Special Education Licensure Offerings
Special Education Licensure Offerings
The Master of Education (M.Ed.) in Special Education for Moderate Support Needs prepares aspiring educators to serve individuals with disabilities ranging from attention-deficit/hyperactivity disorder to mild developmental disabilities. With opportunities to pursue dual licensure, combining a general education program with special education or specializing in both moderate and extensive support needs, this program provides a comprehensive learning experience, equipping you with the necessary skills and knowledge to support students in a variety of settings, including fully inclusive classrooms.
Please note: The Master of Education (M.Ed.) in Special Education for Extensive Support Needs will not be accepting applications in the 2025 application cycle.
- Develop learning goals and experiences responsive to the developmental and learning needs of students with special needs; including in ways that are responsive to language, cultural, and family backgrounds.
- Work collaboratively with students and professional colleagues in a variety of instructional settings.
- Plan individually-appropriate curriculum -through the IEP as well as in inclusive classroom settings.
- Use formal and informal assessments to plan instruction for pupils in ways that reduce bias, and to monitor learning progress.
- Use evidence-based practices to advance the learning of students with disabilities. Practices will include uses of technology and augmentative and alternative communication.
- Plan for and work with students and colleagues for successful transition preparation.
- Use ethical and professional practices that respond to language, cultural, and familial diversity.
Why Study Special Education?
Our programs prepare you to serve children with disabilities in a variety of settings, including fully inclusive classrooms.
Faculty actively engage in research in schools, developing strong connections between research and practice.
You'll learn to teach to the strengths and needs of learners with disabilities, in collaboration with other professionals and family members.
Dual Licensure Programs in Special Education
- M.Ed. in Early Childhood and Moderate Support Needs
- M.Ed. in Elementary Education and Moderate Support Needs
- M.Ed. in Secondary Education and Moderate Support Needs
Boston College’s professional experiences are composed of early field experiences, referred to as pre-practicum placements, and an immersive, semester-long full practicum experience.
At a Glance
Curriculum
Through a carefully crafted curriculum, which includes foundation and professional courses, as well as practicum experiences, our program integrates the latest research and teaching practices. You will be prepared to meet the licensing requirements for the state of Massachusetts and contribute to the field of special education.
Placeholder
Explore your Program
| Course | Course Title | Credit |
|---|---|---|
| EDUC7579 | Educational Assessment of Learning Problems This course focuses on formal and informal approaches to the nondiscriminatory assessment of students with a wide range of cognitive and academic difficulties. The focus is on identifying students with mild/moderate disabilities. It is designed to prepare specialists for the process of documenting special needs, identifying current levels of performance, addressing critical issues, and designing approaches to monitoring progress. | 3 |
| EDUC6374 | Supporting Positive Behavior in Schools and Community Focuses discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. Also discusses alternative management strategies for use in classrooms. | 3 |
| EDU6495 | Human Development and Disabilities This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities. | 3 |
| EDU6953 | Introduction to Speech and Language Disability* On the basis of the development of normal children, this course will explore dysfunctions of speech and language that interfere with normal communication and learning processes. The evaluation of language performance and the remediation of language deficits will also be stressed. | 3 |
| EDUC6595 | Assessment and Instruction of Students with Reading Difficulty Examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations. | 3 |
| EDUC6588 | Teaching and Learning Strategies: Moderate Support Needs This course is intended to help prospective and experienced special education teachers and other educators a repertoire of skills for teaching students with mild/moderate (high incidence) educational disabilities. Participants will accomplish this goal by making connections among their knowledge of disabilities, special education policy and practices, assessments, education theory, and teaching methods. Students will learn how to develop, implement, and monitor individualized education programs, implement research-based effective intervention practices, and collaborate with others to meet the needs of special education students in inclusive and other educational settings. Successful students will have familiarity and competency with a variety of special education procedures and teaching approaches and specific practices. Appropriate for both elementary and secondary level education. Class sessions will routinely include time to practice skills being learned. | 3 |
| EDUC6497 | Educating Autistic Students In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. | 3 |
Students will choose one of the following courses depending on their grade level of interest:
| Course | Course Title | Credit |
|---|---|---|
| EDUC6346 | Teaching Bilingual Students in Elementary Education* Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms in elementary education. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. | 3 |
| EDUC6347 | Teaching Bilingual Students in Secondary Education* Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. | 3 |
* Required for SEI Endorsement, which is required for an initial license in the state of Massachusetts.
