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Lynch School of Education

Special Education

master of education (m.ed.)

M.Ed., Teacher of Students with Moderate Special Needs, Grades Pre-K-9 and Grades 5-12

This program prepares teachers to work with students with mild to moderate disabilities such as: specific learning disabilities, emotional and behavioral disorders, and mild developmental disabilities.

The goal of the program is to prepare teachers to work in a variety of roles including: lead teacher, special education teachers, learning specialist, and to collaborate with regular educators, other services providers and parents.

The Program of Study is available leading to initial licensure and for those already licensed.

The program leads to eligibility for the Massachusetts teaching license in Mild/Moderate disabilities.

For more information about eligibility and licensure, visit the Teacher Education/Special Education, Curriculum and Instruction Department page.

Program of Study

In line with accreditation standards and with our program mission, the following are the expected student learning outcomes upon completion of the program.

  • 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, analyzing the student performance and growth data, using the data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. (Standard 1 of the CAP)
  • 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, and demonstrates cultural proficiency. (Standard 2 of the CAP)
  • The teacher candidate will promote the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Standard 4 of the CAP)
  • 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 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.

Faculty in Moderate Special Needs: Richard JacksonAlec PeckDavid Scanlon, Kristen Bottema-Beutel

M.Ed., Teacher of Students with Severe and Multiple Disabilities

The Boston College Program in Severe and Multiple Disabilities prepares teachers to work with students who have moderate to severe intellectual disability, autism, and additional disabilities (such as visual impairment, deafness, cerebral palsy, and medical conditions). The program leads to eligibility for the Massachusetts teaching license in Severe Disabilities. An additional specialization in deafblindness is available. No prior teaching license is required for admission. The Program of Study is available leading to initial licensure and for those already licensed. The Severe Program is founded on close linkages between current research and best practices in teaching. Students may be enrolled on a full or part-time basis.

In line with accreditation standards and with our program mission, the following are the expected student learning outcomes upon completion of the program.

  • 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, analyzing the student performance and growth data, using the data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives. (Standard 1 of the CAP)
  • 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, and demonstrates cultural proficiency. (Standard 2 of the CAP)
  • The teacher candidate will promote the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice. (Standard 4 of the CAP)
  • 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 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.

Faculty in Severe and Multiple Disabilities:  Susan Bruce and Kristen Bottema-Beutel

Additional Specialization in Deafblindness

Boston College is the oldest and most established teacher preparation program in deafblindness in the United States. In addition to completing the requirements for the Severe Program (which includes content on deafblindness), students will either have the following competencies and/or take the following coursework:

  • Sign Language (basic competency or Sign I)
  • Braille (basic competency or Braille I)
  • Deafblind Seminar
  • Language Acquisition Module

Funding Your Studies

Teacher Preparation Grant funds may be available to support your study. Majors in Severe Disabilities are prioritized for paraprofessional positions at the Boston College Campus School. These positions provide salary benefits and 6 credits of tuition-free coursework each fall and spring semester. Research opportunities and funding may be available. Contact Dr. Susan Bruce.