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SPECIAL EDUCATION CONCENTRATION
LICENSURE PROGRAM
HANDBOOK
DEPARTMENT OF STUDENT
DEVELOPMENT
COLLEGE OF
EDUCATION
UNIVERSITY OF MASSACHUSETTS
AMHERST
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TABLE of CONTENTS
........................................................................................ 1
CONTACT INFORMATION ................................................ 3
PREFACE ......................................................................... 4
ACCREDIDATION ............................................................. 4
ADVISING ........................................................................ 5
ADMISSIONS ................................................................... 5
CODE OF ETHICS .......................................................... 12
Preamble ................................................................... 12
WRITING CENTER CONSULTING ..................................... 5
DISABILITY SERVICES .................................................... 5
OFFICE OF ACADEMIC AFFAIRS ..................................... 6
SELF-CARE RESOURCES ................................................ 6
UNIVERSITY WITHDRAWAL ............................................. 7
POLICY & PROCEDURES ................................................. 8
PRIMARY & SECONDARY MAJOR .................................... 9
CURRICULUM ................................................................. 9
MTEL TESTING .............................................................. 10
PROFESSIONAL & SPECIAL EDUCATOR COMPETENCIES
...................................................................................... 11
CORI/SAFIS .................................................................. 11
PRACTICA ...................................................................... 15
COMPLETING THE PROGRAM ....................................... 16
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CONTACT INFORMATION College of Education Dean, Dr. Cynthia Gerstl-Pepin………………[email protected]
Assoc. Dean Academic Affairs, Dr. Jennifer [email protected]
Assoc. Dean Research & Engagement, Dr. Cristine Smith………[email protected]
Graduate Program Director, Dr. Shane Hammond…………..…[email protected]
Educator Licensure Office (TBD)………………………………………………[email protected]
Department of Student Development (SD) Interim SD Department Chair, Dr. Catherine Dimmit.....………[email protected]
Emily Walker, Administrator Assistant………………….……...……[email protected]
Hillary Osgood, Administrator Assistant…………………………..……...…[email protected]
Special Education Faculty Dr. Mary Lynn Boscardin………………………...……………….………[email protected]
Dr. John Hosp……….………….......................................................johnhosp@educ.umass.edu
Dr. Michelle Hosp, Graduate Program Coordinator.…..……………[email protected]
Dr. Michael Krezmien……………………...……..…[email protected]
Dr. Alexandra Lauterbach………..............................................alauterbach@educ.umass.edu
Dr. Tammie Samuels, Undergraduate Program Coordinator…………[email protected]
Other Student Development Faculty
School Counseling Faculty Dr. Ian Barron……………………………………..….………………………………[email protected]
Dr. Jonique Childs……………………………………………………....…………[email protected]
Dr. Catherine Dimmitt …………………………………………………[email protected]
Dr. Dawn Horton……………………………………………………………………[email protected]
Dr. Richard Lapan………………………………………………………..……[email protected]
School Psychology Faculty Dr. Sarah Fefer…………...……..……………..………………….…….………[email protected]
Dr. John Hintze………………………………...………………………………[email protected]
Dr. Amanda Marcotte……………..…………………………..…[email protected]
Dr. Sara Whitcomb...………………………………..………..…….……[email protected]
Social Justice Education Faculty Dr. Benita Barnes, Concentration Coordinator…….………………[email protected]
Dr. Warren Blumenfeld……………………………………………………[email protected]
Dr. Korina Jocson…………………………..……………………[email protected]
Dr. Jamila Lyiscott.…………………………...……………...…….…….……[email protected]
Dr. Ximena Zúñiga…………………………………...…………..…...……[email protected]
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PREFACE
Undergraduate Special Education Concentration (uSPED) is a Department of Elementary and Secondary Education (DESE) licensure program. This all-encompassing program consists of Early Field Experiences (EFE) that are embedded throughout the first two semesters for practical observation and enrichment of learned evidence-based methods. The following (3rd) semester offers a two-day a week pre-practicum experience that will allow the preservice teacher varied opportunities to enhance and evaluate teacher competencies through observation and application. Finally, the fourth semester awards the preservice teacher with autonomy to showcase their values surrounding teaching and to demonstrate their understanding and skills on reaching and teaching all students. This culminating practicum continues for fourteen to fifteen public school weeks in a special education classroom. This handbook is a comprehensive resource to describe program requirements and other information, guidelines, and suggestions for teacher candidate success. The Undergraduate Special Education Concentration (uSPED) would like to extend heartfelt appreciation and respect to the school districts, principals and all teachers for their expended effort, guidance and time to UMass' prospective special educators. The faculty, along with The College of Education depend on graduate students, administrative assistants and other colleagues to assure that uSPED candidates are prepared for 21st century classrooms.
