What Special Education Teachers Do - Cambridge College€¦  · Web viewThe Cambridge College ... Students pursuing Grades 5 12 licensure must take a subject matter curriculum test,

Teachers of Students withModerate Disabilities Program

Initial LicensePre-K – 8

5 – 12Professional License

Pre-K – 85 – 12

Respectfully SubmittedMary L. Garrity, Ed.D

Program Chair

Program HandbookTeacher of Students with Moderate Disabilities

(PreK -8/ 5 – 12)Initial and Professional Licensure and Non-Licensure

Board Certified Behavior Analyst Masters. Certificate and MA Licensure

The Massachusetts Department of Elementary and Secondary Education approves the Initial and Professional licensure program of the Teacher of Students with Moderate Disabilities program, both licensure and non-licensure. Completion of courses and requirements earns a Master of Education degree.

While the Master of Education degree, Initial Licensure program, is 45 credits, the Professional program is 36. Both are available as non-licensure.

The Cambridge College School of Education Licensure Office maintains copies of all program handbooks, and the Research and Evaluation Office archives them. Cambridge College reserves the right to alter the program to prepare students to meet changing requirements for Massachusetts’ licensure.

In collaboration with Evergreen Center and Beacon Management, Cambridge College offers master’s and certificate programs for those aspiring to be behavior analysts.

Students access the electronic version of licensure program handbooks at the Student Services12 webpage <http://www.cambridgecollege.edu/student/> and click on the Handbooks link.

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Teacher of Students with Moderate Disabilities

Table of Contents

Mission Statement: School of Education …………………………………………………………… 5

Teachers of Students with Moderate Disabilities -- Philosophy …...…………...……….. 6

National and State Goals and Initiatives ……………………………………………………………. 8

General Guidelines and Overview …………………………………………………………………….. 8

Assessment …………...…………………………………………………………………………………………. 9

Academic Content Guidelines ……………………………………………………………… …………. 9

CEC Standards For All Beginning Special Education Teachers …………………. 9

State ……………………………………………………………………………………….....………… 12

Diverse Learning Structures ……………………………………………………………………………. 12

Rationale and Objectives ………………………………………………………………………………… 12

What Special Education Teachers Do ……………………………………………………………… 12

Duties …………………………………………………….……………………………………...……. 12

Job Outlook …………………………………………....……………………………………........... 14

Massachusetts Professional Standards for Teachers ………………………………………… 15

Admission to the Program ………………………………………………………………………….……. 17

Advisement and Retention ……………………………………………………………………………….19

Licensure ……………………………………………………………………………………………………….. 20

Completion Criteria ………………………………………….……………………………………………… 21

Master of Education Degree: Initial License ……………………………………………………… 22

Special Education Course Requirements ……………………………………………………………23

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Prerequisites to Practicum …………………………………………………………………………… 23

Suggestions for Course Completions ……………………………………………………………...25

Suggested Program Sequence Leading to an Initial License ……………………………. 26

Professional License…………………………………………………………………………………… 28

Admission to the Program ……. ………………………………………………………..………...….. 29

Program Chart – Teacher of Students with Moderate Disabilities Professional License…………………………………………………………………………………………….……………. 32

Course Descriptions………………………………………………………………………….…………… 33

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Mission Statement: School of EducationThe School of Education provides educators with the knowledge, skills, and values to excel academically and professionally. Each program offers students a blend of theory and practice. Experienced faculty model what they teach. Consequently, educators become agents of change in their schools, as well as local and global communities.

The Core Values of the School of Education are:

Academic Excellence Innovation in Curriculum and Teaching Strategies Diversity Social Justice Honesty and Integrity Building Community

Cambridge College fosters diversity, meaning students from different backgrounds support each other through collaborative learning that respects their needs, values, prior learning, and life experiences. The College's innovative, adult-‐centered learning model links theory to practice so that students acquire the academic credentials to become competent, caring, and qualified educators.

Teachers of Students with Moderate DisabilitiesThe Special Education programs at Cambridge College prepare students to meet the challenges of working with students with disabilities in schools or community. Our graduates demonstrate professionalism and proficiency in the standards established for teachers in the Commonwealth as well as those standards for special educators outlined by the Council for Exceptional Children (CEC). They understand and practice these standards incorporated in the following CEC standards:

1. Foundations of philosophy and knowledge2. Development and Characteristics of Learners3. Understanding of Individual Learning Differences4. Instructional Strategies5. Learning Environments and Social Interactions6. Language7. Instructional Planning8. Assessment 9. Professional and Ethical practices10. Collaboration

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Our students use the CEC Standards as the foundation of their professional lives. They learn to plan instruction develop assessments, and incorporate the curriculum as they learn the professional behaviors necessary for success in the field.

The teacher training standards that constitute the foundation for the Teacher of Students with Moderate Disabilities program are based on the Massachusetts Professional Standards for Teachers, the Massachusetts Regulations for licensure (603 CMR 7.06 (25)Regulations for Educator Licensure and Preparation Program Approval) as well as standards established by CEC.

Students demonstrate proficiency by achieving a passing score in the Massachusetts Test for Educator License

(MTEL) requirements; demonstrating an understanding of License Specific Questions, and using the CEC Standards and the Common Core and the Massachusetts

Curriculum Frameworks to o integrate curriculum, o plan instruction and o design assessment.

Students who complete the program earn a Master of Education Degree and are endorsed for licensure as a teacher of Teacher of Students with Moderate Disabilities in either Pre K – 8 or Grades 5 – 12.

Sheltered English Instruction (SEI).In addition, those students graduating after June, 2014 must have an endorsement verifying they have completed training in Sheltered English Instruction (SEI).

Beginning July 1, 2014, to qualify for an Initial License as a PreK-12 teacher of a core academic subject, you must also qualify for a new SEI (Sheltered English Instruction) Endorsement. (Core academic subjects are elementary, early childhood, reading, mathematics, science, and special education.)

Who must qualify for the SEI Endorsement? Every core academic educator with even 1 ELL must have the SEI Endorsement. This includes current teachers of ELLs, AND students who are candidates for licensure. (Note: The administrator who evaluates your performance also needs an SEI Endorsement.)

Am I affected? Yes. (This affects all Massachusetts colleges and universities.)

3 Ways to Qualify for the SEI Endorsement!A. Hold an ESL or ELL license, or approved graduate

courses in linguistics, teaching ESL, etc.

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B. Complete a state-approved SEI Endorsement Course (in your CC licensure program, or in a district.

C. Pass a new SEI MTEL that is now being developed for Spring 2014.

What do I need to do? You will pass the SEI Endorsement course at Cambridge College, as part of your program (elementary, early childhood, reading, mathematics, science, & special education).

If you are a candidate for ESL licensure……completing the ESL licensure program will make you automatically eligible for the SEI Endorsement. You will apply simultaneously for both the ESL License and the SEI Endorsement.

Philosophy

In 1975, Congress passed Public Law 94-142 (Education of All Handicapped Children Act), now codified as IDEA (Individuals with Disabilities Education Act). In order to receive federal funds, states must develop and implement policies that assure a free appropriate public education (FAPE) to all children with disabilities. (http://www.scn.org/~bk269/94-142.html) Before the passage of this landmark legislation, students with disabilities were educated in a manner that was often custodial in nature, in halls, closets, anywhere but classrooms with their peers. In addition, students with disabilities were often institutionalized or were expected to stay home, not considered capable of benefiting from an education.

But with the passage of this and subsequent laws, the number of students identified as having a disability and thus eligible for special education services has grown exponentially. With the increase in numbers of students comes the increase in the types of disabilities. Students no longer have just academic needs, but may also have behavioral and physical diagnoses that make learning that much more difficult. As an example, in Massachusetts alone, there has been a 66% increase in the number of students diagnosed with autism since 2006, 59% with serious health problems, and 35% increase in neurological disorders. (Marcus, 2011) With that growth comes the need to have teachers prepared to educate these students to their maximum level.

