Licensure Only: Teacher of Students with Severe Disabilities (All Level) Leading to Initial Teacher License

This licensure-only program is for educators seeking an initial license in Severe Disabilities who already hold an initial license in Moderate Disabilities (PreK-8) or (5-12). The curriculum prepares prospective and current teachers to provide direct service to severe disabilities in a variety of settings, including general education or substantially separate settings, in both public and private schools. The program encourages teachers to focus on creating student-centered curriculum by identifying unique, specialized, and creative access, through curricular adaptation or modification, assistive technology, assessment, and behavior management. Students will also gain expertise in functional curriculum, MCAS-Alt, vocational strategies, and school and community inclusion.

Prerequisite: Initial License in Moderate Disabilities PreK-8 or Moderate Disabilities 5-12

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 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 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.

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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.

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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.

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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.

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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.

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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.

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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.

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ESPED 7707 Half-Practicum and Seminar in Severe Disabilities

This seven-week practicum in the role of teacher of students with severe 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.

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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.

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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.