Licensure Only: Teacher of Students with Severe Disabilities (All Levels)

This program has been approved by the Massachusetts Department of Elementary and Secondary Education for Initial Teaching Licensure in Teacher of Students with Severe Disabilities (All Levels) in the Commonwealth of Massachusetts.

This licensure-only program is for educators seeking an Initial license in Severe Disabilities who already hold an Initial license in Early Childhood, Elementary, Middle School, High School, or 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 Early Childhood, Elementary, Moderate Disabilities PreK-8 or 5-12, Middle School, or High School

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 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.

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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 Designing Instruction for the Inclusive Classroom
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.

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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 6135 Prevention and Intervention: Severe and Challenging Behavior
This course will address prevention, assessment, and intervention of severe and challenging behaviour. Major behaviour change theories will be explored. Course focus will be on improving effective intervention, using appropriate and ethical practice for challenging behaviors, such as aggression, self-injurious behaviour, tantrums, and environmental destruction prevalent in individuals with severe and multiple disabilities. Use of interdisciplinary models, positive behavior supports, functional communication, and crisis management will be primary. Strategies for support will be aligned to appropriate instructional and IEP goals and objectives. Required field component.

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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 7701 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. Schedule to be announced.

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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.