To become teachers of students with moderate disabilities and effectively teach and support students with all kinds of disabilities, candidates must demonstrate proficiency in state and national standards, an understanding of how children and adolescents learn and know how to correctly assess that knowledge. They must be able to model best practices and support their students in inclusive models in a positive encouraging manner. In keeping with the most recent research, (Hehir, 2012) graduates of this program have learned through their courses that their students will learn best when educated with their non-disabled peers. They learn

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how to correctly identify disabilities, apply positive methods of discipline and effectively support all students in inclusive settings. They learn the best way to support students in inclusive classes is to work cooperatively with general education teachers.

Throughout their program at Cambridge College, graduate students learn from practitioners as to what really is effective in the classroom. They learn how to apply the best learning strategies they can then pass on to their own students.

National and State Goals and InitiativesMassachusetts has always been in the forefront of legislation for special education. Chapter 766, the Massachusetts law governing special education was passed in 1973. Its regulations governing the preparation of special educators are consistent with CEC standards. Thomas Hehir (2012) in his study found that students diagnosed with high incidence disabilities assigned to inclusion classes with their non-disabled peers did significantly better in state mandated tests than students in substantially separate classes. The study also noted that there was a disproportionate number of low-income African American and Latino students in substantially separate programs no matter what the socio-economic condition of the community. The professors at Cambridge College are practitioners who combine their experience with the skills necessary to prepare their students to be advocates for their own students and model examples of best practices. Our graduates have the skills to evaluate correctly and effectively instruct their own students in inclusive settings. Classes emphasize the need to work with parents, general education teachers other members of the school community. Cambridge College students learn early on, the importance of being members of a team who are all united with the same purpose and integrity. They are also very aware the need for effective transition services at all levels.

General Guidelines and OverviewProgram GoalsThe Teachers of Students with Moderate Disabilities program trains students to become proficient in the national standards of the Council for Exceptional Children and the Professional Standards for Teachers of the Commonwealth of Massachusetts, and License Specific Evaluation Questions.

Students learn special education content, base assessment and instruction on student need, model effective practices, and design curriculum.

At the completion of the program, students are competent, caring special education professionals prepared to teach students with special needs of all levels, and abilities, including also those students who are English language learners, and those from diverse backgrounds.

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AssessmentSince the Teacher of Students with Moderate Disabilities program is grounded in the national and state standards, each syllabus and corresponding assessments reflect them.

Various assessments for each course determine whether the student reached proficiency in those standards. Each course contains a Key Assessment that draws from the national and state standards. It is complex and scholarly.

Through the professional seminar, students plan, research, and develop a professionally written Independent Learning Project (ILP) that is relevant to the field and of high academic quality.

During the final semester of the program, licensure students complete a practicum. The college utilizes the Elementary and Secondary Education Pre-Service Performance Assessment during the lesson observations. Satisfactory completion results in an endorsement for licensure. Graduating students who complete all courses and requirements earn a Master of Education Degree

Academic Content Guidelines

CEC Standards For All Beginning Special Education Teachers Standard 1: Foundations

Knowledge:

1. Historical and philosophical foundations of services for young children both with and without exceptional learning needs.

2. Trends and issues in early childhood education and early childhood special education.

Standard 2: Development and characteristics of learners

Knowledge:

Theories of typical and atypical early childhood development. Effect of biological and environmental factors on pre-, peri-, and post-natal development. Influence of stress and trauma, protective factors and resilience, and supportive

relationships on the social and emotional development of young children. Significance of sociocultural and political contexts for the development and learning of

young children who are culturally and linguistically diverse. Impact of medical conditions on family concerns, resources, and priorities. Childhood illnesses and communicable diseases

Standard 3: Individual learning differences

Skills: Use intervention strategies with young children and their families that affirm and respect family, cultural, and linguistic diversity.

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Standard 4: Instructional strategies

Knowledge: None in addition to Common Core

Skills:

Use instructional practices based on knowledge of the child, family, community, and the curriculum.

Use knowledge of future educational settings to develop learning experiences and select instructional strategies for young children.

Prepare young children for successful transitions.

Standard 5: Learning environments/social interactions

Knowledge:

Medical care considerations for premature, low-birth-weight, and other young children with medical and health conditions.

Skills:

Implement nutrition plans and feeding strategies. Use health appraisal procedures and make referrals as needed. Design, implement, and evaluate environments to assure developmental and functional

appropriateness. Provide a stimuli-rich indoor and outdoor environment that employs materials, media, and

technology, including adaptive and assistive technology. Maximize young children's progress in group and home settings through organization of the

physical, temporal, and social environments.

Standard 6: Language

Knowledge: None in addition to Common Core

Skills:

Support and facilitate family and child interactions as primary contexts for learning and development.

Standard 7: Instructional planning

Knowledge: None in addition to Common Core

Skills:

Implement, monitor and evaluate individualized family service plans and individualized education plans.

Plan and implement developmentally and individually appropriate curriculum. Design intervention strategies incorporating information from multiple disciplines. Implement developmentally and functionally appropriate individual and group activities

including play, environmental routines, parent-mediated activities, group projects, cooperative learning, inquiry experiences, and systematic instruction.

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Standard 8: Assessment

Knowledge: None in addition to Common Core.

Skills:

Assess the development and learning of young children. Select, adapt and use specialized formal and informal assessments for infants, young

children and their families. Participate as a team member to integrate assessment results in the development and

implementation of individualized family service plans and individualized education plans. Assist families in identifying their concerns, resources, and priorities. Participate and collaborate as a team member with other professionals in conducting family-

centered assessments. Evaluate services with families.

Standard 9: Professional and ethical practice

Knowledge:

Organizations and publications relevant to the field of early childhood special education.

Skills:

Recognize signs of child abuse and neglect in young children and follow reporting procedures.

Use family theories and principles to guide professional practice. Respect family choices and goals. Apply models of team process in early childhood. Advocate for enhanced professional status and working conditions for early childhood

service providers. Participate in activities of professional organizations relevant to the field of early childhood

special education. Apply research and effective practices critically in early childhood settings. Develop, implement and evaluate a professional development plan relevant to one's work

with young children.

Standard 10: Collaboration

Knowledge:

Dynamics of team-building, problem-solving, and conflict resolution.

Skills:

Assist the family in planning for transitions. Communicate effectively with families about curriculum and their child's progress. Apply models of team process in early childhood settings. Apply various models of consultation in early childhood settings. Establish and maintain positive collaborative relationships with families. Provide consultation and instruction specific to services for children and families

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State

Massachusetts Curriculum Framework Content Areas and the Common Core are the basis of your teaching. In addition you are guided by the Massachusetts Standards for Teachers.

Diverse Learning StructuresIn each of the classes, students in the Teacher of Students with Moderate Disabilities will study not only how child’s disability may affect his or her learning, but also the socio-economic and ESL factors that may impact school performance. In addition, 75 hours of field experiences assigned within courses will add to the understanding of their students.

Rationale and ObjectivesThe Teacher of Students with Moderate Disabilities program at Cambridge College leads to a Massachusetts Initial or Professional License in either PreK – 8 or 5 - 12. (A non-license option is also available.) The college awards a Master of Education degree upon completion of all requirements.

Cambridge College operates on a trimester system, and students may enter in any one. Our flexible program meets the needs of part or full time students because we schedule all courses in the late afternoon, evening, or weekends to accommodate students working in the field or pursuing clinical training during the day.

What Special Education Teachers Do

Special education teachers ensure that lessons and teaching strategies are modified to meet students’ needs, and with students with severe disabilities, they teach them independent living skills and basic literacy, communication, and math.

Special education teachers work with students who have a wide range of learning, mental, emotional, and physical disabilities. With students who have mild or moderate disabilities, they ensure that lessons and teaching strategies are modified to meet the students’ needs. With students who have severe disabilities, they teach the students independent living skills and basic literacy, communication, and math. As co-teachers in inclusion classes, they work with the general educator to ensure that all students learn.

