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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 will address instructional strategies that reflect high expectations, engagement of students with diverse learning styles, needs, interests, and levels of readiness with a focus on science and social studies content. Candidates learn to create safe and collaborative learning environments that respect student differences and backgrounds. They learn to develop lessons in collaboration with colleagues. Lessons are designed using instructional practices that reflect high expectations regarding content and quality of effort.
Prerequisite(s): SPED 7024 or SPED 9120 and SPED 8300
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SPED 8017 - Specialized Reading Approaches
3 cr.
This course is designed to provide candidates with a comprehensive knowledge base regarding the alignment of instructional practices with the reading profiles of students. There is an emphasis on evaluating the components of supplemental and alternative reading programs utilizing high quality research. Candidates will develop competencies in targeting the instructional (and social emotional) needs of students within a multi-tiered system of supports. A 20 hour pre-practicum is required.
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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. A 15 hour field experience is 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. A 25 hour field experience is required.
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SPED 8020 - Positive Behavior Support for Students with Severe 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. Candidates employ a variety of classroom management strategies, and establish and maintain effective routines and procedures that promote positive student behavior within a safe and collaborative learning environment. Candidates 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 for a student with severe disabilities while respecting student diversity as well as promoting student self-awareness and self-management. Candidates will also become more proficient in designing data collection sheets and collecting and graphing data. 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 by intervening safely and appropriately. Careful attention is placed on candidates’ ability to be ethical and reliable, while meeting routine responsibilities consistently. 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 pre-practicum.
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SPED 8026 - Program Development Across the Life Span
3 cr.
Course emphasizes systematic development of Individualized Transition Plans (ITPs), and individualized standards-based curriculum development for diverse students with severe disabilities. Focus will be on the five domains areas – community, domestic, recreation/leisure, vocational and social relationships - as well as functional curriculum and academic-based instruction. Candidates will examine both theories and practical strategies for promoting measurable transition outcomes and activities with students and their families. Family-professional partnerships will be emphasized with particular attention to the process of transition in general and transition from school to adult life in particular. Focus will be on vocational assessment, job analysis strategies, training methodologies, natural supports, and program and curricular issues. The establishment of programs and the modification of academic curricula while maintaining high standards in inclusive settings will be addressed throughout the course. Required 25 hour pre-practicum.
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SPED 8029 - Behavior Change Procedures
3 cr
This course focuses on refining candidate understanding of the basic principles of applied behavior analysis, critically examining how the basic principles are used to develop specific behavior change procedures, and developing/implementing these procedures.
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 (May be taken concurrently with 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, and develop strategies for providing competency-based training and ongoing supervision regarding its implementation.
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. Course content is based on the BACB Professional Disciplinary and Ethical Standards and the BACB Guidelines for Responsible Conduct for Behavior Analysts.
Prerequisite(s): SPED 8013 , SPED 8028 , SPED 8029 , SPED 8032 , SPED 8033
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SPED 8039 - Differentiating Content Instruction
3 cr.
Course Description:
This course will address instructional strategies that reflect high expectations, engagement of students with diverse learning styles, needs, interests, and levels of readiness with a focus on content area instruction. Students learn to create safe and collaborative learning environments that respect student differences and back grounds. They learn to develop differentiated lessons in collaboration with colleagues. Lessons are designed following instructional practices that reflect high expectations regarding content and quality of effort. This course involves embedded experiential (field-based) learning components.
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SPED 8041 - Assessment of Students with Autism Spectrum Disorders
3 cr.
A variety of assessment tools for diagnosing Autism Spectrum Disorders are explored and implemented to gain a more thorough understanding of an Autism Spectrum diagnosis. In addition, several curriculum-based assessment tools used for evaluating existing skill sets in a variety of areas, including academics, vocational skills, social skills, executive functioning skills, and activities of daily living are explored and implemented, with a focus on using this information as a component of determining appropriate learning objectives. A 50-hour field based experience is required as part of this course.
Note: The state requires 150 field based experience hours, with a minimum of 75 hours in an inclusive setting with students with autism and 75 hours of additional experience in any type of school setting working with students with autism.
Prerequisite(s): SPED 8040
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SPED 8042 - Interventions for Students with Autism Spectrum Disorders
3 cr.
