MS in Abilities and Disabilities Studies

Program Requirements – Pre-service Strand

Teaching Students with Mild to Moderate Disabilities

The special education teacher certification and master's degree program integrating the requirements for Maine certification as a Teacher of Students with Disabilities (K-8 and 7-12) and a Teacher of Students with Severe Impairments (K-12).

The 42 credit Master's degree program will have three outcomes:

1. Recommendation for Maine 282 provisional special education teacher certification in one of two areas: (1) K-8 and 7-12, for mild to moderate disabilities, or (2) Maine 286 provisional special education teacher certification, K-12, for severe disabilities. Candidates choose which certificate they wish to pursue first.
2. The content coursework needed for the other certificate with only student teaching for the second certificate remaining. A supported internship for the second certificate will be available post-Master's.
3. Master of Science in Abilities and Disabilities Studies.

Teacher of Students with Disabilities: 282 Certification Concentration (42 credits)

Prerequisite: Maine certification Exceptionality Course- SED 540, EDU 335, or approved transfer credit
     SED 615 Positive Behavior Interventions and Supports
     SED 653 Assessment in Special Education
     SED 682 Special Education Law&
     SED 693 Transitions Among Agency, School, and Community
     SED 518 Instructional Strategies for Learners with Special Needs
     SPY 620 Introduction to Multi-Tier Systems of Student Support
     SPY 625 Multi-Tier Mathematics Instruction for General and Special Education
     SPY 627 Multi-Tier Reading Instruction for General and Special Education
     SED 688 Internship in Special Education for Students with Mild to Moderate Disabilities

Recommended for 282 Certification following completion of internship, above coursework, and meeting Maine passing score for Praxis I Test of Basic Skills and Praxis II Special Education: Core Knowledge and Applications.

Continuing coursework for Master's degree and 286 certification:
     SED 612 Youth with Moderate to Severe Disabilities
     SED 621 Teaching Functional Life Skills
     SPY 629 ABA and Developmental Disabilities
     SPY 676 Behavioral Principles of Learning
     EDU 600 Research Methods

After degree completion students have the option of pursuing 286 certification. The content coursework and Praxis I & II for the 286 Severe Disabilities certificate will be completed with student teaching the only certification requirement remaining post-Master's. A supported internship, SED 695, Internship in Special Education for Students with Severe Disabilities, will be available.

Teacher of Students with Severe Disabilities: 286 Certification Concentration (42 credits)

Prerequisite: Maine certification Exceptionality Course- SED 540, EDU 335, or approved transfer credit
     SED 612 Youth with Moderate to Severe Disabilities
     SED 615 Positive Behavior Interventions and Supports
     SED 621 Teaching Functional Life Skills
     SED 653 Assessment in Special Education
     SED 682 Special Education Law
     SED 693 Transitions Among Agency, School, and Community
     SPY 629 ABA and Developmental Disabilities
     SPY 676 Behavioral Principles of Learning
     SED 695 – Internship in Special Education for Students with Severe Disabilities

Recommended for 286 Certification following completion of internship, above coursework, and meeting Maine passing score for Praxis I Test of Basic Skills and Praxis II Special Education: Core Knowledge and Applications.

Continuing coursework for Master's and 282 certification:
     SED 518 Instructional Strategies for Learners with Special Needs
     SPY 620 Introduction Multi-Tier Systems of Student Support for General and Special Education
     SPY 625 Multi-Tier Mathematics Instruction for General and Special Education 
     SPY 627 Multi-Tier Reading Instruction for General and Special Education
     EDU 600 Research Methods

After degree completion students have the option of pursuing 282 certification. The content coursework and Praxis I & II for the 282 Mild to Moderate Disabilities certificate will be completed with student teaching the only certification requirement remaining post-Master's. A supported internship, SED 688, Internship in Special Education for Students with Mild to Moderate Disabilities, will be available.

Program Requirements – In-Service Strand (certified educators): Gifted and Talented, Self-Design in Special Education, and Teaching ALL Students

Students in the in-service concentrations will create, in SED 601, the goals and objectives they plan to accomplish through their plan of study and their teaching philosophy statement. Goals and objectives can be an expansion of the admissions essay they write for matriculation into the program.

The professional portfolio will consist of the student's reflection of their goals and objectives and teaching philosophies created in SED 601 and on her/his evidence of meeting four of the Council for Exceptional Children's Teaching Standards. The purpose of the portfolio is to provide an opportunity for students to demonstrate and reflect upon what they have gained in the program. It is expected that the goals and objectives will integrate the principles of one's concentration, the application of knowledge to practice, an understanding of research methodology, and the ability to communicate effectively.

