Special Education Catalog - graduate studies at assumption college

master of art s in special educat i on 

2 0 1 0–2 0 1 2 C ata l o g 

empowering future 

special education 

teachers with the 

tools and experience 

to unlock every child’s 

potential for learning.

Join the 

special education 

experts who 

have become 

master teachers 

at assumption.

“the learning was 

practical, deep, and 

insightful.” 

“Every one of my experiences in 

the program was relevant to the 

work I’m doing in the Worcester 

school system. the learning was 

practical, deep, and insightful. 

thanks to an outstanding group 

of instructors, I developed 

tremendous confidence, and 

can draw upon a comprehensive 

toolbox of skills and knowledge 

which, in my experience, 

is proven to help kids succeed.” 

lynn-anne Handleman, m.a. ’06 

Evaluation Team Chair 

Department of Special Education 

Worcester Public Schools 

Worcester, MA 

Assumption College Graduate School 

500 Salisbury Street Worcester, MA 01609 

(508) 767-7387 • (888) 882-7786 

FAX (508) 767-7030 

e-mail: graduate@assumption.edu 

www.assumption.edu/graduate 

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We do everything to help you achieve your educational 

and career goals. 

• Learn practical, cutting-edge techniques from instructors 

who are expert teachers and counselors in local school systems. 

• Enjoy small classes, personal attention, and highly 

accessible faculty. 

• Establish your foundation for success with a rigorous, 

comprehensive program modeled on Massachusetts 

Department of Elementary and Secondary Education 

guidelines. 

• Join students who are consistent achievers on the 

Massachusetts Tests for Educator Licensure. 

• Systematic monitoring of student progress is provided 

throughout the program. 

• Top career guidance and support services are offered. 

• Graduates teach in urban and suburban communities, 

in public and private schools.

the program 

bridges the gap between theory 

and practice by providing graduate 

students with knowledge that is 

proven to be effective in the 

classroom. our goal is to help 

beginning special educators to 

achieve success, and to provide 

experienced teachers with an 

opportunity to extend and refine 

their knowledge and skills. We also 

recognize the importance of using 

technology and illustrate practical 

ways to harness it to improve 

teaching and learning for children 

and adolescents with diverse 

special needs. 

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What you’ll learn in the special education program 

at assumption 

the program is designed to build students’ 

awareness of how to maximize the development 

of each child in a variety of settings. It emphasizes 

the integration of theory, research, and practice. 

e Mission of the MA in Special Education program at Assumption 

College seeks to prepare its graduate students for successful careers in 

teaching students with special needs in both inclusive and non-inclusive 

classroom environments. e program also strives to educate its 

graduate students to exemplify good character and integrity in all 

aspects of their professional lives. 

e Master of Arts in Special Education program primarily prepares 

students for a career as teacher of students with mild to moderate disabilities. 

e competency-based program is founded upon the principles 

of effective instruction and the philosophy of inclusive education. 

e courses that comprise the program emphasize connections 

among theory, research, and practice to build students’ awareness 

of how to maximize the development of each child in a variety 

of settings. Accordingly, the students in our program develop 

a repertoire of instructional, diagnostic, consultative, and 

collaborative skills and strategies critical to the role. ey also 

develop an understanding of the full continuum of services available 

to individuals with exceptionalities. 

For qualified students who seek Initial or Professional teacher licensure, 

a field-based pre-practicum and practicum or performance assessment 

complements their progress through the program, providing the 

means by which they establish their competence as teachers of 

students with mild to moderate disabilities in accordance with state 

licensure regulations.

“at assumption, 

the goal of educational assessment is to constantly refine 

the lens through which we examine a child’s ability to 

learn. special educators are aided in achieving this goal 

by an understanding of the brain’s functioning and what 

it’s capable of receiving during a child's critical growth 

periods. our graduate students are exposed to a broad 

range of current educational assessments and interventions, 

including neuropsychological or “brain-based methods.” 

special educators can put this learning into practice 

immediately in their work, making more effective 

interventions that heighten the learning of their students.” - 

– Joe Vandergrift, Ph.D. 

Lecturer 

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Graduate degree program in special education 

initial license 

Admissions Requirements - Candidates for 

Initial License 

Enrollment in the Special Education program is open to any 

qualified individual who meets the admissions standards. 

All candidates for Initial Licensure must meet the following 

criteria: 

1. Possess a Bachelor of Arts or Bachelor of Science degree; 

2. Have a minimum undergraduate grade point average 

(GPA) of 3.0. 

Candidates for the Massachusetts Initial License for Teacher of 

Students with Moderate Disabilities (PreK-8 or 5-12) are not 

required to have passed the Massachusetts Tests for Educator 

Licensure (MTEL) prior to applying to the program, however, 

to be eligible to enroll in the practicum, students must submit 

evidence of passing scores on all MTEL required for licensure. 

Candidates seeking a license for PreK-8 must pass the 

following tests: 

1. Communication and Literacy Skills; 

2. Foundations of Reading OR Reading Specialists; and 

3. General Curriculum, including two subtests 

(i.e., multi-subject and mathematics subtests). 

Candidates seeking licensure for 5-12 must pass the 

following tests: 

1. Communication and Literacy Skills; 

2. Foundations of Reading OR Reading Specialists; and 

3. General Curriculum, including two subtests (i.e. multi-subject 

and mathematics subtests) OR one of the subject matter tests 

(i.e., General Science, Biology, Chemistry, Earth Science, 

English, History, Mathematics, Middle School Mathematics, 

Physics, or Political Science/Political Philosophy). 

Candidates for the Initial License who do not already hold a 

Massachusetts teacher license may be required, at the discretion of 

the special education faculty, to take additional coursework in the 

content areas and/or curriculum and methods of teaching prior to 

enrollment in the practicum. 

NOTE: Candidates who complete the state-approved program 

and thereby earn a first Initial License, are eligible for licensure 

reciprocity with the approximately 45 other state that are parties 

to the National Association of State Directors of Teacher Education 

and Certification (NASDTEC) Interstate Contract. 

Practicum for Massachusetts Initial License 

In most cases, students are considered eligible for the practicum 

once they have successfully completed all prerequisite courses or 

when they take such courses concurrently. A candidate’s eligibility 

for and enrollment in the practicum will be approved by the 

Special Education Program Director based upon: 

1. a review of the student’s transcript, existing teacher 

licensure, and professional experience; 

2. successful performance in required graduate courses; 

3. evidence of passing scores on all of the Massachusetts 

Tests for Educator Licensure (MTEL) for Teacher of 

Students with Moderate Disabilities. 

The practicum is a semester-long (i.e. 14-week) commitment 

governed by criteria outlined in the Massachusetts Regulations 

for Educator Licensure. Accordingly, candidates must complete 

at least three (3) weeks, if not all of the practicum in an inclusive 

classroom setting. Students must be prepared to spend full days 

at the practicum site(s) during the practicum semester. 

For information concerning Commonwealth of Massachusetts 

teacher licensure, contact the Massachusetts Department of 

Elementary and Secondary Education: 

Bureau of Teacher Preparation Certification and Placement 

350 Main Street 

Malden, MA 02148-5023 

(781) 338-3000 

www.doe.mass.edu 

Candidates Who Do Not Seek Massachusetts 

Educator Licensure (non licensure students) 

Prospective students for the MA program only must meet the 

following criteria: 



(GPA) of 3.0. 

For those students interested in earning a Master of Arts in 

Special Education only, they are not required to hold a 

Massachusetts license nor are they required to pass any of the 

Massachusetts educator tests while they are in the program. Such 

students may enroll in any Special Education course except for 

the practicum course or the performance assessment course 

required for Massachusetts Initial or Professional licensure. 

Students are required to pass an oral examination or present 

a case study to complete requirements for the degree. 

Applicants who do not seek Massachusetts Educator Licensure 

are to follow the same application procedure outlined below for 

Initial License applicants.

initial license 

Applying to the Program - Initial License 

The program uses a rolling admissions procedure, and 

candidates may submit their application to the Graduate Office 

at any time during the year. The complete application package 

will be forwarded to the Special Education program admission 

committee for their review. Candidates will be informed of the 

committee’s decision in writing from the Graduate School office. 

A complete application for the Initial License program 

includes the following: 

1. An application form and application fee (fee waived 

for Assumption students or alumni/ae); 

2. Official transcript(s) of undergraduate and graduate 

records; 

3. Three (3) letters of recommendation. These letters 

must be academic or professional in nature and should 

be from a professor who has taught the candidate for at 

least one course or from an individual who has supervised 

the candidate in a work setting. It is important 

that the letters are from people who can speak to the 

candidate’s potential for successful graduate school 

studies, academic ability and actual or potential 

teaching ability; 

4. A current resume detailing the candidate’s academic 

and work experiences; 

5. A personal essay describing the academic preparation, 

work experiences, and skills that the candidate brings 

to this graduate program, what he or she hopes to 

accomplish academically, and his or her professional goals; 

6. A copy of teacher licensure documents if the candidate 

already holds a license in Massachusetts or another state. 

7. An interview is recommended but not required. The 

Special Education admissions committee reserves the 

right to require a personal interview for a candidate, 

based upon their review of the candidate’s written 

application. 

NOTE: 

1. Graduate Record Examination (GRE) scores are 

not required. 

2. Candidates are welcome to contact the Program Director at 

any time with questions about the program. 

3. The Special Education admissions committee reserves 

the right to request additional material in support of the 

candidate’s application. 

Candidates are to note the following: 

1. All documents, transcripts and other papers submitted for 

admission become the property of the College and will not 

be returned. 

2. Courses taken by correspondence will not satisfy prerequisite 

or program requirements. 

3. A student is not officially admitted or denied admission 

until he/she has been notified by the Director of Graduate 

Enrollment. Applicants are notified of their status in writing. 

4. After official notification of acceptance, application material 

and transcripts are kept on file for one year. If the candidate 

has not matriculated with that year, he/she ordinarily 

reapplies and is subject to the rules and regulations that 

are in effect at the time of the new application. 

5. Incomplete dossiers are kept on file no longer than one year. 

6. The Commonwealth of Massachusetts requires that, prior 

to attending classes, graduate students must be immunized 

against measles, mumps, rubella, diphtheria, tetanus, 

hepatitis B and meningitis. For specific information call 

the Graduate Medical Secretary at (508) 767-7507. 