| Course | Course Title | Credit |
|---|---|---|
| EDUC7431 | Graduate Inquiry Seminar I The course will coincide with the pre-practicum experience. It is designed to introduce teacher candidates to inquiry as stance and the skills necessary to conduct classroom-based research that leads to pupil achievement and teaching for social justice. The course is designed to help teacher candidates mediate the relationships of theory and practice, pose questions for inquiry, learn through reflection and discussion, learn from their students and colleagues, construct critical perspectives about teaching, learning, and schooling, and to improve teaching and learning. The second part of this sequence is 432 which is taken in conjunction with full-time student teaching (EDUC7420). | 1 |
| EDUC7432 | Graduate Inquiry Seminar II The primary goal of this capstone seminar is to initiate teacher candidates into the practice of teacher research or collaborative inquiry for action. Collaborative Inquiry for Action is an ongoing, collaborative process of systematic and self-critical inquiry by educators about their own schools and classrooms in order to increase teachers' knowledge, improve students' learning, and contribute to social justice. This final project will be presented at a roundtable presentation at the end of the semester and also satisfies the M.Ed., MAT, MST Comprehensive Examination in Education. | 2 |
| EDUC7429 | Graduate Pre-Practicum This is a pre-practicum experience for students in graduate programs leading to certification. Placements are made in selected schools in the greater Boston area. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Students who are accepted into a program after the deadlines are requested to submit the application upon notification. | 1 |
| EDUC7610 | Clinical Experience A semester-long, full-time clinical experience for advanced level students working in schools in a professional role. Covers the following graduate licensure programs: Reading, Moderate Special Needs, and Intense Special Needs. Placements are selectively chosen from schools in the Greater Boston area and designated international settings. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement by March 15 for fall placements and by October 15 for spring placements. | 6 |
| Course | Course Title | Credit |
|---|---|---|
| EDUC8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to take a written comprehensive examination covering the broad areas of the core courses. Fulfulled by Inquiry Seminar II. | 0 |
| Course | Course Title | Credit |
|---|---|---|
| EDUC7438 | Educating Learners with Disabilities This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education. | 3 |
| EDUC7435 | Social Contexts of Education Examines the role of situational, school, community, peer, and family factors on the education of children. Participants in the course will strive to understand the effects of their own social context on their education, to develop strategies to help students understand their context, and to understand and contribute to what schools can do to improve teaching and learning and school culture for all students regardless of internal and external variables. | 3 |
| EDUC7520 | Mathematics and Technology: Teaching, Learning, and Curriculum in the Elementary School This course presents methods and materials useful in teaching mathematics to early childhood and elementary school children and the different ways in which technology can be used in the elementary school classroom. The course will consider the teaching of mathematics and the use of technology from both theoretical and practical perspectives. | 3 |
| EDUC7542 | Teaching Reading Offers teacher candidates skills for teaching reading to school age children. Students will gain understanding of reading through a historical, political, theoretical, and practical lens. They will understand the delivery of instruction by learning a balanced approach to teaching reading. They will gain familiarity of how children learn to read by partaking in observations, assessments, and instruction with a school age child. Students will learn a variety of ways to meet the needs of linguistically and culturally diverse learners. They will recognize reading difficulties and learn ways to differentiate instruction for such readers. | 3 |
| EDUC7543 | Teaching Language Arts Examines the development of written and spoken language and methods of instruction for oral and written language from the preschool years through early adolescence. Students learn strategies for identifying children's areas of strength and weakness and to plan instruction. Addresses the needs of children from non-English speaking homes. Expects students to spend at least 16 hours distributed across at least eight sessions in a classroom or other setting where they can work with one or more children. | 3 |
| EDUC7546 | Teaching about the Natural World Provides an introduction to the various philosophies, practices, materials, and content that are currently being used to teach science to elementary and middle school children. Exposes prospective teachers to the skills and processes endorsed by the National Science Education Standards, the National Health Standards, and the Massachusetts Comprehensive Assessment System. | 3 |
| EDUC7579 | Educational Assessment of Learning Problems This course focuses on formal and informal approaches to the nondiscriminatory assessment of students with a wide range of cognitive and academic difficulties. The focus is on identifying students with mild/moderate disabilities. It is designed to prepare specialists for the process of documenting special needs, identifying current levels of performance, addressing critical issues, and designing approaches to monitoring progress. | 3 |
| EDUC6374 | Supportive Positive Behavior in Schools and Community Focuses discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. Also discusses alternative management strategies for use in classrooms. | 3 |
| EDU6495 | Human Development and Disabilities This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities. | 3 |
| EDU6493 | Introduction to Speech and Language Disability* On the basis of the development of normal children, this course will explore dysfunctions of speech and language that interfere with normal communication and learning processes. The evaluation of language performance and the remediation of language deficits will also be stressed. | 3 |
| EDUC6595 | Assessment and Instruction of Students with Reading Difficulty Examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations. | 3 |
