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Reading Specialist |
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READ 7017 - Psychology of Reading, Reading Development and Disabilities
3 cr.
This course is designed to provide students with an understanding of the reading process and its developmental progression. Students will examine reading models, review research related to reading and psychology and identify characteristics of proficient and non-proficient readers.
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READ 8017 - Specialized Reading Approaches
3 cr.
This course is designed to give students a comprehensive, instruction based overview of the various reading approaches. Students will utilize research to analyze the components and effectiveness of these programs.
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READ 8018 - Reading Disabilities and the Assessment of Reading
3 cr.
This course addresses historical and contemporary theories regarding reading disabilities. It focuses on assessment and leadership practices where students administer, score and interpret the results of screening and diagnostic reading instruments and informal reading inventories. Students develop recommendations for direct instruction and teaching children with severe reading disabilities. Candidates work with teachers and support personnel and provide staff development. Field experience required.
Prerequisite(s): SPED 8300
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READ 8019 - The Assessment of Writing Skills and Writing Disabilities
3 cr.
In this course students will analyze the components of written language and factors affecting performance. Cognitive factors associated with written language are addressed. Students assess writing skills and plan approaches to writing instruction. Candidates work with teachers and support personnel on staff development. Field experience required.
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READ 8132 - Content Area Reading and Writing: Fostering Literacy in Middle School and High School
3 cr.
This course meets the requirement that all teachers at the middle and secondary levels be able to use and teach the skills of reading and writing in their disciplines. This course includes an investigation of the reading and writing processes within content disciplines: an examination of the relationships among reading, writing, critical thinking, and learning; discussion of current evaluative methods, including portfolio; an analysis of reading and writing strategies and procedures for developing student capacity for using reading and writing to think critically and to learn and understand content. Credit cannot be given for both READ 8132 and EDUC 7014 . This is part of the professional licensure track, middle school.
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READ 8200 - Explicitly Teaching Comprehension Skills in the Classroom
3 cr.
Content will include an overview of current reading comprehension research and implications for instruction. The course will emphasize learning as an active, constructive process and promote using a variety of learning strategies to enhance understanding.
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READ 8303 - Literacy Assessment that Informs Instruction
3 cr.
The purpose of this course is to provide training in several areas of Curriculum-Based Measurement (CBM) including Oral Reading Fluency (R-CBM), DIBELS (Dynamic Indicators or Basic Literacy Skills) and Curriculum Based Evaluations (CBE) designed to assess literacy achievement. This course provides professionals the necessary knowledge and skill to use these assessments to (a) identify academic skill deficits of individual students, (b) develop academic goals and intervention plans, and (c) monitor and evaluate student progress toward academic goals. Also candidates are introduced to the use of Curriculum-Based Assessment within school wide Reading Improvement and Response to Intervention Models.
Prerequisite(s): An initial teaching license.
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READ 9012 - The Reading Specialist: Leadership Roles
3 cr.
This course is designed to develop the skills needed for the Reading Specialist to work directly with teachers and support personnel to contribute to their professional development. It addresses the knowledge in leadership and in reading needed to provide teachers paraprofessionals and others with the support necessary to learn pedagogical content knowledge, curriculum development, research based instruction, assessment practices and strategies to become effective liaisons with parents and school personnel.
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READ 9100 - Research in Reading Education
3 cr.
This course focuses on past and current research in reading, written language and spelling and in disabilities associated with each area. Theories, research and implications for reading instruction are addressed. Appropriate instruction based on research is determined. Students read studies that test all theories against on another at different points in time. Students develop an understanding of longitudinal studies, sampling procedures, research bias evaluating competing theories. Students report implications for teaching.
Prerequisite(s): Research in Education
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READ 9101 - Practicum (Reading Specialist)
3 cr.
This course provides graduate candidates with an opportunity to demonstrate skills they are learning in the graduate program in reading as well as demonstrating competencies required for an initial license as a Reading Specialist. The experience is designed to be a supportive one, with practicum supervisors providing candidates with the guidance needed to enhance their development as reading specialists.
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READ 9104 - Practicum Seminar
3 cr.
Candidates complete a portfolio demonstrating competence in instruction, assessment and leadership in the areas of reading and writing. Candidates complete two case studies and a staff development project.
Corequisite(s): Taken concurrently with READ 9101 - Practicum (Reading Specialist) .
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Science Education |
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SCED 8001 - Independent Study
1-6 cr.
The independent study gives the student an opportunity for independent development of teaching techniques, laboratory procedures, written work, science curriculum, job-related document or of some other activity agreed upon by the student and the graduate faculty advisor. The final product of this study is a written or otherwise permanent documentation of the work accomplished.
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SCED 8002 - Internship
1-6 cr.