Conditional Acceptance 

Under extenuating circumstances, the admissions committee 

may recommend that the applicant be accepted conditionally. 

In these cases, formal admission to the graduate program is 

deferred until an individual has successfully met criteria specified 

by the admissions committee. For those students who were 

conditionally accepted into the program, they will be informed 

in writing of the status of their acceptance into the program. 

“I feel very fortunate 

to hold my master’s 

in Special Education 

from assumption.” 

“assumption’s approach is so 

in line with the Massachusetts 

Department of Elementary and 

Secondary Education requirements 

that it has given me a 

clear advantage in the field, with 

its emphasis on best practices, 

research, and using proven 

strategies that produce results 

for students. We were exposed 

to everything that school district 

administrators are looking for in 

Special Ed teachers, including 

inclusion, differentiated instruction, 

universal design for learning 

(UDl), and the use of technology 

to support learning.” 

christine cheney, m.a. ’08 

7th Grade Learning/Inclusion Specialist 

Knox Trail Junior High School 

Spencer, MA 

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Fifth Year Option for the Master of Arts in Special 

Education – Initial License 

The Special Education program offers a special five-year program 

that enables an Assumption College student to complete requirements 

for both the Bachelor of Arts degree in an area of the liberal 

arts and sciences and the Master of Arts in Special Education degree 

leading to eligibility for the Massachusetts Initial License for 

Teacher of Students with Moderate Disabilities (PreK-8 or 5-12). 

Students enrolled in this program will be eligible for Massachusetts 

licensure as elementary, middle, or secondary teacher and 

teacher of students with moderate disabilities. Undergraduate students 

who are admitted to the graduate program on early decision 

must be eligible for an Initial License as elementary, middle, or 

secondary teacher. If admitted to the program, they may begin 

taking graduate courses during the senior year and complete the 

master’s degree requirements in a fifth year of study at the College. 

Assumption undergraduate students who are considering early 

admission for the fifth-year master’s program should consult with 

the Director of the Special Education program during the spring 

semester of the junior year to discuss eligibility and application 

procedures, and to plan a course of study. 

Fifth Year Option – Admission Requirements 

Assumption College undergraduates who seek early admission to 

the Master of Arts in Special Education program must meet the 

following standards: 

1. Have at least a 3.3 cumulative GPA and a 3.0 GPA in their 

major field of study; 

2. Have a major in one of the core academic subjects taught 

in 5-8 or 8-12 for which the Massachusetts Department 

of Elementary and Secondary Education issues a license 

and for which the College has a state approved program. 

To apply for early admission to the fifth-year program, candidates 

must submit a complete application to the Office of the Graduate 

School, ordinarily by the first day of the fall semester of the senior 

year. Application requirements can be found under “Applying to the 

Program – Initial License” on page 7. 

Prior to enrollment in the practicum, Assumption students who 

seek Massachusetts Initial Licensure as elementary, middle, or secondary 

teacher and teacher of students with moderate disabilities 

must pass all of the Massachusetts Tests for Educator Licensure 

(MTEL) required for licensure in their specific field(s). 

Requirements for the Master of Arts in Special 

Education: Initial License for Teacher of Students 

with Moderate Disabilities (PreK-8 or 5-12) 

Candidates for the degree of Master of Arts in Special Education 

are required to complete a rigorous ten-course, 30-credit program 

to develop systematically the knowledge and skills essential to 

demonstrate competence as a teacher of students with mild or 

moderate disabilities. Some flexibility is afforded those students 

not seeking Massachusetts educator licensure. For those seeking 

teaching licensure, institutional endorsement for the Massachusetts 

Initial License for Teacher of Students with Moderate 

Disabilities (PreK-8 or 5-12) requires, at a minimum, successful 

completion of all ten listed courses or their equivalents. Enrollment 

in some courses, including the practicum may require the 

prior approval of the Special Education Program Director and/ 

or the completion or prerequisite course(s) beyond the ten 

required courses listed. 

Requirements for the Master of Arts in Special 

Education: Initial License for Teacher of Students 


• EDU 512 Introduction to Research in Education 

• SED 560 Foundations of Special Education 

• PSY/SED 562 Physical, Cognitive and Language 

Developmental Pathways and Challenges 

• PSY/SED 564 Social and Emotional Developmental 

Pathways and Challenges 

• PSY/SED 566 Assessment of Special Learning Needs of 

Children and Adolescents 

• PSY/SED 568 Behavioral Assessment and Interventions 

• SED 570 Inclusion: Theory and Classroom Practice 

• EDU 552 Foundations of Teaching Reading 

OR 

EDU 572 Teaching Children and Adolescents with 

Reading Problems (prerequisite: EDU 325, 

EDU 552, OR equivalent course OR evidence 

of passing score on MTEL Foundations of 

Reading Test) 

• EDU 574 Teaching Children and Adolescents with 

Problems in Mathematics 

• SED 590* Practicum and Seminar: Teacher of 

Students with Moderate Disabilities 

* Those degree candidates who do not seek Massachusetts teacher licensure 

must substitute an approved elective for the practicum; they 

may not enroll in the practicum. 

Oral Examination or Case Study 

All students in the Master of Arts in Special Education program 

are required either to pass an oral examination or present a case 

study to complete requirements for the degree.


professional license 

Admissions Requirements – Candidates 

for Professional License 

Enrollment in the Special Education program is open to any 

qualified individual who meets the admissions standards. 

All candidates for Professional Licensure must meet the 

following criteria: 



(GPA) of 3.0; 

3. Possess an Initial license as a Teacher of Students with 

Moderate Disabilities or Elementary Education from 

the Commonwealth of Massachusetts; 

4. Have at least one year of full-time employment in an 

educational setting. 

For information concerning Commonwealth of Massachusetts 

teacher licensure, contact the Massachusetts Department of 

Elementary and Secondary Education: 

Bureau of Teacher Preparation Certification and Placement 

350 Main Street 

Malden, MA 02148-5023 

(781) 338-3000 

www.doe.mass.edu 

Note: The following is required for a Professional Licence. For 

more information, visit www.doe.mass.edu/Educators 

a. 3 years of employment under an Initial License 

b. Completion of a teacher induction program 

Applying to the Program – Professional License 

The program uses a rolling admissions procedure, and 

candidates may submit their application to the Graduate Office at 

any time during the year. The complete application package will 

be forwarded to the Special Education program admission committee 

for their review. Candidates will be informed of the committee’s 

decision in writing through the Graduate School office. 

A complete application for the Professional License includes 

the following: 

1. An application form and application fee (fee waived for 

Assumption students or alumni/ae); 

2. Official transcript(s) of undergraduate and graduate records; 

3. Three (3) letters of recommendation. These letters must be academic 

or professional in nature and should be from a professor 

who has taught the candidate for at least one course or from an 

individual who has supervised the candidate in a work setting. 

It is important that the letters are from people who can speak to 

the candidate’s potential for successful graduate school studies, 

academic ability and actual or potential teaching ability; 

4. A current resume detailing the candidate’s academic and 

work experiences; 

5. A copy of the Commonwealth of Massachusetts educator’s license; 

6. A statement of intent describing the academic preparation, 

work experiences, and skills that the candidate brings to this 

graduate program, what he or she hopes to accomplish 

academically, and his or her professional goals; 

7. A writing sample demonstrating the applicant’s ability to 

write in a comprehensible and professional manner. This 

sample may be in the form of a recent term paper or a 

narrative report of a student evaluation based on the use 

of formal/informal assessments. 

Note: This writing sample is in addition to the statement 

of intent requirement. 

Note: 

1. Graduate Record Examination (GRE) scores are not required. 

2. An interview is not required, however, candidates are welcome 

to contact the Program Director at any time with any questions 

about the program. 

3. The Special Education admissions committee reserves the 

right to request additional material in support of the 

candidate’s application. 

Candidates are to note the following: 

1. All documents, transcripts and other papers submitted for 

admission become the property of the College and will not 

be returned. 

2. Courses taken by correspondence will not satisfy prerequisite 

or program requirements. 

3. A student is not officially admitted or denied admission until 

he/she has been notified by the Director of Graduate Enrollment. 

Applicants are notified of their status in writing. 

4. After official notification of acceptance, application material 

and transcripts are kept on file for one year. If the candidate has 

not matriculated with that year, he/she ordinarily reapplies and 

is subject to the rules and regulations that are in effect at the 

time of the new application. 

5. Incomplete dossiers are kept on file no longer than one year. 

6. The Commonwealth of Massachusetts requires that, prior to 

attending classes, graduate students must be immunized against 

measles, mumps, rubella, diphtheria, tetanus, Hepatitis B and 

meningitis. For specific information call the Graduate Medical 

Secretary at 508 767-7507. 

Conditional Acceptance 

Under extenuating circumstances, the admissions committee 

may recommend that the applicant be accepted conditionally. 

In these cases, formal admission to the graduate program is 

deferred until an individual has successfully met criteria specified 

by the admissions committee. For those students who were 

conditionally accepted into the program, they will be informed 

in writing of the status of their acceptance into the program. 

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professional license 

Courses: Professional License For Teacher of Students 


Required Courses (8) 

• EDU 512 Introduction to Research in Education 

OR 

EDU 703 Advanced Research Seminar 

• ONE of the following language and literacy courses: 

- EDU 553 Teaching Writing 

- EDU 554 Reading and Writing in the 

Content Areas (5-12) 

- SED 551 Speech and Language Development 

and Interventions 

- EDU 572 Teaching Children and Adolescents 

with Reading Difficulties 

- EDU 650 Seminar: Literature for Children 

and Young Adults 

• EDU 575 Seminar: Strategies in Teaching Mathematics 

to Students with Moderate Disabilities 

• SED 567 Seminar: Advanced Assessment of Special 

Learning Needs 

• SED 571A Curriculum and Methods for Students 

with Moderate Disabilities (PreK-8) 

OR 

SED 571B Curriculum and Methods for Students 

with Moderate Disabilities (5-12) 

• SED 580 Learning Disabilities 

• SED 585 Educating Students with Emotional and 

Behavioral Disorders 

• SED 591A Performance Assessment and Seminar: 

Teacher of Students with Moderate 

Disabilities (PreK-8) 

OR 

SED 591B Performance Assessment and Seminar: Teacher 

of Students with Moderate Disabilities (5-12) 

Elective Courses (2) 

• EDU 515 Diversity in Schooling 

• EDU 520 Teaching and Learning 

• EDU 553 Teaching Writing 

• EDU 554 Reading and Writing in the Content Areas (5-12) 

• EDU 572 Teaching Children and Adolescents with Reading 

Difficulties 

• EDU 600C All History is Local: Using the Massachusetts 

History & Social Sciences Framework 

• SED 551 Speech and Language Development and 

Interventions 

• SRS 500A Introduction to Developmental Disabilities: 

Theory and Practice 

• SRS 525 Psychosocial and Environmental Aspects 

of Disabilities 

• EDU/SED 600 Special Topics 

• EDU/SED 700 Directed Study 

Students who have not had equivalent course content in the 

professional licensure program may also take courses from among 

the following listed options. Whether or not students have had 

equivalent courses is determined in transcript review. 

