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Lynch School of Education

Inclusive Education Minor

motion passed

The following motion was recommended to the Dean on March 19, 2008 by the full EPC and formally approved by the Dean on April 17, 2008. Please keep this notice with your records about LSOE policies, programs, and procedures. Please note that this motion is currently being reviewed by the A&S EPC.

Rationale: Inclusive Education Minor

The Department of Teacher Education, Special Education, & Curriculum and Instruction (LSOE) proposes a new minor for students enrolled in the School of Arts & Sciences.  The minor is designed to (a) introduce Arts & Sciences students to the world of disabilities and special education, with an emphasis on special education practice, and (b) enhance the ability of future professionals to meet the needs of an increasingly diverse population of students in America’s schools.  Many Arts & Sciences majors are interested in complementing their major field of study with study of disabilities, education, and human diversity.  Further, a portion of Arts & Sciences graduates become involved in education fields through such endeavors as enrollment in Masters degree programs in education and teaching via programs such as Jesuit Volunteer Corps, Peace Corps, Teach for America, and private school teaching.  The proposed minor is compatible with efforts of the Arts & Sciences and Lynch School of Education’s joint Teachers for a New Era initiative.  The six-course minor is consistent with the number of courses/credits required for minors in the School of Arts & Sciences, it includes three course that Arts & Sciences majors may take as part of BC core requirements (ED 030, 031, 044). 

The advantages of the Inclusive Education Minor include:

Opportunity to explore scholarly interests and career options related to individuals with special needs (e.g., classroom or special education teacher, speech/language pathology, school counseling, teacher of the deaf)

Exploration of specific classroom management techniques that promote a positive climate for learning, and encourage student collaboration and acceptance of individual differences

Greater competence in dealing with significant learning problems including reading and math disabilities, social/emotional problems and those related to sensory and physical factors

Increased flexibility of employment


Lynch School of Education Faculty in Special Education

Dr. Susan Bruce, Campion 120, Intensive Special Needs
Dr. Richard Jackson, Campion 209, Visual Impairments/Educational Technology
Dr. Alec Peck, Campion 108, Moderate Special Needs
Dr. Claudia Rinaldi, Campion 117, Moderate Special Needs
Dr. David Scanlon, Campion 216, Moderate Special Needs

View the full proposal (in PDF format)

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