Students are responsible for compiling the elements of their portfolio throughout their program of study. Completion of portfolios will occur during SED 698, after all their other courses are completed. The portfolio will demonstrate how students have met the goals and objectives they planned at the beginning of their program, and the new and unexpected knowledge that they gained in their program. Students will then present live, or via video, their portfolios. If a student fails all or part of the portfolio, the student will meet with program advisors and coordinator to discuss the results. Note that students are permitted to resubmit their portfolios only once.

For course descriptions, please click here: http://usm.maine.edu/sehd

Gifted and Talented Education Concentration (36 credits)

This concentration is especially designed for educators who are interested in working with students who have gifts and talents, either in general education classrooms and/or in special resource programs. Through the G/T concentration, educators can apply, through the state, for an endorsement in Gifted and Talented Education after completing the twelve specialization credits of the concentration

Core (12 Credits)
     EDU 600 Research Methods and Techniques
     SED 653 Assessment of Academic Achievement
     SED 601 Introduction to Student Programming and Master's Goal Setting (1 credit)
     SED 698 Capstone Seminar and Portfolio – last course (2 credits)
     SED 699 Directed Study

Specialization (12 Credits)
     SED 659 Education of the Gifted/Talented
     SED 660 Curriculum and Methods for Teaching the Gifted OR
     SED 618 Programming for Learners with Special Needs
     SED 662 Productive Thinking and the Gifted Learner
     SED 666 Models in Education of the Gifted

Electives (12 Credits)
     SED 550 Teaching Gifted Students in the Regular Classroom
     SED 664 Gifted Students in Special Populations
     SED 665 Institute for the Program Planners in Education of the Gifted/Talented
     SED 667 Social/Emotional Needs of the Gifted
     SED 670 Secondary Programs in the Gifted and Talented
     Other courses may be taken from within USM with advisor's approval.

Self-Design in Special Education (36 Credits)

This concentration is especially designed for educators who are interested in working with students who have disabilities. The flexibility of twenty-four credits makes this program unique, as students can take courses that are geared towards the special education environment in which they are working. Through this concentration, students can also complete the Applied Behavior Analysis Certificate (ABAC) of Graduate Study or one of the Certificates of Graduate Study in Response to Intervention in the Educational Psychology Program. In addition, the courses that graduate students may select for their electives range from working with students with mild disabilities in a general education classroom to working with students in a life skills classroom who have severe disabilities. Many educators in this concentration apply for cross certification in special education for students with mild-to- moderate disabilities (282) or special education for students with moderate-to-severe disabilities (286) while in the program, through the state.

Core Courses (12 credits)
     EDU 600 Research Methods and Techniques (3 credits)
     SED 601 Introduction to Student Programming and Master's Goal-Setting (1credit)
     SED 697 Universal Design Implemented (3 credits)
     SED 698 Capstone Seminar and Portfolio (must be taken last) (2 credits)
     SED 699 Directed Study (3 credits)

Electives (24 credits)

The elective courses allow students to tailor their master's programs to their interests and the areas they feel they need further study in to become better teachers for students with exceptionalities. These courses will be discussed with the student's advisor and written in an agreement between the student and his/her advisor. Any course changes from this agreement will need to be approved, in writing, by the student's advisor.

At least fifteen of these credits need to be directly related to working with students with disabilities. All courses need to be graduate level. They can be taken from any graduate department at USM or through the Professional Development Center at USM with prior approval by the advisor.

Teaching ALL Students (39 credits)

This concentration is especially designed for educators who are working in general education, classroom teachers, and specialty teachers who would like to better educate and interact with students with disabilities, who are gifted and talented, and/or are English language learners. The interdisciplinary nature of this concentration is unique, and also incorporates Universal Design and differentiated instruction, so educators can become more effective in working with all of their students.

