Special Education

Program Curriculum

• Learning Goals
  1. Students will demonstrate conceptually sound lesson planning derived from evidence-based methods.
  2. Students will employ effective instructional strategies to meet the needs of all pupils.
  3. Students will effectively communicate subject matter knowledge.

  CAGS in Positive Behavior Supports: 

  1. Students will demonstrate advanced, specialized knowledge in Positive Behavior Supports.
  2. Students will employ specialized skills of Positive Behavior Supports by assessing need and developing a data-based action plan.
• Master of Arts in Special Education, Initial License for Teacher of Students with Moderate Disabilities (PreK-8 or 5-12) (including non-licensure track)

  Required Courses

  EDU 502 OR EDU 515	Teaching English Language with and without Special Needs   Diversity in Schooling
  EDU 512	Introduction to Research in Education
  SED 560	Foundations of Special Education
  SED 561	Individualized Education Planning: A Collaborative Approach
  SED/PSY 566	Assessment of Special Learning Needs of Children and Adolescents
  SED/PSY 568	Behavioral Assessment and Interventions
  SED 570	Inclusion: Theory and Classroom Practice
  EDU 552 OR EDU 572	Foundations of Teaching Reading   Teaching Reading to Diverse Learners (prerequisite: EDU 325, EDU 552, or equivalent course OR evidence of passing score on the MTEL Foundations of Reading Test)
  EDU 574	Teaching Mathematics to Diverse Learners
  SED 555	Pre-practicum I: Teacher of Students with Moderate Disabilities (PreK-8, 5-12)
  SED 565	Pre-practicum II: Teacher of Students with Moderate Disabilities (PreK-8, 5-12)
  SED 590*	Practicum and Seminar: Teacher of Students with Moderate Disabilities

  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.

  * 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.

• Master of Arts in Special Education, Professional License

  Required Courses

  SED 660	Critical Issues in Special Education (prerequisite: SED 560 or equivalent)
  SED 571	Curriculum and Methods for Students with Moderate Disabilities (PreK-8; 5-12)
  SED 591	Performance Assessment and Seminar: (PreK-8; 5-12)
  SED 599	Thesis: Guided Evidence-Based Instruction (Prerequisite: EDU 512 or 703)

  SEVEN ADDITIONAL COURSES FROM THE FOLLOWING (must be approved by the Director of Special Education)

  EDU 512 OR EDU 703	Introduction to Research in Education   Advanced Research Seminar
  EDU 515	Diversity in Schooling
  EDU 572	Teaching Children and Adolescents with Reading Difficulties
  EDU 575	Seminar: Strategies in Teaching Mathematics to Students with Moderate Disabilities
  SED 567	Seminar: Advanced Assessment of Special Learning Needs
  SED 580	Learning Disabilities
  SED 585	Educating Students with Emotional and Behavioral Disorders
  SED 586	Students with Severe Disabilities
  SED 600	Special Topics in Special Education
  SED 700	Directed Study

• 5th Year BA/MA Program

  The Special Education program offers a special five-year program that enables an Assumption University undergraduate 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 an 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 an 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 the fifth year of study at the University.

  Assumption undergraduate students who are considering early admission for the fifth-year master’s program should consult with the 5th year program advisor during the spring semester of the junior year to discuss eligibility and application procedures and to plan a course of study.

  Assumption University undergraduates who seek early admission to the Master of Arts in Special Education program must meet the following standards:

  • Have at least a 3.3 cumulative GPA and a 3.0 GPA in their major field of study.
  • Have a major in one of the core academic subjects taught in 5-8 or 8-12 for which the Massachusetts Department of Education issues a license and for which the University has a state-approved program.
• Special Education C.A.G.S.: Positive Behavior Supports

  The Certificate of Advanced Graduate Study in Special Education provides specialized knowledge and skills in Positive Behavior Supports (PBS) for educators and other school professionals who hold a Master’s Degree. It is awarded upon completion of 18 credits beyond the Master’s degree in Education and Special Education.

  However, those students who have not met prerequisites prior to being admitted to the program may be required to take more than 18 credits 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 to their master’s degrees. The CAGS credits may be used toward their Professional Licenses.

  Learn more: Special Education C.A.G.S.: Positive Behavior Supports

• Special Education C.A.G.S.: Autism Spectrum Disorders (with Endorsement option)

  The Certificate of Advanced Graduate Study (C.A.G.S.) in Special Education: Autism Spectrum Disorders (ASD) program is an 18-credit program which has been developed closely aligned with the state guidelines and the best practice recommended by the Council for Exceptional Children (CEC). Graduates of the program will be better able to understand students with ASD, to conduct assessments, to collaborate with other school professionals effectively, and to provide evidence-based practice to their students with ASD through field-based experiences.

  The program will offer two paths:

  • CAGS with autism endorsement
  • CAGS only

  Learn more: Special Education C.A.G.S.: Autism Spectrum Disorders (with Endorsement option)

• Transition Specialist C.A.G.S. (with Endorsement option)

  The Transition Specialist Certificate of Advanced Graduate Study (C.A.G.S.) is an 18-credit program which provides training to individuals interested in helping 14 – 22-year-old students with disabilities explore and develop career identities as well as develop the skills needed to successfully transition into post-secondary educational, training, and employment after completing high school. The program focuses on the educational, functional and social/emotional needs of students.

  The program will offer two paths:

  • CAGS with Transition Specialist Endorsement
  • CAGS only

  Learn more: Transition Specialist C.A.G.S. (with Endorsement option)

• Practicum

  For the 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 determined 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, and;
  3. Evidence of passing scores on all of the Massachusetts Test for Educator Licensure (MTEL) required for the Initial License for Teacher of Students with Moderate Disabilities.

  The practicum is a semester-long (i.e., 14-week) commitment governed by criteria outlined in the state regulations. Accordingly, candidates must complete at least three (3) weeks, if not all of the practicum in an inclusive classroom setting. They must be prepared to spend full days at the practicum site(s) during the practicum semester.

  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 the Massachusetts 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.

  For information concerning Commonwealth of Massachusetts educator licensure, contact the Massachusetts Department of Elementary and Secondary Education:

  Office of Educator Licensure
  75 Pleasant Street
  Malden, MA 02148
  (781) 338-3000
  www.doe.mass.edu

• Upcoming Course Offerings
  Upcoming Course Offerings
• FAQs

  How many credits is the Special Education program?
  The Special Education program is a 36-credit program.

  What is the cost of the program?
  You can find current cost per credit and fee information on our website at www.assumption.edu/gradfinaid.

  Do you have both full-time and part-time options?
  Yes, students can take our program full-time or part-time.

  What is the average length of time to complete the program?
  Our program can be completed in one year (including summer) full-time.

  What is a typical class size?
  Our class size varies between 4 and 15.  A typical class size is 10.

  How many classes do students take per semester?
  Part-time students take 1-2 classes per semester. Full-time students take 3+ courses. It is important to know that in order to be eligible for Federal Financial Aid in the form of student loans, students must be enrolled in at least 2 graduate courses (6 credits) per semester.

  Are courses held online or on campus?
  The program meets online and in-person (blended).

  What time and how often do courses meet?
  Courses meet Monday – Thursday once weekly in late afternoon or evenings.

  When does the practicum start and what support is offered in finding a placement site?
  Students take the practicum during their last semester of the program. When a student needs support finding a practicum site, the placement coordinator fully supports her/him with finding an appropriate site.

  What are the requirements for practicum?
  The practicum requirements are in accordance with those of the Department of Elementary and Secondary Education (i.e., Candidate Assessment of Performance). Teacher candidates must work with pupils with moderate disabilities (PreK-8 or 5-12) at least 400 hours. In addition, teacher candidates must spend at least 75 hours (for PreK-8 license) OR at least 150 hours (for 5-12 license) in inclusive settings. More detailed requirements will be provided throughout the program.

  Can I do my practicum at the place where I work?
  It depends. If your classroom/school is an appropriate placement according to the Massachusetts educator licensure regulations, you may do the practicum at your school. If not, the placement coordinator will assist you with finding an appropriate practicum site.

  Can you complete the practicum while working full-time?
  It depends. You are required to be at your practicum site full time throughout the semester. In addition, you will be attending a weekly seminar in the evening. If you work at your practicum site or during non-school hours, you may be able to work full-time during the practicum.

  Do I have to take the MTELs before I am admitted into the program?
  No, you do not have to take the MTEL prior to enrolling in the program.

  Do you offer preparation for the MTEL exam?
  Our educator preparation programs offer a variety of MTEL preparation sessions to our teacher candidates, free of charge.

  What are the start terms for the program?
  The program begins in the Fall, Spring and Summer semesters.

  What are the deadlines to apply?
  Application deadlines will vary by program and can be found on the upper left column on the main program page.

  Do applicants need to take the GMAT/GRE to apply to a graduate program?
  We do not require the GRE/GMAT. Our applications are reviewed more holistically focusing on an applicant’s academic transcript, letters of recommendation and personal statement.

  Do you offer financial aid to graduate students?
  Federal Financial Aid is offered in the form of unsubsidized student loans. Students must be enrolled in a minimum of two courses per semester to be eligible.

  Is your program state approved?
  The Massachusetts Department of Elementary and Secondary Education (DESE) has granted Assumption’s Special Education program “Approval with Distinction.” This is the highest level of approval awarded by the Department, and Assumption is just one of four schools in Massachusetts to receive this prestigious designation.

  What are the GPA/application requirements?
  A 3.0 GPA is required. However, along with your official transcript, all application materials are considered including three professional letters of recommendation, personal statement and resume. Refer to the program page for specific admissions information.

  How long does it take to receive a decision after applying?
  Typically applicants will be notified within a few weeks after application completion (including the submission of all materials). This is an approximate time and may vary.