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  • SED 560: Foundati ons of Special Educati on

    3.00 Credits
    Assumption University

    This introductory survey course serves to familiarize students with the historical, theoretical, and philosophical bases underlying special education and provides an essential foundation for further study in special education. Students will examine the characteristics of children with exceptionalities; educational terminology for students with mild to moderate disabilities; etiology of learning abilities and disabilities; federal and state regulations that govern services for children with exceptionalities; and the nature of the role and responsibilities of the teacher of children with moderate disabilities. Current issues such as cultural and linguistic diversity; inclusionary practices; categorical vs. non-categorical approaches to diagnosis; prevention vs. intervention vs. remediation of disabilities; preparation, implementation, and evaluation of Individualized Education Plans (IEPs); and the standards-based education reform movement are broadly addressed. (Fall) Vander Hart/ Three credits
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  • SED 562: Physical,Cognitive,and Language Developmental Pat hways and Chalenges

    3.00 Credits
    Assumption University

    This course provides in-depth study of human growth and development of children and adolescents in the physical, cognitive, and language domains with an emphasis on both typical and atypical development. The positive contributions and limitations of various developmental theories and conceptual frameworks are examined. Throughout the course, students consider the relationship between development and the selection of appropriate educational services and interventions for children and adolescents with special needs. (Fall) Bacotti/ Three credits
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  • SED 564: Social and Emotional Developmental Pat hways and Chalenges

    3.00 Credits
    Assumption University

    This course provides a comprehensive, balanced overview of social and emotional development and disorders. Students examine, compare and contrast significant social and emotional development theories, research, and interventions. This course assists students to understand better the relationships between developmental challenges and effects on learning, thereby enabling them to select and implement various instructional approaches and interventions with critical appreciation for children and adolescents with social and emotional special needs. (Fall) Vandergrift/ Three credits
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  • SED 566: Assesment of Special Learning Neds of Children and Adolescents

    3.00 Credits
    Assumption University

    In this course, students gain knowledge of both formal and informal assessment of students with special learning needs using a systematic and comprehensive approach. They examine frequently used diagnostic assessment tools in areas of physical, cognitive, language, social, and emotional development. Emphasis is placed on those assessment strategies that yield objective data regarding individual skill repertoires and learning characteristics, thereby providing a basis for educational decision making and the preparation and evaluation of IEPs. Topics such as portfolio assessment, alternative assessment, interpretation of results of assessment, report writing, IEP preparation, and communication with families and other professionals are also included. Prerequisite or concurrent course: PSY/SED 562 or PSY/SED 564. (Spring) Vandergrift/ Three credits
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  • SED 568: Behavi oral Assesment and Interve ntions

    3.00 Credits
    Assumption University

    This course is designed to provide students with principles for the effective use of behavioral assessment and interventions in inclusive and special education classrooms. Students learn to use a cognitive-behavioral approach within a developmental context to identify, analyze, implement, and evaluate interventions that both prepare children and adolescents with special needs for and maintain them in general education classrooms. A team approach with a focus on consultation and collaboration skills necessary for special educators is emphasized. Research-based strategies to enhance classroom management, organization, and the learning environment are considered. Prerequisite or concurrent course: PSY/SED 562 or PSY/SED 564. (Spring) Bacotti/ Three credits
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  • SED 570: Inclusion:Theory and Clasroom Practice

    3.00 Credits
    Assumption University

    This course is designed to enable students to practice inclusive education for children and adolescents with special learning needs. Students learn ways to design and modify curriculum, instructional materials, and teaching strategies for children and adolescents with moderate disabilities in general education settings. Emphasis is placed on the teacher’s role in the preparation, implementation, and ongoing evaluation of the Individualized Education Plan (IEP), consultation and collaboration skills, as well as on the Massachusetts curriculum frameworks that govern content and instruction in the state’s public schools. Prerequisite: SED 560 (Spring) Vander Hart/ Three credits
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  • SOC 108: World Populat ion Isues

    3.00 Credits
    Assumption University

    Lecture and open discussion of population problems throughout the world today. Topics will include statistical processes, world food production and standards, medical assistance, economic issues, and physical/human responses to population pressures and changes. (Same as GEO 108) Hickey/ Three credits
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  • SOC 122: Social Problems

    3.00 Credits
    Assumption University

    This course is an introduction to the discipline of sociology, the study of social interaction and institutions as it relates to contemporary American social problems. The course will focus on several sociological perspectives which are used to analyze such problems as poverty, homelessness, racism, sexism, addiction, crime, delinquency, ageism, and health care. Biggert/ Three credits
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  • SOC 206: The Sociology of Urban Life

    3.00 Credits
    Assumption University

    This course examines the patterns, causes, and consequences of urbanization and suburbanization. While the major focus will be on the development of cities, metropolitan areas, and megalopolitan regions within the United States, a major goal of the course is to understand the increasingly critical role that economic globalization plays in creating uneven development and decline within and among cities and metropolitan regions throughout the world. Speci?c topics to be investigated include: urban renewal and redevelopment; residential segregation; gentri?cation; conflicts over land use; urban planning; and the problems of concentrated poverty and crime in central cities. Gendron/ Three credits
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  • SOC 216: Rac ial and Ethnic Relat ions

    3.00 Credits
    Assumption University

    This course explores how race and ethnicity structure social relations and identities in the United States. Students will become familiar with the history of race and ethnicity in the U.S. and why it continues to be a central aspect of social life. The course will also focus on a variety of debates regarding the persistence of institutionalized racism and white privilege in the post-Civil Rights era. The process of how class, gender, and sexuality structure various racial and ethnic groups will be explored as well. Current issues on race and ethnicity addressed in this class include: racial profiling, immigration, increasing diversity in the U.S., affirmative action, Ebonics, reverse discrimination, post-September 11th forms of discrimination, and unequal access to employment, housing, and mortgages by race. Farough/ Three credits
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