Core Course (7 credits)
     EDU 600 Research Methods and Techniques
     SED 601 Introduction to Student Programming and Master's Goal Setting (1 credit)
     EDU 562 Linguistic and Cultural Diversity in the Classroom

Special Education (12 credits)
     SED 614 Methods of Teaching Mathematics for Students with Special Needs
     SED 615 Positive Behavioral Interventions and Supports
     SED 618 Programming for Learners with Special Needs
     SED 679 Consultation and Special Education (6 credits)

Gifted and Talented (6 credits)
     SED 550 Teaching Gifted Students in the Regular Classroom
     SED 662 Productive Thinking and the Gifted Learner (9 credits)

English Language Learners (9 credits)
     EDU 559 Aspects of Reading for Multilingual Learners
     EDU 561 Aspects of the English Language
     EDU 563 ESL Testing and Assessment

Capstone (5 credits)
     SED 697 Universal Design Implementation
     SED 698 Capstone Seminar and Portfolio–last course only (2 credits)

Admission Requirements - Both Strands

Minimum Requirements: Applicant must have a bachelor's degree, from a regionally accredited college or university, and have earned a cumulative grade point average of 2.5 (on a 4.0 scale) in a baccalaureate degree program.

Applicants who do not have a 2.5 overall GPA must enclose a letter asking for special consideration, in which they provide evidence of an ability to complete graduate studies successfully. Without such a letter, applicants who fail to meet eligibility requirements may be automatically denied. The applicant must also have attained teacher certification in any subject and in any state.

Application Deadline

See individual strands for admission application deadline.

Candidates should submit all application materials to the USM Office of Graduate Admissions, P.O. Box 9300, Portland, ME 04104-9300 by the application deadline.

Application must include:

• A submitted online graduate admission application;
• The application fee of $65.00;
• Two sets of official transcripts from all colleges or universities attended, including USM;
• Three letters of recommendation attesting to the applicant's knowledge of current scholarship, capacity to connect theory and practice in posing and solving educational problems, achievement of success in educational practice, and demonstrated capability and motivation to engage in advanced graduate study. Recommendations must be received either directly from the recommender or forwarded by the applicant in a sealed envelope with the recommender's signature over the seal;
• Essay: see essay question below;
• Certification of finances (international students only);
• Submission of official TOEFL or IELTS scores (if English is not the applicant's first language);
• Syllabi and course descriptions for courses asking to transfer in; and
• Current resume.

Testing Requirement

Submit official TOEFL scores of 550 or higher on the paper-based test, 79 or higher on the Internet-based test, or 213 or higher on the computer-based test, or an IELTS score of 6.5 or higher if the applicant is an international student whose first language is not English. International students who have received their undergraduate degree from an English-speaking institution may apply for a waiver of this requirement.

For those applying to the In-Service strand, additional admission requirements include:

• Completed and signed Teacher Credential Summary form
• Special Essay Question (for In-Service strand)
  Describe why you are enrolling in this program.
       a. What goals do you have for yourself by obtaining a master's in Abilities and Disabilities Studies in this concentration?
       b. What is at least one aspect of your teaching that you feel you will strengthen through earning this master's degree?
  Describe your past experience with youth, either in teaching or in another capacity.
       a. What did you learn about youth through this experience?
       b. What did you learn about yourself through this experience?

Please note the Application Deadline for the In-Service Strand is: Rolling with priority deadlines May1 for fall matriculation and October 15 for spring matriculation

For those applying to the Pre-Service strand, additional admission requirements include:

• Praxis I exam passed based on Maine's standards
• Special Essay Question (for Pre-Service Strand)
  A free appropriate public education for students with disabilities represents our democratic society's commitment to educating all its children. A teacher lives out this commitment in his/her daily instruction and professional activities as an educator. Please describe what you think it means as a teacher to provide equitable learning opportunities for all students, including those with disabilities.

Please note the Application Deadline for the Pre-Service Strand: Rolling with priority deadlines: March 1 for summer matriculation, May 1 for fall matriculation

Transfer Policies

Transferring courses into the degree: Non-matriculated students may take two graduate-level courses (six credit hours) that they pass with a grade of 'B' or better prior to applying. Students may enroll in up to two graduate-level courses for the semester in which they apply (six graduate credit hours). This has a possible total of twelve graduate-level credits before matriculating in the program. Only courses taken within five years of application will be considered. Transfer credits are evaluated during the admissions process, so syllabi and course description of courses you want transferred in should accompany your application. If an applicant has questions on whether courses will transfer into a program or not, s/he should discuss the credit transfer with the Program Coordinator.

Transferring to a different strand after matriculation: A candidate must apply to the new strand using a Re-Application form with a processing fee of $15. The application and supporting materials are sent to the Office of Graduate Admissions. The application will be reviewed by faculty for approval. (Students matriculated before Spring 2013, can transfer to a different strand with no reapplication and processing fee.)