| EDUC6588 | Teaching and Learning Strategies: Moderate Support Needs This course is intended to help prospective and experienced special education teachers and other educators a repertoire of skills for teaching students with mild/moderate (high incidence) educational disabilities. Participants will accomplish this goal by making connections among their knowledge of disabilities, special education policy and practices, assessments, education theory, and teaching methods. Students will learn how to develop, implement, and monitor individualized education programs, implement research-based effective intervention practices, and collaborate with others to meet the needs of special education students in inclusive and other educational settings. Appropriate for both elementary and secondary level education. Class sessions will routinely include time to practice skills being learned. | 3 |
| EDUC6497 | Educating Autistic Students In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. | 3 |
Students will choose one of the following courses:
| Course | Course Title | Credit |
|---|---|---|
| APSY7418 | Applied Child Development This course will help teachers understand principles of learning and cognitive, linguistic, social, and affective development as they apply to classroom practices. Students will focus on the acquisition of strategies that enable them to assess and understand how they and the children they work with are constructors of meaning. This course is designed for individuals beginning their professional development in education who plan to work with children. | 3 |
| APSY7419 | Applied Adolescent Development This course is designed to provide students with an overview of the theoretical and empirical knowledge base concerning adolescent development. In particular, four broad areas will be considered: (1) psychological, biological, and cognitive transitions; (2) central developmental tasks of adolescence; (3) primary contextual influences; and (4) prevalent types of problematic functioning that emerge during adolescence. The overarching goals of the course are to provide a solid and broad understanding of how and why adolescents develop in the manner they do, and to extend this developmental understanding into research, application, and practice. | 3 |
Students will choose one of the following courses based on their grade level of interest:
| Course | Course Title | Credit |
|---|---|---|
| EDUC6346 | Teaching Bilingual Students in Elementary Education Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms in elementary education. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. | 3 |
| EDUC6347 | Teaching Bilingual Students in Secondary Education Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. | 3 |
* Required for SEI Endorsement, which is required for an initial license in the state of Massachusetts.
| Course | Course Title | Credit |
|---|---|---|
| EDUC7431 | Graduate Inquiry Seminar I The course will coincide with the pre-practicum experience. It is designed to introduce teacher candidates to inquiry as stance and the skills necessary to conduct classroom-based research that leads to pupil achievement and teaching for social justice. The course is designed to help teacher candidates mediate the relationships of theory and practice, pose questions for inquiry, learn through reflection and discussion, learn from their students and colleagues, construct critical perspectives about teaching, learning, and schooling, and to improve teaching and learning. The second part of this sequence is 432 which is taken in conjunction with full-time student teaching (EDUC7420). | 1 |
| EDUC7429 | Graduate Pre-Practicum This is a pre-practicum experience for students in graduate programs leading to certification. Placements are made in selected schools in the greater Boston area. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Students who are accepted into a program after the deadlines are requested to submit the application upon notification. | 1 |
| EDUC7432 | Graduate Inquiry Seminar II The primary goal of this capstone seminar is to initiate teacher candidates into the practice of teacher research or collaborative inquiry for action. Collaborative Inquiry for Action is an ongoing, collaborative process of systematic and self-critical inquiry by educators about their own schools and classrooms in order to increase teachers' knowledge, improve students' learning, and contribute to social justice. This final project will be presented at a roundtable presentation at the end of the semester and also satisfies the M.Ed., MAT, MST Comprehensive Examination in Education. | 2 |
| EDUC7610 | Clinical Experience A semester-long, full-time, five day a week practicum experience for graduate students seeking endorsement as a Teacher of Students with Moderate Disabilities or a Teacher of Students with Extensive Disabilities. The course is designed to meet the Massachusetts Department of Elementary and Secondary Educations requirements for endorsement from Boston College. Students will be guided by a qualified school-based mentor (Supervising Practitioner) and a university-based mentor (Program Supervisor). In addition to registering for the course, students must complete the online application (http://bc-us.inplacesoftware.com/student) during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Contact the Office of Field Placement and Partnership Outreach at prac@jmswierski.com for more information. | 6 |
| Course | Course Title | Credit |
|---|---|---|
| EDUC8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to take a written comprehensive examination covering the broad areas of the core courses. Fulfilled by Inquiry Seminar II. | 0 |
| Course | Course Title | Credit |
|---|---|---|
| APSY7611 | Fundamentals of Early Childhood Education Focuses on learning (including behavioral, cognitive, and information processing approaches), motivation, and social development, while incorporating the role of play in the learning and development of the young child. Examines individual differences and the effects of special needs on learning and development, as well as program implications. | 3 |
| EDUC6100 | Partnering with Diverse Families and Communities in Early Childhood This course is designed to help early childhood educators establish effective partnerships and reciprocal relationships with diverse families and communities. At the end of this course, students will have developed an action plan for working with diverse families in early childhood settings including activities for: collecting and providing information, planning for family involvement in the classroom, establishing reciprocal relationships with families, and collaborating with communities. | 1 |
