2018 - 2019 Academic Catalog

Teaching English Learners with Disabilities Certificate

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

The concentration in 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 provides an opportunity for a national audience of educators, psychologists, and administrators to enrich their skills in working with the population.  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
COM725 Advertising 3
COM742 Integrated Marketing Communications 3
MGMT740 Consumer Behavior 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. 

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

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

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

Young-Tae Kim

Associate Professor of Sport Management

Office: Bancroft

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

COM725 - Advertising

The emphasis in this course is on the role of strategic thinking about promotional elements in the field of advertising. The development of an integrated marketing communications program requires an understanding of the overall marketing process, including how organizations plan for advertising and determine their advertising goals and objectives. Students in this course examine the process of planning, developing, and executing an advertising campaign and related integrated marketing communications programs, as well as the various factors and considerations that influence this process. Advertising starts with research, and moves through analysis, planning, action and evaluation; hence, this course requires students to undertake the kind of strategic thinking, planning, and execution that is done by marketers, researchers, media planners, and copywriters. Throughout the course, students learn how advertising is regulated and about the key social issues and consumer problems with advertising.

COM742 - Integrated Marketing Communications

This course introduces students to the theory and practice of integrated marketing communication (IMC) and provide an overview of developments in the field. Students learn about the profession of corporate communication and its interface with society. Some of the topics addressed in the course include the relationship between public relations (PR) and marketing, the history and development of advertising and public relations, public opinion and its role in IMC planning, media relations, research for campaign design, global communication, and crisis management.

MGMT740 - Consumer Behavior

This course explores how and why consumers behave the way they do. Consumers can be indi­vidual households buying goods and services for their own consumption or they can be buyers in industrial and other business-related markets. The course takes an interdisciplinary, in-depth approach to the study of buyer behavior.