Initial License Only: Teacher of students with moderate disabilities (prek-8)

This program is for educators seeking an initial license in Moderate Disabilities who already hold an initial license in Early Childhood, Elementary, Middle School, or High School. All Special Education programs at Lesley prepare 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.

Prerequisites: Initial MA license in Elementary, Early Childhood, Middle School, or High School education

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 (MTEL) test administration dates, and the Lesley MTEL policy, see Lesley's 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 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 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 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 7707
Half Practicum and Seminar In Moderate Disabilities (PreK–8)
This seven-week practicum in the role of teacher of students with moderate disabilities is accompanied by a seminar on issues in the field of special education. For enrollment guidelines and permission to register, contact the Field Placement Office.

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.