Teacher of Students with Moderate Disabilities (PreK-8, initial licensure - MA locations only) and Applied Behavior Analysis

  • Grade Levels: PreK-8
  • Credits for Licensure: 48
  • Credits: 40
  • Degree:
    Master of Education
  • Program Approved:
    Massachusetts Dept. of Elementary & Secondary Education

Program Description

The Teacher of Students With Moderate Disabilities program prepares special education teachers and leaders to be caring and competent, with the essential and critical skills to understand the use of diverse curriculum design and development. Graduates are prepared to become highly motivated educators who are practitioners of educational innovation, and meet the regulations for licensure of Teacher of Students with Moderate Disabilities PreK-8.

By completing the Behavior Analyst course sequence, students meet the course requirements to sit for the BCBA examination, earning a credential that is in high demand.

Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.

Learning Outcomes

Graduates demonstrate the knowledge, skills and values necessary to enable their students to excel academically and socially. They understand how moderate disabilities affect progress in learning academic content of 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. Students will demonstrate knowledge of applied behavior analysis (ABA) and associated scientific principles that govern human behavior and the treatment of individuals with autism spectrum disorders (ASD). Students will demonstrate knowledge of clinical, educational and ethical issues pertaining to the application of ABA across a broad range of treatment contexts and behaviors.

Careers

Students who complete this program will be eligible for licensure to teach in grades PreK-8 as a co-teacher, a consulting teacher or a teacher of record in resource room settings. Graduates who also complete the supervised behavior analysis fieldwork requirements and successfully pass the BCBA exam, will be able to work in a wide range of educational and clinical treatment settings as a Board Certified Behavior Analyst.

Program Chair

Mary L. Garrity
mary.garrity@cambridgecollege.edu

Curriculum

Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.


Special Education Courses
25
Credits
Teaching Phonological and Phonemic Awareness and Phonics
ELE 500
This course is a prerequisite for ELE521. This course will emphasize the development of children’s phonemic awareness, phonological awareness and phonics skills and the learning environment that supports the development of such skills. It will also cover concepts of print, explicit/implicit instruction, analytic/synthetic methods, word analysis skills, the alphabetic principle, and language development.
Adapting Materials for Students w/Disabilities in Gen Ed Classrooms
ESP 592 1 credit(s)
This course introduces models of inclusion, and teaching techniques for students with disabilities in general education classrooms. Educators discuss solutions to difficult problems, academic interventions, lessening anxiety and frustration and increasing participation, organizing thinking, strategies to create a positive learning environment, writing a paragraph, reasonable classroom accommodations, lesson presentation, realistic alternatives, , classroom management, and adapting assessments.
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.
Principles of Language Development; Bridging Differences and Disorders
ESP 662 3 credit(s)
This course develops a thorough understanding of how children acquire language and how language develops over the life span. 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, once acquired, is not static, but rather 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. Because there is no single process of language acquisition, students are exposed to 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 communicative handicaps are also discussed. 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, and physical development. Piaget’s theory of cognitive development is examined along with more recent investigations and adaptations. Theories of the role of context (physical, social and cultural impacts on development) are compared. The course also investigates the impact of developmental theories on the education of children with disabilities. Formulation of developmentally appropriate Individual Educational Programs is discussed. Pre-practicum hours of directed field-based training required.
Psycho-Educational Assessment for Teaching Exceptional Students
ESP 607 3 credit(s)
Pre-practicum: 10 hours required: directed field-based training. This course increases educators’ ability to assess various educational test instruments, understand outcome data, analyze various data sets and make hypotheses, and formulate academic goals and objectives. Educators develop a conceptual framework in which to understand their students’ academic needs and develop appropriate interventions based upon testing outcome data. A general understanding of statistics, ethics, and 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. 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)? Educators in this course examine assistive technologies and the federal laws affecting the education of students and children with disabilities. They look at assistive technologies addressing seating and positioning, access to the technology, augmentative and alternative communication (low-tech and high-tech). Educators will also look at curriculum modifications using technology, and software that addresses these modifications and individual learning styles. They will have a comprehensive understanding of the various augmentative and alternative communications (AAC) methodologies, including the appropriate use of aids and devises.
Pedagogy in Reading and English Language Arts
ESP 680 3 credit(s)
This course develops a thorough understanding of the fundamental principles of English/ language arts, focusing on the inter relationships among reading, writing, speaking and listening. The course also focuses on the student a 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 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. Pre-practicum hours of directed field-based training required.
Diagnosis & Remediation of Learning Problems in Mathematics (K-12)
MAT 708 3 credit(s)
This course examines the nature of mathematics learning, major types of mathematics learning problems, and their etiology. It discusses possible causes of these problems and suggests remediation strategies that teachers and parents can use to help children learn mathematics more effectively. Teachers focus on selected areas of mathematics at the K-8 levels that challenge children, and on how to remediate and facilitate mathematics learning in classroom and one-to-one settings.
Independent Learning Project: Special Education
ESP 800 3 credit(s)
The Independent Learning Project is a culminating learning experience that helps educators integrate their personal and formal learning and their professional experiences into a meaningful whole. It reflects the general guidelines for teachers of students with moderate dis- abilities and articulates the individual’s educational and administrative philosophy. The project is research and action-based, on a focused topic chosen by the educator, within the area of licensure. It engages educators in sustained research into educational practice and cur- riculum development; parts of the project may be implemented during the practicum.
Applied Behavior Analysis Fluency Seminar
ESP 705 1 credit(s)
This one-credit course is designed to strengthen students’ ability to demonstrate key core knowledge competencies in the field of applied behavior analysis. During the course of the semester students will engage in a number of fluency based instructional activities that will enable them to demonstrate knowledge in all of the BCBA task list content areas. Students will be required to practice these skills both during class sessions and via software specifically designed to support fluency training and competence demonstration. Students must demonstrate proficiency in each of the task list content areas in order to successfully pass this course.
Laws and Regulations Pertaining to Behavioral Intervention and ABA
ESP 698 1 credit(s)
Pre-practicum: 12 hours of directed field-based training required. This course reviews special education laws and specific regulations regarding behavioral intervention and Applied Behavioral Analysis (ABA) including early Intervention (EI) for infants until age 3, the public school referral process, for special education services, referral, evaluation and eligibility determination for children with disabilities on the Autism spectrum, and the development of an Individual Educational Program (IEP).
BCBA Course Sequence
18
Credits