The internship provides laboratory or field experience in conjunction with established research programs at cooperating off-campus governmental, industrial, or private institutions. Supervision is shared by the institutional program directors and faculty from Fitchburg State University. A comprehensive paper describing the internship activities is required upon completion of the experience.
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SCED 8003 - Practicum in Science
1-6 cr.
The practicum provides student teaching experience in area schools and in the university campus school, designed to meet the state requirements for teacher certification.
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SCED 9000 - Advanced Methods in Teaching Science
3 cr.
The emphasis of the course is upon developing a working philosophy of science teaching for the master teacher. The course focuses on the design of activities to foster scientific inquiry, ethical decision-making, and critical thinking as well as research on alternative assessment, classroom management and the use of technology in the science classroom.
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SCED 9001 - The Modern Science Curriculum
3 cr.
The course provides an up-to-date survey of the science teaching curriculum materials available for use in schools, K-12. Each student develops a model science curriculum based on psychological and pedagogical principles.
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SCED 9002 - Research in Science Education
3 cr.
Students undertake research designed to explore some phase of science teaching in detail. This study may include teaching methodology, curriculum development and/or other activities agreed upon by the student and supervising research advisor. An element of experimentation must be included in the project. The final product is a written documentation of the research and results.
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SCED 9003 - Science, Ethics, and Technology
3 cr.
The purpose of this course is to communicate the process of ethical reasoning. Students gain a better understanding of how cooperation between people concerned with the human application of science and the makers of public policy must become a working hypothesis. By examining current literature students uncover some of the facts and general principles of ethical reasoning and relate the short- and long-term consequences to moral positions.
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SCED 9004 - Research in Science
3 cr.
Students undertake research in a specific field of science that involves an in-depth exploration of a well defined problem. The student must develop a hypothesis for the possible solution of the problem, then devise the experimental technique to test the hypothesis and ultimately conceive a logical conclusion based upon the data collected. The final product is a written documentation of the research and results. The study is completed under the supervision of graduate faculty.
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SCED 9010 - Thesis
6 cr.
Students conduct a research project resulting in a thesis. The thesis develops under the guidance of a thesis advisor and committee.
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SCED 9100 - Special Topics
3 cr.
Course content varies from semester to semester, reflecting contemporary issues in the discipline and depending upon student and faculty interest. Note: Many other science courses are offered from time to time. Some are cross-listed under biology, earth science and chemistry. See specific course-listings for each semester for details. Other courses from biology, earth science or chemistry may be used as electives or requirements.
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Secondary Education |
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SEED 7015 - Introduction to Strategies for Effective Teaching in the Academic Discipline
3 cr.
This initial-level graduate course focuses on relating the curriculum frameworks in a discipline to the design of meaningful activities which require the application of critical thinking skills in engaging classroom instruction and student assignments. A broad range of contemporary issues facing teachers will be studied. Students will become familiar with differentiated and interdisciplinary instruction. In addition to using a basic textbook, the Internet will be a major source of content for the design of secondary-level student activities.
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SEED 8000 - Advanced Methods of Teaching at the Secondary Level
3 cr.
The course combines academic study with clinical practice and supervision. Theories and topics studied and demonstrated include learning styles, critical thinking, computer applications, and inclusive learning environments. Emphasis is placed on integrating culturally or linguistically diverse students and those with special needs and interdisciplinary course development and implementation, student assessment including portfolio assessment and writing are studied for utilization across the curriculum.
Prerequisite(s): The Modern Secondary School or initial teacher licensure
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SEED 8090 - Practicum
6 cr.
Student teaching experience is offered to give practical classroom experience to those students who have not satisfied the state requirements for licensure.
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SEED 8150 - Research in the Secondary Education Classroom
3 cr.
Students develop knowledge, understanding and skill in the action research process, enabling them to make data driven decisions using quantitative and qualitative educational research procedures. Students develop an action research project to address current issues affecting schools and students. Field-based experience in mandatory.
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SEED 8250 - Curriculum and Technology
3 cr.
This course looks at the integration of educational technology in the classroom and its relationship to learning theories and curriculum, specifically, the Massachusetts Curriculum Frameworks. This course explores the use of the Internet as a classroom resource to strengthen curriculum. Various Internet related topics are covered, such as acceptable use policies and copyright issues.
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SEED 8260 - Curriculum Design & Development
3 cr.
This course is designed to provide students with knowledge and skills of the curriculum development-revision process. The course examines societal demands on the curriculum and the role of the American school in a democratic and multicultural society as students assess, revise, and implement instructional programs and the curriculum in a systematic and logical way. Active participation in school-based curriculum teams, IEP teams, site-based management teams and community groups teach effective delivery of services to all students and school improvement/reform efforts. In collaborative groups students review, revise, and expand the curriculum and assessment procedures in order to integrate current research findings and education reform initiatives.