Duties

Special education teachers typically do the following:

Assess students’ knowledge and skills to determine their strengths and needs

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Adapt, and collaborate with teachers to adapt, lessons to meet the needs of special education students

Help develop Individualized Education Programs (IEPs), which outline the services and accommodations each student will receive

Develop transition plans that outline services to help students as they graduate or move to a new school

Ensure that students are receiving the services outlined in their IEPs Update IEPs throughout the school year to reflect students’ progress and

goals Meet with parents, teachers, counselors, and administrators to discuss

students’ progress Work with teacher assistants to ensure that they have the skills and

information necessary to work with special education students Ensure that schools comply with requirements of the Individuals with

Disabilities Education Act (IDEA)

Special education services are offered in a variety of ways.

Some special education teachers work exclusively in special education classes that include only students who have IEPs. In this setting, special education teachers plan and present lessons and adapt the lessons to meet each of the students’ needs.

In settings with more inclusive models of special education, in which the students receiving special education services attend general education classes, special education teachers may spend a portion of the day teaching classes together with general education teachers. The special education teachers help present the information in a manner that is more easily understood by special education students.

They also serve as consultants to general education teachers to help them adapt lessons that will meet the needs of the special education students in their classes. Special education teachers may have students who visit them throughout the day to get extra help with particular subjects or lessons.

A team that includes special and general education teachers, counselors, parents, and, in some cases, the students themselves develop the individualized educational programs (IEPs). IEPs outline which services each special education student will receive, such as sessions with the school psychologist or counselor and class periods or times when the student will receive individual attention from special education teachers.

IEPs also may list services such as community mental health services, mentoring, and tutoring, which other organizations in the community provide. Special education teachers are responsible for ensuring that the students receive the services outlined in their IEPs.

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Special education teachers work with students who have a wide variety of mental, emotional, physical, and learning disabilities. Some students need assistance only in a few subject areas, such as reading and math. Other students need help understanding how they learn and adapting study skills and strategies that best meet their needs.

Some special education teachers work with students who have physical and sensory disabilities, such as blindness and deafness, or with students who are wheelchair-bound. They also work with students who have autism spectrum disorders and with students who have emotional disorders, such as anxiety and depression.

Special education teachers work with infants to high school students. Students who have severe disabilities may work with a special education teacher until they turn 21 years old.

Special education teachers working with young children try to intervene as early as possible. Early intervention in the development of language, speech and social and motor skills allows children the best opportunity to improve in those areas.

With older students who have more severe disabilities, special education teachers help the students develop the skills necessary to live independently and find a job, such as balancing a checkbook and managing their time.

(Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Special Education Teachers,) 

Job Outlook

Employment of special education teachers is expected to grow by 17 percent from 2010 to 2020, about as fast as the average for all occupations. Growth is expected because of increasing enrollment and continued demand for special education services http://www.bls.gov/ooh/education-training-and-library/special-education-teachers.htm

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Massachusetts Professional Standards for Teachers

Upon completion of all the academic courses in the Teacher of Students with Moderate Disabilities program, successfully pass all the required MTELs, students must participate in a practicum and practicum seminar. It is at this time they put into practice and become competent in the 603 CMR 7.08: Massachusetts Professional Standards for Teachers

Standard A Plans Curriculum and Instruction.Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students' level of content knowledge.Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities.Plans lessons with clear objectives and relevant measurable outcomes.Draws on resources from colleagues, families, and the community to enhance learning.Incorporates appropriate technology and media in lesson planning.Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural Uses and linguistic backgrounds, strengths, and challenges.

Standard B Delivers Effective InstructionCommunicates high standards and expectations when beginning the lesson

Makes learning objectives clear to students Communicates clearly in writing and speaking Uses engaging ways to begin a new unit of study or lesson Builds on students’ prior knowledge and experience

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Communicates high standards and expectations when carrying out the lesson

Uses a balanced approach to teaching skills and concepts of elementary reading and writing.

Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).

Demonstrates an adequate knowledge of and approach to the academic content of lessons.

Employs a variety of reading and writing strategies for addressing learning objectives

Uses questioning to stimulate thinking and encourages all students to respond.

Uses instructional technology appropriately. Employs appropriate sheltered English or subject matter

strategies for English learners.

Communicates high standards and expectations when extending and completing the lesson:

Assigns homework or practice that furthers student learning and checks it.

Provides regular and frequent feedback to students on their progress.

Provides many and varied opportunities for students to achieve competence.

Communicates high standards and expectations when evaluating student learning:

Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

Standard C Manages Classroom Climate and OperationCreates an environment that is conducive to learning.Creates a physical environment appropriate to a range of learning activities.Maintains appropriate standards of behavior, mutual respect, and safety.Manages classroom routines and procedures without loss of

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significant instructional time.

Standard D Promotes EquityEncourages all students to believe that effort is a key to achievement.Works to promote achievement by all students without exception.Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.

Standard E Meets Professional ResponsibilitiesUnderstands his or her legal and moral responsibilities.Conveys knowledge of and enthusiasm for his/her academic discipline to students.Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.Collaborates with colleagues to improve instruction, assessment, and student achievement.Works actively to involve parents in their child's academic activities and performance, and communicates clearly with them.Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

(Massachusetts Department of Elementary and Seconday Education, 2012)

Admission to the Program

Entrance Interview:

The objectives of the entrance interview are:

1. To select candidates who possess strong oral and written communication skills.

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2. To select candidates who are enthusiastic and sincere in their desire to become certified in an area of special education.

3. To select students who exhibit seriousness of purpose as they embark on their graduate program.

The Entrance Interview consists of two parts:

1. An oral interview of the prospective student by representatives from the College's Admissions Department

2. A written response to a pertinent special education field related question.

The Entrance Interview is used to assess the level of the perspective student's oral and written communication skills. Communication skills will be assessed according to the following criteria: organization and clarity of thought, the ability to communicate ideas, and the proper use of English. The Entrance Interview is also used to select Cambridge College students who are enthusiastic and sincere in their intent to become a licensed special educator. The successful candidate will exhibit seriousness of purpose.

Requirements for admission:

1. Candidates must possess a Bachelor's degree in arts, sciences or interdisciplinary major from an accredited college.

2. Completed Application form.

3. Three sealed letters of recommendations.

4. Official transcripts in English from each College or University attended.

5. An essay describing goals and expectations.

6. Copies of report showing passing scores on Communication and Literacy MTEL*

7. TOEFL passing score for international students.

8. Maximum number of transferable credits (see Admissions Handbook) into the program are 12 graduate credit hours. All transferable course work must have a minimum grade point average (GPA) of B (3.0) or better. All requests for credit transfer must be submitted before matriculation.

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9. If a candidate is seeking an M. Ed. leading to the Professional Licensure as a Teacher of Students with Moderate Special Education PreK-8; 5-12 , he or she must hold an Initial License in the same field for which the Professional License is being sought prior to being admitted to the Special Education Program. In addition, the student must be enrolled in a mentor program in his or her school. This is required by the Department of Elementary and Secondary Education (DESE). This information is also listed in the Cambridge College catalogue

10. At the beginning of the student’s first semester, each candidate seeking admission must attend an orientation session conducted by the Dean of Student Services, College Administrators and Program Coordinators.

11. All transcripts will be reviewed by the program coordinator to verify regulatory compliance.

Special Circumstances:

Candidates who earned the equivalent of a bachelor's degree in a country outside the U.S. must have transcripts evaluated for U.S. Bachelors Degree equivalency by the Center for Educational Documentation (617-983-5232).

*Matriculation Policy (see below)

Advisement and RetentionThe professional seminar instructor and program chair advise students. They assure that the student is progressing toward graduation by reviewing course work, guiding the selection of courses, checking the progress of the independent learning project, responding to student questions, and affirming understanding of the policies and procedures found in the handbook.

At the new student orientation, the student receives and signs an advising folder that the academic advisor also signs after each advisor/advisee meeting.

