University of Maine at Farmington 2018-2019 Catalog

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Special Education
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Degree Earned
Bachelor of Science: Special Education

 The University of Maine Farmington Special Education Program prepares professionally certified educators by working collaboratively using the latest research to offer enriching learning experiences.

Learning Goals:
Philosophy, Purposes and Goals
Our candidates will become the educational leaders of the 21st century who are caring teachers, competent educators and confident professionals (C3TEP). These guiding principles and beliefs reflect the ideals we hold for ourselves, our candidates, and the students and communities with whom they will work.
Caring Teachers:
  • Build respectful relationships
  • Create communities of learners
  • Support and encourage successful learning for all students
  • Honor and respond to differences
  • Utilize knowledge of human development
Competent Educators:
  • Design, plan, implement and evaluate instruction
  • Use best practices for instruction and assessment
  • Know content and strategies for integration
  • Communicate clearly and effectively
  • Solve problems creatively and constructively
  • Use the tools of a changing world
Confident Professionals:
  • Collaborate effectively with families, communities, and colleagues
  • Practice reflective, self-directed, life-long learning
  • Demonstrate a commitment to ethical and legal responsibilities
  • Contribute to and lead in diverse societies
Our essential goals and purposes are embodied in the Maine’s Common Core Teaching Standards:

Learner Development

Standard 1.) Learner Development:

The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard 2.) Learning Differences:

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his or her full potential.

Standard 3.) Learning Environments:

The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.


Standard 4.) Content Knowledge:

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.

Standard 5.) Innovative Applications of Content:

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Standard 6.) Assessment:

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.

Standard 7.) Planning for Instruction:

The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

Standard 8.) Instructional Strategies:

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.

Professional Responsibility

Standard 9.) Reflection and Continuous Growth:

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.

Standard 10.) Collaboration:

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.


     Standard 11.) International Society for Technology in Education Standards for Teachers – (ISTE-T):

Effective teachers model and apply the International Society for Technology in Education for Students (ISTE-S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community.

Assessment Criteria:
Within the context of each program, candidates are evaluated based on important knowledge, skills and dispositions in the areas of:
  • Content Knowledge
  • Effective Planning
  • P-12 Learning
  • Diversity
  • Dispositions
  • Technology
  • Curriculum Planning, Instruction, and Assessment as demonstrated in Student Teaching or Internship
  • Achievement of Standards



SED 100 Introduction to Special Education  4
SED 209 Practicum in Special Education  4
SED 210 Assessment in Special Education  4
SED 212 Assistive and Instructional Technology in Special Education  2
SED 215 Curriculum, Instruction, and Classroom Management in Special Education  4
SED 244 Collaboration in Special Education  2
SED 301 Fundamentals of Literacy Instruction in Special Education  4
SED 307 Mathematics Methods in Special Education  4
SED 308 Individualized Positive Behavior Supports  4
SED 314 Content Area Literacy Methods in Special Education  4
SED 320 Transition, Advocacy, and Self-Determination  4
SED 409 Advanced Practicum in Special Education  4
SED 450 Special Education Regulations and Practice  4
SED 460 Student Teaching and Seminar in Special Education 16

ADDITIONAL REQUIREMENTS/ELECTIVES (24 credits)                                                          

All students majoring in Special Education must complete an additional 24 credits in consultation with their advisor. Decisions about this requirement are encouraged to be made in the first year of study. This requirement is intended to capitalize on students’ interests and increase the breadth and depth of their skills and knowledge in a deliberate manner consistent with the liberal arts mission of UMF. Some of the courses meeting this requirement may also fulfill General Education Requirements, although credit is not given twice.

Students have two options for meeting this requirement: 1) focused area of electives grouped by discipline or theme (may be interdisciplinary); 2) a minor as defined in the catalog (if the minor is less than 24 credits, students will complete additional credits toward the 24-credit requirement in consultation with their advisor).


All students must meet the General Education Requirements in the Academic Programs section of this catalog. As part of General Education Requirements, students are expected to take PSY225S and MAT103M.


Students entering ALL UMF Teacher Education programs ( ECH, ECS, ELE, SEC/Middle, SED, and School Health) must be fingerprinted and have a Criminal History Record Check prior to their first practicum.


The Praxis Core Academic Skills for Educators Tests are standardized tests of basic skills required by the state of Maine for teacher certification. The Praxis Core Academic Skills for Educators Tests include reading, writing, and mathematics. These computerized tests may be taken at UMF or commercial testing centers at any time by appointment. Students must pass all three parts of the test at the level established by the State of Maine in order to enroll in professional education courses at the 200-level or above. The qualifying scores are as follows:

Reading 156
Writing 162
Mathematics 150

As an alternative, students may achieve a composite score of 468 on the three tests, with no single score on any section being more than three points lower than the required score listed above.


Students are eligible to apply for Candidacy upon the completion of Candidacy requirements. Applications for Candidacy are completed in Tk20. Only students who have been approved for Candidacy are eligible to continue in their professional education program. Candidacy requirements are:

  1. Completion of the Candidacy application
  2. Passing Praxis Core with scores determined by the state of Maine (certification programs only)
  3. Cumulative GPA of 2.750 or higher
  4. Grade of B- or better in all professional education courses. ( A student may have one exemption, although the student must earn a grade of C- or higher in that particular course. Practicum courses are not eligible for exemption.)
  5. Grade of C or better in English 100 (AP credit is accepted, as is an equivalent English course transferred with a grade of C or higher.)
  6. Successful completion of practicum/practica with a grade of B- or higher
  7. Successful completion of the Teacher Candidate Dispositions and Professional Expectations Assessment


Prior to beginning student teaching, students must meet these additional criteria
1) Completion of all required professional education courses with a minimum grade of B- or higher  (A student may have recieved one exemption for extenuating circumstances)
2) Achieve a cumulative GPA of 2.750 or higher
3) Successful completion of Praxis II in Special Education
4) Completion of 80% of all required coursework


Students must have grades of B- or higher in all professional education courses, with the possibility of one exemption for extenuating circumstances, while attaining a cumulative GPA of 2.750 or higher to graduate.

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