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Course Criteria
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3.00 Credits
3 credits A graduate-level seminar that examines A variety of assessment tools and strategies for use with individuals with intensive special needs. This course will explore formal and informal assessment procedures used with children and adults who manifest various low-incidence disabilities. Emphasis will be placed on informal and environmental assessment procedures that translate into functional curriculum. 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. Schedule to be announced.
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3.00 Credits
3 credits This course will address transition planning for students at all levels of development with disabilities ranging from mild to severe. Whole-life planning will be addressed for transitions from early intervention to preschool, preschool to first grade, elementary to middle school, middle to high school, and high school to the world of work or post-secondary settings. Students will learn about relevant legislation, transition planning for the IEP, approaches to developing career and vocational awareness and skills, agencies that facilitate transition into the community, and A variety of program models that facilitate community inclusion. The development of social skills, self-esteem, and communication skills necessary for effective transition into new academic, work, and community settings will also be addressed. Schedule to be announced.
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3.00 Credits
3 credits This course offers an opportunity to investigate an area of interest in the field of special education. Such exploration may take the form of A project for classroom use (e.g., approaches to writing for middle school learners with learning disabilities); an area of special education explored through research (e.g., autism spectrum disorders); or settings the student would like to study through observation and research (e.g., schools and classrooms for children with emotional disorders). Project will include reading, research, and field experience. Usually offered spring semester.
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3.00 Credits
3 credits This course reviews the field of communication (verbal and augmentative), language development, and literacy for students with moderate and severely handicapping conditions. Connections between reading, writing, and communications are explored. Computer-assisted communication and instruction, adaptive devices, software, and dedicated communication devices are introduced. Instructional methods, designs, planning, and adaptations for students with A wide range of abilities and needs are implemented. This is a literacy/communication skills/social skills-based instructional methods and materials course for children with intensive special needs. Prerequisite: ESPED 5113 or equivalent. Offered fall, 2006.
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3.00 Credits
3 credits This is an advanced course in the study of the education of children with varying disabilities and abilities. Includes three major areas or modules: A medical/neurological component; collaboration and consultation with classroom teachers, physical therapists, occupational therapists, and others who teach or work with children and families in school and other settings; and interpersonal skills with parents of children with disabilities, including parental rights and the due process section of the laws.Usually offered spring semester.
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3.00 Credits
3 credits This course addresses the social/emotional and behavioral aspects of teaching and learning. Strategies for developing and maintaining appropriate standards of behavior, organizing and managing the classroom, and enhancing the emotional development of children are examined. A range of environmental, social/ emotional, behavioral, psychoeducational, and cognitive theories and interventions are reviewed and critiqued. Usually offered fall, spring, and summer semesters.
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3.00 Credits
3 credits This course emphasizes literacy, English language arts, history, and social science for learners in grades PreK-8. Students will work with Massachusetts Curriculum Frameworks to identify and develop A variety of teaching strategies and curricular adaptations to meet the needs of diverse learners with A range of disabilities as specified in the IEP. Usually offered fall and spring semesters.
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5.00 - 12.00 Credits
3 credits Specialized curriculum and interventions appropriate for the middle and high school, with an emphasis on reading and writing, for students with A range of learning difficulties. Topics include strategies for promoting growth in comprehension, vocabulary, word analysis, and composition. Students will work with state Curriculum Frameworks and have the opportunity to address all content areas in developing A variety of specific modifications and interventions based upon individual needs. They will be designed to address and remediate learning problems as specified in the IEP. Specialized programs will be evaluated. Usually offered spring semester.
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3.00 Credits
3 credits This course will familiarize students with principles of nondiscriminatory assessment for monolingual and bilingual students with mild to moderate special needs. Standardized forms of educational assessment are the primary focus of study. Basic measurement statistics provided as well as practice with the administration, scoring, and interpretation of commonly used standardized instruments and procedures. Current issues in the field of testing and evaluation of school-age students will be explored. Course participants will create an assessment portfolio on A case study student and become familiar with the legal process and requirements of Individual Educational Plan (IEP). Usually offered fall, spring, and summer semesters.
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3.00 Credits
3 credits This course is designed to help teachers develop, adapt, and implement literacy and numeracy curriculum and assessment for students with intensive special needs. Students will learn methods and procedures of effectively teaching the core concepts of comprehensive literacy and numeracy instruction. Schedule to be announced.
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