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Special Education

  • Credits:
    32
    (5 terms)
  • Degree:
    Master of Education
  • Program Approved:
    PR Council of Education

Program Description

The Special Education Teacher program prepares special education teachers and leaders to be caring and competent, with the essential and critical skills to understand how to develop and design different curricula. Graduates are prepared to become highly motivated teachers who are practitioners of educational innovation and meet the regulations for licensure of special education teachers for kindergarten through eighth grade students. Graduates are career-ready, technologically savvy, and culturally competent to advance social justice causes.

This program is designed in conjunction with the Puerto Rico Department of Education guidelines and is only offered in Puerto Rico. It is for recertification by the Puerto Rico Department of Education. Prior valid Puerto Rico teacher certification in another area required.

Learning Outcomes

Graduates demonstrate the necessary knowledge, skills, and values to enable their students to excel academically and socially. They understand how a moderate disability can affect progress in learning academic content in the general curriculum that their non-disabled peers learn. They understand their responsibility to provide strategies for their students to access the regular education curriculum.
 

Careers

Graduates are eligible to obtain the certificate to teach from pre-kindergarten through twelfth grade as full-time classroom teachers, consulting teachers, or resource room teachers.

For more information, please contact Admissions at 1-800-829-4723.

Curriculum

All classes are taught in Spanish.


Courses
32
Credits

At Puerto Rico location, ESP695 covers both U.S. and Puerto Rico.

Collaboration and Consultation Techniques
ESP 594 2 credit(s)
The course explores the concept of school and community working together as partners to support each other in a strong coalition. A school district serves several smaller communities in one, and rarely does a community act as a single entity. To establish and sustain community and school linkage is critical to an effective partnership. The course explores the core mission of public schools and creates an environment that helps young people learn and achieve at high standards. The community school approach supports young people’s academic, social, and interpersonal goals by creating an effective learning atmosphere. Schools are a microcosm of societal values and community philosophy that daily affects students’ lives. The power structure of a community — its formal and informal networks and the people in them — that makes things happen is studied.
Laws and Regulations Pertaining to Special Education
ESP 695 3 credit(s)
This course reviews all special education laws (IDEIA, 2004, and specific regulations such as 34 C.F.R. 300; 603 CMR 28:00) regarding the pre-referral and referral of a student, and the development of an Individual Education Plan (IEP). Additionally, the course examines the relevance of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA, 1990), the Family Education Rights and Privacy Act (FERPA), as well as the procedures for Special Education Appeals relating to public schools’ obligations to provide Free and Appropriate Public Education (FAPE) for students with disabilities. Additional emphasis is placed on students with a diagnosis of Autism and developing IEPs for these students in the Least Restrictive Environment (LRE), using theories and strategies for including students in general education classrooms. Special attention is paid to legislation governing special education. Pre-practicum hours of directed field-based training required.
Theories of Typical and Atypical Human Development
ESP 689 3 credit(s)
This course examines current research and theoretical models that focus on typical and atypical development of children. Emphasis is on understanding children's psychological, intellectual, physical and socio-emotional development. Piaget's theory of cognitive development is examined along with recent investigations and adaptations. Theories of the role of context (physical, social and cultural impacts on development) are compared. The impact of developmental theories on the education of children with disabilities is examined. Formulation of a developmentally appropriate Individual educational Plan is required. Pre-practicum hours required.
Teaching Numerical & Geometrical Structures for Special Education K-12 Students
ESP 602 3 credit(s)

This course is designed to cover the basic foundation of the mathematics curriculum in terms of its numerical and geometrics structures for special education students in Puerto Rico. Major topics include: number sense, numeration, estimation, mental math, modeling operations using concrete objects, geometry, spatial sense and measurement.
 

Pedagogy in Reading and Spanish Language Arts
ESP 681 3 credit(s)
The course is designed to develop a thorough understanding of the Fundamental principles of Spanish/Language Arts, focusing on the interrelationship of reading, writing, speaking, and listening. The course focuses on the student as learner, and the processes involved in content reading and literacy. There is a direct correlation between the growing social and cultural diversity in today's classrooms and the tie to information on literacy. Since high levels of literacy are expected in today's contemporary society, children and families need to expand literacy activities to provide a range of options available to them in work and life. Diagnostic tools and classroom techniques for assessing, decoding, encoding, comprehension, literacy, and fluency skills are explored, along with related theories and research, and developmentally appropriate practices. The language arts are incomplete without making connections to all parts of the curriculum. Children require dynamic role models to emulate so that they are apprenticed into literate behavior. A variety of reading programs are discussed and researched, including philosophy, teaching techniques and materials. Information on how to plan and implement instruction in content area classrooms is included. Frameworks are provided for teaching and learning subject matter and planning lessons.
Principles of Spanish Language Development Bridging Differences and Disorders
ESP 662R 3 credit(s)

