Welcome

A National Association of School Psychologists Approved Program

The Education Specialist (Eds) in School Psychology program is designed for students who wish to become certified School Psychologists. This specialist degree has a very specific curriculum to meet the respective licensing requirements for school psychologists.

The program involves formal preparation and practical experiences focusing on psychological foundations (human development, learning and motivation), psychoeducational assessment, exceptional students, remediation or intervention techniques, counseling skills, as well as a full-time, supervised internship of two semesters in the public school setting. Graduates are certifiable at the state level and the program is approved and accredited by NASP/NCATE.

The EdS degree program in School Psychology is based on the assumptions that school psychologists can apply relevant knowledge and skills from a variety of disciplines to the learning and adjustment problems of preschool and school-age children; and that relevant knowledge and skills can be transmitted through a variety of services including:

(a) consultation with teachers and parents
(b) direct services to children and young adults
(c) indirect services to school and community organizations.

The UCF School Psychology program is approved and/or accredited by the following organizations:

As a mental health profession, school psychology ranks as a top social service job!

 

U.S. News & World Report’s “100 Best Jobs”

Faculty

Recent Publications

Edwards, O. W. (2017). Toward a framework for translational research in school psychology. National Association of School Psychologists, 11(1), 1-4.

Sivo, S., Karl, S., Fox, J., Taub, G., & Robinson, E. (2017). Structural analysis of character education: A cross-cultural investigation. National Association of School Psychologists, 11(2), 34-44.

Taub, G. E., & McGrew, K. S. (2013). The Woodcock-Johnson Tests of Cognitive Abilities III's Cognitive Performance Model: Empirical support for intermediate factors within CHC Theory. Journal of Psychoeducational Assessment, 32(3), 187-201.

Program Philosophy

Consistent with the University’s philosophy of Accent on the Individual and Accent on Excellence, the School Psychology Program is committed to providing exemplary professional training for the preparation of future school psychologists. The following program philosophies are taught, modeled, and encouraged throughout the program to help ensure that our students will be able to facilitate the delivery of comprehensive effective psychological services.

Commitment to a Respect for Individual Differences

The School Psychology Program is committed to recognizing the worth and dignity of every individual. Awareness of cultural diversity and the unique learning characteristics of certain groups and the ability to work with the appropriate agencies to ensure that an individual’s ability to learn is maximized. To help accomplish this, the School Psychology Program is committed to training students to work as effective change agents with school-based personnel, parents, and community agencies.

Commitment to Best Practice Based on Empirical Knowledge

The School Psychology Program is dedicated to teaching students about best practices that have been empirically evaluated and shown to be reliable and valid. The program is committed to teaching students to question existing practices and to provide them with the skills to conduct research to evaluate new or existing practices.

Coursework Philosophy

The program’s coursework has been designed to provide students with a thorough sequential knowledge base and experiences that orient the student to the traditional roles of the school psychologist and allow the acquisition of advanced skills to provide appropriate intervention/preventive services in a number of settings. This blend of formal coursework and carefully selected field-based experiences is viewed as a strength of the program. The program faculty work closely with local education agencies and model the role of the school psychologist as a change agent.

Commitment to Best Practice Based on Empirical Knowledge

The School Psychology Program is dedicated to teaching students about best practices that have been empirically evaluated and shown to be reliable and valid. The program is committed to teaching students to question existing practices and to provide them with the skills to conduct research to evaluate new or existing practices.