| EDUC6101 | Art and Music in Early Childhood Education The main purpose of this course is to encourage early childhood educators to embrace the unique characteristics of young children's artistic and musical expression and appreciation of these experiences. At the end of this course, you will be able to plan effective process-focused art and music lessons, use various materials and medium for artistic and musical expression, maximize the potential of your classroom resources, and use art and music to promote multiculturalism, diversity, and enhance family involvement. | 1 |
| EDUC6102 | Science Playing and Learning in Early Childhood Classroom This course is designed to encourage and prepare early childhood educators for planning and implementing engaging and developmentally appropriate science learning experiences (Pre-K-2nd grade). Through interactive activities and discussions including the review of video, science lessons, and research in science education, we will explore key elements and challenges of science teaching and provide a foundation for supporting science learning in the early childhood classroom. | 1 |
| EDUC6316 | Developmentally Appropriate Curriculum in Early Childhood This course focuses on the development and implementation of curriculum in early education. The Massachusetts Guidelines for Preschool Learning Experiences and the national standards for developmentally appropriate practices will be utilized throughout the semester. This course will highlight each of the curriculum domains (language/literacy, mathematics, science and technology, social studies, health, and the arts) while demonstrating how to build an integrated curriculum in an early childhood classroom. The importance and value of play in the early years will be emphasized, and strategies will be shared to help teacher candidates document student learning. | 3 |
| EDUC6374 | Supporting Positive Behavior in Schools and Community Focuses discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. Also discusses alternative management strategies for use in classrooms. | 3 |
| EDUC6495 | Human Development and Disabilities This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities. | 3 |
| EDUC6497 | Educating Autistic Students In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. | 3 |
| EDUC6588 | Teaching and Learning Strategies: Moderate Special Needs This course is intended to help prospective and experienced special education teachers and other educators a repertoire of skills for teaching students with mild/moderate (high incidence) educational disabilities. Students will learn how to develop, implement, and monitor individualized education programs, implement research-based effective intervention practices, and collaborate with others to meet the needs of special education students in inclusive and other educational settings. Appropriate for both elementary and secondary level education. Class sessions will routinely include time to practice skills being learned. | 3 |
| EDUC6595 | Assessment and Instruction of Students with Reading Examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations. | 3 |
| EDUC7520 | Mathematics and Technology: Teaching, Learning, and Curriculum in the Elementary School This course presents methods and materials useful in teaching mathematics to early childhood and elementary school children and the different ways in which technology can be used in the elementary school classroom. The course will consider the teaching of mathematics and the use of technology from both theoretical and practical perspectives. | 3 |
| EDUC7438 | Educating Learners with Disabilities This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education. | 3 |
| EDUC7435 | Social Contexts of Education Examines the role of situational, school, community, peer, and family factors on the education of children. Participants in the course will strive to understand the effects of their own social context on their education, to develop strategies to help students understand their context, and to understand and contribute to what schools can do to improve teaching and learning and school culture for all students regardless of internal and external variables. | 3 |
| EDUC7542 | Teaching Reading Offers teacher candidates skills for teaching reading to school age children. Students will gain understanding of reading through a historical, political, theoretical, and practical lens. They will understand the delivery of instruction by learning a balanced approach to teaching reading. They will gain familiarity of how children learn to read by partaking in observations, assessments, and instruction with a school age child. Students will learn a variety of ways to meet the needs of linguistically and culturally diverse learners. They will recognize reading difficulties and learn ways to differentiate instruction for such readers. | 3 |
| EDUC7543 | Teaching Language Arts* Examines the development of written and spoken language and methods of instruction for oral and written language from the preschool years through early adolescence. Students learn strategies for identifying children's areas of strength and weakness and to plan instruction. Addresses the needs of children from non-English speaking homes. Expects students to spend at least 16 hours distributed across at least eight sessions in a classroom or other setting where they can work with one or more children. | 3 |
| EDUC7579 | Educational Assessment of Learning Problems This course focuses on formal and informal approaches to the nondiscriminatory assessment of students with a wide range of cognitive and academic difficulties. The focus is on identifying students with mild/moderate disabilities. It is designed to prepare specialists for the process of documenting special needs, identifying current levels of performance, addressing critical issues, and designing approaches to monitoring progress. | 3 |
| EDUC6593 | Introduction to Speech and Language Disability* On the basis of the development of normal children, this course will explore dysfunctions of speech and language that interfere with normal communication and learning processes. The evaluation of language performance and the remediation of language deficits will also be stressed. | 3 |
| EDUC6346 | Teaching Bilingual Students* Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. There are two sections of this course: one for elementary and early childhood education majors and one for secondary education majors. | 3 |
* Required for SEI Endorsement, which is required for an initial license in the state of Massachusetts.