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SEED 9000 - Independent Study
3 cr.
Independent study provides special individualized study under close supervision for students excelling in scholarship.
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SEED 9100 - Thesis/ Action Research
3 cr.
Students conduct research which will result in a thesis. The thesis is developed under the supervision of an advisor. This capstone experience allows full integration and application of content knowledge and pedagogical theory and practice. The study is completed during the duration of the course. Requires the signature of both the advisor and the graduate program chair.
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SEED 9500 - Internship
6 cr.
The internship is a capstone experience allowing full integration and application of content knowledge and the pedagogical theory and practice. Within the individual’s classroom it incorporates all standards specific to the discipline in which certification is sought as well as all common standards for classroom teachers (section 7.04 DOE Professional Standards). A minimum of 400 clock hours or one full semester on-site under the auspices of the university is fulfilled. A research project is completed during the duration of the internship.
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Special Education |
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SPED 6700 - Sign Language and Deafness
3 cr.
In this class students acquire a basic sign language vocabulary (SL) as used by the majority of deaf adults, including structure, grammatical principles and vocabulary development. Issues in deaf education as well as deaf cultures and the needs of deaf individuals in the school and community are studied.
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SPED 7016 - Understanding the Structure of the English Language
3 cr.
This course examines the inherent linguistic structure of Modern English and applies this knowledge to classroom instruction. The course begins by comparing previous historical knowledge about the nature of language with today’s current theoretical issues. Next, candidates describe Modern English in terms of its linguistic structure, the sound system, English spelling, morphology, the semantic system and word formation, grammar, and sentence structure.
Prerequisite(s): SPED 8300
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SPED 7017 - Psychology of Reading, Reading Development and Disabilities
3 cr.
This course is designed to provide students with an understanding of the reading process and its developmental progression. Students will examine reading models, review research related to reading psychology and identify characteristics of proficient and non-proficient readers.
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SPED 7023 - Foundations of Education: Theory and Practice
3 cr.
This course includes an examination of the theoretical and practical knowledge of the teaching/learning process. Emphasis will be on examining leading theoretical foundations of education and standard-based curriculum, and Massachusetts Curriculum Frameworks incorporating the Common Core State Standards. Candidates seeking initial licensure must complete a field experience. This course is part of the initial licensure track for early childhood, elementary, middle school, and special education programs. Required 15 hour prepracticum.
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SPED 7024 - Understanding Disabilities and Diversity
3 cr.
Course focuses on broadly defining disability and diversity. Topics include specific disabilities and the educational terminology for students with disabilities. The knowledge of special education federal and state laws, IEPs, pre-referrals, universal design and services provided by other agencies, are a main focus of this course. Candidates explore their own cultural background, experiences and perspectives regarding disability and diversity. Course replaces SPED 7004.
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SPED 7410 - Advanced Strategies for Teaching School-Age Children with Emotional and Behavioral Problems
3 cr.
Students explore their own responses to conflict and stress and identify and practice strategies suited for teaching troubled children and youth. In addition, students examine issues pertinent to the education of this population.
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SPED 7650 - Inclusion of Students with Disabilities in Regular Education
3 cr.
Students will analyze barriers to inclusion and develop effective strategies for integration of individuals with disabilities into all aspects of the community including home, school and work setting. Students will define and redefine their role as professionals as it relates to their philosophy of integration. (Intended for non-special educators)
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SPED 7709 - The High School Environment—Challenges In Educating Students with Disabilities
3 cr.
The high school environment is undergoing dramatic change shaped by social, political, technological, methodological and philosophical issues and controversies. Students will analyze the external forces pressing for redesign of administrative structure, delivery of education, the learning environment and how those changes impact students with special needs. Research-based methods for teaching to a wider range of abilities, and models for curriculum modification and staffing reallocations will be discussed.
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SPED 7950 - Physical and Medical Aspects of Working with Students with Disabilities
3 cr.
The course provides an overview of the basic neurological and physiological systems of the body while exploring typical and atypical development. Disabilities common in infants, children and adolescents (e.g., seizures, cerebral palsy) are examined with a focus on educational adaptations and accommodations. Various models of service provision are examined. Collaborative strategies for working with students with physical disabilities and health impairments are developed. Required 20 hour prepracticum.
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SPED 8000 - Technology for Students with Moderate-Severe Disabilities
3 cr.
Candidates will gain understanding of how to use assistive technology to support communication skills and address curriculum needs for students with moderate to severe disabilities. Focus will be on strategies for integrating technology into educational programming.
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SPED 8008 - Emotional, Behavioral, and Autism Spectrum Disorders
3 cr.
This course provides teachers and teacher candidates with the knowledge and methods to educate individuals with emotional, behavioral, and autism spectrum disorders in the inclusive classroom. Related educational theories and interventions will be examined through a historical context, assessment approaches, developmental risk factors, and instructional interventions for multiple settings. Supportive technology and other evidence-based approaches to assist individuals with communication and behavior intervention will be addressed. The appropriate use of augmentative and alternative communication as well as various technological supports will be explored and included in the planning of all instructional programs. Required 5 hour prepracticum.
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SPED 8009 - Advanced Assessment Strategies for Special Educators
3 cr.
Designed for special educators who already hold an initial license in moderate or severe disabilities. Candidates develop more advanced capabilities in formative and summative assessment. Formal assessment tools (e.g., Weschler Individual Achievement Test, Woodcock Johnson III) and informal assessments will be examined.
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SPED 8011 - Differentiating Content Instruction in Inclusive Classrooms
3 cr.
This course delineates instructional and managerial strategies that can be used in classrooms to address the individual learning needs, strengths and styles of all students. Emphasis will be placed on best practices that maximize student learning within the general education classroom. The most current and promising practices, as well as relevant research, will be presented with an emphasis on teaching science and social studies content. Specific adaptations will be explored to ensure the success of students with moderate disabilities in the general education classroom.
Prerequisite(s): SPED 7024 and SPED 8300
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SPED 8013 - Concepts and Principles of Behavior Analysis
3 cr
The history and theory of applied behavior analysis will be examined, including the definition and characteristics of ABA Seminal Research will be used to emphasize the relationship between behavior analysis and the education of children.
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SPED 8016 - Curriculum Strategies in Reading/Language Arts
3 cr.
This course addresses direct instructional procedures for phonemic awareness, letter-sound correspondences, systematic and explicit phonics, fluency, vocabulary, language and comprehension skills. The design and modification of curriculum instructional materials and general education classroom environments for students with moderate disabilities will be explored. This course provides detailed information on how to systematically and explicitly teach essential reading skills based on research. The reading and writing process and specific modifications for children with special needs will be covered. In addition the cognitive, physical, cultural, social, and emotional needs of students will be analyzed in order to develop an appropriate comprehensive and student-centered reading approach for each child. The preparation, implementation, and evaluation of Individualized Education Programs (IEP’s) will be developed. Candidates will write lesson plans using the Fitchburg State University format. The findings of the National Reading Panel as well as summaries of other research will be discussed. Required 10 hour prepracticum.
Prerequisite(s): SPED 7024 or an equivalent course approved by the Program Chair, and SPED 8300 .
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SPED 8017 - Specialized Reading Approaches
3 cr.
This course is designed to give students a comprehensive instruction based overview of the various specialized reading approaches. Students will utilize research to analyze the components and effectiveness of these programs.
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SPED 8018 - Reading Disabilities and the Assessment of Reading
3 cr.
This course addresses historical and contemporary theories regarding reading disabilities. It focuses on assessment and leadership practices where students administer, score and interpret the results of screening and diagnostic reading instruments and informal reading inventories. Students develop recommendations for direct instruction and teaching children with severe reading disabilities. Candidates work with teachers and support personnel and provide staff development. Field experience required.
Prerequisite(s): SPED 8300
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SPED 8019 - The Assessment of Writing Skills and Writing Disabilities
3 cr.
In this course students will analyze the components of written language and factors affecting performance. Cognitive factors associated with written language are addressed. Students assess writing skills and plan approaches to writing instruction. Candidates work with teachers and support personnel on staff development. Field experience required.
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SPED 8020 - Positive Behavior Support for Students with Severe Disabilities
3 cr.
Theoretical frameworks for analyzing behaviors are examined with a focus on a positive behavior supports. Students operationalize descriptions of behaviors, collect and analyze data, and work collaboratively to develop and implement a behavior support plan. Required 25 hour prepracticum.
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SPED 8022 - Augmentative and Alternative Communication
3 cr.
Students will examine communication options for individuals who are unable to meet their daily communication needs through speech. Emphasis will be placed on conceptual and technical aspects of augmentative and alternative communication as well as intervention strategies and procedures used by teachers when supporting and expanding the individual’s ability to communicate. Required 25 hour prepracticum.
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SPED 8026 - Program Development Across the Life Span
3 cr.
Domains of community, domestic, recreation, vocational and social relationships are addressed along with the importance of accessing services provided by other agencies. Family-professional partnerships are explored and strategies for promoting transition outcomes are examined. Required 25 hour prepracticum. Course replaces SPED 8023 & SPED 8024.