Advising continues through the Professional Seminars, I, II, and III, which are a unique part of the Health and Family & Consumer Sciences program. These courses reflect Cambridge College’s model of teaching and learning: cohorts learn from each other, provide content direction, self and peer assess, obtain professional development, and learn the professional growth and competencies needed to succeed in the field of Health and Family & Consumer Sciences.

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Matriculation and Grade Point Average (GPA) policyStudents enrolling in a Cambridge College’s graduate education program leading to state licensure register as a non-licensed student until passing the Massachusetts Communication and Literacy MTEL or its equivalent as mandated by their State Board of Education. 

Students entering the college with a successful MTEL pass score register in the licensure version of their program of study.  We recommend strongly that individuals entering as a non-licensure student successfully pass the above tests within the first semester of their enrollment.  Cambridge College provides MTEL workshop classes at an supplementary, nominal fee.

Students who wish to enter the PreK – 8 program must also pass the Massachusetts General Curriculum, math subtest and the Foundations of Reading MTEL. Students pursuing Grades 5 12 licensure must take a subject matter curriculum test, and the Foundations of Reading MTEL.

Grade Point Averages are posted at the end of each semester.  Students in programs leading to state licensure must maintain an overall, minimum G.P.A. of 3.0.  Whenever a student’s GPA drops below 3.0, he or she receives an academic warning and placement on academic probation.  Students with a GPA of less than 3.0 do not graduate from their licensure program.

Licensure

The Master of Education degree with a concentration in Teacher of Students with Moderate Disabilities leads to an Initial or Professional license. A non-licensure track is also available.

Massachusetts Department of Elementary and Secondary Education licensure information: 7.04: Types of Educator Licenses, Requirements for Licensure, Licenses Issued, and Requirements for Field-Based Experience

To apply for an Initial License, a candidate must

posses a bachelor’s degree and a passing score on the:o Communication and Literacy Skills testo Subject matter knowledge test(s) appropriate to the license

sought, based on the subject matter knowledge requirements set forth in 603 CMR 7.06 and 7.07. In the absence of a test, completion of an approved program satisfies this requirement.

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complete an approved program for the Initial license sought as set forth in 603 CMR 7.03 (2) (a):

show evidence of sound moral character. (Massachusetts Department of Elementary and Secondary Education, 2012)

To apply for a Professional license, a candidate must:

possess an Initial license in the same field as the Professional license sought;

complete with a mentor a one-year induction program; have three full years of employment under the Initial license; at least 50 hours of a mentored experience beyond the induction year,

which may be fulfilled as part of a program option in 603 CMR 7.04 (2) (c) 5.

complete of one of the following:o an approved district program for the Professional license

sought as set forth in 603 CMR 7.03 (2) (b) 1. a.o a master's or higher graduate level program in an accredited

college or university that is or includes one of the following: approved program for the Professional license sought

as set forth in 603 CMR 7.03 (2) (b) 1. b. a master's degree program or other advanced graduate

program in the academic discipline appropriate to the license sought in a graduate or professional school other than education.

Candidates who have completed any Master's or higher degree or other advanced graduate program not described in 603 CMR 7.04 (2) (c) 5. b., in an accredited college or university, one of the following:

approved, non-degree, 12-credit program with no fewer than nine credits in the academic discipline appropriate to the instructional field of the Professional license sought as set forth in 603 CMR 7.03 (2) (b) 1.

12 credits of graduate level courses in the academic discipline appropriate to the instructional field of the Professional license sought; they may include credits earned before application for the license.

programs leading to eligibility for master teacher status, such as any sponsored by the National Board for Professional Teaching Standards and others the Commissioner accepts.

a Department-sponsored Performance Assessment Program, when available. (Massachusetts Department of Elementary and Secondary Education, 2012)

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Completion CriteriaSpecific program completion includes:

Successful completion of required course work; ESP 800 Independent Learning Project (ILP). The Key Assessment of this

course is a research document that addresses content and pedagogy. Students may implement portions of their Independent Learning Project during their practicum.

ESP 790 (a or b) Practicum (Licensure students). The practicum is a 300 hour application of content and skill learned through the required courses. The practicum is offered after the students have completed all course work, allowing for maximum exposure to the knowledge and skills necessary to be successful in the classroom.

o Because the Massachusetts initial license is Teacher, All, 150 practicum hours must occur at each of any two of the following levels: PreK-6, 5-8, 8-12 (Massachusetts Department of Elementary and Secondary Education, 2012)

o The College Supervisor and the field based Supervising Practitioner evaluate students according to the Pre-service Performance Assessment for Practicum or Practicum Equivalent form

ESP 791 Practicum Exit Performance Portfolio. This collection of documents and research,

including the ILP, demonstrates evidence of teaching knowledge and skills, including additional training for students with disabilities, English language learners and students from diverse backgrounds.

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Master of Education Degree: Initial License

RequirementsRequired Courses - 45 creditsNon-Licensure - 40 creditsPre-practicum – 75 hours

Professional Seminars 4 crESP691N Professional Seminar IESP692 N Professional Seminar IIThe seminar leader may require an additional professional seminar, based on the student’s experience and progress made in Professional Seminar I.ESP800 Independent Learning Project 3 cr

Special Education Course Requirements

Required courses 36 cr

Course Credits Pre-Practicum

ELE500 Phonemic Awareness 0 creditsESP512 Inclusion and Classroom Behavior Management 3 credits 10 hoursESP592 Adapting Materials and Instruction for the

Special Needs Student in the Regular Education Classroom

1 credit

ESP594 Collaboration and Communication 2 credits

ESP607 Psycho-Educational Assessment for Teaching Exceptional Children

3 credits 10 hours

ESP615 Assistive Technology: Modifying Curriculum for Diverse Learners

3 credits

ESP662 Principles of Language Development Bridging Differences and Disorder

3 credits 15 hours

ESP689 Typical and Atypical Human Development 3 creditsESP695 Laws and Regulations Pertaining to Special

Education3 credits 15 hours

ESP680 Pedagogy in Reading and English Language Arts 3 credits 15 hoursMAT 608 Euclidian Geometry 3 creditsMAT618 Math Essentials 3 creditsMAT623 Numeric and Geometric Structures 3 credits

ESP 790 Special Education Practicum 3 credits

ESP 791 Practicum Seminar 2 credits

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Grades 5 – 12ESP636 Teaching Social Science, History and

Multicultural Education in Grades 5-123 credits

SCI680 Attaining Science Literacy 3Credits

These students take 1 math course.

Prerequisites to Practicum Pre-Practicum (75 hrs) in context of selected courses and in a variety of settings;

non-credit All required courses must be taken and passed MTEL as required

ESP790A Practicum (Prek-8) - 300 hours in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 in a separate or substantially separate setting for students with moderate disabilities.

ESP 790B Practicum (5-12) - 150 hours in an inclusive general education classroom or 75 hours in an inclusive general education classroom and 75 hours in a separate setting for students with moderate disabilities.

.ESP791 Seminar for Classroom Practicum Experience

No student may participate in the Practicum without passing the required MTELs.

Suggestions for Course Completions

Pro-Sem I must be taken in the first semester.

Your Pro-Sem leader is your advisor for your entire program

Communications and Literacy (MTEL) should be taken in the first semester. Starting in fall 2012 students will be able to matriculate only after completing Communications and Literacy. There are 2 parts to the test and may be taken together or separately. Students find they are more successful if they take the reading component and the writing component separately. (MA)

Eight credits per semester are considered a full class load during the school year.

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On the next page is the list of courses from the catalogue for the Teachers of Students with Moderate Disabilities program. On the left is the list of all the courses in the program. On the right hand column you will find the semester in which they are offered. Please plan

Practicum All courses, ILP and MTEL requirements must be completed before you

start your practicum.

If you are currently a teacher, you may use that site for your practicum. If you are a para-professional, you must be able to act in the role of a teacher for the entire practicum. The hours must be logged.

