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master of art s in special educat i on empowering future special education teachers with the tools and experience to unlock every child s potential for learning. 2 0 1 0 2 0 1 2 C ata l o g

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 1

We do everything to help you achieve your educational and career goals. Learnpractical,cutting-edgetechniquesfrominstructors whoareexpertteachersandcounselorsinlocalschoolsystems. Enjoysmallclasses,personalattention,andhighly accessiblefaculty. Establishyourfoundationforsuccesswitharigorous, comprehensiveprogrammodeledonmassachusetts Departmentof ElementaryandSecondaryEducation guidelines. Joinstudentswhoareconsistentachieversonthe MassachusettsTestsforEducatorLicensure. Systematicmonitoringofstudentprogressisprovided throughouttheprogram. Topcareerguidanceandsupportservicesareoffered. Graduatesteachinurbanandsuburbancommunities, inpublicandprivateschools. 2

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. 3

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. 4

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 5

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. AllcandidatesforInitial Licensure mustmeetthefollowing 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. CandidatesseekingalicenseforPreK-8mustpassthe followingtests: 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). Candidatesseekinglicensurefor5-12mustpassthe followingtests: 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. PracticumforMassachusettsInitial 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 CandidatesWhoDoNotSeekMassachusetts EducatorLicensure(nonlicensurestudents) Prospective students for the MA program only 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. 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. 6

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. AcompleteapplicationfortheInitial License program includesthefollowing: 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. Candidatesaretonotethefollowing: 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 7

Graduate degree program in special education 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 with Moderate Disabilities (PreK-8 or 5-12) EDU 512 SED 560 PSY/SED 562 PSY/SED 564 PSY/SED 566 PSY/SED 568 SED 570 EDU 552 EDU 572 EDU 574 SED 590* Introduction to Research in Education Foundations of Special Education Physical, Cognitive and Language Developmental Pathways and Challenges Social and Emotional Developmental Pathways and Challenges Assessment of Special Learning Needs of Children and Adolescents Behavioral Assessment and Interventions Inclusion: Theory and Classroom Practice Foundations of Teaching Reading OR 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) Teaching Children and Adolescents with Problems in Mathematics 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. 8

Graduate degree program in special education 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: 1. Possess a Bachelor of Arts or Bachelor of Science degree; 2. Have a minimum undergraduate grade point average (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. AcompleteapplicationfortheProfessional License includes thefollowing: 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. Candidatesaretonotethefollowing: 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. 9

Graduate degree program in special education professional license Courses: Professional License For Teacher of Students with Moderate Disabilities (PreK-8 or 5-12) RequiredCourses(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) ElectiveCourses(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 PSY/SED 564 PSY/SED 566 PSY/SED 568 SED 570 EDU 574 Physical, Cognitive, and Language Developmental Pathways and Challenges Social and Emotional Developmental Pathways and Challenges Assessment of Special Learning Needs of Children and Adolescents Behavioral Assessment and Interventions Inclusion: Theory and Classroom Practice 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. 10

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

Graduate degree program in special education 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. 12

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 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 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. Admissions Criteria: Requirements: (15-Credit Hours) OPTION 1: Professional License 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) OPTION 2: Certificate Only Program 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 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 can 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

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. 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. 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. 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. 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. 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. 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. 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. SED 561 - Collaborative Approach to Individualized Education Planning Responding to IDEA 2004, professional standards, theory, and contemporary research, this course frames the special education process as a collaborative, tiered problem solving approach to individualized educational planning. Through evidence-based tools, best practices, application, and interactive discussions, students investigate learning and behavior struggles to construct quality IEPs and documents. The course concludes with formulating a proactive action-plan to promote a culture of professional support and cooperation in school settings. Prerequisite: SED 560 PSY/SED 562 - Physical, Cognitive, and Language Developmental Pathways and Challenges 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. PSY/SED 564 - Social and Emotional Developmental Pathways and Challenges 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. 14

