Special Education
| Key to Course Offerings |
| Q: |
designates courses in the Quantitative Scientific Cluster |
| I: |
the Ideas and Events Cluster |
| B: |
the Human Behavior Cluster |
| L: |
the Literature, Language and Arts Cluster |
| C: |
Multicultural |
| IDIS: |
Interdisciplinary courses
Multicultural and interdisciplinary courses also fulfill a cluster designation. |
| * |
Asterisk indicates that the course may be offered less than once every two years. |
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Undergraduate Day School |
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Undergraduate Evening School |
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Courses having a more narrow focus than those taught on a regular basis of courses being taught on an experimental basis can be taught as "Topics" courses. These courses will be assigned numbers based on the student level for which they are intended-first, second, third or fourth year. |
Foundations in Special Education
SPED 2100 3 cr. 3 hrs.
The historical foundations of education, leading up to the creation of our current educational system are traced. Teacher candidates examine various philosophies of education and determine the aspects of these philosophies that they embrace as future teachers. The qualities of effective schools and school systems in meeting the needs of diverse learners are identified. The impact of laws and litigation on the development of our current system are traced. Teacher candidates will explore the ever-changing and evolving role of the special education teacher and reflect upon their needs as teacher candidates.
Introduction to Individuals with Disabilities
SPED 2150 3 cr. 3 hrs.
The course focuses on the characteristics, behavioral, social and learning needs of children and adults with special needs. Emphasis is placed on the total special education delivery system, controversies and issues in the field. Field experience is required.
Students with Physical and Health Care Needs
SPED 2510 3 cr. 3 hrs.
Teacher candidates examine various physical and health conditions common in children with special needs. Health care plans are developed along with effective implementation strategies. Collaborative models for working with health care professionals and related service providers will be examined. Field experience is required.
Prerequisite: SPED 2150.
Language Arts: Teaching and Adapting Instruction
SPED 2522 3 cr. 3 hrs.
This course focuses on research-based approaches to teaching all children including those who are English language learners and those with disabilities. Teacher candidates develop skills in designing lessons to teach English/language arts, to students with diverse learning needs and on the Department of Education curriculum framework.
Prerequisite: SPED 2150 or permission of instructor.
Math/Science/Social Studies
for the Inclusive Classroom
SPED 2530 3 cr. 3 hrs.
This course is designed to address the basic concepts and issues in developing and modifying curriculum in mathematics, science and social studies while analyzing current research-based approaches to instruction. Teacher candidates examine various service delivery models and strategies for meeting the challenges of creating inclusive classrooms that address the educational needs of all students. The curriculum presented is based on the Massachusetts Curriculum Frameworks in each discipline.
Prerequisite: SPED 2150 or permission of instructor.
Language Development and Speech
SPED 3401 3 cr. 3 hrs.
The course addresses the normal development of speech and language, and disorders associated with each of these areas of communication. Teacher candidates demonstrate a knowledge of phonological problems and language disorders as they affect academic learning. In the area of language/learning disorders, students demonstrate an understanding of delayed language and language disabilities as they relate to reading, mathematics and written language. Teacher candidates analyze second language acquisition and educational practices related to linguistic minority students. A related field experience is required.
Prerequisites: SPED 2150 and SPED 2522.
Math/Science/Social Studies for Students
with Disabilities
SPED 3420 3 cr. 3 hrs.
This course is designed to demonstrate a hands-on approach to teaching math, science and social studies with a range of modifications for students with disabilities. Participants explore instructional strategies that will enable them to implement the curricula within inclusive settings as well as in substantially separate sites. Candidates also explore how to supplement traditional textbooks with hands-on investigative activities that teach to the learning styles of students. Math, science and social studies topics across the curriculum are stressed. Teacher candidates are introduced to various types of assessment techniques utilized by both classroom and special education teachers. The Department of Education Curriculum Frameworks in the three content areas are discussed and reviewed.
Prerequisite: SPED 2150 or permission of instructor.
Reading/Learning Problems
SPED 3440 3 cr. 3 hrs
This course is designed to provide multiple perspectives and essential topics for teaching reading in the elementary school and it specifies how to assess students and how to use assessment results to provide effective reading instruction. Teacher candidates develop a knowledge base concerning the skills involved in the total reading process and factors which affect the acquisition of the reading skills and assessment procedures to plan appropriate teaching strategies. Topics covered include the nature of the reading process, the relationship between language, reading and writing, the use of assessment instruments, planning teaching strategies, examining reading resources and writing IEPs. Teacher candidates focus on developing and adapting reading material for children with various reading problems.
