MASTER OF EDUCATION IN SPECIAL EDUCATION

The Special Education Master's degree program prepares reflective and skilled special educators to teach in the diverse classrooms of the 21st century. The program emphasizes a research-based approach to the education of learners with disabilities. Problem-solving approaches to teaching and learning, specialized and evidence-based instruction, and linguistically and culturally diverse perspectives are consistently addressed in courses throughout the program.

COURSE DESCRIPTIONS

EEDUC 6125
Dimensions of Learning and Teaching
Students identify and use resources available to support them in their learning, teaching, and reflection. They begin to examine their identity as learners and professionals and use what they learn to explore ways that educational practices and enduring educational controversies can be understood using multiple perspectives and the knowledge that people learn differently. They also begin to build a portfolio in which they reflect upon and demonstrate their expanding understanding and competencies.

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EEDUC 7111
Curriculum, Assessment, and Instruction: Assumptions, Relationships, and Design
Students work with several models and frameworks of curriculum development and their application to systems, classroom curriculum and instruction, and assessment. Models include standards-driven, integrated curriculum, portfolio, and performance assessment. Brain-based research and its impact on curriculum development and instruction are analyzed.

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EEDUC 6126
Classroom and School Inquiry
Classroom and School Inquiry focuses on the understanding and critical analysis of educational research and methods for accurately communicating this information to the public. As teachers participate in redefining their educational roles, decision-making and action-oriented classroom practice will be critical in promoting student learning. Both require problem-solving, which is enhanced by the forming and testing of hypotheses, gathering data that is then analyzed, synthesized, and evaluated, and generating solutions. This course will engage students in this process by acquainting them with the knowledge and techniques necessary for them to become lifelong teacher researchers, and to present the results of their research effectively and professionally to a variety of audiences. Note: This course is a prerequisite to EEDUC 6127.

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ESPED 6133 
Classroom Management and Behavior Support for Diverse Classrooms
This course is designed to help teachers create classrooms in which all students will learn and flourish. The course moves from setting up and managing an effective classroom (universal preventative strategies), to designing curricular, instructional, and behavioral strategies and supports (supportive strategies), to addressing academic and behavioral challenges and problems (corrective strategies). The needs of various student populations, including English Language Learners, Special Education students, and students of diverse racial and ethnic backgrounds, will be addressed. The course will involve class meetings, online work, and classroom research.

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ESPED 7102
Informal Assessment Across the Curriculum
Using a case study approach, students learn to select, construct, use, and interpret non-discriminatory and developmentally appropriate authentic/alternative assessments relevant for diverse students with mild to moderate disabilities. The Massachusetts Curriculum Frameworks and the English Language Learner Benchmarks are used to guide decisions in fair assessment and evaluation of each student’s needs, present level of performance, and the proper use of assessment data to inform both eligibility for special education and instructional decision making. Ethics, professional assessment standards, and the interrelationship between instruction and assessment will be explored through research and practice. The use of technology as a tool to facilitate ongoing assessment of and for learning is emphasized in this course, along with IEP-writing and evaluation. Basic computer knowledge is required.

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ESPED 6114
Transition Issues: Early Childhood Through High School
This course will address transition planning for students at all levels of development with disabilities ranging from mild to severe. Whole-life planning will be addressed for transitions from early intervention to preschool, preschool to first grade, elementary to middle school, middle to high school, and high school to the world of work or post-secondary settings. Students will learn about relevant legislation, transition planning for the IEP, approaches to developing career and vocational awareness and skills, agencies that facilitate transition into the community, and a variety of program models that facilitate community inclusion. The development of social skills, self-esteem, and communication skills necessary for effective transition into new academic, work, and community settings will also be addressed.

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ESPED 7106
Differentiated Instruction in English, History, Math, and Science
This course examines brain-compatible teaching and differentiated instruction as interrelated approaches to meeting the needs of students with and without disabilities in a diverse classroom. Using state curriculum standards and research-based approaches, teachers will learn how to design instruction that facilitates student acquisition and development of academic skills in a variety of content areas. Class discussions and course assignments are designed to help participants gain an understanding of the dynamics of a brain-compatible classroom, create and sustain classroom structures that support differentiated instruction, and plan and implement meaningful instruction that helps all students succeed.

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ECOMP 5007
21st Century Teaching: Supporting All Learners on the Ability Spectrum
This hands-on course teaches the application of technologies to the special needs curriculum. Participants develop the knowledge and skills to support special needs learners using technologies—understanding the learning characteristics of special needs students, developing customized hypermedia, selecting and evaluating appropriate software, experimenting with and using software and adaptive technologies, discussing special needs research and national legislation, investigating the latest issues of using technology for special needs learners, and integrating technology into the curriculum. Formerly:  Technology and Special Needs

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ESPED 5013
Introduction to the Autism Spectrum Disorders: Educational Implications and Teaching Strategies (online)
The focus of this course is on the autism spectrum disorders from diagnosis through adulthood. The condition of autism spectrum disorder reflects a range of diversity and severity, which will be examined in this course. History, current research, and definitions will be explored. Three major characteristics of autism spectrum disorder will be examined: communication impairment, impaired social interactions, and behavioral abnormalities. A variety of educational theories and practices will be introduced, and teaching strategies that meet the needs of these diverse learners will be presented.

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EEDUC 6120
First and Second Language Acquisition
This course addresses the theories and current research in first and second language acquisition. Participants will understand the theories and practices for developing literacy skills in English for English Language Learners (ELL) with different educational backgrounds and different English proficiency levels. A variety of programs—two-way bilingual, sheltered English immersion, English as a second language, and others—are examined. Participants will work with The Massachusetts English Language Proficiency Benchmarks and Outcomes and other appropriate frameworks and instructional materials.

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ESPED 7006
Advanced Seminar: Issues in Special Education
This is an advanced course in the study of issues relating to learners with varying special education needs. Students will conduct and present in-depth study of individual areas of interest under the direction of a faculty member. In-depth study may include a topic in special education explored through research; instructional innovation explored through research and school-based experience; research regarding effective educational programs for learners with disabilities; study and synthesis of current research topics and dissemination to schools, educational groups, and/or the Lesley community. It is assumed that this exploration will be grounded in a body of coursework and field experience. This course will not meet every week due to the nature of the required independent project. Meetings will be scheduled at the first class meeting.

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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.