Special Education (MEd, Graduate Certificate, Post-Master’s Certificate, Teacher Licensure) — Courses

SPE G 511
Physical and Functional Aspects of Orientation and Mobility

The student is introduced to the structure and function of the main systems of the human body and to chronic conditions which may affect them. Emphasis is given to disabilities most frequently seen in conjunction with visual impairments, and how the combined impact can affect O/M instruction. The course also explores the sensory systems, the mechanics of locomotion, and the psychomotor factors influencing mobility.
3 Credits

SPE G 512
Orientation and Mobility Assessment and Instructional Strategies: Children

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.
4 Credits

SPE G 513
Orientation and Mobility Assessment and Instructional Strategies: Adults

This course addresses assessment and instructional strategies of teaching visually impaired adult populations, including persons over age sixty-five, those with additional disabilities, and those from diverse cultural backgrounds. Case studies provide the basis for discussion and the foundation for the practical experience of student teaching. The course focuses on assessment, observation, information gathering, and task analysis through lesson design. It also addresses the advanced O/M systems in greater depth. This course requires minimum daytime participation of six to eight hours per week to acquire 80 hours of instructional experience.
4 Credits

SPE G 514
Visual Functioning

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.
3 Credits

SPE G 515
Braille I

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.
3 Credits

SPE G 516
Implications of Low Vision

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.
3 Credits

SPE G 541
Methods of Orientation and Mobility

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.
4 Credits

SPE G 598
Internship in Orientation and Mobility

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.
4 Credits

SPE G 602
Language Acquisition and Theories of Reading

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 other factors, including second-language learning and influences of varying disabilities, which may affect language structure. The course goes on to examine the role of oral language as part of both learning-to-read and reading-to-learn. Field-work components are included.
14 Pre-practicum Hrs, 3 Credits

SPE G 607
Behavioral and Classroom Management

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.
15 Pre-practicum Hrs, 3 Credits

SPE G 619
Braille II

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.
Prerequisite: SPE G 515.
3 Credits

SPE G 620
Education of Students with Visual Impairments

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.
3 Credits

SPE G 621
Introduction to Disabilities for Educational Professionals

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
5-7 Pre-practicum Hrs, 3 Credits

SPE G 622
Technology and Visual Impairments

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.
Prerequisites: SPE G 514 and 516.
3 Credits

SPE G 624
Standardized Assessments for Students with Moderate Disabilities, PreK-12

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.
16 Pre-practicum Hrs, 3 Credits

SPE G 625
Literacy Assessment and Instruction for Students with Moderate Disabilities, Pre K-8

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.
15 Pre-practicum Hrs, 3 Credits

SPE G 626
Math, Science, and Social Science Assessment and Instruction for Students with Moderate Disabilities – Pre K-8

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.
15 Pre-practicum Hrs, 3 Credits

SPE G 629
Consultation and Interpersonal Skills

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.
5 Pre-practicum Hrs, 3 Credits

SPE G 630
Building Collaborative Partnerships with Families of Students with Disabilities

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.
3 Credits

SPE G 631
Clinical Teaching: Secondary

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.
14 Pre-practicum Hrs, 3 Credits

SPE G 632
Alternative Strategies

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.
9 Pre-practicum Hrs, 3 Credits

SPE G 633
Legal and Political Issues in Special Education

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.
3 Credits

SPE G 642
Assessment and Instructional Strategies for Students with Visual Impairments

This course explores the unique educational needs of students with visual impairments and the skills related to teaching these students in a full array of educational settings from Pre K through grade 12. Topics include: assessment and teaching strategies, material modification and program planning for the learner with visual impairments. Issues related to direct-service provision, consultation roles and team approaches to assessment, evaluation and teaching are also presented. This course requires a field-based placement, one-half day per week of pre-practicum experience.
Prerequisites: SPE G 514, 515, 516, 541, 619, 629, and 622.
4 Credits

SPE G 643
Strategies for Assessing and Teaching Students with Visual Impairments

This course comprehensively examines the unique assessment and teaching methodologies that may be used by Teachers of Visually Impaired Students when the student has multiple disabilities. Topics include: functional assessments, program planning, adaptive techniques, and diverse communication systems. In order to generalize the information for use with a heterogeneous population, this course emphasizes the educational implication of neurological insult. The necessity for a transdisciplinary approach is also 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.
Prerequisites: SPE G 514, 515, 516, 541, 622, 619, 620, 642.
4 Credits

SPE G 646
The Gifted and Talented Student

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.
3 Credits

SPE G 647 (Subject to final University approval)
Assessment-Based Instruction

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 learner’s history, home and school environment, and school instructional practices. Formal and informal assessments will be critiqued within the context of building an 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.
3 Credits

SPE G 653
Assessment Issues in Bilingual/Multicultural Special Education

This course focuses on culturally sensitive and appropriate assessment tools, both formal and informal. Assessment is viewed within a larger context in order to ensure that critical issues are addressed with respect to the overrepresentation and inappropriate retention of bilingual/multicultural students in special education settings.
3 Credits

SPE G 684
Technologies in Special Education

This course focuses on curriculum applications of technologies that can increase curriculum access for students with disabilities and enhance their problem-solving capabilities, organizational skills, and social competence. Primary emphasis is on evaluating technologies used for teaching and learning, on developing instructional modules that effectively incorporate technology-supported instruction into participants’ classes, and on field-based application of selected technologies.
3 Credits

SPE G 685
Inclusive Interdisciplinary Curriculum Development: Pre K-12 Classrooms

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.
3 Credits

SPE G 686
Clinical Teaching Experience and Seminar: Special Needs (Pre K-8, 5-12)

This is a required, supervised clinical teaching field experience (400 clock hours minimum) and weekly seminar. Participants are given opportunities to demonstrate proficiency in the pedagogical content-knowledge and the standard common teacher competencies required for standard certification in Massachusetts. They demonstrate such proficiency through field-based projects, reflective journal entries, the assessment and teaching of students identified with mild to moderate special needs, collaborative work with general educators, and related service providers and seminar participation. The practicum site must be approved by program faculty.
6 Credits

SPE G 691
Research Seminar in Special Education

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.
3 Credits

SPE G 696
Independent Study

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.
Prerequisite: Permission of instructor and student’s advisor.
Hrs by arrangement, 3-6 Credits

SPE G 697
Special Topics in Special Education

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.
3-6 Credits

SPE G 698
Moderate Practicum

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.
6 Credits

SPE G 698B (Subject to final University approval)
TVI Practicum

The TVI Practicum consists of a supervised practicum and capstone experience for pre-service professionals within the TVI program working with students with visual impairments, ranging from Pre K through Grade 12. Pre-registration for the TVI practicum is required one semester prior to enrollment, along with documentation of 75 clock hours of pre-practicum experiences. Additionally, all required licensure exams must be successfully completed prior to enrollment. The practicum site must be approved by the Program Coordinator.
4 Credits

Descriptions of other courses required for the MEd Track with Professional Licensure may be found in the course description sections for Teacher Education (EDC G) and Applied Linguistics (APLING)