Prerequisites: SPED 2150, SPED 2522, SPED 3401
Behavior Management
SPED 3500 3 cr. 3 hrs.
This course prepares students to carry out a variety of behavior change support strategies in educational settings. Emphasis is on the development of a positive, problem-solving approach supporting the development of constructive learning and social behavior of children. Teacher candidates also develop an awareness of the effect of teacher behavior on the behavior of children. Taken in conjunction with the Integrated Professional Pre-Practicum/Practicum (IPP).
Prerequisite: Permission of instructor.
Program Development for Students with Severe Disabilities
SPED 3520 3. cr. 3 hrs.
This course examines effective instructional strategies for teaching students with severe disabilities and includes an overview of specific diagnoses and their implications for teaching. Particular attention is given to program development and implementation within inclusive settings. It is taken in conjunction with Student Teaching (Practicum).
Reading in Special Education
SPED 3550 3 cr. 3 hrs.
This course addresses the serious consequences of reading disabilities and related disorders, as well as the condition of dyslexia and the historical and contemporary theories on what goes wrong in the reading acquisition process in children with dyslexia. Assessment of dyslexia and related disorders will be analyzed. The course also focuses on general principles derived from research on effective techniques for working with children with dyslexia and on the application of those techniques in specific areas of the language arts: phonological awareness, phonics knowledge, automaticity and fluency in word reading, reading comprehension, spelling, handwriting and composition. It addresses the relationship between reading, writing and spelling instruction. It is taken in conjunction with the Integrated Professional Pre-Practicum/ Practicum (IPP).
Prerequisite: SPED 3440
Strategies for Secondary Students with Disabilities
SPED 3575 3 cr. 3 hrs.
This course will focus on adolescents with disabilities. Teacher candidates examine various instructional strategies to address the learning and behavioral challenges typical of adolescent learners with such conditions as learning disabilities, behavioral disorders and mild retardation. Teacher candidates explore instructional methods relating to reading, written language, mathematics, study skills and social skills for the adolescent with disabilities. Transitions and post secondary programming will address the specific needs of secondary-school students as they leave the high school environment. The course is for Special Education majors only or by permission of the instructor.
Secondary Programs for Adolescents (14-22)
with Disabilities
SPED 3800 3 cr. 3 hrs.
Teacher candidates in secondary education certification programs are provided with the legal perspective of services to individuals with disabilities. Learning problems and needs of various disabilities are addressed. Strategies for modifying instruction are a major focus.
Assessment of Students with Moderate Disabilities
SPED 4001 3 cr. 3 hrs.
The course introduces teacher candidates to the assessment process, describes a comprehensive evaluation and discusses mandatory assessment regulations. The topics of descriptive statistics, reliability and validity, and norm/criterion-referenced assessments are addressed. Various types of assessment are reviewed and discussed. The focus is on interpreting test results and using assessment data to write Individual Educational Programs. Taken in conjunction with Student Teaching (Practicum).
Prerequisite: SPED 3550.
The Integrated Professional
Pre-Practicum/Practicum (IPP)
This is a 12 credit preparation block for licensures in moderate disabilities, severe disabilities, and elementary teacher. For the IPP curriculum, all teacher candidates take two courses: SPED 3500-Behavior Management. Those who earn an elementary license also take SPED 3550 Reading in Special Education.
IPP Pre-Practicum/Practicum Moderate Disabilities (5-12)**
SPED 3637 6 cr. 6 hrs.
Candidates spend the semester, half days four mornings a week in an elementary school in classrooms where students with disabilities are integrated or included. Teacher candidates assist in the design and implementation of lessons and adapt instruction when necessary.
IPP Pre-Practicum/Practicum: Elementary (Gr. 1-6)**
SPED 3665 3 cr. 3 hrs.
Candidates spend half the semester, half days four mornings a week in an elementary school in classrooms where students with disabilities are integrated or included. Teacher candidates assist in the design and implementation of lessons and adapt instruction when necessary.
IPP Pre-Practicum/Practicum: Moderate Disabilities (PreK-8)
SPED 3675 3 cr. 3 hrs.
