Program Overview 

The Inclusive Education Postbaccalaureate Licensure Program prepares current educators who already hold a master’s degree to create and lead equitable classroom environments that are encompassing of a range of student needs and promote equity, social justice, diversity and accessibility. This track leads to initial Massachusetts licensure in math/science, 5-8 only. 

In this program, students will: 

  • develop specific math and science pedagogical skills to teach adolescent learners 
  • develop mathematical and scientific thinking to design curricula to reach all learners
  • explore universal design, intersectionality and inclusivity
  • learn to foster care, connection and community with adolescent learners, their families and colleagues

Our program tenets include anti-oppressive education, social justice education and democratic education, and we work to reflect these principles in all aspects of our work.

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 21-to-27 credit Inclusive Education (postbaccalaureate licensure) Program features a selection of courses designed to prepare educators for initial Massachusetts licensure in math/science, 5-8.

This course covers current policy and practice related to English Learners (ELs) in schools with a special focus on Sheltered English Immersion (SEI) Settings. Topics will include diversity issues, content/academic vocabulary development and literacy skills (including listening, speaking, reading and writing) to provide teachers with the knowledge and strategies to support ELs in classrooms.

*May be waived with documented, state-approved sheltered English immersion (SEI) endorsement.

This course examines and unpacks contemporary issues in the field of education and provides prospective teachers with a beginning foundation for understanding the teaching profession and the U.S. education system, including policy and governance. The historical, legal, ethical, and pedagogical foundations for social justice education and democratic education will be explored, as well as the education reform context and emerging policies. The course will include an examination of professional ethics and standards.

Required field experience.

This course explores supportive, preventative, and proactive approaches to addressing the social and academic behaviors of students with disabilities and other diverse populations. Strategies for developing a positive classroom climate to support social and emotional development, including trauma and anxiety, will be central to the learning of the course. A variety of approaches, including the connection between communication & behavior, identifying contributing factors to challenging behavior, FBA, and behavior support plans will be explored.

This course explores how curriculum built on the goal of student understanding, integrated with instructional approaches that emphasize reaching every learner, can provide teachers with more specific teaching targets and more flexible ways to reach them. Students will examine the teaching, instruction, and curricula required to meet the needs of diverse learners, who by virtue of their experiential, cultural, and socioeconomic backgrounds, challenge traditional curriculum and instructional programs.  

Course participants will determine how to deconstruct curricular barriers and create and apply curricular solutions, including assistive technology and AAC, to maximize access and academic success.

This three-credit course provides an opportunity to unpack the perspective of various academic content areas through action/inquiry research. This course will assist teacher candidates in developing professional voice through the inquiry process. Inquiry and action research provides educators, administrators, and community leaders a method to study classroom challenges using an emic, or “insiders” perspective in order to investigate and improve their practice. This course will provide teacher candidates with the knowledge and skills needed to use action/inquiry research as a basis to make curricular and instructional decisions both school-wide and at the classroom level, and develop an action research project to address a school or classroom issue.

This course examines the role of school in adolescents’ identity development, middle school/middle level education and philosophy, including the historical context to current best practice. Emphasis is on the adolescent brain, the developmental, emotional, and intellectual traits of the diverse adolescent learner, and resulting implications for teaching and learning. Adolescent learners are examined in and out of school contexts, with an emphasis on diversity, culture, and inclusivity and historically minoritized groups.

This three-credit course provides an in depth look at the teaching and learning of science in the middle school (grades 5-8). Students will acquire an understanding of the content (Earth & Space Science, Life Science, Physical Science, Technology & Engineering) and practices of middle school science along with highly effective instructional practices for teaching science to early adolescents. This course is centered around inquiry learning, and authentic assessment for science in the middle school.

This three-credit course provides an in depth look at the teaching and learning of mathematics in the middle school (grades 5-8). Students will acquire an understanding of the content (ratio and proportionality; expressions and equations; statistics and probability; the number system; geometry; and functions) and practices of middle school mathematics along with highly effective instructional practices for teaching mathematics to early adolescents. This course is centered around high leverage routines, problem-based learning, and authentic assessment for mathematics in the middle school.

Field experience requirement.

This course is taken concurrently with a graduate practicum or internship. This capstone seminar will focus on social justice education, professional culture, family & community engagement, collaboration, and curriculum and planning for educational contexts. Students will reflect on experiences in the practica/internship site and current issues and best practice in education, including trauma and social emotional learning.

Schools today must strive to be inclusive environments, and educators in our program are prepared to be leaders in creating equitable spaces where difference is valued.

Contact Information

Duffy – 124/126

The Office of Graduate Studies assists students as they explore graduate and professional opportunities offered at Stonehill College. 

Meet the Co-Directors

Elizabeth Stringer Keefe

Elizabeth Stringer Keefe

Associate Professor of Education, Co-Director of Graduate Teacher Education, Director of Stonehill at Riverview, Faculty Senate President
Rebekah C. Louis

Rebekah C. Louis

Assistant Professor/Coordinator of Graduate Clinical Experience, Co-Director of Graduate Teacher Education, Coordinator of Graduate Clinical Experience