MA Department of Education Teacher of Students with Moderate Disabilities (for PreK-8, 300 hours in an

inclusive general education setting or 75 hours in an inclusive general education setting and 225 hours in a separate or substantially separate setting for students with moderate disabilities; for 5-12, 300 hours in an inclusive general education classroom or 150 hours in an inclusive general education classroom and 150 hours in a separate or substantially separate setting for students with moderate disabilities)*

Non-Licensure

Cambridge College offers a non-licensure program that allows a student to earn a master’s degree with a concentration in early childhood education that is aligned with the licensure model without the Practicum and Practicum Seminar. Since they graduate with a degree in an approved education program, they would be eligible to return at a later date to complete the Practicum and Practicum Seminar upon passing the MTELs.

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Teachers of Students withModerate Disabilities

Moderate Disabilities, PreK–8, Professional Post BaccalaureateModerate Disabilities, 5 – 12, Professional Post Baccalaureate

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Professional License

Moderate Disabilities, PreK–8, Professional Post Baccalaureate (PreK-8 and 5-12):Cambridge College offers professional licensure programs for those students who already possess an initial license and wish to obtain a master’s degree and qualify for a professional license in the area of special education. A copy of the current program of studies is included.

ADMISSION TO THE PROGRAM

Entrance Interview:

The objectives of the entrance interview are:

1. To select candidates who possess strong oral and written communication skills.2. To select candidates who are enthusiastic and sincere in their desire to become

certified in an area of special education.3. To select students who exhibit seriousness of purpose as they embark on their

graduate program.

The Entrance Interview consists of two parts:

D. An oral interview of the prospective student by representatives from the College's Educational Administration Program and the Admissions Department

E. A written response to a pertinent special education field related question.

The Entrance Interview is used to assess the level of the perspective student's oral and written communication skills. Communication skills will be assessed according to the following criteria: organization and clarity of thought, the ability to communicate ideas, and the proper use of English. The Entrance Interview is also used to select Cambridge College students who are enthusiastic and sincere in their intent to become a licensed special educator. The successful candidate will exhibit seriousness of purpose, good communication skills and a strong commitment to the field of education.

Requirements for Admission 1. Candidates must possess a Bachelor's degree in arts, sciences or interdisciplinary major from an accredited college.

2. Submission of a completed Application form and

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3. Three sealed letters of recommendations.

4. Official transcripts in English from each College or University attended.

5. An essay describing goals and expectations.

6. TOEFL passing score for international students.

7. Maximum number of transferable credits (see Admissions Handbook) into the program are 12 graduate credit hours. All transferable course work must have a minimum grade point average (GPA) of B (3.0) or better. All requests for credit transfer must be submitted before matriculation.

8. If a candidate is seeking an M. Ed. leading to the Professional Licensure as a Teacher of Students with Moderate Special Education PreK-8; 5-12 , he or she must hold an Initial License in the same field for which the Professional License is being sought prior to being admitted to the Special Education Program. In addition, the student must be enrolled in a mentor program in his or her school. This is required by the Department of Elementary and Secondary Education (DESE). This information is also listed in the Cambridge College catalogue

9. At the beginning of the student’s first semester, each candidate seeking admission must attend an orientation session conducted by the Dean of Student Services, College Administrators and Program Coordinators.

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Program Chart – Teacher of Students with Moderate Disabilities Professional License

Course Semester CreditsESP 691 and 692 Professional Seminars All 4 (2

each)ESP 800 Independent Learning Project All 3

Education Classes – Choose 12 creditsEED 628 Effective Schools Spring 3EED 704 Seminar in Current Educational Issues Spring 3EED 705 Multi Cultural Diversity in Workplace and Classroom

Summer/Fall 3

ESP 721 Using Multiple Intelligences and Accelerated Learning

Summer 3

Arts and SciencesEIT 703 Impact of Technology on Education Spring 3EIT 712Using Educational Technology to Improve Teaching and Learning in Math, Science, and English Language Arts

Fall (DL) 3

ENG 701 Integration of Reading and Writing with Children’s Literature

Summer 3

ESP 701 Students with Disabilities and the Visual Arts Summer 3MAT 701 Diagnosis and Remediation of Learning Problems in Math

Summer/Spring 3

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Course DescriptionsESP512 Inclusion and Classroom Behavior Management - 3 credits

Pre-practicum: 10 hours of directed field-based training required. In this course students learn the basic components of an effective inclusionary program. In addition, they understand the etiology of learning problems and strategies to remediate these problems. They learn how to fully include students with disabilities in the regular classroom. Emphasis is on learning behavior management skills that are effective with both regular and special education students.

ESP592 Adapting Materials for Students w/ Disabilities in Gen Ed Classrooms - 1 credit

This course introduces students to adapting materials and modifying curriculum as identified in students’ Individual Education Programs (IEP). Models of inclusion and teaching techniques for studentswith disabilities in general education classrooms will be exploredand developed. Teachers engaged in special educators and general education discuss solutions to difficult problems focusing on academic interventions in subjects such as math, reading and writing skills. In addition, students in this class develop strategies to increase participation of their students in inclusive classrooms by lessening anxiety and frustration and teaching strategies to create a positive learning environment. They will also work together to design reasonable classroom accommodations, realistic alternatives, positive models of classroom management, and adapting assessments. They will demonstrate understanding through class discussion and lesson presentation.

ESP594 Collaboration and Consultation - 2 credits

The course explores the concept of school and community working together as partners to support each other in a strong coalition. A school district serves several smaller communities in one, and rarely does a community act as a single entity. To establish and sustain community and school linkage is critical to an effective partnership. The course explores the core mission of public schools and creates an environment that helps young people learn and achieve at high standards. The community school approach supports young people’s academic, social, and interpersonal goals by creating an effective learning atmosphere. Schools are a microcosm of societal values and community philosophy that daily affects students’ lives. The power structure of a community its formal and informal networks and the people in them that makes things happen is studied.

ESP607 Psycho-Educational Assessment for Teaching Exceptional Students - 3 credits

Pre-practicum: 10 hours required: directed field-based training. This course increases educators’ ability to assess various educational test instruments, understand outcome data, analyze various data sets and make hypotheses, and formulate academic goals and objectives. Educators develop a conceptual framework in which to understand their students’ academic needs and develop appropriate interventions based upon testing outcome data. A general understanding of statistics, ethics, and test construction is introduced for evaluating various assessment instruments and the appropriateness of their use. Students utilize formal and informal assessments, standardized instrumentation, and screening instrumentation to gather data and formulate appropriate interventions and accommodations for various educational plans.

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ESP610 Autism: History, Prevalence, Diagnosis and Characteristics - 3 credits

This course examines current research and theoretical models that focus on typical and atypical development of children. Emphasis is on understanding the child with autism in terms of psychological, intellectual, social, and physical development. The historical problem of biological versus psychological causation of autism will be examined along with trends in autism research that continue to this day. This course will focus on autism as a neurological developmental disorder characterized by an impairment in social interaction, communication skills, and in behavior. Autism is acknowledged as a “spectrum” disorder meaning that children with autism may range from extremely low cognitively to highly intelligent with little or no language to communicate to being highly verbal. The cause(s) of autism is not known at this time, with 9 out of 10, for whom the cause is idiopathic. Autism Spectrum Disorder is the fastest growing developmental disability with 1 in 150 children now being diagnosed with autism. It is more com- mon than Cerebral Palsy, Down Syndrome, and Childhood cancers combined.

ESP615 Assistive Technology: Modifying the Curriculum for Diverse Learners - 3 credits

How do we as educators implement the mandated requirements of the Individuals with Disabilities Education Act that calls for assistive technology to be considered in each Individualized Education Plan (IEP). Educators in this course examine assistive technologies and the federal laws affecting the education of children with disabilities. They look at assistive technologies addressing seating and positioning, access to the technology, augmentative and alternative communication (low-tech and high-tech). Educators look at curriculum modifications using technology, and software that addresses curriculum modifications and individual learning styles. Educators consider how these assistive technologies support inclusion and access to the curriculum, and IEP goals, objectives, and instructional profiles. how these assistive technologies support inclusion and access to the curriculum, and IEP goals, objectives, and instructional profiles.