• PSY/SED 562 Physical, Cognitive, and Language 


• PSY/SED 564 Social and Emotional Developmental 


• PSY/SED 566 Assessment of Special Learning Needs 

of Children and Adolescents 

• PSY/SED 568 Behavioral Assessment and Interventions 

• SED 570 Inclusion: Theory and Classroom Practice 

• EDU 574 Teaching Children and Adolescents with 

Problems in Mathematics 

Those degree candidates who do not seek Massachusetts teacher 

licensure must substitute an approved elective for the performance 

assessment; they may not enroll in the performance assessment. 

Oral Examination or Case Study 

Students in the Master of Arts in Special Education program are 

required either to pass an oral examination or present a case study 

to complete requirements for the degree.

Performance Assessment for Massachusetts 

Professional License 

Students are considered eligible for the performance assessment 

once they have successfully completed all prerequisite courses 

or when they take such courses concurrently. A candidate’s 

eligibility for and enrollment in the practicum will be determined 

by the Special Education Program Director based upon: 

1. A review of the student’s transcript, existing teacher 

licensure, and professional experience (the Commonwealth 

of Massachusetts requires at least three (3) years of teaching 

experience under the Initial License in order to be eligible 

for a Professional License); 

2. Successful performance in required graduate courses; 

3. Evidence of passing scores on all of theMassachusetts Tests for 

Educator Licensure (MTEL) required for the Initial License 

for Teacher of Students with Moderate Disabilities. 

The performance assessment is a semester-long (14-week) commitment 

governed by criteria outlined in the State regulations. 

Accordingly, candidates must complete a portion, if not all, of 

the performance assessment in an inclusive classroom setting. 

They must be prepared to spend full days at the teaching site(s) 

during the semester. 

Advising 

All students who are accepted into the graduate program are 

assigned a faculty advisor and should consult with their advisor 

regularly concerning their progress in the program. Students 

seeking either Initial or Professional teacher licensure are 

required to schedule an advising meeting with designated 

program personnel as specified in the letter of admission. It 

is the student’s responsibility to schedule that appointment 

for appropriate and timely advising about current licensure 

regulations and for planning an appropriate course of study. 

Group advising sessions are held at least three times a year, 

and matriculated students will receive notice of such meeting. 

Those sessions provide information about upcoming courses 

offered and other program information. 

For candidates seeking to obtain a Professional License, in 

addition to completing designated graduate courses, they must 

fulfill all of the criteria recorded for this state of licensure in 

the current state regulations to qualify for the Massachusetts 

Professional License. 

Review of Student Performance 

Special Education program faculty review all students’ progress 

each semester and expect that students will make satisfactory 

progress toward program completion. Students whose GPA 

falls below 3.0 or who earn below a B- in any course are placed 

upon academic probation. Students are expected to raise their 

GPA to a 3.0 by the following semester, and if they do not, 

students may be withdrawn from the program. 

Students who have not taken a course in four consecutive 

semesters are considered inactive and may be withdrawn from 

the program. In such cases, students should submit a written 

statement to the Special Education Program Director indicating 

their commitment to completing the program. 

The graduate program in Special Education prepares students 

for service to the public. The program has an obligation to the 

community to endure that only those students demonstrating 

academic competence and professionally responsible behavior 

are continued in the program. Students failing to meet these 

criteria may be recommended for withdrawal from the program. 

“I found it to be an 

outstanding program 

for many reasons.” 

“the professors are always there 

for you; even after graduation, 

they continue to be a resource 

of expertise. the classroom 

assignments related directly to 

work that I was doing then (and 

now) in real classrooms. the 

practicum was an empowering 

experience, in which videotape 

analysis and insightful guidance 

from my advisor truly elevated the 

quality of my work. the practicum 

also prepared us well for job 

interviews, acquainting us with 

exactly what we would need to 

land a job, and then function in 

that job effectively.” 

lee ann atkinson, m.a. ‘09 

6th Grade Special Ed Learning Center Teacher 

Eugene Wright Middle School 

Chelsea, MA 

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Waiver of Required Courses 

The Special Education Program Director will grant a waiver of a 

required course if the following conditions are met: 

1. If the student has taken an equivalent graduate course at 

another college or university within the past five years and has 

passed the course with a grade of a B or higher, a waiver of a 

required course may be granted. It is the student’s responsibility 

to demonstrate that a course taken elsewhere is, in fact, equivalent 

to the required Assumption College course (e.g., course 

description, syllabus). The request for the waiver and/or 

transfer should be submitted to the faculty advisor, who will 

formally submit the request to the Special Education Program 

Director for consideration. If the student requests transfer of 

credits, written approval of the advisor, and the Dean of the 

Graduate School is required. In some cases, departmental 

approval of the waiver or credit transfer may be dependent on 

the student’s completion of additional reading or the submission 

of a paper or other materials to ensure competencies have 

been successfully met. 

2. If for any other reason a student requests a waiver of a course or 

required program components, the student must document in 

writing the reasons for the request and present the request to 

the faculty advisor. The advisor will then take appropriate steps 

to submit the request to the appropriate faculty and Special 

Education Program Director. In some cases, a waiver exam, oral 

or written, at the faculty member’s discretion, may be requested 

by the faculty member primarily responsible for teaching the 

course for which is waiver is sought. 

3. Undergraduate courses are not construed as equivalent to graduate 

courses. In exceptional circumstances, if a student thinks 

that he or she has taken the equivalent of a graduate course, he 

or she may follow the appropriate procedure as outlined above. 

4. The student who is successful in obtaining a waiver for one or 

more courses must still complete the required number of course 

credit hours in order to obtain the graduate degree. 

Special Student Status 

Special Students are those who are either considering applying to 

the Special Education graduate program or who have applied and 

are awaiting review of their application status. Special Students 

may take up to two (2) Special Education graduate courses. 

Special Students must submit a copy of their undergraduate 

transcript for review by the Program Director and must obtain 

permission from the Program Director to register for any course. 

Students must complete their application for admission before 

registering for any additional courses. Permission to enroll in 

graduate courses as a Special Student does not guarantee an 

individual admission to the Special Education program nor 

does it guarantee that all of the course taken will be accepted in 

fulfillment of degree and/or licensure requirements. 

An individual who is not seeking admission to the degree 

program must obtain written permission from the Special 

Education Program Director and the Dean of the Graduate 

School to take more than two (2) courses as a Special Student. 

Permission will be contingent upon the individual demonstrating 

prerequisite knowledge for courses requested. 

International Students 

Those applicants who have attained a level of education officially 

considered as equivalent to a bachelor’s degree from an American 

institution of higher education are eligible for admission to the 

program. An official course-by-course transcript evaluation, and 

translation if necessary, is required to determine if the degree 

obtained is equivalent to an American bachelor’s degree. 

Applicants whose native or official tongue is not English are 

required to provide evidence of English profciency through the 

Test of English as a Foreign Language (TOEFL) or International 

Language Testing System (IELTS). Information about these tests 

are available from TOEFL at www.toefl.org, Box 899, Princeton, 

NJ, 08540 or from IELTS at www.ielts.org, IELTS Inc., 100 East 

Corson Street, Suite 200, Pasadena, CA, 91103. 

All international students must also complete Assumption 

College’s International Student Information Form (I-20) 

concerning their financial resources or financial support. Forms 

and information are available from the Office of Student Life 

at 508-767-7401.

the certificate of advanced 

Graduate studies (caGs) 

Certificate of Advanced Graduate Studies (CAGS) in Special Education: 

Positive Behavior Support 

The Certificate of Advanced Graduate Studies provides 

specialized knowledge and skills in Positive Behavior Support 

(PBS) for professional educators who hold a Master’s degree. 

It is awarded upon completion of 15 credits beyond the 

Masters degree in Education or Special Education. 

However, those students who have not met prerequisites 

Admissions 

Criteria: 

Requirements: 

(15-Credit Hours) 

prior to being admitted to the program may be required to take 

more than 15 credit hours in order to earn their certificates. 

Students who are enrolled in the Initial Licensure program 

may be able to take CAGS courses, if eligible, thereby earning 

their CAGS in addition their master’s degrees. The CAGS 

credits may be used toward their Professional Licenses. 

PROGRAMS OF STUDY / CAGS in Special Education: Positive Behavior Support 

OPTION 1: Professional License Program OPTION 2: Certificate Only Program 

• Possess a Master of Arts or Master 

of Education degree; 

• Have a minimum graduate GPA of 3.0; 

• Possess an Initial License as a Teacher 

of Students with Moderate Disabilities; 

• Have at least one year of full-time 

employment in an educational setting 

EDU 515 Diversity in Schooling 

SED 585 Educating Students with Emotional 

and Behavioral Disorders 

SED 587 Advanced Application of Positive 

Behavior Supports (prerequisite: 

PSY/SED 568 or equivalent) 

SED 589 Seminar: Research & Practice in 

Positive Behavior Supports 

(prerequisite: EDU 512, SED 587 or 

equivalent; can be taken concurrently) 

SED 591 (A or B) Performance Assessment and 

Seminar: Teacher of Students with 

Special Needs (PreK-8 or 5-12) 

• Possess a Master of Arts or Master 

of Education degree; 

• Have a minimum graduate GPA of 3.0; 

• Have at least one year of full-time 

employment in an educational setting 

EDU 515 Diversity in Schooling 

SED 585 Educating Students with Emotional 

and Behavioral Disorders 

SED 587 Advanced Application of Positive 

Behavior Supports (prerequisite: 

PSY/SED 568 or equivalent) 

SED 589 Seminar: Research & Practice 

in Positive Behavior Supports 

(prerequisite: EDU 512, SED 587 

or equivalent; can be taken 

concurrently) 

Elective 

“I am confident in my 

ability to work with 

students, parents, and 

other educators.” 

