Postbaccalaureate Licensure in Special Education, 5-12
The Inclusive Education Postbaccalaureate Licensure Program leads to Massachusetts initial licensure in special education, 5-12.
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 special education, 5-12 only.
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 Massachusetts initial licensure in special education, 5-12.
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 US 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, functional behavioral assessment (FBA), and behavior support plans, will be explored.
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.
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.