Academics

Course Catalog

GRAD > SPE G

Special Education

  • SPE G 602  Language Acquisition and Theories of Reading

    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:
    • TBA
  • 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 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 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  Reading and Writing Assessment and Instruction for Students with Moderate Disabilities, Pre K-8

    Description:
    This course explores the major causes of difficulties in reading, spelling, and writing (PreK-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 given to matching appropriate methods of teaching to the students 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 math and the content areas (Pre-K-8). Topics include the description and evaluation of a variety of effective instructional 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 15 pre-practicum hours.   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:
  • 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 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:
  • 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 690  Envisioning Future Directions for Special Education

    Description:
    This seminar is designed to provide students with an opportunity to explore a range of topics related to the preparation and ongoing support of Special Education teachers in relation to other school professionals, the broader school community, and the evolving educational political context in the United States. In light of exploring past and present practices and challenges in the field, students will consider future directions for Special Education. They will design and implement professional development activities to advance the profession.   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:
  • 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: