Preparing students for successful careers in teaching students with special needs in both inclusive and non-inclusive classroom environments. The program also strives to educate its graduate students to exemplify good character and integrity in all aspects of their professional lives.
Special Education Program
Donald BriereAdjunct Faculty - Education
Eileen HarveyAdjunct Faculty Special Education
Paula LeaAdjunct Faculty Special Education, Adjunct Faculty- Education
Jean Lindquist-GradyAdjunct Faculty Human Services and Rehabilitation Studies
Maria NemerowiczAdjunct Faculty Special Education
Joseph VandergriftAdjunct Faculty, Adjunct Faculty Special Education
Shining Their Light
Special Education 2016
8th Grade Special Education Teacher, West Boylston Public Schools
This program set me up for success and I am forever grateful for the education I received.
Assumption gave me the opportunity to participate in small classes and develop strong relationships with professors. I learned how to asses students for learning disabilities, develop detailed IEPs, effectively co-teach, and differentiate lessons for various levels of need.
Special Education 2018
Special Education Teacher at Wachusett Regional School District
I dreamed of becoming a Special Education Teacher, and Assumption helped that dream come to life.
Assumption gave me the tools necessary to become a Special Education Teacher. The professors' love for the Special Education Field at Assumption is infectious, and I was so lucky to learn from them. This community helped mold me into the teacher I am today.
Special Education 2015
"K-2 Special Education Teacher, Elm Park Community School "
Teaching all students is the heart of special education.
The Special Education Program allowed me to create a supportive classroom environment where all children can learn. The program is carefully designed to promote collaboration amongst educators, thoughtful instruction, and positive outcomes for students with special needs.
Special Education 2006
Evaluation Team Chair, Department of Special Education, Worcester Public Schools
Every one of my experiences in the program was relevant to my work.
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.
Special Education 2008
Director of Educational Services, YOU, Inc.
The knowledge that I received in the Master’s program was highly effective and relevant.
The program was sensitive to crafting curriculum for my academic development that matched my 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.
PH.D. in Special Education Candidate, UCONN
I use what I learned in this C.A.G.S. program every single day in my classroom.
This is a unique program. Rather than focusing on learning disabilities, it focuses specifically on how to bring out the best in students with emotional/behavior challenges. I use what I learned in this program every single day in my classroom.
Special Education 2009
7th and 8th Grade Reading Resource Teacher, Sullivan Middle School
Special educators are in high demand, which is an advantage for those graduating from this program
The professors are phenomenal, and the classes are small, allowing for rich interaction between students, most of whom are already working in Special Education. The curriculum can be applied immediately in the classroom. I couldn’t have asked for a better program.
Special Education 2012
Special Education Teacher/Liaison, 2nd and 4th Grade Students, Greenlodge Elementary School
I was thrilled to be hired quickly after interviewing for my first job opportunity.
It was clear that school decision-makers were impressed with what I had learned and the portfolio I was able to develop. All of the instruction is linked to research-based strategy or leading-edge expertise and targets the achievement of Massachusetts state standards.
Graduate Visit Opportunities
We invite you to learn more about our graduate programs - either through a visit to campus, or by scheduling a phone conversation with an admissions team member or one of our program directors. Contact us today to learn more!Schedule an Appointment
Special Education-specific Admission Requirements
Enrollment in the Special Education program is open to any qualified individuals who meet the admissions standards. Individuals may enroll in the master's program whether or not they seek Massachusetts teacher licensure. Candidates for the graduate program in special education may submit an application at any time.
Please note that a grade point average of 3.0 or better is expected of students who enter the program. Exceptions to this policy are not common. When extenuating circumstances exist, the admissions committee can recommend to the Special Education director that a student is permitted to take courses as a special student. In these cases, formal admission to the graduate program is deferred until a candidate has successfully met criteria specified by the admissions committee.
All Candidates for Initial Licensure must meet the following criteria
- Possess a Bachelor of Arts or Bachelor of Science degree;
- 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:
- Communication and Literacy Skills;
- Foundations of Reading OR Reading Specialists; and
- General Curriculum, including two subtests (i.e., multi-subject and mathematics subtests).
- Candidates seeking licensure for 5-12 must pass the following tests:
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: Individuals who complete approved programs are eligible for licensure reciprocity with the approximately 45 other states that are parties to the National Association of State Directors of Teacher Education and Certification (NASDTEC) Interstate Agreement, 2010-2015.
All candidates for Professional Licensure must meet the following criteria
- Possess a Bachelor of Arts of Bachelor of Science degree;
- Have a minimum undergraduate grade point average (GPA) of 3.0;
- Possess an Initial license as a Teacher of Students with Moderate Disabilities or Elementary Education from the Commonwealth of Massachusetts;
- Have at least one year of full-time employment in an educational setting.
For information concerning the Commonwealth of Massachusetts teacher licensure, contact the Massachusetts Department of Elementary and Secondary Education:
Office of Educator Licensure
75 Pleasant Street
Malden, MA 02148
Note: The following is required for a Professional License. For more information, visit www.doe.mass.edu/Educators
- 3 years of employment under an Initial License
- Completion of a teacher induction program
Candidates Who Do Not Seek Massachusetts Educator Licensure (non licensure students)
Prospective students for the MA program only must meet the following criteria:
- Possess a Bachelor Of Arts or Bachelor of Science degree;
- Have a minimum undergraduate grade point average (GPA) of 3.0
General Graduate Studies Admissions Requirements
- Completed Application Dated & Signed
- $30 Application Fee (waived for AC Alumni)
- Three Letters of Recommendation
- Official Transcript(s)
- Personal Statement
- Current Resume
- TOEFL or IELTS for applicants whose native language is not English