| Course | Course Title | Credit |
|---|---|---|
| EDUC7431 | Graduate Inquiry Seminar I The course will coincide with the pre-practicum experience. It is designed to introduce teacher candidates to inquiry as stance and the skills necessary to conduct classroom-based research that leads to pupil achievement and teaching for social justice. The course is designed to help teacher candidates mediate the relationships of theory and practice, pose questions for inquiry, learn through reflection and discussion, learn from their students and colleagues, construct critical perspectives about teaching, learning, and schooling, and to improve teaching and learning. The second part of this sequence is 432 which is taken in conjunction with full-time student teaching (EDUC7420). | 1 |
| EDUC7429 | Graduate Pre-Practicum This is a pre-practicum experience for students in graduate programs leading to certification. Placements are made in selected schools in the greater Boston area. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Students who are accepted into a program after the deadlines are requested to submit the application upon notification. | 1 |
| EDUC7432 | Graduate Inquiry Seminar II The primary goal of this capstone seminar is to initiate teacher candidates into the practice of teacher research or collaborative inquiry for action. Collaborative Inquiry for Action is an ongoing, collaborative process of systematic and self-critical inquiry by educators about their own schools and classrooms in order to increase teachers' knowledge, improve students' learning, and contribute to social justice. This final project will be presented at a roundtable presentation at the end of the semester and also satisfies the M.Ed., MAT, MST Comprehensive Examination in Education. | 2 |
| EDUC7610.07 | Clinical Experience: Moderate PreK - 8 | 3 |
| EDUC7420.07 | Clinical Experience: Early Childhood | 3 |
| Course | Course Title | Credit |
|---|---|---|
| EDUC8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to take a written comprehensive examination covering the broad areas of the core courses. | 0 |
| Course | Course Title | Credit |
|---|---|---|
| APSY7418 | Applied Child Development This course will help teachers understand principles of learning and cognitive, linguistic, social, and affective development as they apply to classroom practices. Students will focus on the acquisition of strategies that enable them to assess and understand how they and the children they work with are constructors of meaning. This course is designed for individuals beginning their professional development in education who plan to work with children. | 3 |
| EDUC7438 | Educating Learners with Disabilities This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education. | 3 |
| EDUC7435 | Social Contexts of Education Examines the role of situational, school, community, peer, and family factors on the education of children. Participants in the course will strive to understand the effects of their own social context on their education, to develop strategies to help students understand their context, and to understand and contribute to what schools can do to improve teaching and learning and school culture for all students regardless of internal and external variables. | 3 |
| EDUC7520 | Mathematics and Technology: Teaching, Learning, and Curriculum in the Elementary School This course presents methods and materials useful in teaching mathematics to early childhood and elementary school children and the different ways in which technology can be used in the elementary school classroom. The course will consider the teaching of mathematics and the use of technology from both theoretical and practical perspectives. | 3 |
| EDUC7529 | Social Studies and the Arts: Teaching, Learning, and Curriculum in the Elementary School This course is designed to help students examine historical interpretation with critical analysis through history and the arts. It explores different areas of content and instructional methods directly related to Massachusetts Curriculum Frameworks in social studies, literature, and the arts. | 3 |
| EDUC7542 | Teaching Reading Offers teacher candidates skills for teaching reading to school age children. Students will gain understanding of reading through a historical, political, theoretical, and practical lens. They will understand the delivery of instruction by learning a balanced approach to teaching reading. They will gain familiarity of how children learn to read by partaking in observations, assessments, and instruction with a school age child. Students will learn a variety of ways to meet the needs of linguistically and culturally diverse learners. They will recognize reading difficulties and learn ways to differentiate instruction for such readers. | 3 |
| EDUC7543 | Teaching Language Arts* Focuses on the teaching and learning of language arts in the elementary grades. Students will be exposed to theoretical approaches to both oral and written language development in addition to teaching methods that support development. In the fall semester, content and approaches related to teaching in English/Spanish bilingual programs will be included. Students will have the opportunity to apply their learning through practical lesson development, and implementation in connection to their pre-practicum placement. Student diversity and its implications for teaching language arts will be an integral theme. Students will draw on their experiences in their prepractica to apply and reflect on learning as they mediate theory and practice. | 3 |
| EDUC7546 | Teaching about the Natural World Provides an introduction to the various philosophies, practices, materials, and content that are currently being used to teach science to elementary and middle school children. Exposes prospective teachers to the skills and processes endorsed by the National Science Education Standards, the National Health Standards, and the Massachusetts Comprehensive Assessment System. | 3 |