This course will connect the content learned in the first three courses; Foundations and Characteristics of Autism, Assessment, and Positive Behavior supports while re-examining the history and range of theories associated with ASD, the medical neurodevelopment and biological etiology, diagnostic criteria and the federal and special education laws. Candidates will examine the range of intervention techniques, strategies, and methodology to increase access to curriculum while identifying interfering behaviors in order to create a positive learning environment. Candidates will apply information on research based interventions for a specific student in order to identify and select educational practices to meet a specific student’s unique needs and plan for appropriate adaptations to support their communication (including the use of augmentative and alternative communication and assistive technology), sensory, social, and academic needs while monitoring student progress across settings. Candidates will create components of an Individualized Education Program (IEP) that are pertinent to instructional models associated with ASD. A 25-hour field based experience is required as part of this course.
Note: The state requires 150 field based experience hours, with a minimum of 75 hours in an inclusive setting with students with autism and 75 hours of additional experience in any type of school setting working with students with autism.
Prerequisite(s): SPED 8040 , SPED 8041 ; may be taken concurrently with SPED 8180
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SPED 8050 - Philosophical Underpinning ABA
3 credits
This course specifically addresses Section 1, area A of the 5th edition BACB task list, Philosophical Underpinnings. It is designed to provide students with the background in knowledge necessary to look at Applied Behavior Analysis in the larger context of science, from a current and historical perspective, and to look at the maturation of Applied Behavior Analysis as a field. Topics include the goals of behavior analysis as a science; the philosophical assumptions underlying the science of behavior analysis; radical behaviorism; the distinction between behaviorism the experimental analysis of behavior, applied behavior analysis, and professional practice; and the dimensions of applied behavior analysis.
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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. Candidates employ a variety of classroom management strategies, and establish and maintain effective routines and procedures that promote positive student behavior within a safe and collaborative learning environment. Candidates 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 that respects student diversity and promotes student self-awareness and self-management.. Candidates will also become more proficient in designing data collection sheets and collecting and graphing data. 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 by intervening safely and appropriately. Careful attention is placed on candidates’ ability to be ethical and reliable, while meeting routine responsibilities consistently. 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 pre-practicum.
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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 individuals with disabilities. The language of students who are bilingual/bicultural and/or have language difficulties is addressed. Students learn the difference between social and academic language and its importance in planning, differentiating, and delivering effective instruction for English language learners at various levels of proficiency. 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)
4 credits
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 PreK-8. 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. Teacher candidates will be observed by one of the course instructors within a PK-8 setting and receive targeted feedback to enhance their teaching abilities. Candidates must pass this gateway to continue on within the program. Required 15 hour pre-practicum.
Prerequisite(s): SPED 9130 and SPED 8917
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SPED 8916 - Assessment, Curriculum, Strategies for Math (focus on 5-12)
4 credits
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. Teacher candidates will be observed by one of the course instructors within a 5-12 setting and receive targeted feedback to enhance their teaching abilities. Candidates must pass this gateway to continue on within the program. Required 15 hour prepracticum.
Prerequisite(s): SPED 9130 and SPED 8917
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SPED 8918 - Reading and Writing: Methods for Secondary Students with Moderate Disabilities (5-12)
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. Candidates develop well-structured lessons with measurable outcomes as well as learn strategies to create an environment which respect diversity, differences, and strengths.
Prerequisite(s): SPED 7024 , SPED 8300 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 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. A 15 hour field experience is required.
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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 (PreK-8)
3 cr.
The identification of reading disabilities through data analysis will be examined and various approaches to remediation of reading disabilities will be presented through the creation of well-structured lessons that set clear and high expectations. Instructional and managerial strategies to differentiate reading and language based disabilities, diverse backgrounds, and strengths 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 7024 or an equivalent course approved by the Program Chair, and SPED 8300 . Corequisite(s): Take concurrently with SPED 8917 .
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SPED 9200 - Consultation and Collaboration Strategies
3 cr.
Candidates study theory and practice skills related to communication skills and processes as well as effective consultation and collaboration strategies for working with school personnel, families, human service agencies and key special education stakeholders. Course focuses on emerging issues related to student assistance, inclusion, communicating with diverse families, IEP development, and implementation and monitoring and transition planning/post-secondary life. Strategies for welcoming, engaging in culturally proficient communication, and working collaboratively with diverse families are emphasized. Candidates learn how to evaluate their collaboration and consultation skills, target collaboration opportunities and maintain themselves as ethical and reliable 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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