Advance Your Professional Development

Are you interested in Stonehill’s graduate teacher education programs in inclusive education but not sure you’re ready for an advanced degree? Our non-degree options gives you the unique opportunity to take up to two graduate-level courses this spring to get to know Stonehill before formally applying to Stonehill. Credits earned count toward your degree if you decide to matriculate in the program.

Whether you're seeking a teaching license or master's degree, or you wish to advance your professional development with a single course, Stonehill can help you reach your goals. 

Spring Course Offerings

This course introduces students to the reality of schools as diverse spaces encompassing a range of student needs and examines efforts to ensure equity in education. Issues of race, class, culture, language, gender, gender identity and expression, sexual identity, and ability will be discussed & examined, especially how they intersect to reproduce inequality. Students will reflect on individual beliefs in relation to social justice education and democratic education and examine unintended consequences of policy/practice that create or perpetuate inequitable environments and opportunities in schools. Strategies for promoting educational equity and inclusivity will be discussed.

This course will meet on campus on the following weekends: February 11-12 and March 18-19.

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 is offered on campus on the following weekends: April 1-2 and April 29-30.

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 begins with an in-person meeting on February 5 from 8 a.m.-5 p.m. and then meets on campus on Thursdays from 4-6:30 p.m.

This course will examine intersectionality and the complex racial, gendered, and class-based dimensions that perpetuate inequitable environments and opportunities in schools. We will explore critical race theory (CRT) and its theoretical relevance as a framework to examine and challenge disparate educational opportunities for students of color. The course will offer an examination of the policies, procedures, and structures that perpetuate disproportionality and overrepresentation. This course will analyze assumptions about race, gender, and class, as well as how these dynamics play out in U.S. public schooling and history through political, sociological, theoretical, and pedagogical lenses.

This course will meet on campus on the following weekends: February 11-12 and March 18-19.

This course will examine the complexities of gender, identity, expression, and sexual identity in schools, as well as how their interrelated dynamics and complexities unfold in the history of U.S. schools to present day. The course will explore the concepts of identity development and school structures that disenfranchise non-binary and LGBTQA+ students and examine constructions of gender identity, sexuality, and equality and binary/nonbinary conceptions. The course will examine inclusivity and exclusion through an examination of gender models, perpetuation of stereotypes, and implicit biases. The course analyzes key conceptual and methodological frameworks of gender, class, sexuality, power, and intersectionality.

This course will meet on campus on the following weekends: April 1-2 and April 29-30.

Inclusive Education Tuition and Fees

Tuition and fees for the Inclusive Education master's program are calculated on a per-course basis with the exception of the accelerated option. Additional fees may apply. 

Type Fees
Tuition (cost per course) $2,500
Skyhawk Tuition 
(Applicable to Alumni, employees, employee’s spouses, employee's children and/or nieces and nephews of CSC)
Partner Rate
(Applicable to approved educational partners)
Catholic Educator Rate
(Valid for two non-degree courses)

Meet the Co-Directors

Rebekah Louis

co-director of graduate teacher education
Rebekah Louis, Ed.D., has taught in higher education for nearly a decade, drawing upon her many years of experience as a teacher in the public schools. Her research focuses on the clinical experience aspect of teacher preparation, including investigating how technology use in clinical preparation impacts teacher candidates’ experiences and the impact of placement factors on teacher candidates’ clinical experiences.

Elizabeth Stringer Keefe

co-director of graduate teacher education
Elizabeth Stringer Keefe, Ph.D., has held faculty appointments in higher education for 20 years and served as a public school teacher prior to her work in teacher preparation. Her research includes several current projects aimed at advancing the field of teacher education/preparation, particularly identifying innovations and new understandings about teacher preparation for diverse student groups and educational contexts.

Contact us with any questions.

Duffy – 124/126

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