| EDUC7579 | Educational Assessment of Learning Problems This course focuses on formal and informal approaches to the nondiscriminatory assessment of students with a wide range of cognitive and academic difficulties. The focus is on identifying students with mild/moderate disabilities. It is designed to prepare specialists for the process of documenting special needs, identifying current levels of performance, addressing critical issues, and designing approaches to monitoring progress. | 3 |
| EDUC6374 | Supporting Positive Behavior in Schools and Community Focuses discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. Also discusses alternative management strategies for use in classrooms. | 3 |
| EDUC6595 | Assessment and Instruction of Students with Reading Examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations. | 3 |
| EDUC6588 | Teaching and Learning Strategies - Moderate Support Needs This course is intended to help prospective and experienced special education teachers and other educators a repertoire of skills for teaching students with mild/moderate (high incidence) educational disabilities. Participants will accomplish this goal by making connections among their knowledge of disabilities, special education policy and practices, assessments, education theory, and teaching methods. Students will learn how to develop, implement, and monitor individualized education programs, implement research-based effective intervention practices, and collaborate with others to meet the needs of special education students in inclusive and other educational settings. Successful students will have familiarity and competency with a variety of special education procedures and teaching approaches and specific practices. Appropriate for both elementary and secondary level education. Class sessions will routinely include time to practice skills being learned. | 3 |
| EDUC6497 | Educating Autistic Students In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. | 3 |
| EDUC6495 | Human Development and Disabilities This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities. | 3 |
| EDUC6346 | Teaching Bilingual Students* Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. There are two sections of this course: one for elementary and early childhood education majors and one for secondary education majors. | 3 |
| EDUC6593 | Introduction to Speech and Language Disability* Explores first and second language and literacy development of children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. Also addresses theories of first and second language acquisition, literacy development in the second language, and factors affecting second language and literacy learning. Participants will assess the development of one aspect of language or language skill of a bilingual individual and draw implications for instruction, parent involvement, and policy. | 3 |
* Required for SEI Endorsement, which is required for an initial license in the state of Massachusetts.
| Course | Course Title | Credit |
|---|---|---|
| EDUC7431 | Graduate Inquiry Seminar I The course will coincide with the pre-practicum experience. It is designed to introduce teacher candidates to inquiry as stance and the skills necessary to conduct classroom-based research that leads to pupil achievement and teaching for social justice. The course is designed to help teacher candidates mediate the relationships of theory and practice, pose questions for inquiry, learn through reflection and discussion, learn from their students and colleagues, construct critical perspectives about teaching, learning, and schooling, and to improve teaching and learning. The second part of this sequence is 432 which is taken in conjunction with full-time student teaching (EDUC7420). | 1 |
| EDUC7429 | Graduate Pre-Practicum This is a pre-practicum experience for students in graduate programs leading to certification. Placements are made in selected schools in the greater Boston area. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Students who are accepted into a program after the deadlines are requested to submit the application upon notification. | 1 |
| EDUC7432 | Graduate Inquiry Seminar II The primary goal of this capstone seminar is to initiate teacher candidates into the practice of teacher research or collaborative inquiry for action. Collaborative Inquiry for Action is an ongoing, collaborative process of systematic and self-critical inquiry by educators about their own schools and classrooms in order to increase teachers' knowledge, improve students' learning, and contribute to social justice. This final project will be presented at a roundtable presentation at the end of the semester and also satisfies the M.Ed., MAT, MST Comprehensive Examination in Education. | 2 |
| EDUC7610 | Clinical Experience: Moderate A semester-long, full-time, five day a week practicum experience for graduate students seeking endorsement as a Teacher of Students with Moderate Disabilities or a Teacher of Students with Extensive Disabilities. The course is designed to meet the Massachusetts Department of Elementary and Secondary Educations requirements for endorsement from Boston College. Students will be guided by a qualified school-based mentor (Supervising Practitioner) and a university-based mentor (Program Supervisor). In addition to registering for the course, students must complete the online application (http://bc-us.inplacesoftware.com/student) during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Contact the Office of Field Placement and Partnership Outreach at prac@jmswierski.com for more information. | 3 |
| EDUC7420 | Clinical Experience: Elementary A semester-long, full-time, five day a week practicum experience for graduate students in early childhood, elementary and secondary education. The course is designed to meet the Massachusetts Department of Elementary and Secondary Educations requirements for endorsement from Boston College. Students will be guided by a qualified school-based mentor (Supervising Practitioner) and a university-based mentor (Program Supervisor). In addition to registering for the course, students must complete the online application (http://bc-us.inplacesoftware.com/student) during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Contact the Office of Field Placement and Partnership Outreach at prac@jmswierski.com for more information. Department permission required after August/December 15. | 3 |
