The Dual Program in Elementary Education and Special Education is designed for students who wish to teach in grades 1-6. The program will prepare you to teach students without disabilities and those with mild to moderate disabilities (also known as high incidence disabilities), such as attention deficit/hyperactivity disorder, specific learning disability, emotional and behavioral disorders, and mild developmental disabilities, including autism.
The program stresses a humanistic approach to teaching that is both developmentally appropriate and intellectually challenging. It prepares the teacher to work with a diverse range of children by providing the teacher with knowledge about instructional practices, along with perspectives on children, schools, and society.
Prerequisite for the program is a bachelor's degree with an arts and sciences, interdisciplinary major, or the equivalent. No prior teaching licensure is required for admission.
Graduates of the program will be prepared to work as an elementary general education teacher, special education teacher or as a learning specialist who collaborates with families and other professionals.
The Programs of Study for the program includes foundation and professional courses, and practicum experiences. The program reflects current research and practices in teaching and learning.
Courses of study are carefully planned with the faculty advisor to ensure that both degree requirements and licensure requirements are fulfilled.
The program leads to eligibility for initial Massachusetts teaching licenses in Elementary Education and Mild/Moderate disabilities.
Graduate students participating in the Dual Elementary Education and Moderate Special Needs Program will learn to promote student development, how to teach for social justice, and how to reflect on practice to improve instruction. They will be prepared to work with students of a variety of backgrounds creating classroom environments that engage all students. More specifically:
The teacher candidate will promote the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, using these assessments and reflections on teaching to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.
The teacher candidate will use formal and informal assessments to plan instruction for students in ways that reduce bias, and to monitor learning progress.
The teacher candidate will promote the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, demonstrate cultural proficiency, and knowledge about language challenges in academic settings.
The teacher candidate will learn how to plan individually-appropriate curriculum-through the IEP as well as in inclusive classroom settings.
The teacher candidate will promote the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
The teacher candidate will demonstrate an inquiry stance by collecting and reporting data on pupil outcomes for the purpose of assessing, teaching, and modifying instructional practice.
The teacher candidate will work collaboratively with students and professional colleagues.
The teacher candidate will identify policies and practices that contribute to systemic inequities in education and be aware of how his or her own background experiences are influenced by these systems, and recognizes a professional responsibility to promote and practice principles of social justice teaching.
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 $7.5 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. Here’s why:
This program consists of 20 (TELL/TDLL: 21) courses, for a total of 58 (TELL/TDLL: 61) credits.
Full time students will take approximately 2 or more years to complete the program, while part time students will take 4 or more years.
Students can begin the program in the spring, summer, or fall semesters.
||Applied Child Development||3|
|EDUC 7438||Instruction for the Special Needs of Diverse Learners
|EDUC 7435||Social Contexts of Education
|EDUC 6495||Mathematics and Technology: Teaching, Learning, and Curriculum in the Elementary School
|EDUC 7542||Teaching Reading||3|
|EDUC 7543||Teaching Language Arts
|EDUC 7546||Teaching About the Natural World
|EDUC 7579||Educational Assessment of Learning Problems
|EDUC 6686||Augmentative Communication for Individuals
||Management of the Behavior with Students with Special Needs
|EDUC 6495||Human Development and Disabilities
||Introduction to Speech and Language Disabilities
|EDUC 6595||Assessment and Instruction of Students with Reading Difficulty
|EDUC 6588||Teaching and Learning Strategies - Moderate Special Needs
|EDUC 6497||Interventions for Students with Autism Spectrum Disorders
|EDUC 6346||Teaching Bilingual Students
|EDUC 7621||(TELL/TDLL only) Bilingualism, Second Language, and Literacy Development
|Graduate Inquiry Seminar I, Pre-Practicum, II
|EDUC 7610||Clinical Experience - Elementary/Moderate
|EDUC 8100||Master's Comprehensive Examination||0|
To begin your online application, click the box below.
To be uploaded to your online Application Form
In addition to your academic history and relevant 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.
To be uploaded to your online Application Form.
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.
Identification of recommenders/instructions to recommenders are outlined in the online Application Form
Two letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice.
Transcripts: Undergraduate transcripts are required as part of the application process and graduate transcripts are accepted, but not required. Please note the following:
Transcripts must be mailed to the following address:
Boston College, Lynch School of Education and Human Development
Office of Graduate Admission, Financial Aid, and Student Services
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
If you are a current student or alum of Boston College, submitting GRE or SAT test scores are optional and not required. The Lynch School requires GRE test scores for all other applicants; our GRE code is 3218.