ACCREDITATION The Undergraduate Special Education (uSPED) Concentration Program is in alignment with the Department of Elementary and Secondary Education (DESE) in Special Education and the Council for Exceptional Children (CEC). These organizations and their respective standards guide the licensing requirements for the undergraduate special education (uSPED) teacher preparation program.
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ADVISING Advising will be conducted at least twice a semester with the Coordinator and/or the Licensure Office. Advising for secondary major should continue but is not under the auspices of Special Education.
ADMISSIONS Prerequisite courses and other charges needed for consideration into the uSPED program include:
MATH 113, MATH 114, HUMDEV 270, and EDUC 325-
Completed Application [email protected]
Personal statement
Transcript(s)
At least one letter of recommendation
MTEL Score Report: Communication and Literacy Skills-
Minimum 3.0 GPA
Submit all documents to [email protected]
WRITING CENTER CONSULTING Each of uSPED course will include writing components, from reflective papers to lesson and curriculum plans. If students need help with writing, The UMass Amherst Writing Center offers consulting, and appointments can be carried out online to take advantage of their services at a distance!
DISABILITY SERVICES Disability Services provides services for students who require accommodations due to a disability. There are three main areas these services cover: (1) collecting diagnostic documentation in order to identify individuals with qualifying disabilities, (2) determining eligibility for reasonable accommodations and modifications to campus programs and services, (3) notifying faculty/instructors/program coordinators of a student’s accommodation eligibility while participating in their course/program.
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In order to be eligible for accommodations, UMass students must first register with Disability Services. The registration process involves completing an intake form and submitting supporting diagnostic documentation. Intake forms are available on the Disability Services website.
OFFICE OF ACADEMIC AFFAIRS The Office of Academic Affairs offers services regarding graduate
and undergraduate program directors, exploratory track advising,
course scheduling, registering, evaluations, practica, independent
studies, course descriptions, grade changes, scholarship
applications, credit waivers, among other supports. For help across
these domains, please contact the Associate Dean for Academic
Affairs, Jennifer Randall ([email protected]), the Academic
Affairs Coordinator, Michael Hanna ([email protected]), or an
advisor within the academic affairs office ([email protected]).
SELF-CARE RESOURCES Throughout this program, as well as the duration of the
students’ undergraduate studies, it is crucial to practice self-
care. Students experiencing personal problems or situational
crises should look into the following resources: • Center for Counseling and Psychological Health, 127 Hills North
https://www.umass.edu/counseling/
o Phone: (413) 545-2337, After hours: (413) 577-5000* *Ask for
CCPH clinician on-call
• Office of Religious and Spiritual Life, 416 Student Union https://www.umass.edu/orsl/
O Phone: (413) 545-9642 O Email: [email protected]
• Dean of Students Office, 227 Whitmore – https://www.umass.edu/dean_students/
O Phone: (413) 545-2684
• Center for Women & Community, 180 Infirmary Way https://www.umass.edu/cwc/wocln
O Phone: (413) 545-0883, 24 Hour Hotline: (413) 545-0800
• The Stonewall Center, an LGBTQIA+ Resource, Crampton Hall, 265 Sunset Ave. (in Southwest) https://www.umass.edu/stonewall/
O Phone: (413) 545-4824
• Graduate Employee Organization (UMass students’ union), 201
Student Union-http://www.geouaw.org/
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O “Know Your Rights handbook”: http://www.geouaw.org/?page_id=2886
o Phone: (413) 545-0705
Other helpful resources may include:
• Center for Multicultural Advancement & Student Success (CMASS) 101 Wilder Hall https://www.umass.edu/cmass/
O Phone: (413) 545-2517
• Campus Recreation, 112 Recreation Center & 161 Commonwealth Avenue http://www.umass.edu/campusrec/
O Phone: (413) 545-0022
Student Life Organizations Directory, https://www.umass.edu/studentlife/rso
UNIVERSITY WITHDRAWAL At UMass, there are five different types of withdrawals from the
University: personal, health, financial, academic, and
military/active duty withdrawal.