| Course | Course Title | Credit |
|---|---|---|
| EDUC8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to take a comprehensive examination covering the broad areas of the core courses. | 0 |
| Course | Course Title | Credit |
|---|---|---|
| APSY7419 | Applied Adolescent Development This course will help teachers understand principles of learning and cognitive, linguistic, social, and affective development as they apply to classroom practices. Students will focus on the acquisition of strategies that enable them to assess and understand how they and the adolescent they work with are constructors of meaning. This course is designed for individuals beginning their professional development in education who plan to work with adolescents. | 3 |
| EDUC7438 | Educating Learners with Disabilities This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education. | 3 |
| EDUC7435 | Social Contexts of Education Examines the role of situational, school, community, peer, and family factors on the education of children. Participants in the course will strive to understand the effects of their own social context on their education, to develop strategies to help students understand their context, and to understand and contribute to what schools can do to improve teaching and learning and school culture for all students regardless of internal and external variables. | 3 |
| EDUC7447 | Literacy and Assessment in Secondary Schools* This course is an advanced study of literacy processes and strategies for use with students, including multiple subjects and content areas, and those literacies used outside of school contexts. Participants will investigate and regard literacy as social practice, situated in particular contexts and accessible to particular participations. | 3 |
| EDUC6300 EDUC6301 EDUC6302 EDUC6303 EDUC6304 | One of the following: Secondary and Middle School Science Methods Secondary and Middle School History Methods Secondary and Middle School English Methods Secondary and Middle School Foreign Language Methods Secondary and Middle School Mathematics Methods | 3 |
| EDUC6347 | Teaching Bilingual Students (Secondary)* Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. There are two sections of this course: one for elementary and early childhood education majors and one for secondary education majors. | 3 |
EDUC6589 EDUC7621 | Teaching and Learning Strategies Inclusive Designed primarily for elementary and secondary education teacher candidates and practicing educators, this course helps them develop an initial repertoire of skills for teaching students with educational disabilities. The primary emphasis of this course is on the education of students with mild/moderate disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilize an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instructions, and evaluate various service delivery options for educating students with special needs. or Bilingualism, Second Language and Literacy Development Explores first and second language and literacy development of children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. Also addresses theories of first and second language acquisition, literacy development in the second language, and factors affecting second language and literacy learning. Participants will assess the development of one aspect of language or language skill of a bilingual individual and draw implications for instruction, parent involvement, and policy. | 3 |
| EDUC7579 | Educational Assessment of Learning Problems This course focuses on formal and informal approaches to the nondiscriminatory assessment of students with a wide range of cognitive and academic difficulties. The focus is on identifying students with mild/moderate disabilities. It is designed to prepare specialists for the process of documenting special needs, identifying current levels of performance, addressing critical issues, and designing approaches to monitoring progress. | 3 |
| EDUC6374 | Supporting Positive Behavior in Schools and Community Focuses discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. Also discusses alternative management strategies for use in classrooms. | 3 |
| EDUC6495 | Human Development and Disabilities This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities. | 3 |
| EDUC6493 | Introduction to Speech and Language Disability* On the basis of the development of normal children, this course will explore dysfunctions of speech and language that interfere with normal communication and learning processes. The evaluation of language performance and the remediation of language deficits will also be stressed. | 3 |
| EDUC6595 | Assessment and Instruction of Students with Reading Difficulty Examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations. | 3 |
| EDUC6588 | Teaching and Learning Strategies - Moderate Support Needs This course is intended to help prospective and experienced special education teachers and other educators a repertoire of skills for teaching students with mild/moderate (high incidence) educational disabilities. Participants will accomplish this goal by making connections among their knowledge of disabilities, special education policy and practices, assessments, education theory, and teaching methods. Students will learn how to develop, implement, and monitor individualized education programs, implement research-based effective intervention practices, and collaborate with others to meet the needs of special education students in inclusive and other educational settings. Successful students will have familiarity and competency with a variety of special education procedures and teaching approaches and specific practices. Appropriate for both elementary and secondary level education. Class sessions will routinely include time to practice skills being learned. | 3 |
| EDUC6497 | Educating Autistic Students In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. | 3 |
* Required for SEI Endorsement, which is required for an initial license in the state of Massachusetts.
