Special Education, MEd (Teacher of Students with Moderate Disabilities, Non-Licensure)

Required Courses

• SPE G 621 Introduction to Disabilities for Educational Professionals
• SPE G 607 Behavioral and Classroom Management
• SPE G 633 Legal and Political Issues in Special Education
• EDC G 650 Rethinking Equity and Teaching for English Language Learners
• SPE G 624 Standardized Assessments for Students with Moderate Disabilities, PreK-12
• SPE G 625 Reading and Writing Assessment and Instruction for Students with Moderate Disabilities, Pre K-8 , or
• SPE G 631 Clinical Teaching: Secondary (for grades 5–12)
• SPE G 626 Math, Science, and Social Science Assessment and Instruction for Students with Moderate Disabilities or
• SPE G 632 Alternative Strategies (for grades 5–12)
• SPE G 629 Consultation and Interpersonal Skills
• SPE G 684 Computers in Special Education
• SPE G 692 Capstone Research Seminar in Special Education: Professional Licensure
• SPE G 630 Building Collaborative Partnerships with Families of Students with Disabilities

Special Ed. Admission Requirements

The Special Education Program will recommend admission for those applicants who present evidence of their ability to do graduate work with distinction. Such evidence will include:

1. A letter of intent, clearly explaining the applicant’s reasons for pursuing graduate study in the field of moderate disabilities.
2. A curriculum vitae
3. A distinguished undergraduate transcript, with a minimum grade point average of 3.0.
4. Scores on the communications and literacy portion of Massachusetts Tests for Educator Licensure (MTEL). Out-of-state applicants may submit scores from either the Miller Analogies Test or the Graduate Record Examination. Please note: While MTEL scores are required, the MAT and/or GRE is waived if the student already holds a graduate degree in a related field.
5. Three letters of recommendation submitted by persons who are knowledgeable about teaching students with disabilities, who have worked closely with the applicant, and who have direct knowledge of the applicant’s teaching skills and academic performance.
6. A writing sample indicating the applicant’s ability to write in a clear, concise, and professional manner. This sample may be in the form of a recent term paper. Applicants should not submit an Individualized Education Program (IEP), an evaluation report, a lesson plan, or curriculum unit. The College of Education and Human Development has as its basic goal that the students who graduate are thoughtful and responsive educators, committed to change for social justice. Please ensure that your writing sample demonstrates how you and your work match such a description. Your writing sample should also exemplify the experiences or values in your life that match this philosophy. NOTE: This writing sample is in addition to the statement of intent requirement for moderate disabilities.