Teachers of Students with
Moderate Disabilities Program
Initial License
Pre-K – 8
5 – 12
Professional License
Pre-K – 8
5 – 12
Respectfully Submitted
Mary L. Garrity, Ed.D
Program Chair
Program Handbook
Teacher 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.
2
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
3
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
4
Mission Statement: School of Education
The 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 Disabilities
The 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 knowledge
2. Development and Characteristics of Learners
3. Understanding of Individual Learning Differences
4. Instructional Strategies
5. Learning Environments and Social Interactions
6. Language
7. Instructional Planning
8. Assessment
9. Professional and Ethical practices
10. Collaboration
5
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.
6
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
7
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 Initiatives
Massachusetts 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 lowincome 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 Overview
Program Goals
The 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.
8
Assessment
Since 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.
2.
Historical and philosophical foundations of services for young children both with and
without exceptional learning needs.
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.
9
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.
10
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 familycentered 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.
11

Provide consultation and instruction specific to services for children and families
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 Structures
In 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 Objectives
The 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.
12
Duties
Special education teachers typically do the following:









Assess students’ knowledge and skills to determine their strengths and needs
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.
13
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.
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 wheelchairbound. 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
14
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 Instruction
Communicates 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
15
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 Operation
Creates 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
16
significant instructional time.
Standard D
Promotes Equity
Encourages 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 Responsibilities
Understands 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.
17
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.
18
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 Retention
The 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.
19
Matriculation and Grade Point Average (GPA) policy
Students 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 test
o 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.
20


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)
21
Completion Criteria
Specific 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.
22
Master of Education Degree: Initial License
Requirements
Required Courses - 45 credits
Non-Licensure - 40 credits
Pre-practicum – 75 hours
Professional Seminars
4 cr
ESP691N
Professional Seminar I
ESP692 N
Professional Seminar II
The 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
Course
ELE500
ESP512
ESP592
ESP594
ESP607
ESP615
ESP662
ESP689
ESP695
ESP680
MAT 608
MAT618
MAT623
ESP 790
ESP 791
36 cr
Credits
0 credits
Phonemic Awareness
Inclusion and Classroom Behavior Management 3 credits
1 credit
Adapting Materials and Instruction for the
Special Needs Student in the Regular Education
Classroom
2 credits
Collaboration and Communication
3 credits
Psycho-Educational Assessment for Teaching
Exceptional Children
3 credits
Assistive Technology: Modifying Curriculum
for Diverse Learners
3 credits
Principles of Language Development Bridging
Differences and Disorder
3 credits
Typical and Atypical Human Development
3 credits
Laws and Regulations Pertaining to Special
Education
Pedagogy in Reading and English Language Arts 3 credits
3 credits
Euclidian Geometry
3 credits
Math Essentials
3 credits
Numeric and Geometric Structures
3 credits
Special Education Practicum
2 credits
Practicum Seminar
PrePracticum
10 hours
10 hours
15 hours
15 hours
15 hours
23
ESP636
SCI680



Grades 5 – 12
Teaching Social Science, History and
Multicultural Education in Grades 5-12
Attaining Science Literacy
These students take 1 math course.
3 credits
3Credits
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)
24

Eight credits per semester are considered a full class load during the school
year.

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.
25
Teachers of Students with
Moderate Disabilities
Moderate Disabilities, PreK–8, Professional Post Baccalaureate
Moderate Disabilities, 5 – 12, Professional Post Baccalaureate
26
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
27
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.
28
Program Chart – Teacher of Students with Moderate Disabilities Professional
License
Course
ESP 691 and 692 Professional Seminars
ESP 800 Independent Learning Project
Education Classes – Choose 12 credits
EED 628 Effective Schools
EED 704 Seminar in Current Educational Issues
EED 705 Multi Cultural Diversity in Workplace and
Classroom
ESP 721 Using Multiple Intelligences and Accelerated
Learning
Arts and Sciences
EIT 703 Impact of Technology on Education
EIT 712Using Educational Technology to Improve
Teaching and Learning in Math, Science, and English
Language Arts
ENG 701 Integration of Reading and Writing with
Children’s Literature
ESP 701 Students with Disabilities and the Visual Arts
MAT 701 Diagnosis and Remediation of Learning
Problems in Math
Semester
All
All
Credits
4 (2
each)
3
Spring
Spring
Summer/Fall
3
3
3
Summer
3
Spring
Fall (DL)
3
3
Summer
3
Summer
Summer/Spring
3
3
29
Course Descriptions
ESP512 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 students
with disabilities in general education classrooms will be
explored
and 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.
30
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.
31
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, nonaversive, 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.
32
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 finally
the methods of study for
language development. Theories of first
and 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
33
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 required
This 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 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 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
34
College. It grounds learning in a cohort group
of students with a faculty leader licensed in
moderate special needs education. This seminar leader is the students’ academic
advisor
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 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 in
the 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 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. 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 group
of students with a faculty leader licensed in
moderate needs special education. This seminar leader is the students’ academic advisor
35
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 group
of 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. 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 group
of 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 findings
on 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 sequence
of classes designed to
acquaint students with Cambridge College instructional resources (e.g., on-line learning
36
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
37
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 variety
of educational and therapeutic settings. Professional issues such
as
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
38
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
39
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
40
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.
41
42
43
44
45