Language acquisition is one of the most important domains within the sciences of the mind. Developments in cognitive neuroscience have made it evident that language has constant neural reorganization. Students develop an overview of the course of language development, biological foundations for language, the major linguistic systems individuals must acquire, and finally the methods of study for language development. Theories of first and second language acquisition and development are introduced. Candidates examine different theories of semantic development, phonological development, morphological development and syntax. Students come to understand the relationship between language acquisition, language impairment, and treatments of children with learning differences including dyslexia as well as other communicative disabilities are also discussed.

Inclusion and Classroom Behavior Management
ESP 512 3 credit(s)
In this course students learn the basic components of an effective inclusionary program. They acquire knowledge of the etiology of learning problems and specific techniques to fully include special education students into the regular classroom. Course assignments connect theories to classroom practice. Emphasis is on learning behavior management skills that are effective with both regular and special education students. Pre-practicum hours of directed field-based training required.
Psycho-Educational Assessment for Teaching Exceptional Students
ESP 607 3 credit(s)
This course prepares candidates to assess various educational test instruments, understand outcome data, analyze various data sets and make hypotheses, and formulate academic goals and objectives. Candidates develop a conceptual framework to understand student's academic needs and develop appropriate interventions based upon testing outcome data. Test construction is introduced for evaluating various assessment instruments and the appropriateness of their use. Students utilize formal and informal assessments, standardized instrumentation, and screening instrumentation to gather data and formulate appropriate interventions and accommodations for various educational plans. Specific practices include formative assessment, academic feedback, and questioning. Pre-practicum hours of directed field-based training required.
Assistive Technology: Modifying the Curriculum for Diverse Learners
ESP 615 3 credit(s)
How do we as educators implement the mandated requirements of the Individuals with Disabilities Education Act that calls for assistive technology to be considered in each Individualized Education Program (IEP)? Candidates examine assistive technologies and the federal laws impacting the education of students with disabilities and investigate assistive technologies addressing seating and positioning, access to the technology, augmentative and alternative communication (low-tech and high-tech). Candidates examine curriculum modifications using technology, and software that addresses these modifications and individual learning styles. The course provides a comprehensive understanding of the various augmentative and alternative communications (AAC) methodologies, including the appropriate use of aids and devices. Course assignments connect assistive technologies to classroom practice.
Teaching Spanish Language Arts, Math, History and Science for K-12 Special Education Students
ESP 721R 3 credit(s)

Special education teachers learn to apply multiple intelligence and accelerated learning instructional strategies in teaching to the content area standards. Teachers get an overview of Howard Gardner’s multiple intelligence theory and its implications. They also experience Lozanov’s accelerated learning structures and translation to brain-based teaching. Teachers learn to select, evaluate, and use teaching and assessment differentiation strategies to meet the needs of special education students in regular education classrooms. They design multiple intelligence and accelerated learning lessons to engage students in acquiring specific knowledge and skills.

Using Educational Technology to Improve Teaching and Learning
EIT 712 3 credit(s)
Through discussion, use of the latest hardware and software, participants explore computer based multimedia and communications technologies that enhance classroom instruction. This course is geared for PreK-12 teachers to experiment with the tools of the classroom with emphasis on math, science and language arts. Software and Internet applications are explored, including best practice applications. Focus is on developing technology-based thematic units that integrate theory, practice and standards in the language arts, science, and math classroom. Recent developments in technology integration regarding math and language with the No Child Left Behind Act are discussed.

Admissions

  • Admission Test:

    No standardized graduate school tests required for admission into non-licensure programs.

  • Admissions Office:
    1-800-829-4723
  • Application Form:
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

Program Requirements

Prior valid Puerto Rico teacher certification in another area required.

For more complete information, see School Requirements link below.

School Requirements

See Admissions Requirements for School of Education

 

State Health Requirements

The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:

Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form

Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.

International Students 

International students are accepted at Massachusetts location only, and need to provide supplemental documentation:

  • Official demonstration of English language proficiency
  • Supplemental documentation for issuance of I-20
  • International transcripts, evaluated by an accepted evaluation service

Transfer Credit

Graduate program applicants, please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more.

Undergraduate program applicants, once you are accepted, your official transcripts are evaluated for transfer credit.

 

Tuition

  • Credits:
    32
  • Cost per credit hour:
    $318
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)

Note: Rates are as of September 2018, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Getting Your Company to Help

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more