This program to deepen aims to deepen a teacher's capacity to address students' diverse learning and behavioral needs.  Competencies addressed include: curriculum design, modification and adaptation; curriculum-based assessments, language and literacy, and behavior management both in terms of tools, techniques and classroom community.  Foundational issues around IEP development and implementation and collaboration across the disciplines, and with family and community resources are braided throughout.  All courses can be later applied to the Master of Education Degree (Specialization in Special Education).

 

This program meets the Massachusetts Department of Education standards and competencies for an additional license as "Teacher of Students with Moderate Disabilities, Pre-K8 and 5-12".  It is a cohort-based program combining classroom and on-line instruction to accommodate the working-teacher's professional life. The program can also be completed entirely on-line format beginning each Fall.
 

Goals	Themes
To elevate the teachers' development as an accomplished practitioner and to extend their ability to create inclusive classroom and school environments. To demonstrate and document competencies as inclusive teachers and special educators with the ability to plan and implement specialized programs for a broad and varied range of students with disabilities and their typically-developed peers.	Four Key themes are integral to the program: Difference and diversity Child/Family Advocacy through Communication and Collaboration Informed Observation, Assessment and Instruction The centrality of Technology in facilitating Inclusion

 

Educators seeking an additional license as a "Teacher of Students with Moderate Disabilities".

 

Applicants must:

 

Hybrid program delivery during the academic year involves meeting one Saturday each month supported by weekly on-line components delivered via the University's on-line learning system Blackboard.  Training for on-line participation, the calendar for the year, and the year-long syllabus are provided during first class, ED 3625 Special Education: Foundations for Understanding Inclusive Schools.

 

This program centers on "evidence-based practice".  Participants videotape and analyze their teaching and are observed in practice during the spring or fall, depending on the participant's start date.  Participants develop a portfolio during the program; which is presented during the portfolio/panel review at the program's conclusion.  

 

 

Program Topics/Courses:
ED 3625 Special Education: Foundations for Understanding Inclusive Schools
Looking beyond an introduction to Special Education to build a foundation for inclusive classes, the program is designed to enable teachers to better understand and plan for the range of student learning and behavioral styles found in every school. The neuron-developmental functions underlying learning, along with their variations of the historical perspective on special education, the role of the special educator in crafting and implementing IEPs and the responsibility of special educators to create partnerships across school, family and community.

ED 3626 Developmental Language, Literacy and Writing: Assessment and Instruction
Participants are introduced to fundamental theoretical instructional principles of developing oral and written language, reading, writing and language art skills. They will learn about materials, instructional strategies, and classroom-based assessment for literacy development and instruction and empowering both elementary and secondary readers.

ED 3669 Differentiated Assessment and Instruction
This course focuses on the development of individualized intervention programs for children and youth in need of special education. It offers an opportunity for participants to translate the results of norm-referenced diagnostic assessments and curriculum-based or criterion-referenced assessments to goals for intervention and effective instructional strategies. Participants will have the opportunty to explore the use of data to differentiate mathematics and other instruction. Participants will be taught the limitations of assessments and be able to develop informal classroom-based assessments that reflect student learning and drive instruction 
 
ED 3628 Adaptive Learning/ Behavior Management Strategies: Consultation and Collaboration
This module extends participants’ competence in theory, research and practice pertaining to creating a sense of classroom community, family engagement, and school culture. Behavior management approaches will be critically examined and participants will develop practical interventions and skills for preventing, intervening, and remediating behavior problems. Participants apply inclusive principles to the classroom, examine student issues and learning needs, and analyze delivery models to consider how to impact participants’ teaching, classroom and school.

ED 3674 Practicum, Portfolio and Panel Review 
The course contains both a portfolio requirement and a panel review in addition to a supervised practicum.  The portfolio that is submitted includes work products demonstrating the competencies specified in the Professional Standards for Teachers. The panel review will be composed of School of Education faculty, a partner-school special educator/administrator, and community members.

 

Participants will be asked to present a video and/or portfolio in which they demonstrate competencies.  Students seeking license must be supervised in an approved school setting for 150 - 300 hours depending on the level of educator license the student will be applying for.  The supervison occurs over the term in which the course is established and is overseen by an adjunct hired by the Institutue as well as by a cooperating teacher at the school site. All participants must pass a formal, portfolio- or demonstration-based competency review to complete the program of study.  

 

To be eligible for licensure, participants will need to:

Visit the MA Department of Education to see rules and regulations regarding applying for Educator licensure.

 

Cost
$5,500 for 20 quarter hour credits (16 semester credits equivalent) including credit for the practicum.  Payment plans and financial aid may be available. *Costs are subject to change pending University policy.

To Apply

Please apply online  

For more information contact:
Amy Stratman, 617-373-8350 or a.stratman@neu.edu