Special Education (BA/BS and MSEd): 4 + 1 Program
Students are required to complete the following sequence of courses:
Stage I Fundamentals of Education in the Inclusive Classroom (Common Core)
Stage II Subject Matter Field(s)
Stage III Licensure Preparation
Stage I. Fundamentals of Education in the Inclusive Classroom (Common Core)
(4 semester hours)
EDUC 156: includes fieldwork (freshman or sophomore year)
Stage II. Subject Matter Field(s)
All students seeking licensure must complete a major in the liberal arts or sciences. Students seeking the license in Severe Disabilities (all levels) or Moderate Disabilities (preK-8) must complete the subject matter courses listed below to prepare for the General Curriculum MTEL (multi-subject and math subtests).
Subject Matter Courses (52 semester hours)
English:
One course in World literature or American literature and
| CHL 313 | Survey Literature for Children and Young Adults | 4 |
Mathematics:
| MATH 115 | Number Systems and Algebra for Elementary School Teachers | 4 |
| MATH 116 | Geometry & Data Analysis for Elementary School Teachers | 4 |
History and Social Studies:
Science and Technology Engineering:
| BIOL 103 | Great Discoveries in Science | 4 |
| | OR | |
| BIOL 113 | General Biology | 4 |
| | | |
| PHYS 105 | Science and Technology in the Everyday World: The Way Things Work | 4 |
| PSYC 101 | Introduction to Psychological Science | 4 |
Art/Music:
One course chosen with advisor
Students seeking the license in Moderate Disabilities (5-12) are not required to take the subject matter courses but are strongly encouraged select a major that will prepare them for a Secondary Subject Matter MTEL (e.g., English, History, Math). Students should thus plan their liberal arts majors, college requirements, and courses to fulfill particular subject requirements with their education advisors.
Stage III. Licensure Preparation
Students complete curriculum and methods courses, fieldwork, and pre-practicum teaching appropriate to their levels and licensure fields as designated below.
Courses are as follows:
First Year
| PSYC 101 | Introduction to Psychological Science | 4 |
| EDUC 156 | Schools in an Era of Change | 4 |
Second Year
Third Year
| SPND 446 | Learners with Special Needs | 4 |
| RDG 410 | Multisensory Structured Language_Strategies for Reading | 4 |
| GEDUC 467 | Math for the Elementary Classroom | 4 |
| GEDUC 460 | Teaching Strategies for the Inclusive_Classroom | 4 |
Fourth Year
| SPND 422 | Differentiating Instruction Using_Technology Across the Curriculum | 4 |
| | OR | |
| SPND 441 | Classroom Management for Learners With_Needs in Inclusive Settings | 4 |
| | OR | |
| SPND 442 | Analysis of Behavior: Principles and_Classroom Applications | 4 |
| | | |
| SPND 444 | Special Education Laws & Regulations_For Teachers & Administrators | 2 |
| SPND 445 | Individualized Education Program:_Strategies for Development,_Interpretation & Implementation | 2 |
| SPND 350 | Independent Study | 4 |
Fifth Year
The courses as listed under the appropriate designation.
Moderate Disabilities (Levels: PreK–8 or 5–12)
The following courses are included in the post-baccalaureate curriculum:
Severe Disabilities (Levels: All)
The following courses are included in the post-baccalaureate curriculum:
| SPND 415 | Applied Research I | 4 |
| | | |
| SPND 442 | Analysis of Behavior: Principles and_Classroom Applications | 4 |
| | OR | |
| SPND 422 | Differentiating Instruction Using_Technology Across the Curriculum | 4 |
| | | |
| SPND 447 | Assessment and Curriculum Modification_And Development for Learners With Severe_Disabilities | 4 |
| SPND 448 | Foundations of Transition Education &_Services | 4 |
| SPND 467 | Practicum: Severe | 4 |
| SPND 468/SPND 438/SPND 439 | Practicum: Severe Disabilities_(levels: All) | 4 |
| SPND 487 | Seminar | 2 |
| SPND 488 | Seminar & Fieldwork in Education | Variable |
| TESL 417 | Sheltered English Instruction | 4 |
Special Education Practicum (completed during the master’s year)
The practicum provides students with an in-depth learning experience under the guidance of skilled cooperating practitioners and College supervisors. In addition, it allows practicum students the opportunity to collaborate with special education and general education instructors, enabling them to meet the standards under the state regulations for an initial license. This experience involves practicum students in all areas of the Massachusetts Curriculum. Students in Programs in Special Education must pass all applicable sections of the MTEL as designated by the Massachusetts Department of Education, including the Communication and Literacy Skills test (all licenses), subject matter test (Moderate, 5-12), General Curriculum tests (multi-subject and math subtest; Severe and Moderate PreK-8), and Foundations of Reading test (both Moderate licenses). Students must pass the Communication and Literacy Skills test in order to register for the practicum. Before completing the program, students must submit formal documentation of test scores to the Programs in Special Education.