2018 - 2019 Academic Catalog

International Inclusive Education Certificate

The International Inclusive Education (IIE) Professional Certificate is an online program designed to support countries, districts, municipalities, and schools outside the United States who want research-based teacher preparation coursework that addresses the needs of students with and without disabilities.  Educational programming that meets the needs of diverse learners outside of the U.S. varies greatly by country. This professional certificate addresses inclusive education from a research-based lens taught with a practitioner-friendly approach that allows teachers to implement what they are learning in  online courses.

  The IIE is a graduate credit earning program that addresses the inclusive education of all students with and without disabilities through learning and application of the Universal Design for Learning (UDL) framework, research-based literacy instruction, and multi-tiered system of supports. Specifically, the program helps teachers to redesign instruction by increasing access to the general curriculum, remove traditional barriers that leave students behind, and proactively monitor general education instruction and intervention to capitalize on the academic growth of all students and efficiency in the use of school capital.   Additionally, the professional certificate also specifically addresses the design and delivery of a coordinated services model, specially designed instruction, or special education supports. Lasell's Project Management concentration gives students the skills needed to develop a project plan, define project goals and objectives, specify tasks of how goals will be achieved, and ensure the plan is carried out efficiently.

Course Code Course Title Credits
Courses
IIE701 Universal Design for Learning (UDL) and Curriculum Planning for All Learners 3
IIE702 Proactive Reading Instruction and Assessment I 3
IIE703 School-wide Model of Prevention and Intervention 3
IIE704 Proactive Reading Instruction and Assessment II 3

The certificate program is structured as follows:

  • The ELL/SPED certificate program offers four six-week courses that result in Professional Development Points (30 PDPs per course) for educators.  These courses are also available for credit as an option for teachers who may wish to earn graduate credit.  In this case, there are additional assessments and a different pricing structure for these students. 

IIE701 - Universal Design for Learning (UDL) and Curriculum Planning for All Learners

How effective is your curriculum at reaching all learners in your class? This course focuses on UDL, a brain-based framework for instructional planning and delivery that removes barriers and provides opportunities for all learners. Through UDL we will explore best practices in inclusive education, collaboration, co-teaching, assistive technology, and curriculum design. You will leave this course empowered and motivated to teach all learners, especially those who have special needs or struggle.

IIE702 - Proactive Reading Instruction and Assessment I

Why can my students read my content area and what can I do? This course will prepare teachers to teach students to read through literacy instruction in late elementary and secondary grades. The course will use the gradual release of responsibility model across the content areas and English language arts. Participants will learn effective instructional strategies in phonemic awareness, decoding and fluency instruction and use UDL and MTSS to meet the needs of all learners. A focus on evidence-based pedagogical practices to support all learners including strategy instruction, informal assessment screeners and diagnostic tools connected to instructional planning.

IIE703 - School-wide Model of Prevention and Intervention

When we teach in traditional ways, we can expect that thirty percent of students in will not have meaningful access to the curriculum. What can we do to change this? This course will prepare teachers to use research-based pedagogical strategies for effective instruction and classroom organizational structure and design using a multi-tiered system of support framework (MTSS). The focus will address the aspects of MTSS including developing a strong general education instructional practices using UDL, understanding and implementing tiered interventions with fidelity and using universal screeners and progress monitoring tools.

IIE704 - Proactive Reading Instruction and Assessment II

How can I teach vocabulary and provide reading practice in my class in engaging ways? This course will prepare teachers to teach students to read through literacy instruction in late elementary and secondary grades. The course will use the gradual release of responsibility model across the content areas and English language arts. Participants will learn effective instructional strategies in vocabulary acquisition and comprehension and use UDL and MTSS to meet the needs of all learners. A focus on evidenced-based pedagogical practices to support all learners including strategy instruction, informal assessment screeners and diagnostic tools connected to instructional planning.

