master of education degree leading to initial teacher license in teacher of students with moderate disabilities (5-12) and teacher of students with severe disabilities (Levels: all)

This Master's program leading to Initial License in Teacher of Students with Moderate Disabilities (5-12) and Severe Disabilities (All Levels) prepares teachers to work with culturally and linguistically diverse students with disabilities in the least restrictive environments in public and private schools, clinical settings, and collaborative programs. Included are field-based assignments and a closely-supervised practicum.

Prerequisite: EEDUC 6100 Adolescent Development and Its Impact on Schooling (or equivalent)

Program effective 9/01/08.

 Courses may be waived based on previous coursework; waived courses may reduce the total number of program credits.

 * Must be completed prior to the practicum.
**Must be completed prior to the practicum and include field-based assignments.
***As early in the program as possible, and prior to the practicum, graduate students and Adult Learning Division students with education minors 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 Office 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.

ESPED 6014
Reading and Writing for Learners with Special Needs
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 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.

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.

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.

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 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.

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.

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.

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.

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.

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 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.

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.