Courses must be taken in order deliniated below.

Basic Applied Behavior Analysis -ASD
ESP 622 3 credit(s)
The basic principles of applied behavior analysis relevant to the design and implementation of behavioral interventions in educational and human service environments will be presented in this course. Behavioral principles such as schedules of reinforcement, measurement techniques, analysis and interpretation of behavioral data, ethical, and pragmatic issues will be covered. Students will critique the validity and usefulness of behavioral research to applied problems. The course will provide credit hours towards eligibility for the behavior analysis certification examination.
Advanced Applied Behavior Analysis ASD
ESP 726 3 credit(s)
Research Design and Ethics Applic of Applied Behavior Analysis-ASD
ESP 724 3 credit(s)
This course focuses on research design and the ethical study of human behavior. You will learn about the characteristics of science and the rational for having behavior as the focus. You will be exposed to issues related to measurement, specific research designs, and the important issues (such as variability) associated with designs. You will learn how to accurately interpret research data from a variety of research experiments. You will also learn about the ethical standards and guidelines that professionals in the field of applied behavior analysis must follow in working with humans. This course provides credit hours toward educational qualifications required to sit for the behavior analysis certification examination.
Ethics and Professionalism in Applied Behavior Analysis
ESP 704 3 credit(s)
This course prepares students for the ethical and professional practice of applied behavior analysis. Students will learn about the foundations of ethical and professional behavior to ensure a high quality of practice in both behavior analysis and education in general. The Behavior Analyst Certification Board Guidelines for Responsible Conduct will be reviewed in detail. Ethical dilemmas and case studies will be presented for behavior analysts working in a variety of educational and therapeutic settings. Professional issues such as representation of one’s self and the field of behavior analysis, collaboration with other professionals, relationships with colleagues and clients, the evaluation of treatment and instructional procedures, and interpersonal communication will be explored. Learning activities will include synchronous instruction (lectures, group exercises, role play), asynchronous instruction (video lecture, responding online to questions and peer review of responses) and project-based instruction (writing exercises or papers). Students will take an active part In forums and problem solving ethical issues.
Clinical Applications of Applied Behavior Analysis - ASD
ESP 722 3 credit(s)
Contemporary developments and issues in ABA including behavior change strategies, recent developments in ABA, generalization and ethical use of treatment methodologies are addressed. Part of the educational qualifications required to sit for the behavior analysis certification examination.
Implementing Behavior Analysis in Educational Settings - ASD
ESP 723 3 credit(s)
Focuses on the clinical practice of applied behavior analysis in a variety of settings. The application of the principles of Applied Behavior Analysis in educational and treatment settings will be examined and the unique issues presented in these contexts will be reviewed and discussed. These issues include functional behavior assessments, ethics of practice, staff/parent training, and behavioral education in public schools.
Practicum
5
Credits