Candidates spend half the semester, half days four mornings a week in the role of a special educator teaching children with moderate disabilities (PreK-8). The children are served in resource rooms, in integrated programs or in inclusive classrooms. In this role, teacher candidates are responsible for assisting in assessing children's performance, direct teaching, evaluation and providing support in general education classrooms whenever appropriate.
IPP Pre-Practicum/Practicum: Moderate Disabilities** (5-12)
SPED 3676 3 cr. 3 hrs.
Candidates spend half the semester, half days four mornings a week in the role of the secondary special educator. Teacher candidates assist in the design and implementation of lessons, adapting instruction and direct teaching.
IPP Pre-Practicum/Practicum: Severe Disabilities
SPED 3765 3 cr. 3 hrs.
In this field experience, four mornings weekly, teacher candidates assume the role of a teacher of students with severe disabilities. Candidates work with individuals on functional academics and on the development of appropriate social skills. Participants assist in the development and implementation of instructional programs.
Practicum: Severe Disabilities I (All Levels)
SPED 3840 6 cr. 6 hrs.
Teacher candidates complete the practicum four and one half days weekly in an educational setting under the direction of a supervising practitioner who is certified in the area of licensure sought by the candidate and under the guidance of the college supervisor. Candidates teach students with severe disabilities. This course is taken in conjunction with SPED 3520.
Practicum: Severe Disabilities II (All Levels)
SPED 3845 6 cr. 6 hrs.
Teacher candidates complete the practicum four and one half days weekly in a special education setting under the direction of a mentor who is certified in the area of licensure sought by the candidate and under the guidance of the college supervisor. Candidates assume the role of the teacher of students with severe disabilities. The course is taken in conjunction with SPED 3520.
Practicum: Elementary (Gr. 1-6)
SPED 3860 6 cr. 6 hrs.
Teacher candidates complete the practicum four and one half days weekly in an elementary setting under the guidance of the college supervisor and under the direction of a mentor who is certified in the area of licensure sought by the candidate and under the guidance of the college supervisor. The course is taken in conjunction with SPED 4001.
Practicum: Moderate Disabilities (PreK-8)
SPED 3870 6 cr. 6 hrs.
Teacher candidates complete the practicum four and one half days weekly in an inclusive or special education pre-kindergarten to eighth grade setting under the direction of a mentor who is certified in the area of licensure sought by the candidate and under the guidance of the college supervisor. The course is taken in conjunction with SPED 4001.
Practicum: Moderate Disabilities (5-12)
SPED 3875 6 cr. 6 hrs.
Teacher candidates complete the practicum four and one half days weekly in an inclusive setting or a special education setting at the middle or high school level under the direction of a supervising practitioner who is certified in the area of licensure sought by the candidate and under the guidance of the college supervisor. The course is taken in conjunction with SPED 4001.
Practicum: Moderate Disabilities II (5-12)
SPED 3878 6 cr. 6 hrs.
Teacher candidates complete the practicum in an inclusive setting or a special education setting at the middle or high school level under the direction of a supervising practitioner who is certified in the area of licensure sought by the candidate and under the guidance of the college supervisor. The course is taken in conjunction with SPED 4001.
Senior Seminar
SPED 4202 1 cr. 1 hr.
This seminar has two purposes. The first is to provide candidates an opportunity to address such important topics as working constructively with parents and collaborating effectively with colleagues. The second purpose of the seminar is to provide a mixture of group planning, support and guided individual study, and reflection on practice for teacher candidates in Special Education who are enrolled in their practicum and will be completing a Teacher Work Sample as an authentic piece of research. The MA DOE Preservice Performance Assessment portfolio process will b reviewed. Candidates will use the Renaissance Partnership for Improving Teacher Quality Teacher Work Sample prompts and resources to design and implement a series of lessons or an approved alternative project to demonstrate impact on student learning. Candidates will integrate their knowledge of curriculum and effective instructional strategies including behavior interventions, when appropriate, with their knowledge of data collection and analysis practices to develop a Teacher Work Sample (TWS) that demonstrates both student and teacher candidate learning. Further details of the nature and requirements of the TWS follow below in the syllabus.
Independent Study
SPED 4900 3 cr. 3 hrs.
The Independent Study facilitates the review, development and synthesis of a problem in special education. The Independent Study is open to juniors and seniors with permission of the instructor.
Directed Study
SPED 4975 1-6 cr.
**for teacher candidates who elect to apply for elementary certification.
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