Master of Education Degree in Teacher of Students with Moderate Disabilities (5-12) Leading to Initial Teacher License
The Moderate Disabilities program seeks to educate reflective practitioners who can develop age-appropriate strategies for educating students with disabilities in the least restrictive environment. Courses focus on current issues in special education, special education law, nondiscriminatory assessment, access to the curriculum for all students, issues of cultural and linguistic diversity, new technologies, the IEP, and collaboration with families and service providers. The 14-week practicum provides practice and refinement of skills in a variety of settings serving students with special needs.
| PROGRAM OF STUDY | CREDITS | |
| COURSEWORK | 30 | |
| EEDUC 6100 | Adolescent Development in the Context of Families, Communities, and Schools | 3 |
| ESPED 5100 | Special Needs: An Inclusive Perspective** | 3 |
| ESPED 6014 | Reading and Writing for Diverse Learners | 3 |
| ESPED 6121 | Classroom and Behavior Management** | 3 |
| ESPED 6134 | Designing Effective Individualized Educational Programs | 3 |
| ESPED 5114 | Universal Curriculum Design for Diverse Learners** | 3 |
| ESPED 6105 | Math, Science, and Technology: Content and Strategies (5-12) | 3 |
| ESPED 6124 | Nondiscriminatory Assessment and Educational Programming** | 3 |
| ESPED 6129 | English, Language Arts, History, and Social Science: Content and Strategies (5-12)* | 3 |
| ESPED 6132 | Collaboration and Consultation | 3 |
| PRACTICUM | 6 | |
| ESPED 7718 | Practicum and Seminar in Moderate Disabilities (5-12) | 6 |
| Prerequisite: Successful completion of a 75-hour early field experience and required pre-practicum courses; satisfactory completion of appropriate Massachusetts Tests for Educator Licensure (MTEL) requirements.*** | ||
| TOTAL CREDITS REQUIRED |
36 |
|
*Must be completed prior to the practicum.
**Must be completed prior to the practicum and include field-based assignments.
*** 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 Office web page at www.lesley.edu/certification.html.
COURSE DESCRIPTIONS
EEDUC 6100 Adolescent Development in the Context of Families, Communities, and Schools
Students will investigate the historical, contemporary, cultural, physical, and psychological aspects of this important stage of human development. While learning about the characteristics of adolescents, learners will reflect on their own experiences and come to know themselves more fully. A goal of this course is to apply theory to authentic experience so that pre- and in-service teachers develop an appreciation and understanding of how the institutions of society, and specifically schools, can best serve this age group.
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.
ESPED 6014 Reading and Writing for Diverse Learners
This course examines content and teaching approaches focusing on reading and writing for PreK-12 students with a range of learning and other disabilities. Topics include approaches for promoting growth in word analysis, comprehension, vocabulary, and composition. Class participants work with educational standards and have the opportunity to address all content areas in developing a variety of specific modifications and interventions based upon individual needs and designed to address and remediate learning problems as specified by the IEP.
ESPED 6121 Classroom and Behavior Management
This course addresses the social/emotional and behavioral aspects of teaching and learning. Strategies for developing and maintaining appropriate standards of behavior, organizing and managing the classroom, and enhancing the emotional development of children are examined. A range of environmental, social/ emotional, behavioral, psychoeducational, and cognitive theories and interventions are reviewed and critiqued.
EEDUC 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.
ESPED 5114 Universal Curriculum Design for Diverse Learners
Designing curriculum and instructional approaches for the range of diverse learners in inclusive classrooms. Focus will be on interdisciplinary approaches, with instructional and ecological accommodations for students with moderate disabilities. Access for all students to the state Curriculum Frameworks in English language arts, mathematics, science, technology, social studies, foreign languages, health, and the arts will be addressed throughout the course.
ESPED 6105 Math, Science and Technology: Content and Strategies (5–12)
This course focuses on developing specially designed curricula and teaching strategies in math, science, and technology for diverse learners at the middle and high school levels. Focus will be on cultivation of mathematical thinking and scientific problem solving. Students will work with Massachusetts Curriculum Frameworks, as well as a variety of materials and instructional technologies, to support learning in math and science for students with moderate disabilities.
ESPED 6124 Nondiscriminatory Assessment and Educational Programming
This course will familiarize students with principles of nondiscriminatory assessment for monolingual and bilingual students with mild to moderate special needs. Standardized forms of educational assessment are the primary focus of study. Basic measurement statistics provided as well as practice with the administration, scoring, and interpretation of commonly used standardized instruments and procedures. Current issues in the field of testing and evaluation of school-age students will be explored. Course participants will create an assessment portfolio on a case study student and become familiar with the legal process and requirements of Individual Educational Plan (IEP).
ESPED 6129 English Language Arts, History and Social Science: Content and Strategies (5–12)
This course emphasizes reading comprehension, writing, and study skills in English language arts, history, and social science for middle school and high school learners with a range of moderate disabilities. Students will work with state Curriculum Frameworks to identify and develop a variety of teaching strategies and curricular adaptations appropriate for content area classrooms.
ESPED 6132 Collaboration and Consultation
Overview of consulting models, staff development, and program evaluation strategies. Development of effective interpersonal communication skills in working with teachers, outside agencies, and families of students from a diversity of backgrounds will be emphasized. The resource teacher’s roles and responsibilities as a professional and as a collaborative consultant will be explored. Use of additional services and community resources will be addressed. Formerly: ESPED 7101.
ESPED 7718 Practicum and Seminar in Moderate Disabilities (5–12)
Full-semester, full-time practicum in the role of teacher of students with moderate disabilities (5–12). The placement can either be full-time in an inclusive general education setting or 75 hours in an inclusive general education setting and a minimum of 225 hours in a setting for students with moderate disabilities. Practicum is under the supervision of a supervising practitioner and 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. Permission required.
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, or in admissions to, access to, or treatment in its programs or activities.
