Lasell's M.Ed. in Special Education/Moderate Disabilities (grades Pre K-8) will prepare you to educate students with moderate disabilities in both inclusive general education classrooms and classrooms specifically created for students with learning challenges. Gain professional licensure to begin, or enhance, your career as an educator.
An in-depth, flexible format
- 36 credits of coursework: 18 credits in required courses, 18 credits in licensure requirements
- 300 hours (minimum) of student teaching experience in two classrooms (including inclusive general education classrooms)
- The program is offered in a blended format, which combines on-campus coursework with online learning
- 8-week modules are flexible, convenient, and affordable
The Lasell Master of Education: Special Education/Moderate Disabilities are taught by seasoned, full-time faculty members. They are not only dedicated educators, but also expert practitioners in the field of special education. As such, they are well versed in current trends and practices in school districts, engaged in meaningful research, and participate regularly in professional conferences. Lasell professors are invested in forging real relationships and consistently go the extra mile to counsel and mentor their students.
Rich practical and professional experience
Students in the program benefit from unique professional experiences, including everything from attending national conferences to undertaking self-driven research projects. Put your learning in the area of special education into practice through an immersive practicum - a research project that involves designing and executing an in-depth study on a topic of interest. By integrating hands-on learning with your classroom studies, Lasell will help prepare you to become a change agent in the classroom and a leader in the field of special education.
Whether you're thinking of beginning a career as an educator or are already working in a classroom and hope to become the teacher of record, Lasell will provide rich professional experience and the required licensure to position you to effect real change in the lives of students.
Note: Your program may lead to professional licensure which is valid in the state of Massachusetts. Licensure may be valid in other states but may require additional steps and cannot be guaranteed. To learn more about other state licensure reciprocity please visit the NC SARA Professional Licensure Directory
At Lasell, our curriculum provides you with the foundation of education, research, evaluation and education policy and will prepare you with teaching strategies to become an effective educator for students with special education and moderate disability needs.
Please note: If you have already taken ED761 Sheltered English Immersion, you will take ED773 Teacher as a Leader. If you have not previously taken an SEI class, then you would take ED761 Sheltered English Immersion and not take ED773 Teacher as Leader class.
This course considers research, principles, and strategies for effective instruction and classroom organization, particularly in the context of supporting diverse learners and teaching in diverse settings. Topics include differentiated instruction, curriculum planning and resources, formal and informal assessments of student progress, modifications appropriate to meet linguistic and cultural differences, and accommodations for special needs learners. Requires classroom observations at multiple locations.
This course explores literacy learning and teaching in grades 1 – 6. Topics include the role of phonemic awareness, phonics, and word analysis in reading and writing; the relationship among vocabulary development, comprehension, and fluency; formal and informal assessments to measure literacy development and guide classroom instruction; and effective instructional strategies and materials to support elementary learners in reading and writing. Includes focus on differentiating instruction for readers and writers with diverse linguistic and cultural backgrounds. Requires a pre-practicum.
This course examines formal and informal assessments of reading difficulties, especially those currently in use, and their analysis, interpretation, and application to classroom instruction and placement. Students explore strategies, materials, and modifications appropriate for classroom teachers, as well as specialized programs. Requires classroom observations. Prerequisite: ED 712.
This course provides a grounding in current theory and practice related to teaching English Language Learners. In particular, students learn to effectively shelter their content instruction, so that ELL students can access curriculum, achieve academic success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy. Course includes a pre-practicum in license-appropriate classrooms. Prerequisite: ED 713 or Department permission. As required by the state this course is 90% in face-to-face.
This course explores major paradigms of educational research, including concepts, methods, and terminology related to each. Students read, analyze, and discuss both seminal and current research in relevant areas; study trends in educational research; and apply findings to their own practice by designing a classroom-based research project with CPHS approval. Prerequisite: completion of at least 21 credits in the graduate education program. Requires presenting proposal in symposium setting
This course focuses on conducting, refining, completing, analyzing, reporting, and presenting the research project designed in ED 771 in research paper format and presentation. Requires presenting findings in symposium setting. Prerequisite: ED 771.
This course explores various aspects of leadership and change in education, business, and other professions. Includes theories and models of leadership, organizational change and behavior, and policy analysis, as well as approaches to mentoring and coaching. Helps participants identify their own leadership styles and goals.
This course provides information on characteristics of special needs learners, including physical, emotional, and learning disabilities, with a focus on how these needs may affect classroom organization, planning, and instruction. Introduces assessment, models of special education delivery, and multiple perspectives on educating special needs learners. Requires classroom observations.
This course provides experience in curriculum planning and instruction that meets the needs of special education learners with specific disabilities. Requires classroom observation and teaching.
This course provides knowledge and resources related to teaching special needs learners in an inclusive classroom. Topics include collaborating with other professionals to plan and deliver instruction, co-teaching, classroom management techniques, behavior interventions, assistive technology, and appropriate modifications, adaptations, and accommodations. Requires classroom observation and teaching.
This course provides in-depth understanding of federal and state laws and regulations related to special education. Introduces resources for special needs learners, parents or care-takers, and teachers, including school professionals, services available in area communities, advocacy groups, professional associations, mental health care professionals, and medical professionals. Includes focus on collaboration among these various groups to support special needs learners and their families. Recommended prerequisites: SPED 711, SPED 712.
This course provides a minimum of 300 hours of student teaching experience under the supervision of a qualified professional over the course of the full-term semester Fall or Spring. Placement must be in a public school committed to inclusive education. The course Includes a seminar to discuss issues such as management, planning, professional development, collaboration, and moral and ethical aspects of teaching of all students. In addition students will complete the Comprehensive Assessment of Performance (CAP) required as part of an approved program with the Massachusetts Department of Elementary and Secondary Education Prerequisites: Pass all required MTEL; cumulative minimum GPA of 3.0; complete at least 27 credits in the graduate education program; pre-practicum experiences.
Candidates seeking admission to Lasell University's M.Ed. graduate degree programs must hold a bachelor's degree from an accredited institution and demonstrate through academic background and/or work experience the ability to succeed in graduate studies. GRE/GMAT scores are not required.
Lasell's M.Ed. programs are only offered part-time to domestic students.
Admission Requirements Checklist:
- Online application
- Official transcripts of all college-level coursework*
- MTEL Communication & Literacy reading and writing subtests (Information on the MTEL is available here.)**
- A one-page personal statement describing your goals, strengths, and potential for achievement in graduate school
*Recommended minimum GPA of 2.75 in undergraduate coursework. You may complete up to 6 credits as a non-matriculated student while you work toward these requirements, but will not be allowed to register for more than 6 credits.
**Students may be accepted on probation prior to completing the MTEL Communication & Literacy subtests, but the Communication & Literacy subtests must be completed before registering for more than 6 credits.
Materials should be addressed to:
The Office of Graduate Enrollment
1844 Commonwealth Ave.
Newton, MA 02466
Additional program requirements:
You must complete a course in child or human development by the completion of 18 credits in the M.Ed. program.
Massachusetts Tests for Educator Licensure (MTEL)
As an approved Massachusetts teacher licensure program, Lasell incorporates requirements for passing required sections of the MTEL:
- Communication & Literacy, Reading Subtest - by the completion of 6 graduate credits
- Communication & Literacy, Writing Subtest - by the completion of 6 graduate credits
- Foundations of Reading*
- General Curriculum: Multi-subject*
- General Curriculum: Math*
*These tests may be completed in any order, however, two of which must be passed by the completion of 18 graduate credits. The third MTEL exam must be passed by the completion of 27 graduate credits.