Master of Education Degree Teacher of Students with Moderate Disabilities (PreK-8) and Teacher of Students with Severe Disabilities (All Levels)
Leading to Initial Teacher License

This Master's program leading to Initial Licensure in Teacher of Students with Moderate Disabilities (PreK-8) 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 5122 Development and Learning: Psycho-Social Perspectives in Education (or equivalent)

Courses may be waived based on previous coursework; courses waived 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 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 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 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.

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 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.

EEDUC 6136 Struggling Readers and Writers
This course explores the nature of the challenges facing those students at all grade levels who struggle (for diverse reasons) to achieve expected progress in reading and writing development. Participants will describe and analyze the nature of difficulties encountered by struggling readers and writers; they will identify appropriate classroom approaches to address these difficulties and will survey the many well-established programs for learners who are struggling. Issues related to serving diverse populations are raised throughout. Prerequisites: For matriculating students in the Reading and Special Education programs only. For Reading students–EEDUC 5121, EEDUC 6001, and EEDUC 6101; For Special Education students–ESPED 5100, ESPED 5114, and ESPED 6122.

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.

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 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.

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.

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.