Special Education Catalog - graduate studies at assumption college

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10 Graduate degree program in special education professional license Courses: Professional License For Teacher of Students with Moderate Disabilities (PreK-8 or 5-12) 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 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 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 11
Page 1 and 2: master of art s in special educat i
Page 3 and 4: “the learning was practical, deep
Page 5 and 6: the program bridges the gap between
Page 7 and 8: “at assumption, the goal of educa
Page 9 and 10: initial license Applying to the Pro
Page 11: Graduate degree program in special
Page 15 and 16: the certificate of advanced Graduat
Page 17 and 18: preparation and evaluation of IEPs.
Page 19 and 20: Professional License - Additional E
Page 21 and 22: Directed Studies Directed studies a
Page 23 and 24: about assumption college College’
Page 25 and 26: Establish your foundation for succe
Page 27 and 28: academic calendar 2010-2012 SUMMER

Special Education Catalog - graduate studies at assumption college

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