This program prepares teachers to work with students 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 spectrum disorders. Based on the program option they select, students will learn about assessment and instructional practices at the elementary or secondary schooling levels, consistent with teacher licensure options in Massachusetts and many other states.
The goal of the program is to prepare teachers to work in a variety of roles including: lead teacher, special education teachers, and learning specialist, as well as to collaborate with general education regular teachers educators, other services providers and parents.
The program leads to initial licensure. Students who have not earned general education licensure will be required to take additional courses.
The program leads to eligibility for the Massachusetts teaching license in Mild/Moderate disabilities.
Education should level the playing field – we feel the same way about financial aid.
The Lynch School of Education 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:
For students already licensed, this program consists of 12 courses for a total of 34 credits.
For students who are not already licensed, this program consists of 19 courses for a total of 55 credits.
Full time students who are already licensed will typically complete the program in 1.5-2 years.
Students can begin the program in the spring, summer, or fall semesters.
Curriculum varies based on licensure status. See program of study for specific requirements
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.
Instruction of Students with Special Needs and of Diverse Learners
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.
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.
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.
Educational Assessment of Learning Problems
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.
Assistant Principal of Academics
Fourth Grade Teacher
Sixth Grade Teacher
Director of Exhibits
Court Procedures Attorney
First Grade Teacher
Special Education Teacher
School Principal and ELL Coordinator
Pacements self reported from recent TESpECI graduates.
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.
Official transcripts, bearing the official seal of the institution and the signature of the registrar or relevant administrator, are required for all post-secondary education. Undergraduate transcripts are required and graduate level transcripts are accepted, but not required. Official transcripts are only required after acceptance and that unofficial copies are acceptable to be uploaded in the application.
Transcripts must be mailed to the following address:
Boston College, Lynch School of Education
Office of Graduate Admission, Financial Aid, and Student Services
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
An unofficial score report may be uploaded to your online Application Form; however, an official score report – sent directly from ETS – must also be received by the application deadline.
This program requires all applicants to have taken the GRE in a maximum of 5 years prior to application being submitted, regardless of previous academic coursework, previous degrees/credentials earned, and/or professional experience. No exceptions will be made.
The MAT may also be substituted for the GRE.
For more information about the GRE exam, including test dates and testing sites, visit https://www.ets.org/gre.
Lynch School of Education GRE Code: 3218
An international applicant is defined as any person that requires a student visa in order to study in the United States. International applicants are eligible to apply to any graduate program in The Lynch School, provided they have successfully completed the equivalent of a United States bachelor degree and have the appropriate diplomas and/or satisfactory results on transcripts or leaving examinations from the country in which the degree was earned. International applicants must complete all program-specific application requirements as well as additional requirements outlined below.
Applicants that 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). Click HERE for a complete list of NACES-approved evaluators. Submission of falsified documents is grounds for denial of admission or dismissal from the University.
All applicants whose primary language is not English (or for whom English is not one of their primary languages) are required to submit proof of satisfactory English proficiency. At this time, the only acceptable forms of proof for English proficiency are the TOEFL and IELTS exams (certificates of completion from English-language schools are not currently accepted). Below are the minimum scores required.
TOEFL iBT = 100 minimum
IELTS – 7.0 minimum
An official score report must be sent directly from Educational Testing Services (TOEFL). TOEFL School Code: 3240.
Applicants that meet either of the criteria below do not need to submit proof of English proficiency.
Applicants who completed an undergraduate OR graduate degree from a regionally-accredited institution within the United States
Applicants who completed an undergraduate OR graduate degree at an institution outside of the United States where the language of instruction was English
The Lynch School offers Conditional Acceptance to applicants that fulfill all academic requirements for admission to and are accepted to the program, but whose level of English proficiency does not meet the minimum requirements. In these cases, admitted students will be granted conditional admission, but will have to retake the TOEFL or IELTS exam and submit an official score report that shows the minimum score has been met no later than six weeks prior to the start of the semester in which the student’s program will begin. If a student with conditional admission does not submit a passing TOEFL or IELTS score within the allotted time frame, he/she will be granted a deferral to start in a future semester, no later than one year from the original start term. Due to this policy, we strongly encourage international applicants to apply as early as possible in order to ensure that these conditions can be met.