ESP616 Communication Disorders - ASD - 3 credits

Pre-practicum: 10 hours of directed field-based training required. Communication-based disabilities are a diagnosing criteria of Autism spectrum disorders, diagnoses with similar characteristics, and are commonly seen in severe levels of developmental delay. Not only do communication difficulties greatly impact life-long educational, social, and vocational opportunities, they are closely associated with the presence of challenging behaviors such as aggression and self-injury. Following a review of typical and atypical language development, physiological, environmental, and psychological theories of language development will be presented. This course will examine criterion- based and peer-normed communication assessments, effective language-based teaching strategies for children with severe disabilities, and alternative communication forms such as picture exchange communication system, sign language, and other non-vocal communication systems. In addition, students will be introduced to the following: Provision of family-centered services; impact of culture on work with individuals with disabilities and their families; and recommended practices/framework for assessment and facilitation of communication for individuals with ASD.

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ESP621 Assessment and Appraisal Process -ASD - 3 credits

Effective instruction is difficult to implement in the absence of effective assessment and appraisal data. The goal of this course is to introduce candidates to several educational and functional assessments that are frequently used to establish skill strengths and deficits in children with autism spectrum disorders and diagnoses with similar characteristics. Such tools as the Psycho-educational Profile, 3rd edition (PEP-111), Assessment of Basic Language and Learning Skills Revised (ABLLS-R), and the Vineland Adaptive Behavior Scales, classroom edition, will be reviewed and interpreted. Along with an emphasis on these assessments, this course will stress considerations of student specific goals including variables such as, needs in the home setting, activities of daily living, vocational training, and an independent and self determined adult life.

ESP622 Basic Applied Behavior Analysis ASD - 3 credits

Prerequisites: Graduate status; enrollment in BCBA certification preparation program or permission. The basic principles of applied behavior analysis relevant to the design and implementation of behavioral interventions in educational and human service environments will be presented in this course. Behavioral principles such as schedules of reinforcement, measurement techniques, analysis and interpretation of behavioral data, ethical, and pragmatic issues will be covered. Students will critique the validity and usefulness of behavioral research to applied problems. The course will provide credit hours towards eligibility for the behavior analysis certification examination.

ESP625 Behavior Management- ASD - 3 credits

Pre-Practicum - 10 hours Individuals diagnosed with Autism Spec- trum Disorders and diagnoses with similar characteristics, frequently manifest challenging behaviors that inhibit learning and access to many life long opportunities. This course will introduce students to the Functional Behavior Assessment (FBA) process and intervention through the use of Positive Behavior Intervention and Support (PBIS). The dynamic intervention formats utilize the scientifically supported techniques of PBIS across a three tier level of need that includes school wide support, secondary support for at-risk students, and individualized intervention. This course will emphasize the use of least restrictive, non-aversive, research supported techniques that take into account a whole child perspective, intervention for teaching functional equivalent skill deficits, increasing appropriate behavior, and decreasing challenging behavior.

ESP630 Social & Psychological Perspectives of Children with Autism - 3 credits

Social deficits are one of the defining characteristics of Autism, including Asperger’s Syndrome, and are almost always associated with other Autism Spectrum Disorders and similar diagnoses. This course will introduce candidates to social skills intervention through a whole family approach focusing on both students with deficits associated with global delay as well as higher functioning students who demonstrate deficits primarily or exclusively in the area of social skills. This class will take into account the needs of not only the student, but also siblings, parents, separated parents, extended family relationships, household economic needs, and culturally specific variables that make up the landscape of the dynamic American family.

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ESP635 Teaching and Curriculum Development/Students with Severe Disabilities - 3 credits

This course will emphasize diagnosis, assessment and best educational practices in teaching persons who are diagnosed with severe intellectual disabilities, multi handicaps and autism. A focus on legal provisions, regulations and program standards in unbiased assessment as well as work on specialized terminology used in assessment of this special population will be noted. A special focus on the Massachusetts Alternate Assessment preparation will be developed. Adaptive behavior scales will be discussed. Students will be apprised of the specialized policies regarding students with extensive disabilities concerning referral and placement procedures. While developing best practice instruction students in this course will focus on the students’ abilities and similarities to children without disabilities, utilize research-supported instructional strategies and practices and will design and implement sensory stimulation programs for students in need of intensive services. There will be a demonstration of a variety of settings where these students’ needs can be meet. During the semester we will design, implement and evaluate instruction programs that will enhance students’ social participation in family, school and community activities. We will focus on the Massachusetts Frameworks and discuss how to align instruction while using the Frameworks. Students will develop an appreciation of how to teach culturally responsive functional life skills relevant to independence in the community, personal living, and employment inclusion accessing public transportation, cooking, shopping laundry, functional reading and sexuality.

ESP662 Principles of Language Development; Bridging Differences and Disorders - 3 credits

Pre-practicum: 15 hours of directed field-based training required. The course develops a thorough understanding of how children acquire language and how language develops over the life span. Language acquisition is one of the most important domains within the sciences of the mind. Developments in cognitive neuroscience have made it evident that language, once acquired, is not static, but rather has constant neural reorganization. Students develop an overview of the course of language development, biological foundations for language, the major linguistic systems individuals must acquire, and finallythe methods of study for language development. Theories of firstand second language acquisition and development are introduced. Because there is no single process of language acquisition, students are exposed to different theories of semantic development, phonological development, morphological development, and syntax. Students come to understand the relationship between language acquisition, theoretical approaches, and individual differences. Atypical language development, language impairment, and treatment of children with communicative handicaps are also discussed.

ESP680 Pedagogy in Reading and English Language Arts - 3 credits

Pre-practicum 15 hours of directed field-based training required.This course develops a thorough understanding of the fundamental principles of English/language arts, focusing on the interrelation- ships among reading, writing, speaking, and listening. The course also focuses on the student as learner, and the processes involved in content reading and literacy. There is a direct correlation between the growing social and cultural diversity in today’s classrooms and the tie to information on literacy. Since high levels of literacy are expected in today’s contemporary society, children and families need to expand literacy

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activities to provide a range of options available to them in work and life. Diagnostic tools and classroom techniques for assessing, decoding, encoding, comprehension, literacy, and fluency skills are explored, along with related theories and research, and developmentally appropriate practices. The language arts are incomplete without making connections to all parts of the curriculum. Children require dynamic role models to emulate so that they are apprenticed into literate behavior. A variety of reading programs are discussed and researched, including philosophy, teaching techniques and materials. Information on how to plan and implement instruction in content area classrooms is included. Frameworks are provided for teaching and learning subject matter and planning lessons.

ESP689 Theories of Typical and Atypical Human Development - 3 credits

Pre-Practicum: 10 hours of directed field-based training requiredThis course examines current research and theoretical models that focus on typical and atypical development of children. Emphasis is on understanding children’s psychological, intellectual, and physical development. Piaget’s theory of cognitive development is examined along with more recent investigations and adaptations. Theories of the role of context (physical, social and cultural impacts on development) are compared. The course also investigates the impact of developmental theories on the education of children with disabilities. The formulation of developmentally appropriate Individual Educational Programs are discussed.

ESP691 Professional Seminar I: Special Education (States other than MA)- 2 credits

Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort group of students with a faculty leader licensed in moderate needs special education. The seminar leader is the students’ academic advisor and guides them through their graduate program as they seek a profes- sional license. The group studies professional standards for special needs teachers, and their application in the classroom. Students integrate their learning from classes, workshops, and experience. Transformed by the resulting knowledge, competencies, attitudes and values, students become reflective practitioners and lifelong learn- ers. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.

ESP692 Professional Seminar I!: Special Education (States other than MA) - 2 credits

The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort groupof students with a faculty leader licensed in moderate needs special education. The seminar leader is the students’ academic advisor and guides them through their graduate program as they seek a professional license. The group studies professional standards for special needs teachers, and their application in the classroom. Students integrate their learning from classes, workshops, and experience. Transformed by the resulting knowledge, competencies, attitudes and values, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.

