Program of Study
These courses or approved equivalents or substitutes must be taken. If equivalent courses were completed at the undergraduate level, graduate courses must be taken to fulfill the graduate hour requirements.
Procedure for Licensure
Recommendation to the State Department of Education is made by Emporia State University. Recommendation for initial approval cannot be obtained until all courses except the internship on the degree and certification plan have been completed. Grades of B or above must be earned to receive the recommendation. Final approval for full licensure requires the completion of one school year's internship.
Non-Degree Early Childhood School Psychology (licensure only)
This licensure program is only for licensed kindergarten through 12th grade school psychologists who want to add the early childhood level to their certification. Applicants should contact the school psychology faculty for specific requirements.
Required Courses & Descriptions (18 hrs)
- PY 722 Theories of Learning (3 hrs)
- The major theories of learning are analyzed, compared, and evaluated in light of current research.
- PY 805 Psychology of the Adult Learner (3 hrs)
- The course is designed primarily for individuals interested in community college or adult education. Identification of the nature, needs, and objectives of late adolescents and adults is emphasized. Motivation, classroom management, and application of appropriate learning concepts are stressed. Practical activities and research related to adult education are developed.
- PY 811 Seminar in Human Growth and Development (3 hrs)
- Consideration is given to individual development, adjustment to social patterns, and the significance of development for learning. Special problem areas from conception through adolescence are covered.
- PY 812 Foundations of Assessment in Special Education and Student Support (3 hrs)
- The course provides familiarity with assessment principles in K-12 school settings, as undertaken to support students in general education as well as to determine needs and eligibility in special education and gifted. It covers various domains including intelligence/aptitude, achievement, language, social/behavioral, adaptive, motor, and general development. Understanding of test scores and their meaning, and selection of valid tools is reviewed. Multicultural and bias issues, and other factors which contribute to error in assessment are key components as well as ethics and legal obligations as relate to the assessment process. Tools such as norm-referenced tests, criterion- referenced tests, functional behavioral assessment, systematic observation, and informal/authentic assessment such as portfolios are included.
- PY 820 Response to Intervention in School Psychology (3 hrs)
- (Prerequisites, majors only and SD700.) The course prepares candidates for the changing role of school psychologists in the problem solving model of early intervention and disability identification, in accordance with contemporary best practices and federal and state requirements and regulations. Topics covered include system-wide program design through specific assessment and interventions for students through Tiers I, II, and III in the problem solving model. The course provides a balance of theory, research, and practice.
- PY 860 Leading Processes to Meet Diverse Student Needs (3 hrs)
- Principles, practices, and problems related to administering and supervising all areas of special education will be discussed. As virtually all special education principles and practices are integrated into and derived from law and statute, primary consideration is given to federal and state regulations, individual education plan processes, and continuous improvement monitoring (and/or focused monitoring as details of that process become available in Kansas). Will cover practical aspects of contemporary special education (Section 504, IDEA 2004) and related processes established in policy and procedure via KSDE.
One academic year of supervised experience (internship) is required before the student may be recommended for full licensure as a school psychologist. The student may be given recommendation for provisional licensure as a school psychologist after completion of the Ed.S degree. This includes completion of all MS and Ed.S course requirements. If a provisionally licensed student takes a position as a school psychologist in a school system that also employs a fully licensed and experienced school psychologist, this year may serve as a paid internship. This arrangement is possible only if the student takes a position in Kansas where adequate supervision can be maintained by the university. At least 50% of the internship must be completed in a public school setting.