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SPED 8028 - Research Methods in Behavior Analysis Comprehensive
3 cr
This course provides advanced coverage of the measurement and experimental methods in the field of ABA. Candidates operationalize definitions of behaviors, collect, analyze data, and develop needed skills to plan, develop, and systematically evaluate behavioral interventions.
Prerequisite(s): SPED 8013
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SPED 8029 - Fundamental Elements of Behavior Change and Specific Behavior Change Procedures
3 cr
This course focuses on refining candidate understanding of the basic principles of applied behavior analysis, critically examining the factors influencing behavior change procedures on these basic principles.
Prerequisite(s): SPED 8013 , SPED 8028
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SPED 8032 - Identification of the Problem/Assessment
3 cr
This course provides advanced coverage of assessment methods utilized in the field of ABA. Theoretical frameworks and best practices for analyzing behaviors are examined. Candidates utilize evidence-based strategies for conducting an effective functional behavioral assessment.
Prerequisite(s): SPED 8013 , SPED 8028 , SPED 8029
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SPED 8033 - Implementation, Management and Supervision
3 cr
The design of evidence-based behavior change tactics, taking into account function of behavior, least restrictive treatment, and the right to effective treatment is the focus of this course. Candidates complete an effective behavior management plan.
Prerequisite(s): SPED 8013 , SPED 8028 , SPED 8029 , SPED 8032
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SPED 8034 - Ethical & Professional Issues
3 cr
This course is designed to connect the ethical and professional standards of the profession of applied behavior analysis with their implementation. Candidates will learn how to improve their own professional repertoires as human service consultants and collaborators.
Prerequisite(s): SPED 8013 , SPED 8028 , SPED 8029 , SPED 8032 , SPED 8033
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SPED 8180 - Positive Behavioral Supports for Students with Disabilities
3 cr.
This course provides an overview of the research and best practices for assessing, planning, and implementing individual, classroom and school-wide positive behavior support. Students will examine evidence-based strategies for conducting an effective Functional Behavioral Assessment (FBA) and use the results to design and implement an individual Behavior Support Plan. Students will also become more proficient in designing data collection sheets and collecting and graphing data. Systematic procedures for influencing behavior will be reviewed. Teacher candidates will look at patterns of problem behavior and examine it through a systems approach and explore ways to design and implement classroom and school-wide supports to prepare and maintain students with disabilities for the general education classrooms. Federal and state legislation and regulations are examined with particular attention to their impact on the design and implementation of educational programs for students with behavior challenges. Required 25 hour prepracticum.
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SPED 8200 - Explicitly Teaching Comprehension Skills in the Classroom
3 cr.
Content will include an overview of current reading comprehension research and implications for instruction. The course will emphasize learning as an active, constructive process and promote using a variety of learning strategies to enhance understanding.
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SPED 8300 - Language Development, Differences and Disorders
3 cr.
This course addresses normal development of expressive and receptive language in terms of phonology, morphology, syntax, semantics and pragmatics. It focuses on the language performance exhibited by different populations of children/adults with disabilities. The language of children who are bilingual/bicultural or have language difficulties is addressed. Students develop an understanding of the principles and practices related to assessment and intervention for children with language disorders. Students assess language needs and plan appropriate strategies.
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SPED 8303 - Literacy Assessment that Informs Instruction
3 cr.
The purpose of this course is to provide training in several areas of Curriculum-Based Measurement (CBM) including Oral Reading Fluency (R-CBM), DIBELS (Dynamic Indicators or Basic Literacy Skills) and Curriculum Based Evaluations (CBE) designed to assess literacy achievement. This course provides professionals the necessary knowledge and skill to use these assessments to (a) identify academic skill deficits of individual students, (b) develop academic goals and intervention plans, and (c) monitor and evaluate student progress toward academic goals. Also candidates are introduced to the use of Curriculum-Based Assessment within school wide Reading Improvement and Response to Intervention Models.
Prerequisite(s): An initial teaching license.
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SPED 8350 - Assistive Technology in the Classroom
3 cr.
This course will examine the application of assistive technology tools to aid in the classroom. The focus will be on addressing reading and writing skill as well as curriculum adaptation. Participants will use a variety of software programs and consider the application of these tools with their students. The course is a survey of issues involved in the application of technology to meet the needs of students with disabilities.
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SPED 8863 - Practicum (Severe Disabilities)
3 cr.
This course is the student teaching experience for students seeking an initial license as a Teacher of Students with Severe Disabilities. Through a semester long field based experience, candidates are provided an opportunity to develop skills and demonstrate competency in the area of licensure they are seeking. This course is one of the requirements for initial licensure.
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SPED 8915 - Assessment, Curriculum, Strategies for Math (focus on PreK- 8)
3 cr.
