Inclusive Education (postbaccalaureate licensure) Program
The Inclusive Education (postbaccalaureate licensure) Program leads to Massachusetts initial licensure as a Teacher of Students with Moderate Disabilities, 5-12.
Earn an Initial License as a Teacher of Students with Moderate Disabilities, 5-12
The Inclusive Education (postbaccalaureate licensure) Program prepares teachers to be leaders and critical thinkers. Schools today are complex and diverse communities — reflecting a landscape rich with individual differences. Teachers in our program are prepared using a unique combination of theoretical and practical experiences. This approach fosters their ability to create and lead equitable spaces where difference is valued while at the same time preparing them for the realities and challenges of the classroom and the profession.
- Leads to Teacher of Students with Moderate Disabilities, 5-12 initial license only
- Experiential learning via research, partnership and community opportunities
- Social justice mission that fosters graduates who think, act and lead with courage
- Accessible and well-resourced campus
- Faculty with well-established expertise in field
Curriculum Keeps Inclusivity at the Center
Stonehill's studies in inclusive education include unique and effective courses, programs, and opportunities that foster innovation, transformation and leadership. Our curriculum keeps inclusivity central to how we prepare educators for schools, classrooms and community settings.
The 15-credit Inclusive Education (postbaccalaureate licensure) Program features a selection of courses that prepare educators to create inclusive classroom environments for diverse student populations in grades 5-12.
This graduate course focuses on the Individual Education Program (IEP) and the role of the special educator in the process, from pre-referral to eligibility determination and placement, as well as implementation. Federal and state laws related to special education will be explored. Collaboration, communication, building trust, and relationships with families and school/community colleagues will be an emphasis of the course.
This course explores language and literacy for middle/high school students with disabilities. Reading and writing challenges for students in middle and high school, including literacy challenges that develop due to development, gaps in learning, English language acquisition, engagement and motivation, and identified disabilities such as Specific Learning Disabilities, Dyslexia, and Autism Spectrum Disorders will be addressed. The course will emphasize instructional design and techniques, RTI, and progress monitoring to boost student achievement and literacy outcomes, including comprehension, vocabulary, and writing for diverse student populations. Assessment for middle/high school students with disabilities will be addressed.
This course examines the pedagogy of math instruction for middle and high school aged students with disabilities, contemporary methods of assessment in the domain of math as well as evidence-based instructional approaches and interventions for students with math learning disabilities. Students will acquire an understanding of typical development in the domain of mathematics, profiles of various learning disabilities involving mathematics difficulty, methods for assessing mathematical competencies and instructional techniques.
This course addresses issues in the assessment of children and youth with disabilities, and reviews norm-referenced and criterion-referenced assessments, developmental scales, and formal and informal observation techniques. Students will acquire an understanding of the issues related to selecting and administering a variety of assessment tools, and to interpreting, communicating and utilizing data from assessments to support the education of students with disabilities.
This course focuses on increasing access to the curriculum using the lens of Universal Design for Learning (UDL) to help educators customize instruction to meet the needs of students with disabilities and other diverse learners. Course participants will determine how to deconstruct curricular barriers and create and apply curricular solutions that maximize access and academic success. Assistive technology and augmentative and alternative communication (AAC) will be explored and leveraged.
Field experience requirement.
Graduate Education at Stonehill
Stonehill College's graduate education programs in inclusive education aim to prepare knowledgeable, reflective, caring and flexible educators who embrace learning, scholarship, community and advocacy in their work. Social justice and democratic education is at the center of our work and underpins all programs, courses and experiences. We believe education can disrupt systems and processes that perpetuate injustice and inequity and embrace diversity and individuality as strengths.
We advance our mission by modeling the creation of democratic spaces in the graduate classroom that reflect equitable, accessible and inclusive learning environments where students' voices and perspectives help to shape the construction and the provision of their learning.
Three tenets guide our program philosophy:
- Social justice education
- Democratic education
- Anti-oppressive education
- Foster care, connection and community with students, colleagues and families
- Promote inclusivity, diversity and equity in educational spaces
- Work to disrupt systems that perpetuate oppression and inequity
- Embrace teaching practices that foster social justice and democracy
- Lead by holding high academic standards for all learners
- Elevate student voices and perspectives in education
- Act purposefully to continue to learn and contribute to the profession
Rigorous Academics and the Support to Succeed
Stonehill’s graduate teacher education programs in inclusive education recognize the challenges graduate students face in prioritizing work, family, personal and graduate school commitments. Our Graduate Student Support, Access and Success (SSAS) Framework is designed to support students’ success from program start to finish.
Specifically, this approach provides:
- A proactive vs. reactive framework for supporting graduate students’ variable needs within their program
- Clear benchmarks for assessment of candidate readiness
- Indoctrination to the field and to the profession
From the admission process to graduation, students have a clear understanding of both expectations and the support available to help them achieve their goals.