Master of Education Degree in Teacher of Students with Moderate Disabilities (PreK-8)

This program has been approved by the Massachusetts Department of Elementary and Secondary Education for Initial Teaching Licensure 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 environments. Courses focus on current issues in special education, special education law, nondiscriminatory assessment, access to the academic curriculum for all students, issues of cultural and linguistic diversity, new technologies, and collaboration with families and service providers. The program includes coursework and field-based assignments, as well as a 14-week practicum experience that provides practice and refinement of skills in a variety of settings serving students with special needs.

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

^^Candidates may waive EEDUC 5102 if Math subtest of the General Curriculum MTEL has been passed. Total program credits may be reduced only by waiving EEDUC 5102.*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

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.

[back to top]

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. Educational topics in language and literacy are addressed, including concerns for reading, writing, oral language, phonics, spelling, academic English, grammar, language assessments, and language-based disabilities. Linguistic and cultural diversity, bilingualism, and second language acquisition are considered throughout.

[back to top]

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 IIEP

[back to top]

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.

[back to top]

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]

EEDUC 5102 Teaching Elementary School Mathematics
Mathematics in the United States has historically been a difficult field because it has not always taken children’s developmental and learning needs into account. In this course, we support learners gaining knowledge needed to teach school-age children and increase competency in the mathematics itself. A variety of materials and models are used to show connections to daily life, and many different approaches to mathematics are investigated. Relevant children’s literature and technology are also emphasized.

[back to top]

ESPED 6128 Math, Science, and Technology: Content and Strategies (PreK–8)
Based on an understanding of the many ways of knowing and learning, this course will focus on the learning strengths and needs of students with disabilities in grades PreK–8. National, state, and local frameworks and standards will be used in unit and lesson planning. Class participants will learn to analyze math and science tasks, to design and modify classroom experiences using technology and other tools, and to support learning and address individual needs as specified in the IEP.

[back to top]

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.

[back to top]

ESPED 6122 English Language Arts, History and Social Science: Content and Strategies (PreK–8)
This course emphasizes literacy, English language arts, history, and social science for learners in grades PreK–8. Students will work with Massachusetts Curriculum Frameworks to identify and develop a variety of teaching strategies and curricular adaptations to meet the needs of diverse learners with a range of disabilities as specified in the IEP.

[back to top]

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.

[back to top]

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.

[back to top]

ESPED 7717 Practicum and Seminar in Moderate Disabilities (PreK–8)
Full-semester, full-time practicum in the role of teacher of students with moderate disabilities (PreK–8). 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.

[back to top]

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.