M.Ed. in Moderate Disabilities (PreK–8)

This course introduces students to the emergence of oral language and reading across development. This course also examines how to draw from knowledge of language and reading development to plan and implement evidence-based writing instruction for PK–8 students reflecting a wide range of needs and backgrounds to address the Massachusetts English Language Arts Curricular Frameworks. This includes evidence-based instruction for foundational skills and engaging with complex text. Pre-Practicum field experience is required.

This course provides an overview of the challenges that students with moderate disabilities encounter in their personal, social and academic lives. Beginning with descriptions of typical development, the class explores how disabilities are identified, what necessary steps are taken to refer students for evaluations in the Special Education process and research-based accommodations and interventions, including the use of assistive technology devices. State and federal laws as well as an overview of local and national support agencies are also reviewed. Pre-practicum field experience is required.

This course provides an overview of the emergence of language and writing across development. This course also examines how to draw from knowledge of oral language and writing development to plan and implement evidence-based writing instruction for PK–8 students reflecting a wide range of needs and backgrounds to address the Massachusetts English Language Arts Curricular Frameworks. This includes evidence-based instruction for sentence structure and conventions, craft of writing and the writing process and strategies. Pre-Practicum field experience is required.

This course is designed to enable prospective elementary school teachers to teach mathematics efficiently and effectively to diverse student populations. Prospective teachers learn how to develop and coordinate learning objectives, assessment techniques and instructional methodologies according to the psychological principles of how children learn mathematics. Attention is given to teaching recommendations from the National Council of Teachers of Mathematics, the Common Core State Standards as well as the professional standards for teaching determined by the Department of Elementary and Secondary Education of Massachusetts.

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 studies how models of instruction in different content areas depend on how teachers can collect and use assessment data. Further, this data is used to inform effective instruction to enable all students to produce great learning outcomes, regardless of their learning disabilities and challenges. Credits: 4

Pre-requisite: EDU 5710

In recent years, classrooms across Massachusetts and the United States have welcomed large numbers of English learners (ELs), students who are learning English in the context of school. ELs require effective content instruction to achieve academic success as they prepare for their futures in the modern 21st-century global economy. Research-based strategies for supporting ELs are practiced and analyzed, and students will have opportunities for feedback and reflection. Upon successful completion of this course, participating teachers receive the Sheltered English Immersion (SEI) endorsement. Regardless of modality, this course requires at least 45 hours of synchronous instruction. Pre-Practicum field experience is required.

This course focuses on curriculum and instruction within science and social studies. The teaching of these content areas is an essential part of Prek–8 classrooms not only to achieve key learning goals but also as a means to engage and motivate students. Students plan and assess appropriate learning experiences and learn strategies to modify and adapt units and lessons for students with moderate disabilities. The course applies cooperative learning, vocabulary and concept formation and online resources. Additionally, the course helps students develop skills such as critical and analytical thinking and decision-making. Science: Attention is given to cognitive development and scientific reasoning skills, science and engineering practices and elements important to teaching science and assessing student understanding. It includes the content areas of life and physical science and related safety issues. Additionally, students explore the history of major scientific discoveries and inventions. Social studies: Students are exposed to the key disciplines within social studies including — though not limited to — state, national and world history, economics, geography and government. Candidates practice effective means for teaching citizenship skills to students in a way that promotes diversity and social justice.

Students gradually assume full teaching responsibilities under the supervision of a supervising practitioner and a program supervisor. Students must complete at least 100 hours of full teaching responsibility and another 350 hours observing and/or assisting (450 hours total). Students must have successfully completed all graduate education courses prior to the practicum. Credits: 4

Co-requisite: EDU 6510 Practicum Seminar (0 cr)