This course will focus on assessment, curriculum and strategies for teaching mathematics to students with special needs. It will address basic concepts and issues in developing and modifying mathematics curriculum while analyzing current research-based strategies and approaches to instruction. Candidates will utilize information from formal and informal assessments to plan instruction and write components of an IEP. Students will explore and become aware of different service delivery models and strategies for meeting the challenges of creating inclusive classrooms that address educational needs for all learners. The curriculum presented will be based on The Massachusetts Department of Education Frameworks incorporating the common core standards in mathematics. Required 10 hour prepracticum.
Prerequisite(s): SPED 7024 and SPED 8300
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SPED 8916 - Assessment, Curriculum, Strategies for Math (focus on 5-12)
3 cr.
This course will focus on basic concepts and issues in developing and modifying curriculum in mathematics while analyzing current research based approaches to instruction specific for students in grades 5-12. It will address integration of these content areas. Candidates will utilize information from formal and informal assessments to plan instruction and write components of an IEP. Students will learn a variety of techniques, service deliveries and strategies for meeting the challenges of creating instruction for inclusive classrooms in mathematics that address the educational needs of all students. The Massachusetts Department of Education Frameworks incorporating the common core standards in mathematics. Required 10 hour prepracticum.
Prerequisite(s): SPED 7024 and SPED 8300
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SPED 8917 - Assessment/Strategies for Students with Disabilities
3 cr.
This course prepares candidates to employ the processes and terminology utilized in assessment. Graduate students will evaluate students with moderate or severe disabilities (or suspected disabilities) using formal assessment tools, background information and observations. Information gathered will be synthesized and interpreted to select appropriate strategies and plan effective programs. Candidates will develop components of the students IEP that pertain to the areas assessed. Required 15 hour prepracticum.
Prerequisite(s): SPED 8016 and SPED 8915 or SPED 8916 . Corequisite(s): Take concurrently with SPED 9130 or SPED 8918
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SPED 8918 - Reading and Writing: Methods for Secondary Students with Moderate Disabilities
3 cr.
This course addresses the components of reading plus written language and spelling and difficulties associated with each area as they impact adolescent students with reading/learning disabilities in the secondary curriculum. The course focuses on the literacy requirements in content area learning (common text structures, vocabulary, comprehension, summarizing, and study skills) and direct instructional procedures. It also addresses document literacy, technological literacy and quantitative literacy. Further, the course explains the reading/writing connection and the processes that impact on the understanding and production of written text. Written expression is explored at the sentence and text level and also addressed are the constraints that can impact an adolescent with learning disabilities in connecting ideas to written text. Interventions, which combine the process writing theory with an emphasis on text structure and cognitive writing strategies, are analyzed.
Prerequisite(s): SPED 8016 and SPED 8915 or SPED 8916 . Corequisite(s): Take concurrently with SPED 8917 .
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SPED 8963 - Practicum (Moderate Disabilities)
3 cr.
This course is the student teaching experience for candidates who do not have a prior certificate or license. Through a supervised field based experience students are provided an opportunity to develop skills and demonstrate competency in the area of licensure they are seeking. This course is one of the requirements for initial licensure.
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SPED 9003 - Reflective Teaching
3 cr.
Professional educators must be reflective practitioners. National Board for Professional Teaching Standards (NBPTS) materials will be used to structure this highly interactive and individualized course designed for teachers who want to reflect on, and further enhance, their teaching practices.
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SPED 9004 - Research Application and Seminar
3 cr.
This seminar serves as a culminating course for Special Education candidates enrolled in their practica experiences. Within the context of the Fitchburg State Education Unit Conceptual Framework, candidates use Massachusetts initial teaching license competencies and Council for Exceptional Children (CEC) standards to reflect on and improve their teaching practices. Candidates complete a targeted literature review to ensure that they are using evidence based practices. Candidates also use the Renaissance Partnership for Improving Teaching Quality-Teacher Work Sample prompts and resources to design and implement an instructional unit to demonstrate impact on student learning. Knowledge of curriculum and effective instructional strategies is integrated with knowledge of formative and summative assessment and the results are reflected on by candidates as they develop a professional development plan.
Prerequisite(s): EDUC 9300 Corequisite(s): Take concurrently with SPED 8963 or SPED 8863 .
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SPED 9005 - Dynamic Perspectives in Education
3 cr.
Course brings together candidates from across programs to analyze key issues facing educators today. Focal points will include curricular and instructional decisions, legislative mandates, diversity and special education. Personal biases will be examined.
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SPED 9012 - The Reading Specialist: Leadership Roles
3 cr.
