Master of Education Degree in Teacher of Students with Severe Disabilities (All levels)

This program has been approved by the Massachusetts Department of Elementary and Secondary Education for Initial Teaching Licensure in Teacher of Students with Severe Disabilities (All Levels) in the Commonwealth of Massachusetts.

This program is designed to train professionals in the field of developmental disabilities, and emphasizes instructional strategies, inclusion, functional curriculum, applied academics, access to the general curriculum, vocational strategies, classroom management, and collaboration skills. Students learn to teach children and young adults labeled autistic, mentally retarded, physically and multiply handicapped, and many other unique, low-incidence disabilities. At least one year of related experience is highly recommended. The 14-week practicum experience provides practice and refinement of skills in settings serving students with special needs. Internship sites are also available. This program can be completed in one and a half years of full-time study (4-5 semesters) or two to two and a half years of part-time study (6-7 semesters).

Prerequisite: EEDUC 5122 Development and Learning: Psycho-Social Perspectives in Education (or equivalent)

*Must be completed prior to the practicum and courses include field-based assignments.
**As early in the program as possible, and prior to the practicum, students must complete a 75-hour Early Field Experience in a classroom appropriate to the license sought. In some cases, recent appropriate classroom experience may be used to document this requirement. (This is not a credit-bearing course, and there are no fees required.)
***For current information on state testing requirements for initial licensure programs, Massachusetts Tests for Educator Licensure test administration dates, and the Lesley University MTEL policy, see the Certification web page at www.lesley.edu/certification.html.

COURSE DESCRIPTIONS

ESPED 5100 Special Needs: An Inclusive Perspective
This course presents an overview of characteristics and instructional implications of various disabling conditions. From an inclusive perspective, the class examines information about disabilities as well as the effects of societal attitudes, the range of service delivery for individuals with disabilities, the historical context of special education, state and federal laws and regulations, the impact of labeling, myths and stereotypes, advocacy, and the role of parents.

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EEDUC 6102 Language and Literacy: Development and Diversity
This course examines diverse aspects of language acquisition and literacy development with emphasis on educational implications. The major theories and current research in first and second language acquisition are reviewed with particular attention to linguistic and cultural diversity and bilingualism. Educational topics in language and literacy are addressed, including concerns for reading, writing, oral language, phonics, spelling, academic English, language assessments, and language-based learning disabilities.

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ESPED 5113 Functional Curriculum and Educational Planning: Severe Special Needs
This course reviews curriculum content areas for students with intensive special needs, techniques to develop skills in functional domains, and also covers intervention in the motor, emotional, applied academics, and transition areas. Introduces IEPs and Individualized Transition Plans. Covers theories of active learning and supporting learners of all ages (3–22) in integrated settings.

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ESPED 5116 Curriculum Frameworks and Inclusive Strategies
This course is designed for students in the Teacher of Students with Severe Disabilities program. It will introduce and review the Massachusetts Curriculum Frameworks in the content areas so students are familiar with the frameworks. Students will work with the frameworks in developing adaptations and modifications for children with significant disabilities. Technology—both high-tech and low-tech—adaptations will be introduced. A focus on collaboration with classroom teachers to support included students in the general education curriculum is emphasized, as well as adapting the frameworks for students in highly specialized schools for students with severe disabilities.

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ESPED 6134 Designing Effective Individualized Educational Programs
This course will focus on the Individualized Educational Program (IEP) process from referral to eligibility determination and placement, including legal rights and responsibilities. Based upon interpretation of case study assessment results, students will develop legally and educationally appropriate IEPs to meet identified needs and recommend appropriate accommodations, modifications, and specialized instruction. The roles and responsibilities of various education professionals and family members with regard to implementation, collaboration, documentation, and progress reporting will be explored. Specialized programs for students with disabilities will be investigated.

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ESPED 6135 Prevention and Intervention: Severe and Challenging Behavior
This course will address prevention, assessment, and intervention of severe and challenging behaviour. Major behaviour change theories will be explored. Course focus will be on improving effective intervention, using appropriate and ethical practice for challenging behaviors, such as aggression, self-injurious behaviour, tantrums, and environmental destruction prevalent in individuals with severe and multiple disabilities. Use of interdisciplinary models, positive behavior supports, functional communication, and crisis management will be primary. Strategies for support will be aligned to appropriate instructional and IEP goals and objectives. Required field component.

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ESPED 6127 Literacy and Numeracy for Children with Significant Special Needs
This course is designed to help teachers develop, adapt, and implement literacy and numeracy curriculum and assessment for students with intensive special needs. Students will learn methods and procedures of effectively teaching the core concepts of comprehensive literacy and numeracy instruction.

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ESPED 6119 Technology in Communication and Curriculum
This course reviews the field of communication (verbal and augmentative), language development, and literacy for students with moderate and severely handicapping conditions. Connections between reading, writing, and communications are explored. Computer-assisted communication and instruction, adaptive devices, software, and dedicated communication devices are introduced. Instructional methods, designs, planning, and adaptations for students with a wide range of abilities and needs are implemented. This is a literacy/communication skills/social skills-based instructional methods and materials course for children with intensive special needs. Prerequisite: ESPED 5113 or equivalent.

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ESPED 6107 Assessment and Educational Planning: Severe Special Needs
A graduate-level seminar that examines a variety of assessment tools and strategies for use with individuals with intensive special needs. This course will explore formal and informal assessment procedures used with children and adults who manifest various low-incidence disabilities. Emphasis will be placed on informal and environmental assessment procedures that translate into functional curriculum. The course will also explore whole-life planning and how it relates to the planning and transitioning of students from school to the adult system of service delivery.

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ESPED 6132 Collaboration with Professionals, Families, and Community
This course focuses on models and strategies for collaboration among general and special educators, families, outside evaluators, and the community to support students with and without disabilities and to help create positive educational change. Development of effective interpersonal communication skills in working with teachers, outside agencies, and families of students from culturally and linguistically diverse backgrounds will be emphasized. The teacher's roles and responsibilities as a professional and as a collaborative consultant will be explored. Use of outside agencies, services and community resources will be addressed.

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ESPED 7719 Practicum and Seminar in Severe Disabilities
Full-semester, full-time practicum, 75 hours of which are in a general education classroom and the rest in a setting with students with severe disabilities in the role of teacher of children with severe disabilities. Practicum is under the supervision of a supervising practitioner and a University program supervisor and is accompanied by a seminar addressing issues in the field. Prerequisite: Completion of a 75-hour early field experience, required pre-practicum courses, and MTEL requirements.

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Lesley University reserves the right to unilaterally add, withdraw, or revise any course offering in the above-mentioned program of study, including policies, provisions, requirements, and fees.

Lesley University is an Affirmative Action/Equal Opportunity institution and does not discriminate on the basis of age, race, religion, color, creed, national or ethnic origin, sex, sexual orientation, handicap, or disability in its education programs, employment, or in admissions to, access to, or treatment in its programs or activities.