Master of Arts in Autism Spectrum Disorders

Outcomes

Student Outcomes (SOs)

Learner and Learning
Effective Communicator
ASD specialist candidates design and implement assessments to evaluate the effectiveness of practices and programs.
Articulates clear position/ purpose throughout the writing
ASD specialist candidates minimize bias in assessment.
Demonstrates control of layout/presentation, vocabulary, and uses of discipline-specific language
Demonstrates control of diction, tone, or register appropriate to a diverse audience throughout the writing
Demonstrates proper usage of grammar and syntax throughout the writing (i.e., spelling, capitalization, punctuation, varied sentence structure)
Demonstrates proper documentation of direct quotes, paraphrasing, references, and citing sources
Content Knowledge and Professional Foundations
Innovative Thinking
ASD specialist candidates align educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities.
Presents adequate information using sources that consider other perspectives
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.
Selects evidence that appropriately supports the position/purpose
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.
Develops position/purpose with reasoning and consistency
States a conclusion aligned to development
Instructional Pedagogy
Christian Worldview
ASD specialist candidates design and implement evaluation activities to improve programs, supports, and services for individuals with exceptionalities.
Examine the ideological foundation of the Christian worldview.
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.
Analyze the implications of the Christian worldview as it relates to human value and dignity.
ASD specialist candidates apply knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities.
Analyze ethical decisions made from the Christian worldview.
ASD specialist candidates use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities.
Examine the application of the Christian worldview within the context of discipline and vocation.
ASD specialist candidates evaluate progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities.

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.
Professionalism and Collaboration
Transformative Leader
ASD specialist candidates model respect for and ethical practice for all individuals and encourage challenging expectations for individuals with exceptionalities.

Domains

Program Domains

Learner and Learning -
- ASD specialist candidates design and implement assessments to evaluate the effectiveness of practices and programs.
- ASD specialist candidates minimize bias in assessment.
Content Knowledge and Professional Foundations -
ASD specialist candidates use their knowledge of general and specialized curricula to improve programs, supports, and services at classroom, school, community, and system levels. (CEC Advanced Preparation 2.0; InTASC 4, 5)

Faculty

Program Faculty

Our faculty are committed to bringing their abundant knowledge, enthusiasm, and experience to GCU and its students every day.

Disclosures

ASD specialist candidates plan, present, and evaluate professional development focusing on effective and ethical practice at all organizational levels.

Demonstrates personal accountability and responsibility with awareness of purpose

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.

ASD specialist candidates support and use linguistically and culturally responsive practices.

Incorporates best practices with decision making, in alignment with goals

ASD specialist candidates create and maintain collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families.

Articulates aspects of respectful collaboration with all individuals (i.e., listening, open minded, sharing ideas, follow-through, conflict resolution, etc.)

ASD specialist candidates advocate for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities.

Demonstrates transformative actions to inspire and motivate growth in others (i.e., developing trust, servant leader, impact on others, being intentional, clear goals, authentic, credible/trustworthy, etc.)

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.

Demonstrates knowledge of societal aspects of the world (i.e. languages, cultures, religions, art, history, political/social issues, etc.)

Demonstrates an awareness and understanding toward diverse backgrounds, ideas and perspectives

Expresses the value and dignity of others through Christian virtues (i.e., compassion, respect, belonging, equity, acceptance, empathy, grace, objectivity, etc.).

ASD specialist candidates align educational standards to provide access to challenging curriculum to meet the needs individuals with exceptionalities.

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.

Instructional Pedagogy -
ASD specialist candidates facilitate the continuous improvement of general and special education programs, supports, and services at the classroom, school, and system levels for individuals with exceptionalities. ASD specialist candidates conduct, evaluate, and use inquiry to guide professional practice. (CEC Advanced Preparation 3.0, 4.0; InTASC 1, 2, 3, 7, 8)
- 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.
- ASD specialist candidates apply knowledge of theories, evidence-based practices, and relevant laws to advocate for programs, supports, and services for individuals with exceptionalities.
- ASD specialist candidates use instructional and assistive technologies to improve programs, supports, and services for individuals with exceptionalities.
- ASD specialist candidates evaluate progress toward achieving the vision, mission, and goals of programs, services, and supports for individuals with exceptionalities.
- 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.
Professionalism and Collaboration -
ASD specialist candidates 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. ASD specialist candidates use foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities. ASD specialist candidates collaborate with stakeholders to improve programs, services, and outcomes for individuals with exceptionalities and their families. (CEC Advanced Preparation 5.0, 6.0, 7.0; InTASC 9, 10)
- ASD specialist candidates plan, present, and evaluate professional development focusing on effective and ethical practice at all organizational levels.
- ASD specialist candidates support and use linguistically and culturally responsive practices.
- ASD specialist candidates create and maintain collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families.