Special Education Ed.D. School of Education University of Massachusetts Amherst PURPOSE AND GOALS Special Education involves the study of cognitive, emotional, sensory, and social learning processes that underlie education and human development across the lifespan. Research in special education advances scientific knowledge of those processes and their application in diverse educational and community settings serving individuals with disabilities. The Special Education concentration trains graduates to address problems related to the full development of individuals with disabilities and their families. Intensive course-related learning and guided experiences prepare students to assume professional leadership roles in this field. The goals of the Special Education doctoral study are as follows: to prepare doctoral students who will generate new knowledge and are able to apply this knowledge to the field of special education. to provide a program of study that prepares doctoral students to have a strong and broad-based knowledge of special education which they are able to apply in a variety of diverse school settings. to advance knowledge and research through doctoral education of the learning and development of children who require specialized instruction, educational adaptations, and support for their learning efforts to succeed. to train students who can be critical producers and consumers of both quantitative and qualitative research. Explicit in this doctoral mission is the conduct of high quality research focused on issues related to diverse needs of individuals with disabilities. These issues encompass applied and basic research questions and issues of social policy as they affect individuals with disabilities. The research mission of the university is well integrated into the scholarship and academic pursuits of the Special Education faculty. Our research parallels the departments' teaching and service activities which focus on the integration of special education with regular education and with the community through models of collaboration. Preparation of doctoral students in special education will focus on: leadership training for university faculty positions in special education with primary emphasis on research and teaching, development and evaluation of model special education personnel preparation programs, leadership training for special education policy development and evaluation at the state and national levels conducting the research necessary for successful learning outcomes and post-high school transitions for students with disabilities who are served within our formal education settings 1
Doctoral students would work along side faculty to enhance Special Education s current activities that provide leadership and consultation to the state, the nation, and the international community. Graduates with research and leadership skills in Special Education are highly sought after individuals for positions in a variety of educational settings at the state and national levels. These include public schools, universities, and specialized educational facilities such as residential homes, clinics, hospitals, and state and federal agencies. From these positions our graduates will have the potential to influence K-12 educational practice and beyond. The demand for our students is, and will remain, great and in this vein allows us to admit very qualified students and produce highly skilled graduates. Graduates of special education have accepted research, administration, and teaching positions at universities and colleges, school systems, educational consulting firms, and state and federal education agencies. International students return to their own countries to become leaders in state and national departments of education, and teach and conduct research in university positions. Faculty The Special Education faculty includes: Mary Lynn Boscardin, Professor & Concentration Coordinator; B.S., Illinois, 1975; M.S., Wisconsin, 1976; Ph.D., Illinois, 1984. Professional Interests: Data Use and Evidence-Based Practices in Special Education Administration; Special Education Finance; Special Education Organization and Management; Inclusion of Students with Disabilities; Service Delivery Models for Students with Disabilities. Michael Krezmien, Assistant Professor; B.A., University of Chicago, 1995, M.A., The University of Texas at Austin, 2001, Ph.D., University of Maryland, 2007. Professional Interests: reading and behavioral interventions, juvenile delinquency, interventions for adolescents, and large-scale dataset analysis. Margaret Pierce, Assistant Professor; B.A., with Distinction, Swarthmore College, 1995; Ed.M., Harvard University Graduate School of Education, 1998; Ed.D., 2006. Professional Interests: Language and Literacy Assessment and Instruction. Stanley E. Scarpati, Retired Associate Professor, B.S., C.W. Post, 1968; M.A., Northern Colorado, 1978; Ed.D., 1980. Professional Interests: Special Education Instructional Design; Applied Behavior Analysis; Assessment of Special Needs Children and Youth. In addition to these faculty, the Ed.D. concentration will be supported as needed by wellqualified tenured or tenure track faculty within the School and across the University. 2
Recruitment The Special Education concentration is committed to using proactive methods to increase the number of concentration graduates from underrepresented groups, including members of racial or ethnic groups, women, and persons with disabilities. Admission Admissions will be competitive and based on faculty evaluation of an applicant s relevant experiences, research interests, academic record, and a match between the student and concentration interest. Students applying to the concentration will meet criteria for admission to the Graduate School and admission policies of the School of Education at the University of Massachusetts Amherst. Admission decisions are based on multiple sources of information. Graduate Record Examination scores, college transcripts, work experience, interests, and recommendations are considered in the selection process. Quantitative, verbal, and analytic aptitude, motivation to do well, an interest in the field of special education, and likely fit are four characteristics that are evaluated in the selection of new doctoral students. All students entering the Ed.D. concentration will need to demonstrate they have met the prerequisite competencies in special education which include the foundations of special education (e.g., laws, policies, and beliefs), assessment, curriculum and instruction in special education, and child development and possess a master s degree in special education or a related area (e.g. psychology, school psychology, communication disorders, school counseling, elementary/secondary education, educational administration). In addition, students will be assessed at the time of admission for having met School of Education competencies in five areas: social issues/justice, pedagogy (instruction), philosophy of education, and research. Deficiencies will not preclude admissions but will indicate whether additional course work will be required of the candidate upon admission. It is preferred that applicants possess a license from an NCATE approved program in special education or a related area and at least three years of teaching and/or administrative experience. We anticipate our students will attend fulltime. Our doctoral students, if not matriculating directly upon receipt of their Master s degree, will come from jobs in schools, state and federal education agencies, universities and colleges, and social service agencies. Students selected from the initial applicant pool will be asked to campus for an interview with the faculty. The interview will include a meeting with the concentration faculty, students, and a social event. Course of Study The purpose of this doctoral concentration is to help students develop advanced foundational knowledge in the area of special education, yet provide the latitude necessary for a program of research that meets the individual research focus of the doctoral student in collaboration with the advisor. The Ed.D. concentration in Special Education extends the foundational Master s level knowledge base required as a program prerequisite, adding an additional 63-69 credits or more depending on the final number of dissertation credits, by encouraging the development of 3
both breadth and depth in an area of study that will carry students well-beyond the dissertation as they transition into research careers. The courses have been configured to help students acquire doctoral level inquiry skills and a broad perspective of research subsumed under Special Education during the first two years. As part of the first two years, students are required to enroll in three core courses as part of their special education major and also begin to focus on their area of specialization within their special education major. The specialization will consist of 12 credits (e.g., assessment, instruction, leadership, and literacy and language). In addition, students are required to enroll in research methods and evaluation courses that will provide them with the knowledge and skills necessary to carry out independent research. Students will also be encouraged to take 6-12 credits in electives of their choosing. Course completion culminates with the comprehensive exam, the successful completion of which demarcates doctoral candidacy. The doctoral candidates then declare a program of doctoral research which ultimately leads to the Ed.D. Course of Doctoral Study All the suggested courses in this section are offered through the School of Education or across the university unless otherwise indicated. The concentration faculty will be buttressed by wellqualified tenured or tenure track faculty within the department, as well as across the School. Core Courses (See Table 1): Courses in this category form the foundation of doctoral study. Professional Seminar - Research Design in Special Education (3 Disability & Social Policy (3 Equity & Social Justice (3 Area of Specialization (12 : Courses in this category will be in the area of doctoral focus (e.g., assessment, instruction, leadership, and literacy and language) and selected in consultation with the student s advisor. Students will select courses from existing offering in the School of Education and across the University. Research & Evaluation Methods (12 : Courses in the areas below provide the foundation for the identification of research constructs, variables, and available tools to assist data collection and the background necessary for designing research studies and organizing and managing collected data. In each of these areas, students will select from among existing course offerings in the School of Education. Statistics & Measurement (6 Qualitative Methods of Inquiry (3 Research Design & Evaluation (3 4
Optional Electives Thesis Credits (6-12 (18 credit minimum) Total credits: 57-63 (or more depending on the final number of dissertation Sample Doctoral Program of Study Disability & Social Policy (3 Research & Evaluation Methods: Statistics & Measurement (3 Course in Area of Specialization in Major (3 Equity & Social Justice (3 Research & Evaluation Methods: Qualitative Methods of Inquiry (3 - First Year - - Second Year - Course in Area of Specialization in Major (3 Research & Evaluation Methods: Statistics & Measurement (3 Research & Evaluation Methods: Research Design & Evaluation Methods (3 Course in Area of Specialization in Major (3 Professional Seminar - Research Design in Special Education (3 Courses in Area of Specialization in Major (6 Comprehensive Examination Optional Electives (3-6 - Third Year - (3-6 - Fourth Year - Dissertation Research (9 thesis Comprehensive Examination/ Dissertation Research (9 thesis Optional Electives (3-6 (3-9 Dissertation Research (9 thesis Special Education meets the criteria established by national and state accrediting boards, the Council for Exceptional Children (CEC) and National Council for Accreditation of Teacher Education (NCATE). Disciplinary accreditation is critical to national visibility, placing graduates, and developing a national pool of strong applicants. As part of ongoing student mentoring by faculty each doctoral student is expected to engage in professional development activities in the following three areas, that we have termed Doctoral Program Professional Development Activities: College Teaching and Practicum Supervision Experiences 5
Professional Writing for Refereed Journals, Grants, and Conference Presentations Service to the Profession Advising Advising supports are built into a student s program to assure successful completion. The first line of support is ongoing and consistent advising by the student s initial advisor. These meetings are important because they provide opportunities for communication of program progress and concerns. The second line of support is structural. The School of Education requires that students complete forms as they matriculate to mark major milestones (e.g., identifying a planned program of study, electing an initial advising team, forming a comprehensive committee, forming a dissertation committee). These are temporal markers of student progress and reflect information that is shared among a team of faculty to evaluate whether a student is making expected progress. It is anticipated that it will take students 4 years to complete their doctoral studies. To facilitate and enhance the employment and retention of individuals from minority groups and/or with disabilities, those students from culturally and linguistically diverse backgrounds or who have disabilities that have completed their doctoral program will serve as mentors for similar incoming students. Each of these students will be encouraged to assist faculty in recruiting, employment, and support for subsequent cohorts of entering Ed.D. concentration students in Special Education. 6