TRANSITION SPECIALIST PROGRAM
The Curry College graduate certificate program in Transition Specialist Endorsement is designed to provide advanced training to special education teachers and counselors who wish to specialize in transition planning services. The subject matter competencies for the program will be covered in the contend of four 3-credit courses plus a 3-credit practicum and seminar, for a total of 15 credits. In the first semester of the program participants will explore the historical and legislative foundation of the transition movement. Transition planning, practices, and assessment will also be covered. In the second semester participants will learn how to provide students with specialized materials and methods that promote their post-secondary goals and how to collaborate with all stakeholders to achieve these goals.
There are two tracks for this Graduate Certificate program. One is designed to meet the standards and competency requirements for the Department of Elementary and Secondary Education (DESE)
Transition Endorsement. Transition Specialist candidates must have a minimum of two years experience under one of the following licenses: An Initial or Professional license as Teacher of Students with Moderate Disabilities, Teacher of Students with Severe Disabilities, Teacher of Visually Impaired, Teacher of the Deaf and Hard of Hearing, School Guidance Counselor, Social Worker/School Adjustment Counselor or Rehabilitation Counselor.
Licensure candidates, teachers who meet the prerequisite license requirements noted above, are required to complete a 150-hour practicum component. Theory, practice, and application are brought together during the practicum as students apply the skills and knowledge, they have learned in the course work to the real-world assignments and daily responsibilities of the field experience. For students in the endorsement track, a minimum of 100-hours of field-based experience shall be completed within a Massachusetts public school, approved private special education school, or educational collaborative. The remaining 50 hours must be completed in a community-based setting working with transition age youth to gain experience assisting youth transition from school to adult life. The field-based activities provide the candidate with a range of school and community assignments and responsibilities and include supervision and mentorship of a Program Supervisor and Supervising Practitioner with expertise in the endorsement area of Transition. The 16-week practicum and seminar course coincide with two of the courses, providing candidates with an increased exposure to classroom and school settings while completing assigned activities under the guidance of college faculty, program supervisors, and trained mentors.
Program Objectives
The program’s overall learning outcomes, as shown throughout the specific outcomes of individual courses, provides teachers with the opportunity to assess, plan, coordinate, and deliver transition planning services in collaboration with students, families, educators, and community, state, and federal agencies. Learning outcomes include:
To address the critical role of the Transition Specialist to effectively support the transition of students with disabilities in post-secondary education, employment, and independent living
To provide educators with the opportunity to acquire knowledge and skills to address the transition of youth with disabilities
To provide educators with the opportunity to gain practical experience in working with transition-age students and to understand the transition process from school to work and adult life
To provide interdisciplinary knowledge and skills spanning special education, rehabilitation, and counseling