Master of Education in Special Education for General Educators
This Master's degree program is designed for general educators who would like to become familiar with special education law and practices to better prepare themselves for the inclusive classrooms in which they are teaching. Although the program does not lead to licensure endorsement from Lesley, students may wish to contact their state Department of Education to see whether this program is appropriate for licensure in their state. Currently offered in a cohort-based format in New Hampshire.
| PROGRAM OF STUDY | CREDITS | |
| Core Courses | 6 | |
| EEDUC 6126 | Classroom and School Inquiry | 3 |
| EEDUC 6127 | Action Research and Seminar (prerequisite: EEDUC 6126 or equivalent research course) | 3 |
| Required Special Education Courses | 24 | |
| ESPED 5100 | Contemporary Perspectives in Special Education | 3 |
| ESPED 5114 | Designing Instruction for the Inclusive Classroom | 3 |
| ESPED 6121 | Classroom Management and Behavior Support | 3 |
| ESPED 6014 | Reading and Writing for Diverse Learners | 3 |
| ESPED 6013 | Math and Science for Learners with Special Needs | 3 |
| ESPED 6124 | Assessment in Special Education | 3 |
| ESPED 6134 | Designing Effective Individualized Educational Programs | 3 |
| ESPED 6132 | Collaboration with Professionals, Families, and Community | 3 |
| Elective Course (choose one) | 3 | |
| Examples of elective courses: | ||
| ECOMP 5007 | 21st Century Teaching: Supporting All Learners on the Ability Spectrum | |
| ESPED 5013 | Understanding the Autism Spectrum | |
| TOTAL CREDITS REQUIRED | 33 | |
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.
EEDUC 6127 Action Research and Seminar
Students demonstrate their expanding understandings and competencies as teachers. They also collaborate with several classmates to design a research project that can have a direct impact on their school community, through which students may extend the research plan developed in an earlier course, EEDUC 6126. The six-credit option is designed to give students who completed a required induction experience or advanced education license an opportunity to demonstrate continued learning by applying that experience to their Lesley program and using their study to reflect on what they learned from their induction or licensure program. Prerequisite: Successful completion of EEDUC 6126 or an equivalent research course.
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.
ESPED 5114 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.
ESPED 6121 Classroom Management and Behavior Support
This courses addresses the social and behavioral aspects of the classroom. Course participants analyze a range of classroom management approaches, with particular focus on preventing and proactively addressing student behavior problems in culturally and linguistically diverse classrooms. Participants examine strategies for developing and maintaining appropriate standards of behavior and enhancing the emotional development of children. Central themes of the course include analyzing behavior, developing individualized strategies for addressing challenging behaviors, and creating opportunities for learning effective social skills. A range of environmental, social, behavioral, psycho-educational and cognitive theories and interventions are reviewed and critiqued. Effective strategies for collaborative problem-solving, conflict resolution, and family involvement are also addressed.
ESPED 6014 Reading and Writing for Diverse Learners
This course examines content and teaching approaches focusing on reading and writing for PreK-12 students with a range of learning and other disabilities. Topics include approaches for promoting growth in word analysis, comprehension, vocabulary, and composition. Class participants work with educational standards and have the opportunity to address all content areas in developing a variety of specific modifications and interventions based upon individual needs and designed to address and remediate learning problems as specified by the IEP.
ESPED 6013 Math and Science for Learners with Special Needs
Based on an understanding of the many ways of knowing and learning, the course will focus on the learning strengths and needs of students with disabilities in grades PreK-2. 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 through the use of technology and other tools, and to support learning and address individual needs as specified in the IEP.
ESPED 6124 Assessment in Special Education
Assessment is a legal and professional responsibility of all special educators. This course will focus on eligibility determination from assessment to program planning, including re-evaluation for the purpose of continued eligibility. The process of interpretation of test results to meaningful curricular decision making and professional communication of this information to team members will be a primary outcome of the course. Students will focus on assessment methods and procedures used in eligibility determination and program planning for students with disabilities as well as students who are culturally and linguistically diverse.
ESPED 6134 Designing Effective Individualized Educational Programs
This course will focus on the Individualized Educational Program (IEP) process from referral to eligibility determination and placement, including legal rights and responsibilities. Based upon interpretation of case study assessment results, students will develop legally and educationally appropriate IEPs to meet identified needs and recommend appropriate accommodations, modifications, and specialized instruction. The roles and responsibilities of various education professionals and family members with regard to implementation, collaboration, documentation, and progress reporting will be explored. Specialized programs for students with disabilities will be investigated.
ESPED 6132 Collaboration with Professionals, Families, and Community
This course focuses on models and strategies for collaboration among general and special educators, families, outside evaluators, and the community to support students with and without disabilities and to help create positive educational change. Development of effective interpersonal communication skills in working with teachers, outside agencies, and families of students from culturally and linguistically diverse backgrounds will be emphasized. The teacher’s roles and responsibilities as a professional and as a collaborative consultant will be explored. Use of outside agencies, services and community resources will be addressed.
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
ESPED 5013 | Understanding the Autism Spectrum
This course will include a discussion of the primary and secondary characteristics of the disorders and how they impact the individual across the lifespan, from infancy through adulthood. The course will explore the etiology and prevalence of ASD, as well as the range of academic programs and supports. Recent scientific and medical research will be discussed. The impact on the family system, including supports and age-specific considerations, will be an additional focus.
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.