Students will choose two electives (3 credits each) from the Graduate School of Arts & Sciences with the help of their advisor.
| Course | Course Title | Credit |
|---|---|---|
| EDUC7431 | Graduate Inquiry Seminar I The course will coincide with the pre-practicum experience. It is designed to introduce teacher candidates to inquiry as stance and the skills necessary to conduct classroom-based research that leads to pupil achievement and teaching for social justice. The course is designed to help teacher candidates mediate the relationships of theory and practice, pose questions for inquiry, learn through reflection and discussion, learn from their students and colleagues, construct critical perspectives about teaching, learning, and schooling, and to improve teaching and learning. The second part of this sequence is 432 which is taken in conjunction with full-time student teaching (EDUC7420). | 1 |
| EDUC7429 | Graduate Pre-Practicum This is a pre-practicum experience for students in graduate programs leading to certification. Placements are made in selected schools in the greater Boston area. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Students who are accepted into a program after the deadlines are requested to submit the application upon notification. | 1 |
| EDUC7432 | Graduate Inquiry Seminar II The primary goal of this capstone seminar is to initiate teacher candidates into the practice of teacher research or collaborative inquiry for action. Collaborative Inquiry for Action is an ongoing, collaborative process of systematic and self-critical inquiry by educators about their own schools and classrooms in order to increase teachers' knowledge, improve students' learning, and contribute to social justice. This final project will be presented at a roundtable presentation at the end of the semester and also satisfies the M.Ed., MAT, MST Comprehensive Examination in Education. | 2 |
| EDUC7610 | Clinical Expeience: Moderate A semester-long, full-time, five day a week practicum experience for graduate students seeking endorsement as a Teacher of Students with Moderate Disabilities or a Teacher of Students with Extensive Disabilities. The course is designed to meet the Massachusetts Department of Elementary and Secondary Educations requirements for endorsement from Boston College. Students will be guided by a qualified school-based mentor (Supervising Practitioner) and a university-based mentor (Program Supervisor). In addition to registering for the course, students must complete the online application (http://bc-us.inplacesoftware.com/student) during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Contact the Office of Field Placement and Partnership Outreach at prac@jmswierski.com for more information. | 3 |
| EDUC7420 | Clinical Experience: Secondary Education A semester-long, full-time, five day a week practicum experience for graduate students in early childhood, elementary and secondary education. The course is designed to meet the Massachusetts Department of Elementary and Secondary Educations requirements for endorsement from Boston College. Students will be guided by a qualified school-based mentor (Supervising Practitioner) and a university-based mentor (Program Supervisor). In addition to registering for the course, students must complete the online application (http://bc-us.inplacesoftware.com/student) during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Contact the Office of Field Placement and Partnership Outreach at prac@jmswierski.com for more information. Department permission required after August/December 15. | 3 |
| Course | Course Title | Credit |
|---|---|---|
| EDUC8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to take a comprehensive examination covering the broad areas of the core courses. | 0 |
Please note: The Master of Education (M.Ed.) in Special Education for Extensive Support Needs and all dual licensure programs with Extensive Support Needs (Moderate and Extensive Support Needs, Extensive and Elementary, Extensive and Secondary) will not be accepting applications in the 2025 application cycle.
Student Teaching
Professional experiences comprised of early field experiences, referred to as pre-practicum placements, and an immersive, semester-long full practicum experience.
Pre-practicum
Graduate students complete a pre-practicum experience, which consists of one school day per week for 10 weeks.
Full Practicum
Full practicum experience is five days each week in the classroom for the entire semester.
You are guided by a qualified school-based mentor and a university-based mentor
Donovan Urban Scholars Program
As part of an intensive one-year M.Ed. program that leads to licensure, Donovan Urban Teaching Scholars learn how to flourish as K–12 teachers in urban schools through a curriculum that prioritizes critical inquiry, social justice education, and community building.
Donovan Scholars select the desired program from the list, which correlates with a state license. You may choose any state to become licensed in and will complete the appropriate assessment(s).
- Early Childhood Education
- Elementary Education
- Secondary Education
- Moderate Special Needs
Accreditation
We are an approved teacher preparation program by the Massachusetts Department of Elementary and Secondary Education. Upon successful completion of the Lynch School of Education and Human Development's educator preparation program, students earn endorsement from Boston College for licensure in Massachusetts.
Tuition & Aid
Education should level the playing field. We feel the same way about financial aid.
The Lynch School of Education and Human Development provides more than $11.4 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable.
Application & Deadlines
A non-refundable application fee of $75 is required. The fee is waived for select applicants.
Deadlines
Spring 2025
Priority Deadline - November 1
Rolling Admission - Until Dec 1
Summer 2025
Priority Deadline - January 7
Rolling Admission - Until April 1
Fall 2025
Priority Deadline - January 7
Rolling Admission - Until July 15
Résumé
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
Personal Statement
To be uploaded to your online application.
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Letters of Recommendation
Two letters of recommendation are required, with at least one preferably coming from an academic source. Applicants may submit one additional recommendation of their choice.
Transcripts
Transcripts from all college/university study are required.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found within the application. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Standardized Tests
GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Writing Sample
Not required.
International Students
Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
Quick Links
Contact Us
gsoe@jmswierski.com
617-552-4214