Cristina Haverty

Associate Dean, School of Health Sciences; Associate Professor of Athletic Training

Office: Science and Technology Center

Lori Rosenthal

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

Office: Plummer

Melissa Varao

Associate Dean, School of Business; Associate Professor of Hospitality and Event Management

Office: DeArment

Sarah Abbott

Associate Professor of Criminal Justice

Office: Plummer

Janice Barrett

Professor of Communication, Graduate Program Coordinator for Communication

Office: Donahue

Linda Bucci

Professor of Legal Studies, Program Director of Justice Studies, Graduate Program Coordinator of Justice Studies

Office: Plummer

Elizabeth Hartmann

Associate Professor of Education

Office: Brennan Library

Marisa Hastie

Associate Professor of Exercise Science, Program Director of Exercise Science

Office: Science and Technology Center

Janet Huetteman

Assistant Professor of Marketing, Graduate Program Coordinator for Business

Office: 26 Maple

Dana Janbek

Associate Professor of Public Relations

Office: Donahue

Young-Tae Kim

Associate Professor of Sport Management

Office: Bancroft

Michael Laramee

Assistant Professor of Communication

Office: Donahue

Luis Lopez-Preciado

Associate Profesor of Communication

Office: Donahue

Amy Maynard

Associate Professor of Education

Office: Brennan Library

Meryl Perlson

Associate Professor of Communication, Program Director of Communication

Office: Donahue

Karin Raye

Assistant Professor of Legal Studies

Office: 70 Maple/IC3

Matthew Reilly

Assistant Professor of Marketing, Program Director of Business

Office: 26 Maple

Claudia Rinaldi

Associate Professor of Education, Program Director of Education, Graduate Program Coordinator

Office: Brennan Library

Daniel Sargeant

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

Office: Bancroft

Dwayne Thomas

Associate Professor of Sport Management, Program Director of Sport Management

Office: Bancroft

Nancy Waldron

Associate Professor of Marketing

Office: DeArment

Martin Walsh

Associate Professor of Management

Office: DeArment

Brian Wardyga

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

Office: Brennan Library

Edward Weeks

Assistant Professor of Criminal Justice

Office: Winslow

Catherine Zeek

Dean of Curricular and Faculty Innovation; Professor of Education

Office: Klingbeil

IIE701 - Universal Design for Learning (UDL) and Curriculum Planning for All Learners

How effective is your curriculum at reaching all learners in your class? This course focuses on UDL, a brain-based framework for instructional planning and delivery that removes barriers and provides opportunities for all learners. Through UDL we will explore best practices in inclusive education, collaboration, co-teaching, assistive technology, and curriculum design. You will leave this course empowered and motivated to teach all learners, especially those who have special needs or struggle.

IIE702 - Proactive Reading Instruction and Assessment I

Why can my students read my content area and what can I do? This course will prepare teachers to teach students to read through literacy instruction in late elementary and secondary grades. The course will use the gradual release of responsibility model across the content areas and English language arts. Participants will learn effective instructional strategies in phonemic awareness, decoding and fluency instruction and use UDL and MTSS to meet the needs of all learners. A focus on evidence-based pedagogical practices to support all learners including strategy instruction, informal assessment screeners and diagnostic tools connected to instructional planning.

IIE703 - School-wide Model of Prevention and Intervention

When we teach in traditional ways, we can expect that thirty percent of students in will not have meaningful access to the curriculum. What can we do to change this? This course will prepare teachers to use research-based pedagogical strategies for effective instruction and classroom organizational structure and design using a multi-tiered system of support framework (MTSS). The focus will address the aspects of MTSS including developing a strong general education instructional practices using UDL, understanding and implementing tiered interventions with fidelity and using universal screeners and progress monitoring tools.

IIE704 - Proactive Reading Instruction and Assessment II

How can I teach vocabulary and provide reading practice in my class in engaging ways? This course will prepare teachers to teach students to read through literacy instruction in late elementary and secondary grades. The course will use the gradual release of responsibility model across the content areas and English language arts. Participants will learn effective instructional strategies in vocabulary acquisition and comprehension and use UDL and MTSS to meet the needs of all learners. A focus on evidenced-based pedagogical practices to support all learners including strategy instruction, informal assessment screeners and diagnostic tools connected to instructional planning.