The Department of Communication Sciences and Disorders offers professional education leading to a Master of Arts in Communication Sciences and Disorders. The primary goal of this clinical master’s degree program is to prepare speech-language pathologists for work in schools, hospitals, rehabilitation centers, community clinics, and private practices with children, adolescents and adults who experience a variety of communication and associated disorders. To accomplish this goal, much of the educational programming at the master’s level takes place at the UCF Communication Disorders Clinic and in more than 200 practicum/internship sites throughout the greater Orlando area and the state of Florida. Following completion of the master’s degree, some graduates continue on to pursue doctoral studies.
The program requires the equivalent of two years full-time attendance, including summers, and is designed to meet the certification requirements of the American Speech-Language-Hearing Association (ASHA) and licensure by the state of Florida. The Master of Arts in Communication Sciences and Disorders education program in Speech-Language Pathology at the University of Central Florida is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA), 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700.
The program targets knowledge and skills required by ASHA standards in a prescribed sequence of courses. Supervised clinical practica are offered in the Communication Disorders Clinic as well as in external settings throughout the greater Orlando area and Florida.
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- Goal 1: To prepare speech-language pathologists who have the knowledge and skills to provide quality services to diverse populations in a variety of settings for individuals with communication disorders across the lifespan.
- Goal 2: To prepare speech-language pathologists who will conduct themselves ethically and professionally.
- Goal 3: To prepare speech-language pathologists to work collaboratively with other professionals.
- Goal 4: To prepare speech-language pathologists who will advocate for individuals with communication disorders as well as for appropriate prevention, assessment and intervention services in a variety of settings.
- Goal 5: To provide graduates with the knowledge and skills to seek and find appropriate employment.
- Goal 6: To instill in students an appreciation for life-long professional learning.
Programs of Study
The Department of Communication Sciences and Disorders offers four plans of study leading to the Master of Arts degree: the Traditional, Consortium (Summers Mainly) Out-of-Field and Accelerated programs. Each program is intended for those interested in working with children and adults who have communication disorders and is based on the same curriculum of course work and degree requirements but allows students to follow different plans of study. Students enrolled in each program must follow a prescribed sequence of academic and clinical courses developed by their faculty advisors. A thesis option is available.
Students enrolled in the program follow a prescribed sequence of academic and clinical courses. To learn more and review the plan of study, see the program description in the UCF Graduate Catalog.
The Traditional program is a two-year, full-time program (six consecutive semesters, including two summers) for students with undergraduate degrees in Communication Sciences and Disorders or Speech-Language Pathology and Audiology. Admission into the Traditional program is offered every Summer, Fall, and Spring semester.
UCF also offers a Consortium Option (or “Track”) in its Master of Arts in Communication Sciences and Disorders program.
The Consortium Track is available to applicants who have a bachelor’s degree in Communication Sciences and Disorders and are currently employed in one of the participating counties and have been employed for at least one semester as speech language pathologists. Admission into the Consortium Track is offered during the Summer semester only.
The participating school districts are listed below:
When applying to the Consortium program, applicants must submit a letter of recommendation from the district school administrator or program specialist of the Speech-Language Program on official school district letterhead.
Consortium Track students will complete the majority of their coursework in the summers and a small amount of coursework in the fall or spring semesters. With regard to requirements for clinical practice, Consortium Track students typically complete the full-time internship prior to the part-time internship. The full-time internship must be completed in a school setting that is different from the practitioner’s regular assignment. The Consortium Track takes approximately five years to complete.
Out of Field
For students with undergraduate degrees in other majors (out-of-field), the program requires additional prerequisite course work prior to enrolling in graduate courses. Students with undergraduate degrees in majors other than Communication Sciences and Disorders, would apply to the traditional track, which admits students every semester (Summer, Fall, and Spring). Students are required to meet with and academic advisor, as well as, their faculty advisor to design a prescribed plan of study.
The Accelerated Program enables highly qualified undergraduate majors in Communication Sciences and Disorders to achieve a master’s degree in the UCF Department of Communication Sciences and Disorders graduate program in one to two fewer semesters. This program is a B.A./B.S. to M.A. program. Students enroll in 16 credit hours of graduate-level courses while completing the bachelor’s degree.
Admission to the Masters of Arts in Communication Sciences and Disorders program is competitive, based on evaluation of the applicant’s abilities, past performance, recommendations and the match between the applicant’s stated career goals and the department’s graduate program mission.
Admission into the graduate program occurs three times a year in the fall, spring, and summer. Students must submit all required materials by the published deadlines for consideration.
- Summer and Fall – February 1st
- Spring – October 1st
- official transcripts from all previously attended colleges and/or universities.
- official, competitive GRE score taken within the last five years.
- three letters of recommendation, at least two from current or former instructors. If applying to the Consortium Program (Summer Only) one letter is required from the district school administrator, Principle of the school you are currently working at or program specialist of the Speech-Language Program and one letter is required from your direct supervisor.
- A letter of intent describing educational background, professional experiences, interest in the field, future career goals, and any other relevant information you think the admissions committee might need to know about your qualifications, as well as,.how you will embody and uphold the ASHA Code of Ethics (http://www.asha.org/code-of-ethics/) in your professional career.
- Upon admission, a background check must be completed and scheduled through the clinic. Admitted students will receive more information about this requirement at orientation.
For more information on how to apply click here.
The Florida Board of Speech-Language Pathology & Audiology is responsible for licensing, monitoring, disciplining and educating speech-language pathologists and audiologists to assure competency and safety to practice in Florida. For other state requirements, visit the ASHA State Overviews webpage.
Being “certified” means holding the Certificate of Clinical Competence (CCC), a nationally recognized professional credential that represents a level of excellence in the field of Audiology (CCC-A) or Speech-Language Pathology (CCC-SLP). The certification requirements can be found on the ASHA website.
Those who have achieved the CCC-ASHA certification-have voluntarily met rigorous academic and professional standards, typically going beyond the minimum requirements for state licensure. They have the knowledge, skills, and expertise to provide high quality clinical services, and they actively engage in ongoing professional development to keep their certification current.