Master of Education in Special Education for General Educators (Non-Licensure)

This program is designed for general educators who would like to become familiar with special education law and practices in order 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.

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 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 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 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 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 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.

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.

ESPED 5013 |  Foundations of Autism Spectrum Disorders
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.

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.