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. 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. 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. 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. 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 Curriculum Frameworks that govern content and instruction in the state s public schools. Prerequisite: SED 560. 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. 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. 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). 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. 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 15

course descriptions 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 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. 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. 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. 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 implementing 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) 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. 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. 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. 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. 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. EDU 703 - Advanced Research Seminar The course content focuses on developing and understanding the issues necessary to read critically and evaluate research literature. 16

administration and faculty 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. 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. 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. Special Education Program Kennedy Building, Room 169 Phone: (508)767-7297 Fax: (508)767-7263 Administration NanhoVanderHart (508) 767-7380/nvanderh@assumption.edu Director of the Special Education Program MaryMahan (508) 767-7297/mmahan@assumption.edu Administrative Secretary, Education Department AdrianO.Dumas (508) 767-7365/adumas@assumption.edu Director of Graduate Enrollment Management & Services FinancialAid (508) 767-7158/fa@assumption.edu Faculty ClaireJ.Bouchard Lecturer in Special Education (2005) B.A., Anna Maria College; M.A., Worcester State College, 1971. JudithCournoyer Lecturer in Special Education (2007) B.S., M.A., Westfield State College, C.A.G.S., American International College, 1997. JessicadelaCruz Assistant Professor of Education (2008) B.A., Union College; M.S., Ph.D. University of Virginia, 2008. KathleenDion Lecturer in Special Education (2008) B.S., M.A., Worcester State College; M.A., Fitchburg State College, 1989. CalvinR.Hill Lecturer in Special Education (2005) B.A., Bethany College; M.S., Emporia State University; Ph.D., Howard University, 2004. EllenKoretz Lecturer in Special Education (2004) B.S., M.S.E., Lesley College; Ed.D. University of Massachusetts, Lowell, 2003. RosanneMajoy Lecturer in Special Education (2006) B.A., Ohio Northern University; M.A., Teachers College, Columbia University; Ed. D., Boston College, 1991 AmyMaynard Lecturer in Special Education (2006) B.A., University of Vermont; M.A., University of Southern Maine, 1995. DianeM.Myers Assistant Professor of Special Education (2008) B.A., Connecticut College; M.S., Southern Connecticut State University; Ph.D., University of Connecticut, 2008. MariaNemerowicz Lecturer in Special Education (2009) B.A. Kean University; M.A. Assumption College; Ph.D.. University of Massachusetts Amherst, 2009. RonaldJ.Pasternak Lecturer in Special Education (2006) B.A., American International College; M.A., Assumption College, 1980; Professional Certificate, Holy Cross College, 1980. KathleenRusso Lecturer in Special Education (2008) B.A., Assumption College; M.A., New York University, 1986. CathleenK.Stutz Assistant Professor of Education (1995), Chairperson of the Education Department M.A., M.S., University of Pennsylvania; Ed.D., Boston University, 1995. NanhoVanderHart 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. JosephM.Vandergrift Lecturer in Special Education (2003) B.A., Rockhurst College; M.A., C.A.G.S., Ph.D., Duquesne University, 1999. 17

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 CourseWithdrawals( 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. CourseAdditions( 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. UnusualCircumstances 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. 18

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

financial information Tuition and Fees Tuition/2010-2011AcademicYear: Per 3 credit course $ 1509.00 Per 4 credit course $ 2012.00 Per credit $ 503.00 Fees: Application Fee $ 30.00 Registration Fee (per semester) $ 20.00 Graduate Degree Audit Fee* $ 100.00 *fee is assessed one time only Promissory Note Default Fee $ 100.00 HealthInsurance: 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% 20

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 Accreditedby: New England Association of Schools and Colleges, Inc. Commonwealth of Massachusetts Department of Elementary & Secondary Education Council on Rehabilitation Education Amemberof: 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 Affiliatedwith: 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

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. 22

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 Friday 8:15am-4:30pm Computer Labs Monday-Thursday Friday Saturday Sunday 8:00am-12:00midnight 8:00am-4:30pm 12:00noon-6:00pm 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

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 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 N FromtheNorth: 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. FromtheSouth,EastorWest: 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 FromtheSoutheast: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)767-7000or(888)882-7786for moreinformation. 24

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 SUMMER SESSION I 2011 Monday May 23 Classes begin Saturday Monday May 28-30 Memorial Day no classes Thursday June 30 Last day of classes SUMMER SESSION II 2011 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 SUMMER SESSION I 2012 Monday May 21 Classes begin Saturday Monday May 26-28 Memorial Day no classes Thursday June 28 Last day of classes SUMMER SESSION II 2012 Monday July 9 Classes begin Thursday August 16 Last day of classes

500SalisburyStreet,Worcester,MA,01609 p888.882.7786or508.767.7387f 508.767.7030 e-mail:graduate@assumption.edu master of arts in special education www.assumption.edu/graduate