1. Personal Withdrawal: Personal withdrawals can happen for a variety of reasons. Students can begin a personal withdrawal by either visiting the Dean of Students Office (227 Whitmore) or by visiting the Academic Dean.
2. Health Withdrawal: Health withdrawals can happen for
physical and/or mental health situations. Students must
initiate the withdrawal by contacting the University Health
Services' administrative offices at (413) 577-5271. For more
information visit:
http://www.umass.edu/uhs/accesstocare/withdrawals o Further questions about health withdrawals can be
directed to Brianna Mathieu at (413) 577-5271 or email [email protected].
3. Financial Withdrawal: Financial withdrawals are often utilized when a student needs to take some time away from campus to save on costs, pay overdue university bills, or research and secure options for additional financial aid/scholarships. Please make sure to become familiar with the refund schedule to prevent additional financial costs. If withdrawing from courses for financial reasons, please visit the Dean of Students Office (227 Whitmore) or contact an Academic Dean.
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4. Academic Withdrawal: If withdrawing for academic reasons, please visit an Academic Dean to discuss personal factors for withdrawal and the available options. Students should discuss a plan regarding when they want to return and make an appointment to discuss classes they will take upon return.
5. Military/Active Duty Withdrawal: If students have documentation of military orders that demonstrate they cannot complete the semester, please contact Associate Dean Kelly Gray in the Dean of Students Office. Contact Dean Kelly Gray at (413) 545-2684 or by visiting the Dean of Students Office at 227 Whitmore Administration Building.
POLICY & PROCEDURES GRADING POLICY As of 2004, UMass has implemented the following grading system:
A 4.000
A- 3.700
B+ 3.300
B 3.000
B- 2.700
C+ 2.300
C 2.000
C- 1.700
D+ 1.300
D 1.000
F 0.000
IF 0.000 (incomplete failure calculates as an F for students
without graduate standing until final grade is received)
INC 0.000 (incomplete calculates as an F for students
without graduate standing until final grade is received)
_______ 0.000 (blank grade calculates as an F for students
without graduate standing)
TRANSFER CREDIT POLICY
As an undergraduate, there are three types of credit transfers: test credit, military credit, and college course credit. Up to 75 transfer or test credits may be applied to UMass Amherst graduation requirements. However, students are required to earn at least 45 semester credits in residence at UMass Amherst. Transfer credit may be applied towards the following components of a UMass
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Amherst degree. - General Education Requirements - College requirements - Major requirements - Elective credits
PRIMARY & SECONDARY MAJOR Once admitted into the Undergraduate Special Education Program (uSPED), each student’s primary major is “Special Education.” Each student’s current major will then become their secondary major.
After acceptance into the program, the Special Education Department will this formal change on the student’s behalf. No notification of the original department will be required. Please note, all students are still responsible for completing the requirements of both majors for graduation.
CURRICULUM
The Special Education program consists of 39 credits. The
courses are intended to develop expertise in evidence-based
practices, supporting students’ diverse needs, and integrating
theory and practice. There are also 2 additional courses that
are University requirements (6 credits). EDUC 370: Writing for
Education and Human Development Majors (3 credits) fulfills
the university writing course requirement that all
undergraduates must complete; however, instead of taking this
course within the student’s former primary major, the
requirement will now be fulfilled by the Special Education
program. EDUC 494RI: Educational Issues in Real World
Contexts (3 credits) will fulfill university Integrative Learning Experience requirement and will be taken as part of the Special
Education program.