ESP691N Professional Seminar I: Special Education (Initial) - 2 credits

The Professional Seminar is a signature element of the adult learning model at Cambridge

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College. It grounds learning in a cohort groupof students with a faculty leader licensed in moderate special needs education. This seminar leader is the students’ academic advisorand guides them through their graduate program. The cohort studies professional standards for special needs teachers, and the requirements for state licensure as a Teacher of Students with Moderate Disabilities - Prek-8 and 5-12 Students integrate their learning from classes, workshops, and field experience. Transformed by the resulting knowledge, competencies, attitudes and values, students become competent, caring and qualified educators, reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, from identifying their topics to guiding the research and writing. The seminar leader approves and gives support throughout the process.

ESP 636 Teaching, Social Science, History and Multicultural Education in Grades 5-12 - 3 credits

This course prepares special educators to co-teach and consult inthe area of social studies that includes the major factors of historical development. This course addresses the many multicultural contributions of those who settled the colonies and formed the new nation. Students gain skills and varied methods for teaching basic information in social studies, history and geography. They gain a basis for researching issues in social studies and history that give their students more universal perspectives. The materials chosen are appropriate to the Massachusetts Curriculum frameworks/Common Core in history and social studies. Educators will gain the basic information and know the principles for teaching social sciences, history and geography as outlined in the Massachusetts regulations for educator licensure.

ESP692N Professional Seminar II: Special Education (Initial) - 2 credits

The Professional Seminar is a signature element of the adult learning model at Cambridge College and continues the student’s graduate program. It grounds learning in a cohort group of students witha faculty leader licensed in moderate needs special education. This seminar leader is the students’ academic advisor and guides them through their graduate program. The cohort continues to studies professional standards for special needs teachers, and the requirements for state licensure in moderate special needs PreK-8 and 5-12. Students integrate their learning from classes, workshops, and experience. Transformed by the resulting knowledge, competencies, attitudes and values, students become competent, caring, qualified educators, reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.

ESP 691P Professional Seminar I: Special Education (Professional) - 2 credits

The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort groupof students with a faculty leader licensed in moderate needs special education. This seminar leader is the students’ academic advisor

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and guides them through their graduate program. The cohort studies professional standards for special needs teachers, and the requirements for state licensure as a Teacher of Students with Moderate Disabilities - Prek-8 and 5-12 The cohort studies professional standards or special needs teachers, and the requirements for state licensure in moderate special needs - Prek-8, 5-12. Students integrate their learning from classes, workshops, and field experience. Transformed by the resulting knowledge, competencies, attitudes and values, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.

ESP692P Professional Seminar II: Special Education (Professional) - 2 credits

The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort groupof students with a faculty leader licensed in moderate needs special education. This seminar leader is the students’ academic advisorand guides them through their graduate program. The cohort studies professional standards for special needs teachers, and the require- ments for state licensure in moderate special needs. PreK-8 and 5-12. Students integrate their learning from classes, workshops, and experience. Transformed by the resulting knowledge, competencies, attitudes and values, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.

ESP691S Professional Seminar I: ASD - 2 credits

The Professional Seminar is a signature element of the adult learning model at Cambridge College. It grounds learning in a cohort groupof students with a faculty leader licensed in moderate needs special education. This seminar leader is the students’ academic advisor and guides them through their graduate program. Students integrate their learning from classes, workshops, and field experience. Transformed by the resulting knowledge, competencies, attitudes and values, students become reflective practitioners and lifelong learners. The seminar also supports students’ work on their independent learning projects, from identifying topics, to guiding the research and writing, to completion. The seminar leader approves the finished projects.

The first semester emphasizes the development of leadership and human relationships, and the impact for the special educator with an emphasis on understanding the most recent literature and findingson the autism spectrum. Students become aware of prevalent and current learning theories. There is an emphasis on the adult learner as a teacher. Discussion focuses on the growth and development of the professional, the functioning of organizations, the study of organizational behavior, and how special education, in particular, students with ASD “fit” within the organizational structure of the education system.

ESP692S Professional Seminar II: ASD - 2 credits

The Professional Seminar (Pro-Sem) is a three course sequenceof classes designed to acquaint students with Cambridge College instructional resources (e.g., on-line learning

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technology, library access), teach the process of critically evaluating research, develop research questions, conduct quantitative research, and present research findings, finally students will become familiar with the Behavior Analyst Certification Boards requirements and be supported to ensure that they have met the eligibility requirements to sit for the BCBA examination.

ESP695 Laws and Regulations Pertaining to Special Education - 3 credits

Pre-practicum: 15 hours of directed field-based training required. This course reviews all special education laws and specific regulations regarding the pre-referral and referral of a student and the development of an Individual Educational Program (IEP). Students explore the application of these laws and regulations to public schools’ obligations to the handicapped and children with disabilities. The emphasis in this course is to develop IEPs for students in the least restrictive environment (LRE), using theories and strategies for mainstreaming students into the general curriculum. The role of each member of the TEAM is examined. A brief history of the sequence and development of special education laws (introduction of pertinent case law) is dis- cussed. An additional emphasis in this course will be on students with a diagnosis of autism and the process for developing IEP’s for these students in the least restrictive environment (LRE), using theories and strategies for including students in general education classrooms.

The laws and regulations discussed include IDEA ‘04, Massachusetts Regulations for Special Education 603 CMR28.00 and 18.00, section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA 1990), the Family Educational Rights and Privacy Act (FERPA), the Steward B. McKinney Homeless Assistance Act (Title VII), and the Hearing Rules for Special Education Appeals (MA ESE).

ESP701 Students with Disabilities and Visual Arts - 3 credits

This course is for teachers who work with students with special needs. It focuses on how they can use the visual arts as an innovative approach to facilitate their students’ learning and understanding. Teachers explore how the visual arts can accommodate different learning styles by providing alternative entry points in which to learn and understand the required curricula. This approach incorporates the theory of multiple intelligences. Teachers develop an understanding of how the visual arts can help motivate students to learn, foster self-esteem and self-expression, develop motor coordination skills and enhance social skills. This is a hands-on class in which teachers become familiar with a variety of art materials, for example clay, paints, pastels, charcoal, and simple print-making techniques. They also gain a basic understanding of the principles of art history. They learn how to develop lessons and alternative assessment instruments that incorporate the visual arts. A visit to the Fogg Museum is included.

SCI 680 Attaining Science Literacy - 3 credits

This course addresses science literacy by (1) examining the development of the knowledge and skills needed to understand the natural world and to intelligently participate in decisions that affect it, (2) considering science as a way of knowing and as a basis for thinking and problem-solving, and (3) reviewing strategies for promoting science literacy in school programs. Course content includes practical and theoretical constructs with emphasis on connecting theory to practice, applying

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conceptual understandings to individual teaching settings, and developing skills for independent professional development and scholarship. Pre-practicum hours of directed field-based training required.

ESP704 Ethics and Professionalism in Applied Behavior Analysis - 3 credits

This course prepares students for the ethical and professional practice of applied behavior analysis. Students will learn about the foundations of ethical and professional behavior to ensure a high quality of practice in both behavior analysis and education in general. The Behavior Analyst Certification Board Guidelines for Responsible Conduct will be reviewed in detail. Ethical dilemmas and case studies will be presented for behavior analysts working in a varietyof educational and therapeutic settings. Professional issues suchas representation of one’s self and the field of behavior analysis, collaboration with other professionals, relationships with colleagues and clients, the evaluation of treatment and instructional procedures, and interpersonal communication will be explored. Learning activities will include synchronous instruction (lectures, group exercises, role play), asynchronous instruction (video lecture, responding online to questions and peer review of responses) and project-based instruction (writing exercises or papers). Students will take an active part in forums and problem solving ethical issues.

