Master of Education Degree in Teacher of Students with Moderate Disabilities (5-12)
This program has been approved by the Massachusetts Department of Elementary and Secondary Education for Initial Teaching Licensure in Students with Moderate Disabilities (5-12) in the Commonwealth of Massachusetts.
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 Individualized Education Program, and collaboration with families, community, 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 | Contemporary Perspectives in Special Education** | 3 |
| ESPED 6014 | Reading and Writing for Diverse Learners | 3 |
| ESPED 6121 | Classroom Management and Behavior Support** | 3 |
| ESPED 6134 | Designing Effective Individualized Educational Programs | 3 |
| ESPED 5114 | Designing Instruction for the Inclusive Classroom** | 3 |
| ESPED 6105 | Instructional Accommodations in Math and Science (5-12) | 3 |
| ESPED 6124 | Assessment in Special Education** | 3 |
| ESPED 6129 | Instructional Accommodations in English, Language Arts and Social Studies (5-12)* | 3 |
| ESPED 6132 | Collaboration with Professionals, Families, and Community | 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 Contemporary Perspectives in Special Education
This course provides an introduction to the profession of Special Education. From an inclusive perspective, the course examines the characteristics of disabling conditions, as well as the effects of societal attitudes, the historical context of special education, and state and federal law. The range of service delivery provided by schools and agencies will be addressed.
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 and without 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 Management and Behavior Support
This courses addresses the social and behavioral aspects of the classroom. Course participants analyze a range of classroom management approaches, with particular focus on preventing and proactively addressing student behavior problems in culturally and linguistically diverse classrooms. Participants examine strategies for developing and maintaining appropriate standards of behavior and enhancing the emotional development of children. Central themes of the course include analyzing behavior, developing individualized strategies for addressing challenging behaviors, and creating opportunities for learning effective social skills. A range of environmental, social, behavioral, psycho-educational and cognitive theories and interventions are reviewed and critiqued. Effective strategies for collaborative problem-solving, conflict resolution, and family involvement are also addressed.
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 Designing Instruction for the Inclusive Classroom
The design of curriculum and instruction for diverse learners in inclusive classrooms is the focus of this course. Course participants investigate universally designed approaches that draw on brain research, differentiated instruction, multiple intelligences approaches, and new technologies to respond to the needs of all learners, including students with disabilities and students who are culturally and/or linguistically diverse. Course participants will be introduced to Response to Intervention as well as to evidence-based practices that provide access to the curriculum for all learners.[back to top]
ESPED 6105 Instructional Accommodations in Math and Science(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 Assessment in Special Education
Assessment is a legal and professional responsibility of all special educators. This course will focus on eligibility determination from assessment to program planning, including re-evaluation for the purpose of continued eligibility. The process of interpretation of test results to meaningful curricular decision making and professional communication of this information to team members will be a primary outcome of the course. Students will focus on assessment methods and procedures used in eligibility determination and program planning for students with disabilities as well as students who are culturally and linguistically diverse.
ESPED 6129 Instructional Accommodations in English Language Arts and Social Studies (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 with Professionals, Families, and Community
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.