Required Courses by Semester
Fall Semester Year 1 Spring Semester Year 1
(Junior Year) (Junior Year)
EDUC 326 Assessment for Instructional EDUC 329 Reading Instruction for Students
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Decision Making, 3 credits with Mild/Moderate Disabilities I, 3 credits
EDUC 390E Collaboration, 3 credits EDUC 431 Explicit Instruction Math
Methods, 3 credits
EDUC 327 Research Methods and EDUC 430 Evidence-Based Behavior Evidence-Based Practices, Management in a Multi-Tiered System of
3 credits Support, 3 credits
EDUC 370 Writing for Education and
Human Development Majors, 3 credits
Fall Semester Year 2 Spring Semester Year 2
(Senior Year) (Senior Year)
EDUC 328 Writing Instruction for Students EDUC 429 Universal Design for Learning in with Mild/Moderate Disabilities, 3 credits Special Education,
3 credits
EDUC 330 Reading Instruction for EDUC 500 Student Teaching,
Students with Mild/Moderate Disabilities 6 credits
II, 3 credits
EDUC 503 Sheltered English Immersion, 3 EDUC 494RI Educational Issues in Real
credits World Contexts (Integrative Learning
Experience), 3 credits
EDUC 398 Practicum, 3 credits
MTEL TESTING
For both this program and eligibility for educator licensure, all
students must complete the following Massachusetts Tests for
Educator Licensure (MTEL):
Communication and Literacy Skills Reading and Writing Subtests: Taken prior to admission into the program, and recommended to be taken by December of students’ Sophomore year.
Foundations of Reading (90): Taken after EDUC329 (Spring of Junior Year), and the test must be taken the summer after Junior Year.
General Curriculum (Multi-Subject & Mathematics
Subtests): Taken after Math 113 & 114, recommended to be
taken the summer after Junior year, or earlier (summer after
Sophomore year).
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*Note: If students need to re-take an MTEL, there is a 45-day wait
period from the initial MTEL test date.
UMass also offers a variety of workshops to help prepare students to take MTELs by providing strategies, practice, and test information.
PROFESSIONAL & SPECIAL
EDUCATOR COMPETENCIES
Please see this link:
https://www.cec.sped.org/~/media/Files/Policy/CEC%20Professio
nal%20Policies%20and%20Positions/wellpreparedteacher.pdf
CORI/SAFIS CORI: CORI info in separate email attachment SAFIS: The SAFIS (fingerprinting) is a requirement for all students planning to enter a practica and Early Field Experience (EFEs). SAFIS forms must be sent to both UMass, Amherst and the districts.
Listing Districts: It is better to list more districts rather than less; especially, if placement is not confirmed. DESE organizational codes must be used. See codes here: http://profiles.doe.mass.edu/search/search.aspx?leftNavId=11238
Plan on the SAFIS costing approximately $35-$55.
The cost for most students is $35. If you are currently a teacher, it is $55.
Fill out all forms and send to multiple districts and UMass:
Minimally, you must send a "_SAFIS RECEIPT FORM_" to:
The district(s) in which you plan to complete an EFE or practica.
The UMass PEPI office ([email protected]) and to
Amherst Schools to remain on file.
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For those that previously completed the SAFIS: If you have done the SAFIS within the past year but did not send results to the district you plan to complete a Field Experience, please request that a “SUITABILITY DETERMINATION” is sent from the district that you sent your scores to the new district that you plan to complete a Field Experience (e.g. EFE, pre-practicum, student teaching, etc.). Not all districts will do this or accept these. If they do, it is your job to facilitate the information sharing and to follow-up. For additional information about the CORI/SAFIS process, please contact Ann Stephany at [email protected] or 413-545-4325.
CODE OF ETHICS Preamble
The National Education Association believes that the education profession consists of one education workforce serving the needs of all students and that the term ‘educator’ includes education support professionals.
The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.