Practicum Prerequisites

  • Pass all teacher tests required by the state for this license. Massachusetts MTELs: PreK-8: Communications and Literacy, General Curriculum (multi-subject + math subtest (Elementary Math (53), Middle School Math (47) or Mathematics (09) will also meet the math subtest requirement.) + Foundations of Reading (Reading (08) will also meet this requirement.). In addition, a Competency Review is required for a Preliminary license.
  • SEI600    Sheltered English Instruction (3 additional credits) or MA DESE-endorsed course or SEI MTEL.
  • Pre-Practicum — 75 hours embedded in courses, in diverse settings (0 credit)
  • Pass all required courses.

The practicum (preK-8)  is 300 hours in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 in a separate or substantially separate setting for students with moderate disabilities.

Guided and evaluated by a licensed/certified special educator in the classroom and by a licensed/certified Cambridge College supervisor. Practicum locations are subject to state regulations and are to be approved by the program coordinator or regional site director.

Practicum: Special Education (PreK-8) 300 hours
ESP 790A 3 credit(s)
300 hours in an inclusive general education setting or 75 hours in an inclusive general education setting and 225 in a separate or substantially separate setting for students with moderate disabilities. The Practicum experience is in the role and at the level of the license sought, under a supervising practitioner with the appropriate license, with Cambridge College supervision. The Practicum experience provides student teachers opportunities to gain insights into the profession and to master the current Professional Standards for Teachers by working with young people with moderate special needs in public schools and classrooms. Students work with the guidance and support of an experienced educator and by observing his/her instructional and classroom management strategies in action. Stu- dents develop instructional strategies for a variety of learning formats, appropriate curriculum materials, classroom management skills, strategies for creating a learning environment that fosters an appreciation of diversity and interactive learning. Students reflect on their own professional growth and examine theory through actual classroom practice. An Exit Performance Portfolio documents their experiences.
Practicum Seminar: Special Education
ESP 791 2 credit(s)

Core Faculty

Senior Instructor

Pages

Admissions

  • Admission Test:

    Passing grade on TOEFL (English language proficiency test) is required for international students.

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

General Requirements

Official Transcript
Two Completed Recommendation Forms
Current Résumé

Personal Statement

Learn more about General Requirements 

State Requirements

College students are required to comply with state laws regarding individual health insurance and immunization. Compliance requirements currently exist for students in Massachusetts, Virginia and Tennessee. Learn more

International Students – Additional Requirements

International Students will need to complete supplemental documentation when applying. International transcripts must also be translated prior to submission in order to be evaluated for applicability. Learn more about international student requirements.

Transfer Credit Request Form

Only needed if you wish to have prior course work evaluated for transfer credit. Learn more about transferring credits.

 

Tuition

  • Credits for Licensure:
    48
  • Credits:
    40
  • Cost per credit hour:
    $475
  • Application Fee:
    $50, nonrefundable ($100 for international students; $100 for EdD)
  • Graduation Fee:
    $110 (charged in last term)
  • Health Insurance Fee:
    $1,296 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.

Note: Rates are as of September 2013, 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