“Special educators are in 

higher demand than classroom 

teachers, which is a huge 

advantage for those graduating 

from this program. 

the program’s professors are 

phenomenal, and the classes are 

small, allowing for rich interaction 

between students, most of whom 

are already working in Special 

Education in some capacity. Much 

of the curriculum and information 

from group discussions could be 

applied immediately in the 

classroom. I couldn’t have asked 

for a better program.” 

Jamie fransson, m.a. ’09 

7th and 8th Grade Reading Resource Teacher 

Sullivan Middle School 

Worcester, MA 

13

14 

course descriptions 

EDU 512 - Introduction to Research in Education 

This course is designed to enable students to become critical readers 

of research in education. It also helps them to design and conduct 

research in an educational setting. Both quantitative and qualitative 

methodologies are addressed. Students are expected to analyze 

research reports and to design potential research products. 3 credits 

EDU 515 - Diversity in Schooling 

This course examines the concept of diversity and its implications 

for teachers, students, and schools. The course draws from leading 

scholars and writers in the fields of education and related disciplines 

to highlight the various perspectives on diversity. It also will emphasize 

the impact of culture on the curriculum, teacher-student 

relationships and pedagogy in schools. Through course readings, 

discussion and collaborative learning, and independent research, students 

will gain a greater understanding of the concept of diversity 

in its various permutations and will learn how to identify, select, and 

design teaching strategies that support expressed goals for diversity 

in schools. 3 credits 

EDU 520 - Teaching and Learning: Concepts and Models 

This course includes the in-depth study of behavioral and cognitive 

theories of learning and motivation that influence and inform 

current practices in education. A variety of teaching models based 

on these theories is examined. 3 credits 

SED 551 - Speech and Language Development 

and Interventions 

This course provides in-depth coverage of the normal acquisition 

and development of speech and language, including phonology, 

morphology, syntax, and semantics. Relationships between language 

learning and neurological, motor, and thought development are 

examined, as well as speech and language assessment and intervention 

practices for the student with special needs. 3 credits 

EDU 552 - Foundations of Teaching Reading 

This course introduces students to the theoretical and philosophical 

bases underlying reading development. Using the stages of reading 

development as a frame, students explore the role of phonemic 

awareness, phonics, fluency, vocabulary, and reading comprehension 

at stages from emergent literacy to mature reading. Students also investigate 

the relationship of reading to writing, language and cultural 

influences on reading development, instructional models of reading, 

methods and materials for reading instruction, and the assessment 

and evaluation of reading development. There is a focus throughout 

the course on connecting theory and research to current practice 

and policy, with specific focus on the Massachusetts English 

Language Arts Curriculum Framework. 3 credits 

EDU 553 – Teaching Writing 

This course includes the investigation of theory and research related 

to the writing process and reader response. It covers the broad range 

of writing development from emergent literacy to mature writing. 

A variety of topics is addressed including process writing, methodology, 

cultural influences on writing development, and the assessment 

and evaluation of writing across the grades. There is a focus 

throughout the course on linking theory and research to current 

practice and policy. 3 credits 

EDU 554 - Reading and Writing in the Content Areas (5-12) 

This course includes the investigation of theory and research related 

to the processes of reading and writing, and responding to content 

area text in the middle and secondary grades. It addresses a variety 

of topics such as strategy development for reading and writing to 

learn, methods and materials, cultural influences, assessment and 

evaluation, and the roles of teachers and administrators. There is a 

focus throughout the course on linking theory and research to practice 

and policy. 3 credits 

SED 560 - Foundations of Special Education 

This introductory course serves to familiarize students with the historical, 

theoretical, and philosophical bases underlying special education 

and provides an essential foundation for further study in 

special education. Students will examine the characteristics of children 

with exceptionalities; educational terminology for students 

with mild to moderate disabilities; etiology of learning abilities and 

disabilities; federal and state laws and regulations that govern services 

for children with exceptionalities; and nature of the role and 

responsibilities of the teacher of children with moderate disabilities. 

Current issues such as cultural and linguistic diversity; inclusionary 

practices; categorical vs. non-categorical approaches to diagnosis; 

prevention vs. intervention vs. remediation of disabilities; preparation, 

implementation, and evaluation of Individualized Education 

Plans (IEPs); and the standards-based education reform movement 

are broadly addressed. Services provided by other agencies are also 

discussed. 3 credits 

PSY/SED 562 - Physical, Cognitive, and Language 


This course provides in-depth study of human growth and development 

of children and adolescents in the physical, cognitive, and 

language domains with an emphasis on both typical and atypical development. 

The positive contributions and limitations of various developmental 

theories and conceptual frameworks are examined. 

Throughout the course, students consider the relationship between 

development and the selection of appropriate educational services 

and interventions for children and adolescents with special needs. 

3 credits 

PSY/SED 564 - Social and Emotional Developmental 


This course provides a comprehensive, balanced overview of social 

and emotional development and disorders. Students examine, compare, 

and contrast significant social and emotional development 

theories, research, and interventions. This course assists students to 

understand better the relationships between developmental challenges 

and effects on learning, thereby enabling them to select and 

implement various instructional approaches and interventions with 

critical appreciation for children and adolescents with social and 

emotional special needs. 3 credits 

PSY/SED 566 - Assessment of Special Learning Needs 

of Children and Adolescents 

In this course, students will gain knowledge of both formal and 

informal assessment of students with special learning needs using a 

systematic and comprehensive approach. They will examine frequently 

used diagnostic assessment tools in areas of physical, cognitive, 

language, social, and emotional development. Emphasis is 

placed on those assessment strategies that yield objective data 

regarding individual skill repertoires and learning characteristics, 

thereby providing a basis for educational decision making and the

preparation and evaluation of IEPs. Topics such as portfolio assessment, 

alternative assessment, interpretation of results of assessment, 

report writing, IEP preparation, and communication with families 

and other professionals will also be included. 3 credits 

SED 567 – Seminar: Advanced Assessment 

of Special Learning Needs 

This advanced studies graduate seminar focuses on promoting the 

advanced graduate students’ knowledge of and mastery in administering 

educational diagnostic assessments for students with diverse 

moderate learning needs. Seminar participants learn advanced principles 

of accurate assessment of children and adolescents’ learning 

needs, to aid decision making and instructional planning for these 

students. Select representative diagnostic tools, which are frequently 

used in PreK-12 schools, are discussed, demonstrated, practiced and 

administered to develop skill proficiency. Seminar participants are 

expected to engage in independent research, including, but not 

limited to, current best practices. Prerequisites: PSY/SED 566 or 

equivalent. 3 credits 

PSY/SED 568 – Behavioral Assessement and Interventions 

This course is designed to provide students with principles for the 

effective use of behavioral assessment and interventions in inclusive 

and special education classrooms. Students learn to use a cognitivebehavioral 

approach within a developmental context to identify, analyze, 

implement, and evaluate interventions that both prepare 

children and adolescents with special needs for and maintain them 

in general education classrooms. A team approach with a focus on 

consultation and collaboration skills necessary for special educators 

is emphasized. Research-based strategies to enhance classroom management, 

organization, and the learning environment are considered. 

3 credits 

SED 570 – Inclusion: Theory and Classroom Practice 

This course is designed to enable students to practice inclusiive education 

for children and adolescents with special learning needs. 

Students learn ways to design and modify curriculum, instructional 

materials, and teaching strategies for children and adolescents with 

moderate disabilities in general educational settings. Emphasis is 

placed on the teacher’s role in the preparation, implementation, and 

ongoing evaluation of the Individualized Education Plan (IEP), consultation 

and collaboration skills, as well as on the Massachusetts 

Our goal is to help beginning special educators to 

achieve success, aided with a critical understanding of 

brain function during a child’s critical growth period. 

Curriculum Frameworks that govern content and instruction in the 

state’s public schools. Prerequisite: SED 560. 3 credits 

SED 571A - Curriculum and Methods for Students 

with Moderate Disabilities (PreK-8) 

This course is designed to enable teachers to provide high-quality 

education for their elementary and middle school (PreK-8) students 

with disabilities. This course will focus on appropriate teaching 

strategies, tactics, and suggestions for students with various disabilities. 

It will also emphasize the implementation of research-based 

instruction that ensures effective teaching and learning of students 

with diverse learning needs. It will therefore help beginning teachers 

to achieve initial classroom success and to provide experienced 

teachers with an opportunity to extend and refine their knowledge 

and skills. 3 credits 

SED 571B - Curriculum and Methods for Students 

with Moderate Disabilities (5-12) 

