Special Education

(M.Ed., C.A.S.)

Graduate programs in Special Education prepare educators to meet national standards of excellence in communication skills, professional knowledge, and teaching competence. Programs of study are offered for both entry-level and experienced professionals and include certification and non-certification options.

Certification Options

Teacher of Students with High Incidence Disabilities (M.Ed.)

This 36-credit hour program leads to state certification as Teacher of Students with Disabilities (K-8 or 7-12) (282). It is designed for students who have a background in elementary or secondary education or have experience working with students with disabilities, and who can document competency and prior coursework in child/adolescent development and adapting instruction for students with disabilities (SED 402 or the equivalent). Applicants who have not met these prerequisites may be admitted for part-time study if they are currently employed in work with students with disabilities. Prerequisite coursework (child/adolescent development and SED 402 or the equivalent) must be taken prior to enrolling in courses for the M.Ed.

Educational Specialists for Students with Low Incidence Disabilities (M.Ed.)

This 36-credit hour program leads to state certification as an Educational Specialist for Students with Severe Disabilities (286). It is designed for students who have a background in elementary or secondary education, but may be appropriate for students with undergraduate majors in related fields such as child development, psychology, communication disorders, occupational and physical therapy, and nursing.

Individually Designed Options (M.Ed. or C.A.S.)

Individually designed programs are for professionals who already hold certification in special education or are not interested in certification as a special education teacher. Potential candidates include:

• Experienced special educators who want to pursue more advanced study of a particular exceptionality (e.g., learning disabilities, behavioral disabilities) or domain (e.g., early literacy);

• General education teachers who want to increase their expertise in working with students with disabilities in general education classrooms; and

• Related services personnel who want to increase their understanding of educational policies and practices pertaining to students with disabilities (e.g., instructional strategies, educational assessments, special education law).

With a faculty advisor, students select courses around their unique needs and interests. Courses are drawn for Special Education and other areas in the College of Education and Human Development, although at least 50 percent of the student’s entire course work for the degree must be in Special Education. M.Ed. programs are structured around a common core (research, seminar, and practicum) and require a minimum of 36 credit hours of study. C.A.S. programs require a minimum of 30 credits beyond the M.Ed. and are also structured around a common core (research, seminar, and practicum).

Individually-designed programs typically comprise a 9 credit common core, 12 to 15 credit hour concentration and 12 to 15 hours of electives, selected with advisor’s approval. Examples of concentrations within the individually-designed option include:

Early Intervention Personnel (M.Ed.)

The Training Options for Early Intervention Personnel (TOP) project offers graduate study in early intervention/early childhood special education for practicing professionals in early intervention, early care and education and related fields. Participants in the TOP project can pursue programs leading to an endorsement as a Maine Teacher of Young Children with Disabilities – Birth to School-Age Five or to a master’s degree. Both options emphasize an interdisciplinary, family-centered, developmentally and individually appropriate and inclusive perspective. This 39-credit master’s degree program of study includes courses which provide a foundation in the field of early intervention/early childhood, as well as courses which emphasize preparation for leadership roles in the field.

Students At Risk (M,.Ed.)

The Individualized M.Ed. program consists of 36 credit hours at the graduate level. The Students At Risk concentration consists of 18 credits which will be taken as part of the overall 36-credit master’s degree program.

Following is a list of courses that will be offered as part of this concentration:

SAR 540 – Students At Risk. (Previous designator EDH 540-Students At Risk and Their Families.) This is a survey course that focuses on the broad aspects of children and adolescents considered to be at risk in today’s schools and society. Normally, this is the initial course that should be taken as part of this concentration. Three credits.
SAR 541 – Working with At-Risk Adolescents in the Public School. An introduction to working with at-risk adolescents within the conventional and alternative classroom settings. Course will examine the dynamics of at-risk conditions, educational barriers, teen culture, and social complexities that frequently serve as barriers to learning. Participants will learn how to develop strategies to help adolescents overcome challenges and create successful learning experiences. Three credits.
SAR 542 – Alternative Models for At-Risk Students. [Introduction to Alternative Education.] Course provides students with an understanding of the concept of alternative education (alternatives in instruction) and relational teaching. This course will explore a wide variety of alternative instructional and programming options for at risk youth. Students will be provided with the knowledge and skills to develop alternative instructional and programming opportunities for their students who are typically viewed as “falling through the cracks” of our conventional public school programs. Three credits.
SAR 543 – Assessment, Methods, and Curriculum Design in Alternative Education. Course focuses on instructional design and best practices for teaching at-risk adolescents. Students will create interest inventories and individual learning plans (ILPs) that optimize learning opportunities, align relevant and meaningful curriculum to Maine Learning Results, and learn strategies for incorporating multiple assessments to identify student progress as prescribed by state and national standards. Three credits.
SAR 544 –Systemic Supports for Students At Risk. This course is designed to provide students with a comprehensive understanding of the multiple systems in a student’s life including (but not limited to) school, family, and community and ways to support students within and across each system. Emphasis is on the (1) identification of and (2) strategies for working with each system to develop collaborative programming; and to work with students and families in a reflective and supportive manner. Three credits.
SAR 545 – Seminar: At-Risk Children and Adolescents. An advanced level course that provides students with the opportunity to explore in depth a wide variety of issues and concerns that constitute common barriers to learning for today’s children and youth in contemporary schools and society. This course, which usually is taken at or near the end of the concentration, is intended to allow students to integrate their knowledge of the relevant research literature related to at-risk students and student dropouts. Three credits.

Field Work and Internships

Field work and internships are an important component of all graduate programs in Special Education. Faculty and students are an integral part of the social and educational service community in Maine, and close relationships are maintained with public schools and community agencies. Faculty and students also have the opportunity to participate in projects sponsored by the Institute for the Study of At-Risk Students, the Center for Literacy, the Center for Research and Evaluation, and the Center for Community Inclusion, Maine’s University Center for Excellence in Developmental Disabilities Education, Research, and Service.

Admission

For admission to a graduate program in Special Education, students must meet basic standards of the Graduate School and professional eligibility requirements specific to the area, as described above. In addition, applicants seeking admission to programs that lead to certification must submit Praxis I scores with their applications. Candidates who are already certified in Maine and have taken Praxis I previously can submit a copy of their certificates to document that they have met state standards on the test. Applicants may be invited for a personal interview with the Special Education faculty. Students should request financial aid information from the University’s Office of Financial Aid. Special Education scholarships are sometimes available for candidates with documented financial need. To be eligible, applicants must have applied for financial aid through the University’s Office of Financial Aid.