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GRAD > SPE G
Special Education
SPE G 598 Internship in Orientation and Mobility
Description:
This course is for students who have completed coursework and student-teaching labs with both children and adults. It may be full or part-time, but the student must complete the clinical requirements set by AERBVI totaling 340 hours. The student is encouraged to assist in the design of the program with the assistance and guidance of the program advisor, based on the number of direct teaching hours completed by the student to date. Interns are required to keep an ongoing log of their experiences and to attend special-topics lectures. More Info
Offered in:- TBA
SPE G 602 Lang Acqu & Thry Rdg
Description:
The focus on theory in this course is designed to help the pre-service special educator understand the relationship between oral language development and reading. The course looks first at language acquisition in the normally developing child, with particular emphasis on the developmental stages of communicative competence and on other factors, including second-language learning and influences of varying disabilities, which may affect language structure. The course goes on to examine the subsequent role of oral language, as part of both learning to read and reading to learn. Field work components are included. More Info
Offered in:SPE G 607 Behavioral and Classroom Management
Description:
This course identifies major theorists, techniques, and procedures for facilitating constructive behavior in the classroom. Topics include observational recording systems, contingency contracting, and monitoring of behavioral progress. Emphasis is on pro-social skill development and classroom structures conducive to collaborative learning. Field-work components are included. More Info
Offered in:SPE G 611 Physical and Functional Aspects of Visual Impairments
Description:
The student is introduced to the structure and function of the main systems of the human body and to those chronic conditions which may affect these systems. Emphasis will be placed on disabilities most frequently seen in conjunction with visual impairments and how the combined impact will affect instruction for individuals with vision impairment. Having covered these areas, each of the sensory systems will also be explored with the mechanics of locomotion and psychomotor factors influencing mobility. More Info
Offered in:- TBA
SPE G 612 Orientation and Mobility Assessment and Instructional Strategies: Children
Description:
This course is the first of two instructional strategy courses. It applies foundations and methods to the specific populations of preschool, elementary, and transition-age visually impaired children, including those with additional disabilities. Assessment tools are introduced and applied with an emphasis on the development of participants' skills in observation, information gathering, and task analysis. Participants develop specific objectives and design lessons for instructing children. This course requires an additional minimum daytime participation of six to eight hours per week to acquire 80 hours of instructional experience. More Info
Offered in:- TBA
SPE G 613 O&M Assessment Adult
SPE G 614 Visual Functioning
Description:
This course begins with a practical look at the functional impact of visual impairment through the use of simulated exercises. This is followed by a series of medically-related lectures by affiliated ophthalmologists. Topics include the structure of the eye, the assessment of normal and abnormal vision, optics, and the functional implications of common pathologies. Students discuss low-vision services and participate in "hands-on" training within a low-vision clinic. More Info
Offered in:- TBA
SPE G 615 Braille I
Description:
This course prepares participants to teach the reading and writing of Grade 2 Braille. Students learn to write literary Braille using both a Perkins Brailler and a slate and stylus. Topics include reading-readiness, tracking, tactile discrimination, and reading methods. More Info
Offered in:- TBA
SPE G 616 Implications of Low Vision
Description:
This course goes beyond the physical aspects of vision loss introduced in SPE G 511 to look at functional and psychological aspects. The course includes a review of clinical procedures and the interpretation of clinical reports. Emphasis is given to conducting individualized functional vision assessments. The previous study of optics is applied to optical low-vision devices. The course provides a practical, hands-on approach to learning through vision-simulation activities and the development of a functional vision-assessment kit. More Info
Offered in:- TBA
SPE G 619 Braille II
Description:
This course is designed for vision teachers to expand their current level of Braille competency. Students will study tools used in mathematics, including Nemeth Code, Scientific Notebook software, and the abacus. Braille formats typical of educational materials will be studied. Students will review the Literary Braille code with a focus on memorization while investigating the national literacy issues that are driving public policy. More Info
Offered in:- TBA
SPE G 620 Education of Students with Visual Impairments
Description:
This course examines the philosophical, historical, and legal foundations of special education services to students with visual impairments. This course overviews the wide array of services and resources available to support students with visual impairments. Topics include legislation, service systems, roles and responsibilities of specialized service providers, and the impact of visual impairments on child development. In addition to the class assignments, students are required to observe and assist with a student who is visually impaired, one day per week for five weeks. More Info
Offered in:- TBA
SPE G 621 Introduction to Disabilities for Educational Professionals
Description:
This course focuses on the physical, cognitive, behavioral, and psychological aspects of the atypical developmental patterns of children and adolescents with varying disabilities. Emphasis is given to the conceptual frameworks for understanding normalcy, including cultural, racial, ethnic and linguistic expectations, family, community, and peer group norms, and gender roles and stereotypes within the context of today's urban schools. Legal definitions of disabilities are stressed as well as the range of learning differences within typical development. This course includes a fieldwork component More Info
Offered in:SPE G 622 Technology and Visual Impairments
Description:
This course will assist participants in understanding assistive technology to meet the educational needs of children who are blind and visually impaired. The goal is to educate the participants about assessment, acquisition, and implementation of assistive technology to foster academic independence in their students who are blind or visually impaired. In addition, participants will identify the latest and most appropriate technology for the needs of the Pre K-12 child with visual impairments. Legal issues, funding, inclusion of technology on the IEP, and resources for support and training also will be examined. More Info
Offered in:- TBA
SPE G 623 Psychosocial Aspects of Visual Impairment
Description:
This course will investigate the psychosocial aspects of vision loss. Coping techniques and issues of self-esteem will be explored along with principles of self-determination. Other topics include the psychosocial aspects of personal life management such as orientation and mobility, use of volunteers, sexuality, and the Americans with Disabilities Act. Psychosocial issues specific to people from diverse cultures will also be addressed. More Info
Offered in:- TBA
SPE G 624 Standardized Assessments for Students with Moderate Disabilities, PreK-12
Description:
This course examines standardized assessment procedures and tools for nondiscriminatory screening and identification of students with special educational needs (PreK-8 and 5-12). Primary emphasis is given to appropriate administering, scoring, and interpreting norm-referenced and criterion-referenced tests designed to assess student learning styles and academic achievement. Through field-based experiences participants administer a test battery to an individual student and learn how to analyze patterns of strength and weakness, how to synthesize findings into professional reports, and how to determine appropriate goals, objectives, and instructional recommendations. More Info
Offered in:SPE G 625 Literacy Assessment and Instruction for Students with Moderate Disabilities, Pre K-8
Description:
This course explores the major causes of difficulties in reading, spelling and perceptual motor functioning (Pre K-8). Topics include the description and evaluation of a variety of effective teaching approaches and methods and materials used in teaching students with diverse special needs in these areas. Attention is given to matching appropriate methods of teaching to the student's learning style; to models of teaching and learning in inclusionary settings; and to the mechanics of writing an effective IEP. The course includes a field-work component. More Info
Offered in:SPE G 626 Math, Science, and Social Science Assessment and Instruction for Students with Moderate Disabilities
Description:
This course explores the major causes of difficulties in writing, math, and the content areas (Pre K-8). Topics include the description and evaluation of a variety of effective teaching approaches, methods, and materials used in teaching students with diverse special needs in these areas. Attention is also given to career education and social-skills training and their infusions within an across-the-curriculum framework. The course includes a field-work component. More Info
Offered in:SPE G 629 Consultation and Interpersonal Skills
Description:
Students demonstrate an understanding of the principles involved in consultation and interpersonal skills. Intervention strategies and interviewing techniques will be stressed. Discussions include dynamics of the team process, roadblocks to communication, and analysis of a school system, with subsequent in-service recommendations. Students have an opportunity to apply these learned skills while examining theory concurrently. The course includes a fieldwork component. More Info
Offered in:SPE G 630 Building Collaborative Partnerships with Families of Students with Disabilities
Description:
The course focuses on implementing effective strategies in working with parents of exceptional children. Participants become sensitive to the issues of parenting a child with special needs and learn to establish a collaborative relationship with parents that makes the best possible use of available resources. More Info
Offered in:- TBA
SPE G 631 Clinical Teaching: Secondary
Description:
This course focuses on the development of teaching strategies to be used with the secondary learner with special needs (5-12) in the basic academic skill areas. The mechanics of writing an effective IEP are addressed. In addition, the critical issues of adolescent development are examined with respect to choosing appropriate alternative strategies. The course includes a fieldwork component. More Info
Offered in:SPE G 632 Alternative Strategies
Description:
This course presents an overview of the vocational assessment process and alternative vocational training programs for the secondary special needs learner. A central strand examines transition to work and adult life. The course includes a fieldwork component. More Info
Offered in:SPE G 633 Legal and Political Issues in Special Education
Description:
The field of special education is governed by laws (Chapter 766, PL 94-142, PL 101-476, and PL 99-457) and is thus subject to the political process. This course addresses the critical legal aspects of special education, with an in-depth review of legislation, regulations, and current practice issues. The major goal of the course is to clarify for special education teachers their obligations under the law, and to develop strategies for implementing the law with full compliance. More Info