This course is designed to enable teachers to provide high-quality 

education for their middle and high school (5-12) students with 

disabilities. This course will focus on appropriate teaching strategies, 

tactics, and suggestions for students with various disabilities. It will 

also emphasize the implementation of research-based instruction 

that ensures effective teaching and learning of students with diverse 

learning needs. In addition, comprehensive transition planning and 

implementation from school to young adulthood life for secondary 

school students with special needs will be addressed. It will therefore 

help beginning teachers to achieve initial classroom success and to 

provide experienced teachers with an opportunity to extend and 

refine their knowledge and skills. 3 credits 

EDU 572 - Teaching Children and Adolescents 

with Reading Difficulties 

Drawing from seminal research in reading and reading disabilities, 

students explore the theoretical and philosophical bases underlying 

reading development, including the relationship between reading 

and writing. They investigate etiology of reading difficulties, principles 

and tools of assessment, models of reading and research-supported 

instructional strategies for learners who have reading 

problems. Issues such as cultural and linguistic diversity, state and 

federal legislation, prevention vs. intervention vs. remediation of 

reading difficulties, implementation of the Massachusetts English 

Language Arts Curriculum Framework, and the critical role of 

teacher are also considered. Prerequisites: EDU 325, EDU 552 or 

equivalent course in foundations of teaching reading OR evidence 

of passing score on the Foundations of Reading Test of the Massachusetts 

Tests for Educator Licensure (MTEL). 3 credits 

EDU 574 - Teaching Children and Adolescents with Problems 

in Mathematics 

This course serves to familiarize students with the theoretical and 

philosophical bases underlying acquisition of numeracy, with 

particular emphasis on the identification and prevention of children’s 

difficulty in mathematics. Drawing from seminal research in 

mathematics instruction and mathematics disabilities, students explore 

the acquisition of mathematics concepts and skills, etiology of 

difficulties in mathematics, principles of assessment, and instructional 

strategies that have proved successful with learners who have 

problems in mathematics. Issues such as cultural and linguistic diversity, 

the influence of legislation concerning children with learning 

disabilities, prevention vs. intervention vs. remediation of problems 

in mathematics, implementation of the Massachusetts Mathematics 

Curriculum Framework and the critical role of the teacher are also 

considered. 3 credits 

EDU 575 - Seminar: Strategies in Teaching Mathematics 

to Students with Moderate Disabilities 

This advanced studies graduate seminar focuses on best practice in 

designing and teaching mathematics instruction to meet the unique 

needs of elementary and middle/secondary students with moderate 

disabilities based on Massachusetts Curriculum Frameworks. The 

continuum from PreK through Secondary is presented so that teachers 

at all levels identify what knowledge to expect students to possess 

from previous courses, as well as what students need to retain for 

later courses. In this course, graduate participants explore, learn, and 

research how to teach children and adolescents critical mathematical 

concepts and functional math that apply to their everyday lives and 

future careers. Current theory and frequently used accommodations 

for these students for state-wide, district-wide, and/or alternative 

math assessment are also examined. In addition, participants learn 

to use diagnostic tools to assess dyscalculia. Case studies from 

current research and participants’ own teaching experiences are integrated 

to illustrate effective teaching of children with various 

15

16 

course descriptions 

mathematical difficulties. Furthermore, this course advances the 

mastery and progress of graduate-level participants in the field of 

teaching mathematics to students with diverse learning needs. Seminar 

participants are expected to engage in independent research, including, 

but not limited to, current best practices. Prerequisites: EDU 

574 or equivalent and permission of Program Director. 3 credits 

SED 580 - Learning Disabilities 

This advanced course serves to deepen students’ understanding of 

developmental variation and learning disabilities. Students will 

examine basic neurodevelopmental functions that affect how children 

and adolescents learn and the disorders that cause or contribute 

to academic difficulties. Focus is placed upon receptive and expressive 

oral language, reading, written language, mathematics, and social 

and emotional behavior. Students will review the federal and 

state definitions of specific learning disabilities, eligibility criteria 

for support service, the regulations that govern such service, and the 

instructional responsibilities of the teacher of students with mild to 

moderate learning disorders. Current issues such as cultural and 

linguistic diversity of students, inclusion, and the standards-based 

education reform movement are broadly addressed. Case studies 

serve to assist the student to bridge theory to practice, as well as to 

develop problem solving skills within the context of assessment and 

instructional planning for students with particular profiles. Prerequisites: 

SED 560, PSY/SED 562, 564, 566 and EDU 552 or 

equivalents. 3 credits 

SED 585 - Educating Students with Emotional and Behavioral 

Disorders 

This course addresses the development of interpersonal skills and 

various behavior disorders associated with emotional disturbance in 

school-age children. Assessment strategies for detecting and interpreting 

overt behaviors that suggest emotional conflict are examined. 

Selected counseling and therapeutic techniques appropriate for classroom 

intervention are also addressed. 3 credits 

SED 587 - Advanced Application of Positive Behavior Support 

This course focuses on school applications of positive behavior supports 

(PBS), beginning with the logic and research supporting the 

three-tiered schoolwide positive behavior supports (SWPBS) model. 

Students will learn about the training process for schools implement- 

ing SWPBS, including the dvelopment, teaching, and reinforcing of 

schoolwide expectations (i.e., primary level supports). Students will 

also learn about implementing secondary-level, targeted behavior 

supports at the schoolwide level. In addition, students will how planning 

individualized (i.e., tertiary level) interventions fits into the 

SWPBS model. This course also focuses on working in teams to promote 

behavior support, on training staff to implement behavior supports 

with fidelity, and on schoolwide data collection systems. 

Prerequisite: PSY/SED 568 or equivalent (can be taken concurrently) 

3 credits 

SED 589 - Seminar: Research and Practice in Positive 

Behavior Supports 

As part of this course, students will work in a school setting that utilizes 

the multi-tiered schoolwide positive behavior supports 

(SWPBS) model. Depending on the schools’ needs and the students’ 

interests, students may be (s) working with individual students, conducting 

functional behavioral assessments and designing behavior 

intervention plans, or (b) working with a school’s behavior support 

team to plan and assist with SWPBS implementation at the primary 

and/or secondary level(s). In addition, the student may complete 

on-site evaluations of SWPBS and conduct training sessions with 

staff. Weekly seminars will focus on the successful implementation 

of evidence-based practices in behavior support, problem-solving 

techniques, and evaluation and modification of existing behavior 

supports. Prerequisites: SED 587 and EDU 512. 3 credits 

SED 590 - Practicum and Seminar: Teacher of Students 

with Moderate Disabilities 

This practicum is conducted in accordance with Massachusetts 

educator licensure regulations. The student completes the practicum 

under the direction of a college supervisor and under the immediate 

supervision of a cooperating classroom practitioner who is licensed 

in the field and at the level of the licensure sought. At least three 

weeks, if not all, of the practicum is completed in an inclusive classroom 

setting. The practicum student will spend a full day at the 

placement site(s) for the duration of the practicum. The student’s 

teaching performance is evaluated in accordance with criteria specified 

in the Massachusetts regulations; in particular, the Professional 

Standards for Teachers. Students must meet specified criteria for enrollment 

in the practicum. Permission required; enrollment limited 

to qualified, matriculated graduate students. 3 credits 

SED 591 (A or B) – Performance Assessment and Seminar: 

Teacher of Students with Special Needs 

(PreK-8 or 5-12) 

The performance assessment provides the opportunity for the 

student seeking Professional license to integrate content area knowledge, 

pedagogical theory, and practical experience. The duration 

of the clinical experience will be no less than 400 clock hours. The 

college supervisor will evaluate the candidate in accordance with 

criteria established by the current Commonwealth of Massachusetts 

educator license regulations. Permission required; enrollment limited 

to qualified, matriculated graduate students. 3 credits 

EDU/SED 600 - Special Topics in Education/ Special Education 

This course is designed to address contemporary topics and issues 

in education/special education. Topics will be chosen based on timelines, 

interest, and relevance to current educational practices. This 

course will allow students the opportunity to examine current issues 

in greater detail than would be possible in other course offerings. 

3 credits 

EDU/SED 700 - Directed Study 

The student, in conjunction with a faculty advisor, designs and conducts 

a critical study of a topic of interest, a curriculum-based project, 

a research study, a field experience, a practicum, or an internship. 

3 credits 

EDU 703 - Advanced Research Seminar 

The course content focuses on developing and understanding the 

issues necessary to read critically and evaluate research literature. 

Students are expected to prepare an extensive review of the research 

literature, develop research questions, and employ methodology relevant 

to special education. The paper must demonstrate an evident 

understanding of the clinical area of focus and the research methodology. 

3 credits

Professional License - Additional Electives 

SRS 500A - Introduction to Developmental Disabilities: 

Theory and Practice 

This course introduces the student to the psychological, physiological 

and social factors human service providers encounter 

when attempting to provide effective rehabilitation services to 

individuals with developmental disabilities and their families. 

Students will be introduced to current theories which address 

the etiology, relevant therapeutic concerns and prognosis of 

various developmental disabilities. Considerable attention will 

also be given to the practical concerns that the service provider 

will encounter. 3 credits 

SRS 525 - Psychosocial and Environmental Aspects 

of Disability 

This course will utilize a life span framework to describe and 

explain the physical, social, emotional and cognitive changes 

that take place across the life span from preconception to death 

in humans. Studies that provide an understanding of the nature 

and needs of humans at all developmental levels will be examined. 

In addition, students will also explore the major determinants 

associated with disability that impact personality 

development, sexual functioning, families, social functioning 

and the community. Current research findings will be analyzed 

and discussed. 3 credits 

administration and faculty 

Special Education Program 

Kennedy Building, Room 169 

Phone: (508)767-7297 Fax: (508)767-7263 

Administration 

Nanho Vander Hart 

(508) 767-7380/nvanderh@assumption.edu 

Director of the Special Education Program 

Mary Mahan 

(508) 767-7297/mmahan@assumption.edu 

Administrative Secretary, Education Department 

Adrian O. Dumas 

(508) 767-7365/adumas@assumption.edu 

Director of Graduate Enrollment Management & Services 

Financial Aid 

(508) 767-7158/fa@assumption.edu 

Faculty 

Claire J. Bouchard 

Lecturer in Special Education (2005) 

B.A., Anna Maria College; M.A., Worcester State College, 1971. 

Judith Cournoyer 


B.S., M.A., Westfield State College, C.A.G.S., American 

International College, 1997. 

Jessica de la Cruz 

Assistant Professor of Education (2008) 

B.A., Union College; M.S., Ph.D. University of Virginia, 2008. 

Kathleen Dion 


B.S., M.A., Worcester State College; M.A., Fitchburg State 

College, 1989. 

Calvin R. Hill 


B.A., Bethany College; M.S., Emporia State University; Ph.D., 

Howard University, 2004. 

Ellen Koretz 


B.S., M.S.E., Lesley College; Ed.D. University of Massachusetts, 

Lowell, 2003. 

Rosanne Majoy 


B.A., Ohio Northern University; M.A., Teachers College, 

Columbia University; Ed. D., Boston College, 1991 

Amy Maynard 


B.A., University of Vermont; M.A., University of Southern 

Maine, 1995. 

Diane M. Myers 

Assistant Professor of Special Education (2008) 

B.A., Connecticut College; M.S., Southern Connecticut State 

University; Ph.D., University of Connecticut, 2008. 

Maria Nemerowicz 


B.A. Kean University; M.A. Assumption College; Ph.D.. 

University of Massachusetts Amherst, 2009. 

Ronald J. Pasternak 


B.A., American International College; M.A., Assumption College, 

1980; Professional Certificate, Holy Cross College, 1980. 

Kathleen Russo 


B.A., Assumption College; M.A., New York University, 1986. 

Cathleen K. Stutz 

Assistant Professor of Education (1995), Chairperson of the 

Education Department 

M.A., M.S., University of Pennsylvania; Ed.D., Boston University, 

1995. 

Nanho Vander Hart 

Assistant Professor of Special Education (1999) 

B.A., Ewha Woman's University, Seoul, Korea; M.A., University 

of Northern Colorado; Ph.D., University of Iowa, 1998. 

Joseph M. Vandergrift 


B.A., Rockhurst College; M.A., C.A.G.S., Ph.D., Duquesne 

University, 1999. 

17

18 

academic information 

Academic Grievance Procedure 

If a student has a grievance concerning grades and other academic 

issues he/she may seek resolution through the Academic 

Grievance Procedure. The academic grievance procedure process 

and criteria may be obtained from the Graduate School office. 

Academic Honesty 

Representing the work of another as your own is a violation of 

fundamental principles of truthfulness and an offense against 

the academic community. Academic dishonesty may result in 

the student failing the course, at the discretion of the instructor. 

Academic dishonesty includes cheating on examinations, as well 

as plagiarism (failure to credit properly the ideas, organization of 

material or phrasing of another, including the use of term paper 

or reference paper services). 

Submitting one’s own work, in part or in whole, to more than 

one instructor without proper notification is also academically 

dishonest and subject to appropriate disciplinary action. 

Accommodations for Students with Disabilities 

Students with learning disabilities, ADHD/ADD, chronic medical 

conditions, physical disabilities, or psychiatric disabilities who 

plan to request academic accommodations must self-identify and 

provide appropriate recent documentation of disability to the 

Director of Disability Services. Individual Education Plans (IEP) 

and 504 Plans are not considered documentation and do not carry 

over to higher education. Documentation guidelines are available 

at: www.assumption.edu/acad/ASC/disabilities.html. 

Once documentation has been reviewed by the college, the 

student must schedule a meeting with the Director of Disability 

Services. During this meeting, the student and director will 

determine reasonable accommodations. Please be aware that 

some accommodations may take up to 12 weeks to implement. 

Students are strongly advised to begin the process of self-identification, 

eligibility, and accommodation determination well before 

the start of the semester in order to provide the college with 

reasonable notice. 

Students must request accommodations each semester. 

Students who are registered with Disability Services will receive 

an email reminder, sent to their Assumption.edu email account at 

the start of each semester. 

Audit 

With permission of the Program Director, a Special Student or, 

in special cases, a matriculated student may audit a course. The 

fee is one-half of the regular three-credit-hour fee. A student who 

changes status from credit to audit after the seventh week of 

classes (or, in summer sessions, after the third week) must have 

permission of the Program Director and the Dean of the Graduate 

School. No refund is available to those who change status from 

degree credit to audit. All changes must be processed by the 

registrar prior to the last class meeting. 

Class Attendance 

All students must attend class whenever an announced test, quiz, 

oral or written examination is given and whenever a report or 

paper is due. In addition, instructors have the prerogative of 

establishing specific attendance requirements in their own courses. 

Each student has the responsibility to keep fully informed of class 

assignments, special activities and examinations of all types, and 

to meet the requirements of the course. 

Course Withdrawals/Additions 

Course Withdrawals (“drop”) 

Students may withdraw from a course at any time up to the eighth 

class meeting. To withdraw from a course, the student must notify 

the program office of his/her intent to withdraw and request 

that a withdrawal form be processed. The date of withdrawal is the 

date on which the student notified the program office. A student 

may be administratively withdrawn upon determination that 

he/she has not attended class sessions. See the Financial 

Information section for the tuition refund schedule. 

Course Additions (“add”) 

Students may register for a course up to one week after the start 

of any given course. No additions are permitted beyond that date. 

Unusual Circumstances 

Where illness or extraordinary circumstances require a student 

to withdraw after the eighth class meeting, the student may 

submit a written statement to the Program Director requesting 

a withdrawal from the course(s). 

Course Repeat Policy 

When a student earns a C+ or lower, the student may either repeat 

the course, if it is a specific requirement, or if it is an elective, 

replace it with a course which satisfies the same requirement. The 

student may repeat or replace the course only once. 

If the original course is repeated or replaced the higher of 

the two grades prevails, the low grade appears with no hours 

attempted or earned and the original grade is removed from the 

cumulative average. 

Students must request to repeat or replace a course in writing 

to the Program Director.

Directed Studies 

Directed studies are allowed on a limited basis with the permission 

of the Professor and the Program Director. Students in 

the Special Education program may take no more than two 

directed studies. 

Enrollment Status 

A student who is enrolled in nine or more credits during the 

Fall and Spring semesters is considered a full-time student. 

All others are considered part-time students. 

Grading 

The grades are as follows: A, A–, B+, B, B–, C+, C, C–, D+, 

D, D–, and F. 

A grade of “C+” or lower is not acceptable for credit. Failures 

are not removed from the student transcript. 

The “I” (Incomplete) is given when a student for reasonable 

cause does not complete the requirements of a course. If the 

Incomplete is not changed to a grade by the marking time of 

the following semester, the grade will be changed automatically 

to a Failure. In extenuating circumstances, the program 

director may petition the Dean of the Graduate School for 

an extension to complete the work in the course. 

The “W” on a transcript signifies that the student has 

officially withdrawn from a course. 

A minimum QPA of 3.0 is required for graduation. 

Program Dismissal 

The College reserves the right to dismiss students for poor 

academic performance, academic dishonesty, or unprofessional 

behavior. 

Program Time Limit 

All requirements for the Master’s degree and the CAGS must 

be satisfied within seven calendar years. In unusual cases, and 

on the written request of the student, exceptions to this limit 

may be recommended to the Dean of the Graduate School by 

the Program Director. 

Transfer credits 

Graduate work completed at other institutions prior to 

acceptance as a degree candidate may be offered in partial 

fulfillment of the course requirements with the approval of the 

Program Director and the Dean of the Graduate School. No 

more than six credits may be considered for transfer. These 

credits should have been earned within seven years prior to the 

date on which the Assumption College graduate degree is 

officially conferred. Students are to submit an official transcript 

of record to the Program Director when requesting approval of 

advanced credits. No transfer of credit will be approved until 

the student has completed twelve credits of graduate work at 

Assumption College. A student who receives advanced credit is 

not exempt from any part of the comprehensive examinations. 

Once admitted into the program, students must obtain the 

permission of both the Program Director and the Dean of the 

Graduate School to take courses at another institution. 

“...assumption’s 

master’s program 

was highly effective 

and relevant.” 

“I supervise more than 80 staff 

and 600 students a year, at least 

60% of whom benefit from Special 

Education programming. the 

knowledge that I received in the 

Master’s program at assumption 

was highly effective and relevant. 

Most notably, the program was 

sensitive to crafting curriculum for 

my academic development that 

matched my professional needs as 

an administrator. they recognized 

the skills I possessed and 

enhanced them tremendously 

to ensure that I would become a 

more effective resource for the 

teachers I supervise. I highly 

recommend the program.” 

Kristin mayotte, m.a. ’08 

Director of Educational Services 

YOU, Inc. 

Worcester, MA 

19

20 

financial information 

Tuition and Fees 

Tuition / 2010-2011 Academic Year: 

Per 3 credit course $ 1509.00 

Per 4 credit course $ 2012.00 

Per credit 

Fees: 

$ 503.00 

Application Fee $ 30.00 

Registration Fee (per semester) $ 20.00 

Graduate Degree Audit Fee* 

*fee is assessed one time only 

$ 100.00 

Promissory Note Default Fee $ 100.00 

Health Insurance: 

Massachusetts State Law requires that any student enrolled in six (6) 

or more credits in the fall or spring semester must submit evidence 

of health insurance coverage or the student will be automatically 

enrolled in and billed for the College’s insurance plan. 

Payment: 

All checks should be made payable to Assumption College. 

Tuition may be paid by check or credit card. Assumption accepts 

MasterCard, VISA, or Discover. Financial aid, loans, payments 

deferred payment plans, etc., must be received by the payment due 

date of each semester. All fees and policies are subject to change 

without notice at the discretion of the Trustees of the College. 

The application fee should be sent directly to the Graduate School 

office. The application fee is waived for Assumption College 

matriculated students and alumni. 

Assumption’s policy is that full tuition and registration fee 

payment is due at the time of course registration. Any outstanding 

tuition and/or fee balances must be paid before a student’s grades 

are released or a degree is conferred. 

Academic Support Center 

The study skills graduate assistant works with students interested 

in learning study skills, students on Conditional Enrollment or 

Academic Probation, and students with learning disabilities. 

Interested candidates should contact the Director of the Academic 

Support Center at (508) 767-7170 for details. 

Alternative Loans 

Private loan options are available. Contact the Financial Aid Office at 

(508) 767-7158 for information. 

Career Planning 

Full-time graduate students are eligible for a limited number of Career 

Planning Graduate Assistant positions which provide stipend and/or 

tuition remission benefits. Contact the Director of Career Services, 

Student Development & Counseling Center (SDCC) at (508) 767- 

7409 for details. 

Employer Tuition Reimbursement 

Students are encouraged to contact their employer’s Human Resource 

Department to inquire about any available tuition benefits. Students 

are expected to pay in full at the time of registration and then comply 

with their individual employer’s reimbursement policies. If a student’s 

employer has a Promissory Note agreement with Assumption College 

and the student is eligible for his/her employer’s tuition benefit, the 

student is required to sign a supplemental Assumption “Promissory 

Note.” In the event that the student defaults on the terms of the 

promissory note, the student will be assessed a default fee. 

Extended Payment Plan 

Tuition Pay offers graduate students a low cost extended payment 

plan. This is not a loan program, there are no interest charges. The 

application fee for the fall or spring semester, if applied individually, 

is $35. If a student applies for the fall and spring semesters at the same 

time the fee is $60. The first payment for the fall semester is due 

August 1. The first payment for the spring semester is due December 

1. Summer sessions are not eligible. Applications are available from 

the Finance office at (508) 767-7471. 

