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2021 - 2022 Academic Catalog

Teaching English Learners with Disabilities Certificate

NOTE:  Students can elect to earn 120 PDPS or 6 credits for the entire certificate.

The certificate in Teaching English Learners with Disabilities (ELL/SPED) provides post-baccalaureate students with the knowledge and skills to work with bilingual English learners who may have special education needs and services across all educational settings.  The program is 100% online and asynchronous. The courses provide an opportunity for a national audience of educators, psychologists, and administrators to enrich their skills in working with the population of ELLs.  Also, the certificate also addresses the Professional Standards for Teachers required by the state of Massachusetts to maintain their licensure requirements for serving ELLs with or without special education needs and students with disabilities who are not English learners.

ELSP701: Fundamentals of Bilingual Special Education: Policies, Laws, and Practice
ELSP702: Removing Barriers for Classroom Assessment and Instruction of Bilingual Students
ELSP703: Assessment for Equity and Inclusion of Bilingual Students with and without Disabilities
ELSP704: Culturally Responsive Individualized Educational Planning for Bilingual Students with Disabilities

Course Code Course Title Credits
Core Courses
ELSP701 Fundamentals of Bilingual Special EdS 1.5
ELSP702 Removing Barriers for Classroom Assessme 1.5
ELSP703 Assessment for Equity and Inclusion 1.5
ELSP704 Culturally Responsive Individualized Edu 1.5



ELSP701 - Fundamental of Bilingual Special Education: Policies, Laws, and Practice

This project-based course facilitates understanding of the integrated historical, theoretical and legal foundations of bilingual and multicultural special education. The focus is to address free and appropriate education for racially, culturally and linguistically diverse children with and without disabilities in the least restrictive environment. Participants will examine components of their system, the alignment to legal mandates, ethical practice and recommendations for addressing equity.

ELSP702 - Removing Barriers for Classroom Assessments and Instruction of Bilingual Students

The project-based course will address how to establish prevention practices in the general education classroom that the teacher, ESL teacher, and special educator can address to support preventively bilingual English language learners. Participants will use an ecological assessment perspective of the context of the education environment, culturally responsive practices, and the connection and application of instructional strategies. Data-informed instructional practices and efficient classroom assessment including a focus on screening and progress monitoring will be addressed.

ELSP703 - Assessment for Equity and Inclusion of Bilingual Students with and without (Dis)Abilities

This course includes the assessment of bilingual English learners in the areas of language, culture, and social- emotional development. A process for distinguishing between second language indicators and learning disabilities is studied and selected assessments tools are examined and used. Non-discriminatory report writing will be addressed.

ELSP704 - Culturally Responsive Individualized Educational Planning for Bilingual Students with Disabilitie

This course will address how to implement high leverage, instructional strategies that can be used across all content areas with a focus on reading comprehention, oracy, and vocabulary. Within the context of a multi-tiered system of support (MTSS) framework, the instruction and intervention design that capitalizes on coherence across the general education, ESL, and special education environments. A critical focus on interventions that highlight the use of active learning, such as Universal Design for Learning (UDL) principles, growth mindset, and tiered instruction of oral language development will be highlighted

Cristina Haverty

Dean, School of Health Sciences; Professor of Athletic Training

Office: Science and Technology Center

Lori Rosenthal

Dean, School of Humanities, Education, Justice & Social Sciences; Professor of Psychology

Office: Plummer

Janice Barrett

Professor of Communication; Chair, Graduate Communication Program

Office: Donahue 108

Keith Belmore

Associate Professor of Athletic Training and Program Director of Athletic Training

Office: STC 104N

Linda Bucci

Professor & Program Chair of Justice Studies, Graduate Program Chair of Criminal Justice

Office: Plummer

Sarah Giasullo

Assistant Professor of Athletic Training, Coordinator of Clinical Education and Internships for Athletic Training and Exercise Science

Office: STC 104T

Elizabeth Hartmann

Professor of Education

Office: Brennan Library

Janet Huetteman

Associate Professor of Marketing, Graduate Program Chair for MBA/Management

Office: 23 Maple Street, Office #5

Young-Tae Kim

Associate Professor of Sport Management

Office: Science and Technology Center

Ron Laham

Assistant Professor of Exercise Science

Office: Science and Technology Center

Luis Lopez-Preciado

Associate Professor of Communication

Office: Donahue

Amy Maynard

Associate Professor of Education

Office: Brennan Library

Meryl Perlson

Professor of Communication, Program Chair of Communication

Office: Donahue 107

Karin Raye

Assistant Professor of Legal Studies

Office: 70 Maple/IC3

Matthew Reilly

Dean of the School of Business, Assistant Professor of Marketing

Office: DeArment

Claudia Rinaldi

The Joan Weiler Arnow ’49 Professor/Professor of Education, Program Chair of Education

Office: Brennan Library

Daniel Sargeant

Associate Professor of Sport Management, Graduate Program Coordinator of Sport Management

Office: Science and Technology Center

Nancy Waldron

Professor of Marketing; Program Chair of Management, Marketing, Entrepreneurship and International Business

Office: DeArment

Martin Walsh

Professor of Management

Office: DeArment

Brian Wardyga

Professor of Communication; General Manager, 109.2FM WLAS & LCTV

Office: Brennan Library, G04F

Edward Weeks

Assistant Professor of Criminal Justice

Office: Winslow

Catherine Zeek

Professor Emerita

ELSP701 - Fundamentals of Bilingual Special EdS

This project-based course facilitates understanding of the integrated historical, theoretical and legal foundations of bilingual and multicultural special education. The focus is to address free and appropriate education for racially, culturally and linguistically diverse children with and without disabilities in the least restrictive environment. Participants will examine components of their system, the alignment to legal mandates, ethical practice and recommendations for addressing equity.

ELSP702 - Removing Barriers for Classroom Assessme

The project-based course will address how to establish prevention practices in the general education classroom that the teacher, ESL teacher, and special educator can address to support preventively bilingual English language learners. Participants will use an ecological assessment perspective of the context of the education environment, culturally responsive practices, and the connection and application of instructional strategies. Data-informed instructional practices and efficient classroom assessment including a focus on screening and progress monitoring will be addressed.

ELSP703 - Assessment for Equity and Inclusion

This course includes the assessment of bilingual English learners in the areas of language, culture, and social- emotional development. A process for distinguishing between second language indicators and learning disabilities is studied and selected assessments tools are examined and used. Non-discriminatory report writing will be addressed.

ELSP704 - Culturally Responsive Individualized Edu

This course will address how to implement high leverage, instructional strategies that can be used across all content areas with a focus on reading comprehension, oracy, and vocabulary. Within the context of a multi-tiered system of support (MTSS) framework, the instruction and intervention design that capitalizes on coherence across the general education, ESL, and special education environments. A critical focus on interventions that highlight the use of active learning, such as Universal Design for Learning (UDL) principles, growth mindset, and tiered instruction of oral language development will be highlighted