Stonehill at Riverview
The Stonehill College partnership with Riverview School allows students pursuing a master's degree to complete their degree coursework at our off-campus instructional site, Stonehill at Riverview. This program leads to a master's degree in Inclusive Education and initial Massachusetts licensure in special education, PreK-8 or 5-12.
Stonehill College's Inclusive Education Master's Degree Program fosters the skills educators need to create and lead equitable classrooms that encompass a range of student needs and promote equity, social justice, diversity and accessibility.
Students pursuing a master's degree leading to initial licensure in special education, PreK-8 or 5-12 can leverage the College's partnership with Riverview School in Sandwich, Massachusetts, and complete their degree coursework at our off-campus instructional site, Stonehill at Riverview.
Stonehill at Riverview benefits:
- Ideal for residents of Cape Cod and its surrounding area
- Courses delivered on weekends, approximately one weekend a month
- Courses taught by Stonehill faculty with well-established expertise in their field
- Take courses part time and complete your degree in 18 months
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 30-36-credit Stonehill at Riverview Partnership Program leads to Massachusetts initial licensure in special education, PreK-8 or 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 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 orientation, 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 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 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 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 course is designed for preservice special education teachers and other related service providers interested in expanding their knowledge base for understanding and supporting the needs of students with language-based learning disabilities. Both assessment and intervention issues for school-age children and adolescents with language learning disabilities (LLD) will be discussed, with an emphasis on oral language and literacy connections.
This course provides an in-depth look at the causes and correlations of math difficulty, 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 mathematics learning disabilities, methods for assessing mathematical competencies and research-proven instructional techniques for this population.
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.
Stonehill at Riverview courses are delivered on weekends, approximately one weekend a month, during the fall and spring semesters and two summer terms. Each course meets in person over two weekends at Riverview's location in Sandwich.
Below is the schedule for 2021–2022.
|Course Number||Course Title*||Week One Dates||Week Two Dates||Notes|
|EDU 510||English Learners in Classrooms||
Fully online, June 1 to August 12, 2021
Fully online, June 1 to August 12, 2021
33-36 credit start
|EDU 609||Educational Equity & Inclusivity||September 18–19, 2021||October 23–24, 2021|
|EDU 610||Contemporary Issues in Education||November 6–7, 2021||December 4–5, 2021||Semester ends December 11, 2021|
|EDU 630||Assessment for Special Education||January 8–9, 2022||January 15–16, 2022||Wintersession|
|EDU 611||The Individualized Education Program||February 12–13, 2022||March 19–20, 2022||Spring Break March 5–13, 2022|
Language & Literacy in Special Education OR Literacy for Adolescent Students with Disabilities
|April 2–3, 2022||April 30–May 1, 2022|
Teaching Math to Students with Disabilities OR Teaching Content Math to Middle & High School Students with Disabilities
|June 4–5, 2022||June 25–26, 2022||Summer Session 1|
|EDU 631||Curricular Innovations & Assistive Tech||July 9–10, 2022||July 30–31, 2022||Summer Session 2|
|EDU 612||Positive Behavior Supports & Strategies||August 27–28, 2022||September 17–18, 2022||33-36 credit start|
|EDU 641||Reflective Seminar||October 1–2, 2022||Nov 5 & Dec 11, 2022||Includes a weekly online check-in with supervisors|
|EDU 640||Practicum||September–December 2022||Graduate students|
|EDU 642||Practicum||January–May 2023||Riverview interns|
*Stonehill College reserves the right to change or adjust course numbering and/or course descriptions.
Studying Inclusive Education at Stonehill
Stonehill College offers graduate certificate, master's degree, teacher licensure and community education program options in inclusive education-related areas.
Graduate Education at Stonehill
Stonehill College's graduate inclusive education programs aim to prepare knowledgeable, reflective, caring and flexible educators who embrace learning, scholarship, community and advocacy in their work. Social justice and democratic education are 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 making education accessible for all learners
- Elevate student voices and perspectives in education
- Act purposefully to continue to learn and contribute to the profession