Federal Stafford Student Loans 

Federal aid is available in the form of loans for both U.S. citizens and 

permanent residents. The amount of Federal financial aid is based on 

the cost of education less the amount you are expected to contribute 

toward that cost. Federal loans can be up to $20,500 (subsidized and 

unsubsidized) per year, but cannot exceed the combined undergraduate 

and graduate aggregate limit. 

To apply for a Federal student loan, unconditionally accepted fulltime 

(9 credits/semester) and half-time (6 credits/semester) students 

must complete the FAFSA form (see www.fafsa.gov). Students must 

also complete a Master Promissory Note (MPN) and an Entrance 

Interview (www.elmselect.com). Students can contact the Financial 

Aid Office for further assistance at (508) 767-7158. 

For additional information on subsidized and unsubsidized 

Stafford Loans and Graduate PLUS Loans, visit our web site at 

www.assumption.edu/graduate. 

Student Affairs 

A limited number of positions are available through the Division 

of Student Affairs. Resident Director and Head Resident Assistant 

positions provide certain tuition remission and housing benefits. 

Call the Office of Residential Life at (508) 767-7505 for details. 

One assistantship position is available through the Office of Student 

Activities. Call (508)767-7536 for information. One assistantship is 

available through the Office of Multicultural Affairs. Call (508) 767- 

7100 for information. 

Veterans’ Benefits 

Eligibility is based on the regulations issued by the Veterans’ Administration. 

Veterans should contact their Veterans’ Representative or the 

Registrar’s Office for further information at (508) 767-7408. 

Voucher Use 

Students who are awarded Graduate Fellowships, Traineeships, or 

Assistantships in a graduate degree program are not permitted to use 

course vouchers to pay for courses that are included in their program 

of study. 

Refunds 

No consideration will be given to an application for a refund unless 

the student has given written notice to the Program Director at the 

time of withdrawal from a course. No fee paid, or any portion thereof, 

is returnable as a matter of right upon a student’s withdrawal from 

the College. The “date of withdrawal” is the date on which the student 

has actually notified the Program Director in writing. 

Where illness, physical disability or extraordinary circumstances 

require a student to leave, he/she may file with the Director of 

Graduate Enrollment a written statement of the causes of such 

withdrawal, accompanied by a statement from the registrar giving 

the date of withdrawal. 

Refunds on tuition will be made according to the following schedule: 

Withdrawal prior to the 1st class session ................100% 

Withdrawal prior to the 2nd class session.................90% 

Withdrawal prior to the 3rd class session .................50% 

Withdrawal after the 3rd class session..........................0%

about assumption college 

College’s Mission 

Assumption College, rooted in the Catholic intellectual tradition, 

strives to form graduates known for critical intelligence, thoughtful 

citizenship and compassionate service. We pursue these ambitious 

goals through a curriculum grounded in the liberal arts and 

extending to the domain of professional studies. Enlivened by the 

Catholic affirmation of the harmony of faith and reason, we aim, 

through the pursuit of truth, to transform the minds and hearts 

of students. Assumption favors diversity and ecumenically 

welcomes all who share its goals. 

Assumptionist Sponsorship 

The order of the Augustinians of the Assumption, founders of 

Assumption College, was begun by an educator whose most 

cherished project was the establishment of a Catholic university. 

Fr. Emmanuel d’Alzon envisioned an institution committed to 

academic excellence. Father d’Alzon was also devoted to helping 

people learn, adapt, grow and change in various ways. 

Location 

Assumption College occupies 185 acres in Worcester, approximately 

three miles from the center of the city. Worcester, the 

second largest city in New England, is located approximately 50 

minutes west of Boston. Cultural attractions in Worcester include 

the American Antiquarian Society, the Worcester Art Museum 

and the Higgins Armory Museum. The large college and 

university population in the area, as well as the DCU Center, 

attracts an array of theatrical, musical and artistic groups each year. 

The city is a blend of various ethnic groups that migrated to the 

area in the nineteenth century and in recent times. Worcester is 

both an industrial center and a university community, home to 12 

institutions of higher learning that constitute the Colleges of the 

Worcester Consortium. 

Accreditation 

Accredited by: 

New England Association of Schools and Colleges, Inc. 

Commonwealth of Massachusetts Department of Elementary 

& Secondary Education 

Council on Rehabilitation Education 

A member of: 

American Association of Colleges and Universities 

American Council on Education 

Association of Catholic Colleges and Universities 

Association of Continuing Higher Education 

Association of Governing Boards of Universities and Colleges 

Association of Independent Colleges and Universities 

in Massachusetts 

Association of Teacher Education 

Council of Graduate Schools 

College Entrance Examination Board 

Colleges of Worcester Consortium, Inc. 

Institute of International Education 

International Federation of Catholic Universities 

Massachusetts Association of Colleges for Teacher Education 

National Association of Independent Colleges and Universities 

National Commission on Accreditation 

National Council on Rehabilitation Education 

Affiliated with: 

The Institute of Augustinian Studies in Paris, France 

Graduate School 

La Maison Française, Rm 200 

Monday-Friday 8:30 a.m. - 4:30 p.m. 

For information, call (508) 767-7387 

Fax (508) 767-7030 

Web site: www.assumption.edu/graduate 

E-mail: graduate@assumption.edu 

Special Education Program 

Kennedy, Room 169 

Monday-Friday 8:30 p.m.-4:30 p.m. 

For Information, call (508) 767-7297. 

Web site: www.assumption.edu/graduate 

Class Cancellation 

Class cancellation because of snow or hazardous 

driving conditions will be announced on the 

Assumption Cancellation Line: (508) 767-7360. 

IMPORTANT NOTICE: 

The College reserves the right to withdraw or modify any 

of the courses or programs listed in this catalog, or to cancel 

any course or program for which it deems the registration 

insufficient, or to make any course or regulation change it 

considers necessary. The College further reserves the right to 

suspend the acceptance of applications in particular programs. 

21

22 

campus facilities 

Academic Support Center 

The Academic Support Center is a peer tutoring service which is 

provided by the College for the benefit of the entire Assumption 

College community. It is in the D’Alzon Library on the second 

floor, (508) 767-7170. 

It is supervised by the Director and staffed by students and 

qualified professionals who have been selected for their abilities 

as tutors in areas such as math, economics, statistics, accounting, 

quantitative methods, science, writing, and foreign languages. 

Students with special needs, including learning disabilities, 

are encouraged to call the Director of Disability Services at 

(508) 767-7500. Small group tutorials in study skills are also 

available. Online tutoring is available in writing, math, accounting, 

statistics, biology, and chemistry. Go to www.etutoring.org 

for online tutoring. 

The Academic Support Center is open Monday through 

Thursday 8:30 a.m.–10:00 p.m., Friday 8:30am–4:30pm, 

and Sunday evenings 6:00pm–10:00pm during the Fall and 

Spring semesters. 

Bookstore 

The Assumption College Bookstore is located on the second floor 

of the Hagan Campus Center. The Bookstore provides the college 

community with textbooks, general trade and reference books, 

school supplies, clothing, gift items, and drinks and snacks. The 

Bookstore hours are posted during each semester. For the convenience 

of Graduate and Continuing & Career Education students, 

in addition to the regular hours, the Bookstore is open until 

6:30pm Monday through Thursday during the first two weeks of 

each Fall and Spring semester, and during the first week of each 

Summer session. MasterCard, Discover, and Visa are accepted. 

Books can be ordered online at www.bookstore.assumption.edu. 

Career Services 

The Office of Career Services, located in La Maison Française, 

Suite 206, offers a number of programs and resources to assist 

students matriculated in a graduate degree program with career 

planning and developing effective job search campaigns. The 

Career Services resource center houses employee information, 

career and job search resources, and other career-related material. 

Job postings are emailed weekly, and students can also access 

College Central Network, a job posting site found on the Student 

Development and Counseling Center web site at www.assumption.edu/ 

stulife/StuDev/jobs/default.php. As an alumnus or 

alumna of one of assumption’s graduate degree programs, you are 

welcome to use the Office of Career Services over the lifetime of 

your career. The Office of Career Services can be reached at (508) 

767-7542, or at gradccecareers@assumption.edu. 

Dining Facilities 

The Taylor Hall Dining Room is open Monday-Thursday 

7:30am-7:30pm, Friday 7:30am-7:00pm, and Saturday 11:00am- 

6:00pm, and Sunday 11:00am-7:30pm during the fall and spring 

semesters. Charlie’s is open Monday-Friday 7:30am-12:00am, 

Saturday 4:00pm-11:00pm, and Sunday 4:00pm-8:00pm. 

Emmanuel d’Alzon Library 

The Emmanuel d’Alzon Library is located on the quad behind the 

Hagan Campus Center. Fully handicap accessible, it has a seating 

capacity of 350 using a wide variety of arrangements, including 

three group study rooms. 

The steadily growing collection consists of more than 200,000 

volumes. Resources include access to over 38,000 journal titles and 

over 100 databases. Our access to other resources is facilitated by 

our participation in local, regional, and national library networks. 

During the Fall and Spring semesters the library is open 

as follows: 

Monday-Thursday 8:00am-1:00am 

Friday 8:00am-6:00pm 

Saturday 10:00am-8:00pm 

Sunday 11:00am-1:00am 

Schedule changes are recorded on the Library’s voicemail 

(508) 767-7135. 

In order to use the Library, a student must have a current, 

valid student I.D. available from Public Safety. Visit us on the 

web at www.assumption.edu/dept/library. 

Health Services 

All graduate students should have their own primary care provider. 

Graduate students taking six (6) or more credits in the fall or 

spring semester must submit evidence of health insurance coverage 

or the student will be automatically enrolled in and billed for the 

College’s health insurance plan. Graduate students must provide 

immunization records to the Graduate Office prior to the first 

day of classes. Immunization forms can be found on the web at 

www.assumption.edu/gradce/grad/HealthFormsandInsuranceRequirements.html 

. 

ID Cards 

Student IDs are required of all students and may be obtained free 

of charge from Public Safety. Verification of class registration required 

to obtain an ID card. For information call (508) 767-7225.