ESP705 Fluency Seminar ABA Certification - 1 credit

This one-credit course is designed to strengthen students’ ability to demonstrate key core knowledge competencies in the field of applied behavior analysis. During the course of the semester students will engage in a number of fluency based instructional activities that will enable them to demonstrate knowledge in all of the BCBA task list content areas. Students will be required to practice these skills both during class sessions and via software specifically designed to sup- port fluency training and competence demonstration. Students must demonstrate proficiency in each of the task list content areas in order to successfully pass this course.

ESP721 Using Multiple Intelligences and Accelerated Learning in Teaching English Language Arts, Math, History and Science - 3 credits

Special education teachers learn to apply multiple intelligence and accelerated learning instructional strategies in teaching to the content area standards. Teachers get an overview of Howard Gardner’s multiple intelligence theory and its implications. They also experience Lozanov’s accelerated learning structures and translation to brain- based teaching. Teachers learn to select, evaluate, and use teaching and assessment differentiation strategies to meet the needs of special education students in regular education classrooms. They design multiple intelligence and accelerated learning lessons to engage students in acquiring specific knowledge and skills.

ESP722 Clinical Applications of Applied Behavior Analysis - ASD - 3 credits

Prerequisites: Graduate status; enrollment in BCBA certification preparation program or permission. An examination of contemporary developments and issues in Applied Behavior Analysis. Behavior change strategies in a variety of situational contexts and organizational

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settings will be examined. In addition, recent developments in several areas related to Applied Behavior Analysis will be explored. Students will be required to present on specialized topic areas, construct quizzes to accompany these presentations, and write critical summaries of issues in each topic area studied. There is no final examination or final paper in this course.

ESP723 Implementing Behavior Analysis in Educational Set- tings - ASD - 3 credits

Prerequisites: Graduate status; enrollment in BCBA certification preparation program or permission; Focuses on the clinical practice of applied behavior analysis in a variety of settings. The application of the principles of applied behavior analysis in educational and treatment settings will be examined and the unique issues presented in these contexts will be reviewed and discussed. These issues include functional behavior assessments, ethics of practice, staff/parent training, and behavioral education in public schools.

ESP724 Research Design in Applied Behavior Analysis - 3 credits

Pre-requisites: Graduate status; enrollment in BCBA certification preparation program or permission. Detailed examination of research designs in the study of human behavior. Scientific method and behavior as the focus of study are investigated. Students gain familiarity with measurement of behavior, specific research designs, accurately interpreting data from studies of applied behavior analysis associated with research and practice in applied behavior analysis.

ESP726 Advanced Applied Behavior Analysis - ASD - 3 credits

Prerequisites: Graduate status; enrollment in BCBA certification preparation program or permission; and ESP622. Extends the study of basic applied behavior analysis. Concentration on behavior change strategies. Specific strategies for accelerating and decelerating behaviors will be reviewed. Issues of generalization of behavior change will be explored. A focus on research strategies will be included. You will also write a review of the literature focusing on a particular procedure designed to develop new behavior or to decrease behavior.

ESP790A Practicum: Special Education (PreK-8) 300 hours - 3 credits

ESP790A Practicum (levels Prek-8) — 300 hours in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 in a separate or substantially separate setting for students with moderate disabilities.

The Practicum experience is in the role and at the level of the license sought, under a supervising practitioner with the appropriate license, with Cambridge College supervision. The Practicum experience provides student teachers opportunities to gain insights into the profession and to master the current Professional Standards for Teachers by working with young people with moderate special needs in public schools and classrooms. Students work with the guidance and support of an experienced educator and by observing his/her instructional and classroom management strategies in action. Stu- dents develop

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instructional strategies for a variety of learning formats, appropriate curriculum materials, classroom management skills, strat- egies for creating a learning environment that fosters an appreciation of diversity and interactive learning. Students reflect on their own professional growth and examine theory through actual classroom practice. An Exit Performance Portfolio documents their experiences.

ESP790B Practicum: Special Education (5-12) 300 hours - 3 credits

300 hours in an inclusive general education classroom or 150 hours in an inclusive general education classroom and 150 hours in a separate setting for students with moderate disabilities. The Practicum experience is in the role and at the level of the license sought, under a supervising practitioner with the appropriate license, with Cambridge College supervision. The Practicum experience provides student teachers opportunity to gain insights into the profession and to master the current Professional Standards for Teachers by working with young people with moderate special needs in public schools and classrooms. Students work with the guidance and support

of an experienced educator and by observing his/her instructional and classroom management strategies in action. Students develop instructional strategies for a variety of learning formats, appropriate curriculum materials, classroom management skills, strategies for cre- ating a learning environment that fosters an appreciation of diversity and interactive learning. Students reflect on their own professional growth and examine theory through actual classroom practice. An Exit Performance Portfolio documents their experiences.

ESP791 Practicum Seminar: Special Education - 2 credits

Practicum required concurrently: ESP790 A/B. Exit Performance Portfolio required for credit. The seminar, based on the Professional Standards for Teachers in Massachusetts and those of the Council for Exceptional Children (CEC) provides opportunities for classroom experience and supports students’ growth as they assume the teaching role. It is the setting for students to interpret their field-based experiences and transform them into skills, knowledge constructs, attitudes and values. The seminar provides a cohort/support for students to address problems and find solutions, while utilizing current academic research and practices. They master understanding and practice of the Massachusetts Curriculum Frameworks, and become familiar with the current reforms and changes in state regulations on educator licensure. Through this experience they become competent, caring and qualified educators.

ESP792A Practicum Seminar: BCBA Supervised Field Work - 420 hrs - 2 credits

250 hours (1/4 of total 1000 hours). Prerequisites: Graduate status; enrollment in BCBA certification preparation program or permission. May be taken concurrently with ESP622. There is ongoing supervision of the student’s work in an applied treatment setting in a manner consistent with the Behavior Analyst Certification Board (BACB) requirements. Supervision will be provided by a board certified behavior analyst.

ESP792B Practicum Seminar: BCBA Supervised Fieldwork - 240 hrs - 2 credits

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250 hours (1/4 of total 1000 hours). Prerequisites: Graduate status; enrollment in BCBA certification preparation program or permission. May be taken concurrently with ESP622. There is ongoing supervision of the student’s work in an applied treatment setting in a manner consistent with the Behavior Analyst Certification Board (BACB) requirements. Supervision will be provided by a board certified behavior analyst.

ESP792C Practicum Seminar: BCBA Supervised Field Work - 420 hrs - 2 credits

250 hours (1/4 of total 1000 hours). Prerequisites: Graduate status; enrollment in BCBA certification preparation program or permission. May be taken concurrently with ESP622. There is ongoing supervision of the student’s work in an applied treatment setting in a manner consistent with the Behavior Analyst Certification Board (BACB) requirements. Supervision will be provided by a board certified behavior analyst.

ESP792D Practicum Seminar: BCBA Supervised Field Work - 420 hrs - 2 credits

250 hours (1/4 of total 1000 hours). Prerequisites: Graduate status; enrollment in BCBA certification preparation program or permission. May be taken concurrently with ESP622. There is ongoing supervision of the student’s work in an applied treatment setting in a manner consistent with the Behavior Analyst Certification Board (BACB) requirements. Supervision will be provided by a board certified behavior analyst.

ESP792D Practicum Seminar: BCBA Supervised Field Work - 420 hrs - 2 credits

250 hours (1/4 of total 1000 hours). Prerequisites: Graduate status; enrollment in BCBA certification preparation program or permission. May be taken concurrently with ESP622. There is ongoing supervision of the student’s work in an applied treatment setting in a manner consistent with the Behavior Analyst Certification Board (BACB) requirements. Supervision will be provided by a board certified behavior analyst.

ESP800 Independent Learning Project: Special Education - 3 credits

The Independent Learning Project is a culminating learning experience that helps educators integrate their personal and formal learning and their professional experiences into a meaningful whole. It reflects the general guidelines for teachers of students with moderate dis- abilities and articulates the individual’s educational and administrative philosophy. The project is research and action-based, on a focused topic chosen by the educator, within the area of licensure. It engages educators in sustained research into educational practice and curriculum development; parts of the project may be implemented during the practicum.

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