practices to enhance collaboration. [MC3, MC5]
- Apply knowledge of professional literature and resources to improve collaborative practices when working with individuals with autism spectrum disorder and other stakeholders. [MC1, MC2]
- Collaborate to promote understanding, resolve conflicts, and build consensus for improving supports for individuals with autism spectrum disorder. [MC1, MC3]