Establish your foundation for success with a rigorous, 

comprehensive program modeled on Massachusetts 

Dept. of Elementary and Secondary education guidelines. 

Information Technology Center 

The IT Center houses public access labs and technology-rich 

classrooms with over 150 computers as well as help staff. 

Equipment and software for standard applications and free 

laser printing are available. 

The IT Center is normally open as follows: 

Help Desk (HUB) 

Monday-Thursday 8:15am-7:30pm 


Computer Labs 

Monday-Thursday 8:00am-12:00midnight 


Saturday 12:00noon-6:00pm 

Sunday 12:00noon-12:00midnight 

For questions regarding College computers, Assumption email 

accounts and Assumption Blackboard accounts, students may 

call the Help Desk at (508) 767-7060. 

Media Center 

The Media Center provides audio-visual services to the College 

community and is located in the DiPasquale Building, (508) 

767-7215. 

The Media Center houses a television studio which is used 

for a wide variety of academic disciplines including: psychology, 

communication skills, history, foreign languages, speech, 

counseling techniques, and television production. The media 

center also has video editing systems that can be utilized for 

DVD authoring and duplication. A Polycom videoconferencing 

system is also available for academic use. 

The Media Center is normally open as follows: 

Monday–Thursday 8:30am–10:00pm 

Friday 8:30am–4:30pm 

Saturday 4:00pm–11:00pm 

Office Of Campus Ministry 

Campus Ministry strives to give life and meaning to the motto of 

Assumption College, “…until Christ be formed in you,” by its 

efforts to enable the members of the college community to be 

seekers of truth who are rooted in the Gospel and who embrace 

the personal responsibility of their baptismal call to bring about a 

world of justice, peace, and love. This mission is carried out 

through retreats, prayer and reflection opportunities, alternative 

break service trips, liturgical ministries, student-centered Masses 

and a variety of other spiritual development programs. 

Located in Townhouse 7 & 8, as well as the Hagan Campus 

Center, the Office of Campus Ministry can be reached at 

(508) 767-7419 Monday–Friday from 8:30am–4:30pm. 

Parking 

All vehicles brought onto the campus must be registered with 

Public Safety. Parking permits for graduate students may be 

obtained from Public Safety free of charge, with proof of 

course registration. 

Public Safety may impose a ban on parking in the event of 

severe snow conditions. The ban is announced on the College 

Snow Line (508) 767-7360. During the ban, parking is allowed 

only in designated areas. 

All fines incurred as a result of driving or parking violations 

are payable at the Business Office (Alumni Hall) within seven 

business days. Failure to pay fines may result in loss of driving 

and parking privileges on campus. Fines must be paid prior to 

eligibility for degree conferral. 

Plourde Recreation Center 

The Plourde Recreation Center houses a six-lane swimming pool, 

an aerobics/dance studio, four racquetball courts, a jogging/walking 

indoor track, a fully equipped fitness center, locker rooms and 

saunas. Graduate students may purchase a membership to the 

Plourde or use the facility on a pay-per-use basis ($5 per visit for 

students and for guests). Student ID cards are required. Contact 

(508) 767-7072 for hours and information. 

Post Office 

The Post Office window, located in the lower level of the Hagan 

Campus Center, is open from 10:00am to 4:15pm on weekdays, 

and 10:00am to 2:00pm Saturday. Saturday hours are only 

applicable during the fall and spring semesters excluding 

holiday weekends. 

Public Safety/Campus Police 

The Department of Public Safety, located on the ground floor 

of Kennedy Building, maintains 24-hour coverage in an effort to 

protect all students and college personnel. 

The Assumption College Annual Security Report provides 

statistics or the previous three years of reported crimes that 

occurred on-campus, in certain off-campus buildings or property 

owned or controlled by Assumption College, and on public 

property within, or immediately adjacent to or accessible from 

campus. The report includes policies concerning campus security, 

sexual assault, and other matters. You can obtain a copy by 

contacting the Assumption College Department of Public Safety 

or on the web site atwww.assumption.edu/police. 

The on-campus extension is 5555 for emergencies and 7225 or 

7226 for non-emergencies. From off campus call (508) 767-7225 

or (508) 767-7226. 

Registrar’s Office 

Students may review their academic records by appointment. Those 

wishing to obtain transcripts of their academic records should 

apply in writing or in person to the Registrar’s Office (Alumni 

Hall). The fee for transcripts is $4. Call (508) 767-5024 for information 

on ordering. 

Official transcripts are withheld if a student has not met all 

financial obligations to the college. Grades will be mailed as soon 

as possible after each marking period. Grades will not be released 

over the phone. 

Residential Life 

Assumption College does not maintain housing for graduate 

students. There are a limited number of Head Resident Assistant 

(HRA) and Resident Director (RD) positions available each 

academic year. Call (508) 767-7505 for information. Off-campus 

housing information is posted on the web site at www.assumption.edu. 

23

24 

campus directory and directions 

1 La Maison Française (Graduate School Office) 

2 Taylor Dining Hall 

3 Bishop Wright Hall 

4 Visitor/Function Parking 

5 Testa Science Center 

6 Founders Hall 

7 Desautels Hall (MBA program office) 

8 Alumni Hall 

9 Admission’s House 

10 Chapel of the Holy Spirit 

11 Emmanuel House 

12 Emmanuel d’Alzon Library 

13 Information Technology Center/Fuller Hall 

14 Switzer Building (Rehabilitation Counseling 

program office) 

15 DiPasquale Media Center 

16 Kennedy Hall/Public Safety (Psychology, 

Special Education, and School Counseling 

program offices) 

17 Power Plant 

18 Hagan Campus Center/Charlie’s 

19 Laska Gymnasium 

20 Plourde Recreation Center 

21 H.L. Rocheleau Athletic Field 

22 Salisbury Hall 

23 Aubuchon Hall 

From the North: Take I-495 or I-190 to 

I-290 West into Worcester to Exit 18- 

Ware, Framingham, Route 9. Bear right 

from the exit ramp onto Lincoln St. Bear 

right onto Concord St. which becomes 

Salisbury St. Continue on Salisbury St. for 

about two miles through the intersection 

at Park Ave., bear left at the Forest St. fork 

and right at the Flagg St. fork. Assumption 

College is on your right. 

24 Nault Hall 

25 Hanrahan Hall 

26 Young Hall 

27 Bissonnette Hall 

28 Tennis Courts 

29 Maintenance Facility 

30 Martel House 

31 Moquin Hall 

32 Dion Hall 

33 Normand R. Marois Field 

34 Armanet House/Student 

Health Services 

35 Tennis Courts 

36 Dufault Hall 

37 Authier Hall 

38 70 Nelson Place 

39 62 Nelson Place 

40 Worcester Hall 

41 Wachusett Hall 

42 Living/Learning Center 

43 Student Development Center 

44 50 Old English Road 

45 South Hall 

46 West Hall 

47 Plough Hall 

From the South, East or West: Take the 

Massachusetts Turnpike to Exit 10- 

Worcester/Auburn Exit and follow I-290 

East to Exit 17-Ware, Framingham, Route 

9. Turn left from the exit ramp onto Belmont 

St. (Route 9). Go down the hill and 

through the intersection at Lincoln Square 

to the top of the next hill. Turn right onto 

Harvard Street. Turn left at the second 

traffic light onto Salisbury Street. Continue 

on Salisbury St. for about two miles 

through the intersection at Park Ave., bearing 

left at the Forest St. fork, and right at 

the Flagg St. fork. Assumption College is 

on your right 

➛ 

N 

From the Southeast: There are two options: 

Take I-495 to I-290 to Exit 18-Ware, 

Framingham, Route 9, then follow directions 

"From the North" above; or Take 195 

to Providence, I-95 North to 146 to 122A 

North to I-290 East to Exit 17-Ware, 

Framingham, Route 9, then follow directions 

"From the South, East or West" above. 

Call (508) 767-7000 or (888) 882-7786 for 

more information.

academic calendar 2010–2012 

SUMMER SESSION I 2010 

Monday May 24 Classes begin 

Saturday – Monday May 29-31 Memorial Day – no classes 

Thursday July 1 Last day of classes 

SUMMER SESSION II 2010 

Monday July 5 Independence Day – no classes 

Tuesday July 6 Classes begin 

Thursday August 12 Last day of classes 

FALL 2010 

Monday Aug. 30 Classes begin 

Saturday – Monday Sept. 4-6 Labor Day – no classes 

Saturday – Tuesday Oct. 9-12 Columbus Day – no classes 

Wednesday Nov. 24 Thanksgiving – no classes 

Saturday Dec. 11 Last day of classes 

SPRING 2011 

Monday Jan. 17 Martin Luther King Jr. Day 

– no classes 

Wednesday Jan. 19 Classes begin 

Monday Feb. 21 Presidents’ Day –classes held 

Monday – Sunday Mar. 7-13 Spring Break – no classes 

Wednesday – Monday Apr. 20- 25 Easter – no classes 

Thursday May 5 Last day of classes 

Saturday May 14 Commencement 




Thursday June 30 Last day of classes 


Monday July 4 Independence Day – no classes 

Tuesday July 5 Classes begin 

Monday August 15 Last day of classes 

FALL 2011 

Monday Aug. 29 Classes begin 

Saturday – Monday Sept. 3-5 Labor Day – no classes 

Saturday – Tuesday Oct. 8-11 Columbus Day – no classes 

Wednesday – Sunday Nov. 23-27 Thanksgiving – no classes 

Saturday Dec. 10 Last day of classes 

SPRING 2012 

Monday Jan. 16 Martin Luther King Jr. Day 

– no classes 

Wednesday Jan. 18 Classes begin 

Monday Feb. 20 Presidents’ Day –classes held 

Monday – Sunday Mar. 5-11 Spring Break – no classes 

Wednesday – Monday Apr. 4-9 Easter – no classes 

Thursday May 3 Last day of classes 

Saturday May 12 Commencement 




Thursday June 28 Last day of classes 


Monday July 9 Classes begin 

Thursday August 16 Last day of classes

500 Salisbury Street, Worcester, MA, 01609 

p 888.882.7786 or 508.767.7387 f 508.767.7030 

e-mail: graduate@assumption.edu 

www.assumption.edu/graduate 

master of arts in special education

Special Education Catalog - graduate studies at assumption college

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