Offered in:SPE G 640 Orientation and Mobility and Independent Living Skills
Description:
This course examines the functional implications of vision loss on primary activities of daily living, with emphasis in basic methodologies of Orientation and Mobility and Rehabilitation Teaching. Exploration of life skills essential to independence will be addressed, with attention to a diverse population of children with a variety of visual capabilities. Weekly lecture content will be enhanced by functional lab activities designed to give students the opportunity to experience and critically assess the effectiveness of current methodology. More Info
Offered in:- TBA
SPE G 641 Methods of Orientation and Mobility
Description:
This course examines the foundations of learning and teaching orientation and mobility. The weekly lectures provide an introduction to the principles of concept development, spatial orientation, and environmental analysis as these topics relate to independent travel by visually-impaired individuals. In addition, a teacher-guided practicum lab meets for weekly sessions, totaling 120 hours throughout the semester. More Info
Offered in:- TBA
SPE G 642 Assessment for Students with Visual Impairments including those with Additional Disabilities
Description:
This course examines and explores the unique educational needs of children with visual impairments and children with visual and multiple impairments as well as techniques for assessment related to teaching these children in a full array of educational settings from ages 3-22. Topics include assessment specifically designed for students with visual impairments, and those in the expanded core curriculum. Issues related to team approaches to assessment, and evaluations are also presented. This course requires a field-based placement/pre-practicum requirement of a minimum of 30 hours. More Info
Offered in:- TBA
SPE G 643 Instructional Strategies for VI and Additional Disabilities
Description:
This course examines and explores the unique educational needs of children with visual impairments and children with visual and multiple impairments as well as techniques for instruction related to teaching these children in a full array of educational settings from ages 3-22. Topics include program planning for core and expanded core curriculum, adaptive techniques, and diverse communication systems. This course requires a field-based placement/pre-practicum requirement of a minimum of 30 hours. The necessity for a transdisciplinary approach will be stressed. The course requires (a) classroom lectures, discussions and group work, (b) reading and video assignments, (c) research assignments, (d) varying field-based experiences, and (e) completion of several case studies. More Info
Offered in:- TBA
SPE G 644 Methods of Vision Rehabilitation Therapy I
Description:
This course is designed to provide the learner with hands-on instruction, independent learning and laboratory practice in the methodologies and adaptive techniques utilized by the professional Vision Rehabilitation Therapist in the personal management, recreation and leisure areas of Independent Living Skills. This course will emphasize the utilization of adaptive techniques and resources gathering, and will address skills that are applicable for adults and older adults as well as children and adolescents. Laboratory experience with blindfolds and low vision simulators will provide each learner with the opportunity to practice recommended techniques and adaptations that will facilitate the teaching of selected independent Living Skills to students, clients and consumers who are blind or who have low vision. More Info
Offered in:- TBA
SPE G 646L The Gifted and Talented Student
Description:
This course provides students with an overview of the gifted and talented student. Topics include definitions of "gifted," identification of the gifted and talented, and methods and programs geared to these students. Special areas to be addressed are the gifted and talented minority student, as well as the gifted and talented underachiever. CRCRTH 646L and SPE G 646L are the same course. More Info
Offered in:- TBA
SPE G 647 Assessment Based Instruction
Description:
This course focuses on using formal and informal assessment information to plan and evaluate instruction for diverse learners in urban classrooms. Primary emphasis is given to the interactive literacy elements of language, reading, writing and spelling. Students will examine and assess the relationships between the learner, the learners history, home and school environment and school instructional practices. Formal and informal assessments will be critiqued within the context of building as assessment/instruction cycle as a foundation for instructional practice. Students will be expected to have access to K-12 student work, which will be the basis of course assignments and projects. More Info
Offered in:- TBA
SPE G 654 Youth Development and Self Determination
Description:
This graduate-level secondary transition course focuses on youth development and the importance of preparing youth to take the lead in their education, career development, and community participation. Upon completing this course, scholars will understand the principles of youth development and self-determination and be able to integrate these principles into their work with all youth. This course has 15 fieldwork hours that is intended to assist scholars to enable youth to create a vision for life after high school, create goals and objectives to meet that vision, and assume a leadership position in transition planning activities. More Info
Offered in:- TBA
SPE G 655 Career Development and Competitive Employment
Description:
This graduate-level, secondary transition course is designed to give participants both an overview of the career development process and a student-centered framework for career preparation. course goals are based on career-related transition competencies, and are designed to help participants assess students' career interests, use formal and informal career assessments, assist students to develop a course of study related to career interests, identify and assist students to engage in career exploration activities, incorporate connection activities into a student's career plan, and develop work-based learning opportunities. Field-based assignments involve identifying a focal person/student, and using a student-centered approach to career development and planning, in order to pave the way for integrated, competitive work experiences during and following high school. As with other courses in this program, participants in this class will hear from experts across the state whose focus is on career awareness and development for youth with and without disabilities. More Info
Offered in:- TBA
SPE G 656 Postsecondary Education for Students with Disabilities
Description:
This graduate-level, secondary transition course is designed to give participants an overview of postsecondary education options and the processes of applying for, enrolling in, and completing a postsecondary education course of study, using a person-centered framework. In particular, participants will learn how important it is that youth with disabilities are better prepared for college, both academically and with self-determination skills, and what specific documentation of disabilities is needed to insure receiving appropriate accommodations from disability services on campus. Participants in this class will work directly with a student with a disability who has expressed an interest in attending college as a bridge to integrated paid employment. Field-based assignments will involve a focal person interested in postsecondary education, who will be supported to develop an action plan, visit a college,and begin to compile an e-portfolio. More Info
Offered in:- TBA
SPE G 657 Transition Topics
Description:
Transition Topics covers a variety of subjects that influence secondary transition for students with a wide range of abilities and disabilities, such as those with healthcare issues or mental health challenges, those in foster care or the justice system, students from diverse cultural and linguistic background or who have dropped out of school, in addition to students with intellectual and developmental disabilities. Topics include transition-related laws, the requisite use of the State Performance Plan (SPP) for the Annual Performance Report (APR), the state's Transition Planning Form (TPF). Also covered are age-appropriate transition assessments, measurable postsecondary IEP goals, Summary of Performance (SOP), family involvement in planning, interagency collaboration, social security and disability benefits, self-determination and guardianship, healthcare issues that impact transition, community living options, social networks, transportation, and technology and accommodations. Participants will have a choice of options for both an individual student support project and a case study presentation, which offer opportunities to apply promising practices in transition to authentic student, classroom, school, or district circumstances. More Info
Offered in:- TBA
SPE G 658 Transition Leadership
Description:
This course addresses training and sustainability activities required for transition education to be institutionalized in school districts across the Commonwealth. Participants will be equipped to take a lead in establishing up-to-date transition practices in their respective school districts. To this end, participants will learn how to develop and lead professional development workshops that demonstrate that the transition related needs of students with disabilities is a shared responsibility. Field-based assignments will include presenting a series of transition-related, in-service workshops to educators and/or human services professionals and attending professional meetings for MA transition specialists and other transition stakeholders. More Info
Offered in:- TBA
SPE G 670 Advanced Instructional Strategies for Teaching Students with Visual Impairments
Description:
This course is designed for educational practitioners currently holding state licensure as a Teacher of Students with Visual Impairment (TVI). Participants will further examine and explore the unique educational needs of children with visual impairments and the skills related to teaching these children in full array of educational settings; Pre-K through grade 12. Topics include advanced teaching strategies in the core and expanded core curriculums, such as: advanced literacy, career-vocational skills, visual efficiency and compensatory auditory strategies. Instruction will also address areas such as: advanced material modifications, strategies to teach learners to identify and organize critical content as well as instruction for students with visual impairments and additional disabilities. More Info
Offered in:- TBA
SPE G 671 Technology for Students with Visual and Multiple Disabilities
Description:
This course will assist students in understanding how technology can provide access to communication and to the curriculum for children who are visually impaired with additional disabilities including deaf blindness. Students will explore a spectrum of assistive technology from simple technology to high tech and develop a framework to identify features to meet the educational needs of this population. Methods of using assistive technology to support curriculum will be explored and demonstrated through the creation of customized computer activities using current multimedia authoring programs. Strategies for integrating assistive technology into the classroom in both self-contained and inclusive settings will be discussed. More Info
Offered in:- TBA
SPE G 672 Foundation of Research in Visual Impairments
Description:
This course is designed to introduce students to basic research design and methods used in special education, especially in the area of visual impairments. Students will learn to critically analyze research literature and will have the opportunity to design a small-scale research proposal. Due to the unique challenges investigators face when researching issues in the area of visual impairments, this course will discuss many of the obstacles the student may encounter when working in the area of low incidence disabilities. Modules will include: research methodologies and approaches, participants, and analysis of data. More Info
Offered in:- TBA
SPE G 684 Computers in Special Education
Description:
Universal Design for Learning is the model used for evaluating software and assessing school-specific and classroom-specific uses of technology to support the learning of students with special needs. The course focuses on curriculum applications of technology that can improve the learning opportunities for all students, especially those with special needs, and enhance their problem-solving capabilities, organization skills, and social competence. Attention is also given to adaptive computing technologies that help students compensate for visual, auditory, motor, and/or cognitive limitations. More Info
Offered in:SPE G 685 Inclusive Interdisciplinary Curriculum Development: Pre K-12 Classrooms
Description:
This course examines validated inclusion practices-in assessment, curriculum, instruction, and program evaluation-that promote the education of culturally, racially, and linguistically diverse students with mild to moderate special needs (Pre K-12). Particular emphasis is placed on the collaborative structures and processes for building the capacity for inclusion in urban school settings. Major topics include organizational structures that support inclusion in the delivery of both building-based and classroom services; models of alternative assessment; interdisciplinary and thematic project-based learning; and inclusive instructional strategies for reading, language arts, math, and content-area subjects. Participants collaborate with general education teachers and related service providers in field-based assignments and a culminating project. More Info
Offered in:- TBA
SPE G 691 Research Seminar in Special Education
Description:
This course includes seminar presentations that address current problems and issues in special education. It examines the principles and methodologies of conducting various types of educational research, including quantitative and qualitative research methods. Students design and implement an original research project which represents the final capstone experience required for the MEd degree. More Info
Offered in:- TBA
SPE G 692 Capstone Research Seminar in Special Education: Professional Licensure
Description:
This course utilizes current research in educational practices and qualitative research methodology as a foundation for the critical analysis of the students own teaching. Students conduct and original research project based on a thematic interdisciplinary unit, which allows them to evaluate the impact of the unit as well as reflecting on their teaching. This research project represents the final capstone experience required for M.Ed. Degree leading to Professional Licensure. More Info
Offered in:SPE G 693 Practicum: Transition Leadership I
Description:
This seminar supports Transition Specialist (TS) candidates who are applying evidence-based transition policies and practices in high-need school districts in the first of semester-long practica. Assignments for this seminar are focused on supporting TS candidates as they work with and build the capacity of a school district to develop and sustain an interagency transition team that will support tall transition-ages students with disabilities. TS candidates will meet every week, via web conferencing, to discuss both the successes and challenges of team creation and facilitation. Related activities include determining team membership, securing commitment from members to meet regularly, communicating the purpose of the team, establishing roles and responsibilities for all members, setting goals and deadlines, and evaluation the team's effectiveness in meeting its goals. More Info
Offered in:- TBA
SPE G 694 Practicum: Transition Leadership II
Description:
This seminar supports Transition Specialist (TS) candidates who are applying evidence-based transition policies and practices in high-need school districts in the second of two semester-long practica. Assignments for this seminar are focused on supporting TS candidates as they work with and build the capacity of school personnel to sustain and fully utilize an interagency transition team that will support all transition-aged students with disabilities. TS candidates will also provide training to a school district's special education Parent Advisory Committee (PAC). TS candidates will meet every week, via web conference, to discuss both the successes and challenges of team facilitation and parent/student support. More Info
Offered in:- TBA
SPE G 696 Independent Study
Description:
Faculty-directed course of study in a particular area of interest or a fieldwork experience. A detailed proposal of intent must be submitted to the faculty member prior to registration. More Info
Offered in:- TBA
SPE G 697 Special Topics in Special Education
Description:
An advanced course involving intensive study of selected topics in special needs education. Course content will vary according to the topic and will be announced prior to registration. More Info
Offered in:- TBA
SPE G 698 Moderate Practicum
Description:
A supervised practicum and seminar for trainees working with school-aged children identified as having mild to moderate special needs (Pre K-8, 5-12) who are receiving Chapter 766 services. Pre-registration is required one semester prior to enrollment. Seventy-five state-required pre-practicum clock hours must be documented prior to entering first-level practicum. The practicum site must be approved by program faculty. More Info
Offered in:
