Our 14-credit Add-On License in Moderate Disabilities is designed for teachers who have already obtained an an Initial License or a Professional License and seek to expand or “add-on” to their current credential. Our Add-On License in Moderate Disabilities prepares you to work with children in grades PreK-8 with moderate disabilities who participate in integrated or self-contained classrooms.
Your program includes three 4-credit courses and a two-credit 300-hour internship.
This program is approved by the Department of Elementary and Secondary Education and is aligned with the Massachusetts Professional Standards for Teachers and Subject Matter Knowledge requirements.
Key features of our Moderate Disabilities M.Ed. program include:
This course provides an overview of the challenges that students with moderate disabilities encounter in their lives. The class will explore how disabilities are identified, what necessary steps are taken to refer students for evaluations in the Special Education process, characteristics of students with disabilities, general issues of evaluation approaches, and research-based accommodations and interventions including the use of assistive technology devices and behavioral interventions. State and federal laws as well as an overview of local and national support agencies are also reviewed.
This course in classroom assessment and instruction examines how effective instruction depends on ongoing, meaningful assessment. Instructional and behavioral assessment, as well as techniques, are addressed. This course will study how models of instruction in different content areas depend on how teachers can collect and use assessment data. Further, this data will be used to inform effective instruction to enable all students to produce great learning outcomes regardless of their learning disabilities and challenges.
This course provides an introduction to the significant theories, practices, and programs for developing literacy skills in children with learning challenges. Beginning with an introduction to literacy development, the focus will be on planning assessment, designing instruction, and selecting research-based interventions for children with disabilities, students from diverse linguistic and cultural backgrounds, and students with limited educational experiences. Topics will include linking assessment to instruction, research-based methods and strategies, accommodations, modifications, and the use of assistive technology devices to support literacy success.