This course is designed to develop the skills needed for the Reading Specialist to work directly with teachers and support personnel to contribute to their professional development. It addresses the knowledge in leadership and in reading needed to provide teachers paraprofessionals and others with the support necessary to learn pedagogical content knowledge, curriculum development, research based instruction, assessment practices and strategies to become effective liaisons with parents and school personnel.
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SPED 9021 - Action Research for Special Education
3 cr.
This seminar supports graduate candidates completing the Special Education Guided Studies program with an Action Research Project. Projects combine solid theoretical knowledge with effective teaching practices to have a positive impact on student learning.
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SPED 9120 - Special Education and the Law
3 cr.
Students will review policy and program regulations associated with Massachusetts Chapter 766, IDEA, Section 504 of the Rehabilitation Act, and Americans with Disabilities Act, as they apply to implementation of services in school-based settings. Precedent setting court decisions associated with those laws will also be examined. New legislation affecting educational practices in general, and therefore, affecting special education practices, will be explored. Students will have the opportunity to explore case studies and challenge their own ability to think critically about various situations.
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SPED 9130 - Advanced Identification and Remediation of Reading/Language Based Learning Disabilities
3 cr.
The identification of reading disabilities will be examined and various approaches to remediation of reading disabilities will be presented. Instructional and managerial strategies to differentiate reading and language based disabilities will be studied. Emphasis will be placed on exploring and designing Individualized Educational Programs based on specific student needs to plan effective instruction. Current trends in reading and their effect on students with disabilities will be discussed. Students will develop further communication and collaboration skills with peers, parents and other professionals, including those from various reading programs. In addition, the cognitive, physical, cultural, social, and emotional needs of students will be analyzed in order to develop an appropriate, comprehensive, and student-centered reading approach for each individual child.
Prerequisite(s): SPED 8016 . Corequisite(s): Take concurrently with SPED 8917 .
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SPED 9200 - Consultation and Collaboration Strategies
3 cr.
Students study theory and practice skills related to communication skills and processes as well as effective consultation and collaboration strategies for working with school personnel, human service agencies and key special education stakeholders. Theory is grounded in the interpersonal issues arising from a variety of school teams (e.g., grade level, IEP, eligibility, departmental, transition planning). The course focuses on emerging issues related to student assistance, inclusion, peer to peer consultation, IEP design/elements, IEP implementation and monitoring and transition planning/post-secondary requirements in light of differing agendas of key stakeholders including parents, district, building, grade level, and departments. The process of differentiating between collaboration situations and consultation options is practiced. Students learn how to evaluate their consultation skills, target collaboration opportunities and maintain themselves as consultants/collaborators in a variety of school, community and agency situations.
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SPED 9400 - Current Issues in Special Education
3 cr.
Students consider the context for special education and examine current and controversial issues such as inclusion, cost-effectiveness, educational reform and grading. The course format gives candidates the opportunity to examine and debate these issues from multiple perspectives. Particular attention is given to the ways in which current issues and controversies affect classroom teachers and their students.
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SPED 9500 - Independent Study
3 cr.
Students who wish to pursue an area of interest in special education that is not offered through course work may develop a program of study with a member of the graduate faculty. Faculty use a conference approach with the individual students, which places emphasis on critical thinking and sensitivity to the process of resolving issues.
Prerequisite(s): With permission of advisor only.
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SPED 9800 - Administration of Special Education Programs
3 cr.
In this course emphasis is given to services, organization programs, personnel and facilities as they relate to the needs of the child and adult with special needs. Students are expected to be well-versed in the effects of federal and state mandates for special education services as a result of this course.
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Technology Education |
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ITEC 7010 - Computers in Industrial Technology
3 cr.
This course familiarizes students with computers through presentation of selected hardware and software concepts. Opportunities for extensive hands-on practice with application programs are provided. CAD topics are also included.
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ITEC 7016 - Methods of Teaching Technology/Engineering Education
3 cr.
This course is designed to provide the teacher candidate with a series of related academic, observational and participatory experiences based on the fundamental elements of the teaching-learning process. Teacher candidates develop, implement and assess a variety of short-range and long-range instructional methods. A pre-practicum experience in a public technology/engineering education program is a required part of the course.
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ITEC 7020 - Implementing Technology/Engineering Education in Public Schools
3 cr.
The course provides guidelines and experience in developing and implementing technology education course units in the area of communication, construction, manufacturing, power/energy, and transportation. Students experiment with and develop new units for classroom implementation.
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ITEC 7030 - Automated Drafting Systems
3 cr.
This course is designed to teach the general concepts related to automated drafting with a special emphasis on technical drawing. Specialized applications of industrial practices for drafting are emphasized in this course. One semester of technical or mechanical drafting is a prerequisite.
