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Course Criteria
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3.00 Credits
3 credits Based on an understanding of the many ways of knowing and learning, This course will focus on the learning strengths and needs of students with disabilities in grades PreK-8. National, state, and local frameworks and standards will be used in unit and lesson planning. Class participants will learn to analyze math and science tasks, to design and modify classroom experiences using technology and other tools, and to support learning and address individual needs as specified in the IEP. Usually offered fall and spring semesters.
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5.00 - 12.00 Credits
3 credits This course emphasizes reading comprehension, writing, and study skills in English language arts, history, and social science for middle school and high school learners with A range of moderate disabilities. Students will work with state Curriculum Frameworks to identify and develop A variety of teaching strategies and curricular adaptations appropriate for content area classrooms. Usually offered fall semester.
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3.00 Credits
3 credits Overview of consulting models, staff development, and program evaluation strategies. Development of effective interpersonal communication skills in working with teachers, outside agencies, and families of students from A diversity of backgrounds will be emphasized. The resource teacher's roles and responsibilities as A professional and as A collaborative consultant will be explored. Use of additional services and community resources will be addressed. Formerly: ESPED 7101. Usually offered fall, January, and summer semesters.
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2.00 Credits
2 credits Extends to students the opportunity to identify an area of special interest within A bilingual multicultural context and to structure an independent research project with A faculty sponsor. Usually offered fall, spring, and summer semesters.
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4.00 Credits
2-4 credits Extends to students the opportunity to identify an area of special interest and to structure an independent research project with A faculty sponsor. Usually offered fall, spring, and summer semesters.
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3.00 Credits
This is an advanced course in the study of issues relating to learners with varying special education needs. Students will conduct and present in-depth study of individual areas of interest under the direction of A faculty member. In-depth study may include A topic in special education explored through research; instructional innovation explored through research and school-based experience; research regarding effective educational programs for learners with disabilities; study and synthesis of current research topics and dissemination to schools, educational groups, and/or the Lesley community. It is assumed that this exploration will be grounded in A body of coursework and field experience. This course will not meet every week due to the nature of the required independent project. Meetings will be scheduled at the first class meeting. Schedule to be announced.
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3.00 Credits
(New course number: see ESPED 6132)
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3.00 Credits
3 credits Using A case study approach, students learn to select, construct, use, and interpret non-discriminatory and developmentally appropriate authentic/alternative assessments relevant for diverse students with mild to moderate disabilities. The Massachusetts Curriculum Frameworks and the English Language Learner Benchmarks are used to guide decisions in fair assessment and evaluation of each student's needs, present level of performance, and the proper use of assessment data to inform both eligibility for special education and instructional decision making. Ethics, professional assessment standards, and the interrelationship between instruction and assessment will be explored through research and practice. The use of technology as A tool to facilitate ongoing assessment of and for learning is emphasized in This course, along with IEP-writing and evaluation. Basic computer knowledge is required. Schedule to be announced.
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3.00 Credits
This course examines brain-compatible teaching and differentiated instruction as interrelated approaches to meeting the needs of students with and without disabilities in A diverse classroom. Using state curriculum standards and research-based approaches, teachers will learn how to design instruction that facilitates student acquisition and development of academic skills in A variety of content areas. Class discussions and course assignments are designed to help participants gain an understanding of the dynamics of A brain-compatible classroom, create and sustain classroom structures that support differentiated instruction, and plan and implement meaningful instruction that helps all students succeed. Usually offered spring semester.
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3.00 Credits
3 credits This seven-week practicum in the role of teacher of students with moderate disabilities is accompanied by a seminar on issues in the field of special education. For enrollment guidelines and permission to register, contact the Field Placement Office. Schedule to be announced.
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