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Course Criteria
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3.00 Credits
3 credits This course provides an overview of the legislation, theory, and research on which early intervention programs are based. A major emphasis is on the relationship of maturational processes, environmental influences, and individual differences within the child within A family-centered care context. Students also become familiar with screening and assessment tools, the IFSP process, and the components of planning and program development in early intervention. Usually offered spring semester. EAGSR 8107 Seminar I: Critical Contexts for the Principalship 3 credits In This course, students (educational leaders) will advance their knowledge of and critically examine educational leadership related to current contexts, values and belief systems, principles of leadership, strategic thinking, and technology to enable them to be reflective decision makers. Note: For Educational Leadership Ph.D. students only.
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3.00 Credits
3 credits This course provides an overview of instructional and curricular strategies for students with disabilities in inclusive schools. Theory and effective practices are presented in relation to the educational, social, and academic components of classrooms. The course reviews the historical and legal perspectives of special education, the Individualized Education Plan, effective collaboration, and models of inclusion. Usually offered fall, spring, and summer semesters.
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3.00 Credits
3 credits This course presents an overview of characteristics and instructional implications of various disabling conditions. From an inclusive perspective, the class examines information about disabilities as well as the effects of societal attitudes, the range of service delivery for individuals with disabilities, the historical context of special education, state and federal laws and regulations, the impact of labeling, myths and stereotypes, advocacy, and the role of parents. Usually offered fall, spring, and summer semesters.
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3.00 Credits
3 credits This course reviews curriculum content areas for students with intensive special needs, techniques to develop skills in functional domains, and also covers intervention in the motor, emotional, applied academics, and transition areas. Introduces IEPs and Individualized Transition Plans. Covers theories of active learning and supporting learners of all ages (3-22) in integrated settings. Schedule to be announced.
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3.00 Credits
3 credits Designing curriculum and instructional approaches for the range of diverse learners in inclusive classrooms. Focus will be on interdisciplinary approaches, with instructional and ecological accommodations for students with moderate disabilities. Access for all students to the state Curriculum Frameworks in English language arts, mathematics, science, technology, social studies, foreign languages, health, and the arts will be addressed throughout the course. Usually offered fall, January, spring, and summer semesters.
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3.00 Credits
3 credits This course is designed for students in the Teacher of Students with Severe Disabilities program. It will introduce and review the Massachusetts Curriculum Frameworks in the content areas so students are familiar with the frameworks. Students will work with the frameworks in developing adaptations and modifications for children with significant disabilities. Technology-both high-tech and low-tech-adaptations will beintroduced. A focus on collaboration with classroom teachers to support included students in the general education curriculum is emphasized, as well as adapting the frameworks for students in highly specialized schools for students with severe disabilities. Schedule to be announced.
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3.00 Credits
Course examines A variety of assessment tools and strategies for use with individuals on the Autism Spectrum. It explores formal and informal assessment procedures. Emphasis on informal and environmental assessment procedures that translate into appropriate curriculum. Examines the general education curriculum, the Massachusetts Curriculum Frameworks, and helps students plan appropriate alternative strategies. The course will also review aspects of formal assessments, scores and norms, reliability, validity, and multicultural issues in assessment. The course will also explore Whole Life Planning and how it relates to the planning and transitioning of students from school to the adult system of service delivery. Usually offered spring semester.
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3.00 Credits
This is an advanced course in the study of children with Autism Spectrum Disorders. Students will be required to research, investigate, compare, and contrast information regarding individuals with Autism Spectrum Disorders. This course is made up of three modules: Medical and Neurological Issues; Characteristics of Individuals with Autism Spectrum Disorders; and Strategies and Treatments used when educating students on the spectrum. Consultation and collaboration are covered. Students will increase the depth and breadth of knowledge of issues relating to individuals with Autism Spectrum Disorder. Strategies and treatments are highlighted throughout the course. Schedule to be announced.
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3.00 Credits
3 credits The goal of This course is to present instructional methods and materials used when educating students with autism spectrum disorders. This course covers three major areas: (1) instructional methods, (2) curriculum guidelines, and (3) instructional programs and lesson plans. The curriculum areas addressed in This course include social skills, functional academics, daily life skills, and leisure and community skills. These areas are addressed within A functional and inclusive context. Developmental reading and developmental math in a functional context will be addressed. Standards-based reform and the Massachusetts Curriculum Frameworks will be introduced. Usually offered spring semester.
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5.00 - 12.00 Credits
3 credits This course focuses on developing specially designed curricula and teaching strategies in math, science, and technology for diverse learners at the middle and high school levels. Focus will be on cultivation of mathematical thinking and scientific problem solving. Students will work with Massachusetts Curriculum Frameworks, as well as A variety of materials and instructional technologies, to support learning in math and science for students with moderate disabilities.Usually offered spring semester.
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