About Our Program
现金网平台’s Master of Inclusive 教育: Dyslexia, ELL and Cultural Competence combines a reading endorsement with the ELL endorsement to fulfill the requirements of a master’s degree. It includes heavy emphasis in both cultural competency and best practices
for working with dyslexic students.
Participants learn how to identify, evaluate and deliver specialized instruction to students who, for reasons of language barriers or learning disorders, are struggling to learn how to read and write. There are two pathways to earning this master’s degree: course-based with a blended online and face-to-face delivery model, or competency-based, where candidates complete a portfolio of evidence and pass an objective exam to demonstrate mastery of the subject matter. Candidates who completed all coursework with a minimum GPA of 3.0, or demonstrate proficiency, and receive a passing score on the NES Essential Components for Elementary Reading Instruction exam earn a Reading Endorsement and qualify to teach reading across all grade levels and to teach reading within their area of concentration.
After completing the coursework and/ or proficiencies, candidates will demonstrate the following learning outcomes:
- Foundational Knowledge: knowledge of the theoretical, historical and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools.
- Reading Differences: Knowledge of diverse reading profiles, including dyslexia, and the provisions of federal, state and local law and policies pertaining to learning disabilities; identify and explain aspects of cognition and behavior that affect reading and writing development.
- Curriculum and Instruction: Use of foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement and evaluate evidence-based literacy instruction for all learners; understand and apply the principles and practice of structured literacy instruction including explicit, systematic, cumulative, teacher-directed instruction.
- Assessment and Evaluation: Understand, select and use valid, reliable, fair and appropriate assessment tools to screen, diagnose and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders.
- Diversity and Equity: Demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students’ identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district and community levels.
- Learners and the Literacy Environment: Meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe and effective ways; foster a positive climate that supports a literacy-rich learning environment.
- Professional Dispositions and Practices: Recognize the importance of, participate in and facilitate ongoing professional learning as part of career-long leadership roles and responsibilities; act in the best interests of struggling readers and readers with dyslexia and other reading disorders.
现金网平台 University’s M.Ed. in Inclusive 教育 is developed according to the Washington Educator Standards along with the Knowledge and Practice Standards for Teachers of Reading from the International Dyslexia Association and the International Literacy Association.