The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than the one specifically designated by the NEA or its affiliates.
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PRINCIPLE I COMMITMENT TO THE STUDENT
The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.
In fulfillment of the obligation to the student, the educator--
1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.
2. Shall not unreasonably deny the student's access to varying points of view.
3. Shall not deliberately suppress or distort subject matter relevant to the student's progress.
4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety.
5. Shall not intentionally expose the student to embarrassment or disparagement.
6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly—
a) Exclude any student from participation in any program
b) Deny benefits to any student
c) Grant any advantage to any student
7. Shall not use professional relationships with students for private advantage.
8. Shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
PRINCIPLE II COMMITMENT TO THE PROFESSION
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The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.
In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.
In fulfillment of the obligation to the profession, the educator--
1. Shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications.
2. Shall not misrepresent his/her professional qualifications.
3. Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.
4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.
5. Shall not assist a noneducator in the unauthorized practice of teaching.
6. Shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law.
7. Shall not knowingly make false or malicious statements about a colleague.
8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action.
Source: National Education Association, Code of Ethics of the Education Profession, Adopted by the NEA 1975 Representative Assembly
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PRACTICA Whether you are looking to try different field levels (Elementary or Secondary) or gain breadth of experience in both fields, practica and EFEs (Early Field Experiences) are valuable. Practica provides opportunities to obtain more experiential learning related to special education. Your advisers will work with you to identify EFEs, Pre-Practicum, and Practicum (student teaching) for completion requisites for licensure and graduation.
Goals for PRACTICA & EFEs To reinforce the linkage between the value and importance of academic and experiential learning.
To help develop and apply skills and practice in the SPED classroom.
To develop skills and strategies for meeting the needs of all diverse learners.
To use targeted feedback as a way to improve practice. Practicum Details: The practicum gives candidates the opportunity to apply their knowledge of behavioral, reading/writing, or mathematics interventions in an applied setting with ongoing support and feedback from supervising faculty. Students will gain valuable experience and be exposed to new ideas, teaching practices, and innovative ways to support students in their learning. The pre-practicum in the fall of your Senior year is 150 hours, and will require you to spend approximately 2 days per week in a school. The practicum (student teaching) in the spring of your Senior year is 300 hours, and will require you to be at a school five days per week. Responsibilities in these practicum experiences are meant to build your readiness for full responsibility in a paid licensure role. Practicum Reflections: You will work with your Special Education supervisor to determine additional assignments beyond the practicum hours. These assignments may take the form of reflections from your practicum experience, but will ultimately be decided by your adviser. You will also be asked to meet with your
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Program Supervisor and Host Teacher or Supervising Practitioner regularly to discuss your progress in your practica placement. Practica & EFE Assignments: The Special Education department Coordinator will assign all Practica assignments aligned with the student's proposed area for Licensure. EFE assignments will be done based on course concentration and ability to practice learned strategies in a classroom setting. EFE and Practica assignments is a partnership between The College of Education and the School Districts. Common Practica Problems: It often is difficult to navigate
working with one or more supervisors, as well as others in the
school/university. Not every experience is ideal, and students may
run into several issues during the course of their practicum. Here
are some common problems: • Unclear expectations • Too many assigned responsibilities • Too few assigned responsibilities • Little knowledge of departmental or campus culture and/or
politics
• Misstep or mistake that seems irreparable • Multiple supervisors with different styles • Assigned tasks in which students do not feel confident or
comfortable All of these problems can be fixed with only one solution – better
communication between students and supervisors. Be assertive,
polite, and willing to talk about the issue in a professional way. If a problem does develop, go straight to the person with whom the problem is most directly relevant. If the problem is not with a supervisor, it might be preferred to talk with them first about some potential strategies around confrontation and resolution before proceeding. Always, be diplomatic in any situation or approach. If a problem persists and does not reach a resolution, contact a Special Education adviser.
COMPLETING THE PROGRAM Following completion of Special Education program requirements,
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students will be advised through the process of applying for Initial
Licensure as well as forms that must be completed for the
University for Graduation.