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ITEC 7033 - Curriculum Design Development in Technology/Engineering Education
3 cr.
During this course, the teacher candidate will participate in experiences that relate directly to the development of a course of study in the field of technology / engineering education. Students will analyze and develop technology/engineering curriculum. A pre-practicum experience in a public technology/engineering education program is a required part of this course.
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ITEC 8000 - Advanced Methods of Teaching at the Secondary Level
3 cr.
This course combines academic study with clinical practice and supervision. Theories and topics studied and demonstrated include learning styles, critical thinking, computer applications and inclusive learning environments. Emphasis is placed on integrating culturally or linguistically diverse students and those with special needs. Interdisciplinary course development and implementation, student assessment including portfolio assessment and writing are studied for utilization across the curriculum.
Prerequisite(s): Initial teacher licensure.
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ITEC 8400 - Communications in Technology Education
3 cr.
The course provides exposure to the state framework area of communications using an integrated systems approach. The process of communication, approaches to technology in the laboratory, historical perspective, and social issues are addressed. Materials and programs for the middle and high school level are integrated throughout the course and application of concepts found in the public school technology lab is stressed. The course includes lab work.
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ITEC 8500 - Power/Energy in Technology Education
3 cr.
The course is organized around an energy system point of view. Various sources are covered, and for each source the technologies involved in the production, transmission, utilization and related environmental/social impacts are addressed. An effort to relate material for the public school lab/classroom according to the state organizational framework is integrated throughout the course. This course includes lab work.
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ITEC 8600 - Manufacturing in Technology Education
3 cr.
The course addresses the state framework area of manufacturing. The various systems of manufacturing used, the process involved in the production of goods and services and the support areas for the manufacturing enterprise are covered. The integration of manufacturing principles in the middle and high school lab environment is developed throughout the course. The course includes lab work.
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ITEC 8700 - Construction in Technology Education
3 cr.
The course develops outcomes related to the scientific principles, engineering concepts and technical approaches to the areas of residential, commercial and industrial construction as identified in the state organizational framework for technology education. The area of construction, the processes and materials used, the techniques performed and the planning and development of structures are studied and adapted for lab and classroom use in the public schools. The course includes lab work.
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ITEC 8800 - Transportation in Technology Education
3 cr.
The course emphasizes the importance of transportation and identifies the modes used for people and goods in various environments. The structure, support, propulsion, guidance, control and infrastructure systems for various forms of transportation are addressed. Materials adapted to the state framework for technology education for classroom and lab use are integrated throughout the course. The course includes lab work.
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ITEC 8900 - Curriculum Development for Technology/Engineering Education
3 cr.
The course is designed for those seeking professional licensure in technology education. Students learn to design courses and curriculum that include current trends in technology education. Several approaches for implementing problem solving, concept learning, habits of the mind, and integration of math/science concepts into the State framework areas of construction, communication, manufacturing, and power/energy in technology education are covered. The implementation of the state framework competencies for technology are addressed.
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ITEC 9000 - Practicum I in Technology/Engineering Education
3 cr.
Candidates are assigned to a middle or junior high school for one eight-week station during the semester of student teaching. Candidates are assigned supervising practitioners in partner schools located within a 50-mile radius of Fitchburg. Candidates have the opportunity to relate their practical experiences in the classroom to current theory. The teacher candidate will have the opportunity to experience all aspects of the school environment and will work collaboratively with a master teacher, administrators, support staff, and parents. Whenever possible, candidates will conduct the practicum in a diverse setting.
Prerequisite(s): SPED 7709 or SPED 3800, ENGL 8076 or ENGL 4700, ITEC 7210, 7220, successful passage of required MTELs and a Stage 2 Review.
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ITEC 9500 - Clinical Internship in Technology Education
6 cr.
The internship is a clinical, capstone experience allowing full integration and application of content knowledge and pedagogical theory and practice. Students complete a portfolio that demonstrates their professional growth and reflection on their teaching. A teacher work sample is required as part of the portfolio.
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ITEC 9501 - Practicum II in Technology/Engineering Education
3 cr.
Candidates are assigned to a high school for one eight-week station during the semester of student teaching. Candidates are assigned supervising practitioners in partner schools located within a 50-mile radius of Fitchburg. Candidates have the opportunity to relate their practical experiences in the classroom to current theory. The teacher candidate will have the opportunity to experience all aspects of the school environment and will work collaboratively with a master teacher, administrators, support staff, and parents. Whenever possible, candidates will conduct the practicum in a diverse setting.
Prerequisite(s): SPED 7709 or SPED 3800, ENGL 8076 or ENGL 4700, ITEC 7210, 7220, successful passage of required MTELs and a Stage 2 Review.
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