M.A. in Special Education
Course Descriptions
EDU 512 Introduction to Research in Education
This course is designed to enable students to become critical readers of research in education. It will also help them to design and conduct research in an educational setting. Both quantitative and qualitative methodologies will be addressed. Students will be expected to analyze research reports and to design potential research projects.
3 credits
EDU 515 Diversity in Schooling
This course examines the concept of diversity and its implications for teachers, students, and schools. The course draws from leading scholars and writers in the fields of education and related disciplines to highlight the various perspectives on diversity. It also will emphasize the impact of culture on the curriculum, teacher-student relationships and pedagogy in schools. Through course readings, discussion and collaborative learning, and independent research, students will gain a greater understanding of the concept of diversity in its various permutations and will learn how to identify, select, and design teaching strategies that support expressed goals for diversity in schools.
3 credits
EDU 520 Teaching and Learning: Concepts and Models
This course includes the in-depth study of behavioral and cognitive theories of learning and motivation that influence and inform current practices in education. A variety of teaching models based on these theories is examined.
3 credits
SED 551 Speech and Language Development and Interventions
This course provides in-depth coverage of the normal acquisition and development of speech and language, including phonology, morphology, syntax, and semantics. Relationships between language learning and neurological, motor, and thought development are examined, as well as speech and language assessment and intervention practices for the student with special needs.
3 credits
EDU 552 Foundations of Teaching Reading
This course introduces students to the theoretical and philosophical bases underlying reading development. Using the stages of reading development as a frame, students explore the role of phonemic awareness, phonics, fluency, vocabulary, and reading comprehension at stages from emergent literacy to mature reading. Students also investigate the relationship of reading to writing, language and cultural influences on reading development, instructional models of reading, methods and materials for reading instruction, and the assessment and evaluation of reading development. There is a focus throughout the course on connecting theory and research to current practice and policy, with specific focus on the Massachusetts English Language Arts Curriculum Framework.
3 Credits
EDU 553 Teaching Writing
This course includes the investigation of theory and research related to the writing process and reader response. It covers the broad range of writing development from emergent literacy to mature writing. A variety of topics is addressed including process writing, methodology, cultural influences on writing development, and the assessment and evaluation of writing across the grades. There is a focus throughout the course on linking theory and research to the current practice and policy.
3 credits
EDU 554 Reading and Writing in the Content Area (5-12)
This course includes the investigation of theory and research related to the processes of reading and writing, and responding to content area text in the middle and secondary grades. It addresses a variety of topics, such as strategy development for reading and writing to learn, methods and materials, cultural influences, assessment and evaluation, and the roles of teachers and administrators. There is a focus throughout the course on linking theory and research to practice and policy.
3 credits
SED 560 Foundations of Special Education
This introductory course serves to familiarize students with the historical, theoretical, and philosophical bases underlying special education and provides an essential foundation for further study in special education. Students will examine the characteristics of children with exceptionalities; educational terminology for students with mild to moderate disabilities; etiology of learning abilities and disabilities; federal and state laws and regulations that govern services for children with exceptionalities; and nature of the role and responsibilities of the teacher of children with moderate disabilities. Current issues such as cultural and linguistic diversity; inclusionary practices; categorical vs. non-categorical approaches to diagnosis; prevention vs. intervention vs. remediation of disabilities; preparation, implementation, and evaluation of Individualized Education Plans (IEPs); and the standards-based education reform movement are broadly addressed. Services provided by other agencies are also discussed.
3 credits
SED/PSY 562 Physical, Cognitive, and Language Developmental Pathways and Challenges
This course provides in-depth study of human growth and development of children and adolescents in the physical, cognitive, and language domains with an emphasis on both typical and atypical development. The positive contributions and limitations of various developmental theories and conceptual frameworks will be examined. Throughout the course, students examine the relationship between development and the selection of appropriate educational services and interventions for children and adolescents with special needs.
3 credits
SED/PSY 564 Social and Emotional Developmental Pathways and Challenges
This course provides a comprehensive, balanced overview of social and emotional development and disorders. Students will examine, compare and contrast significant social and emotional development theories, research, and interventions. This course will assist students to understand better the relationships between developmental challenges and effects on learning, thereby enabling them to examine and implement various instructional approaches and interventions with critical appreciation for children and adolescents with social and emotional special needs.
3 credits
SED/PSY 566 Assessment of Special Learning Needs of Children and Adolescents
In this course, students will gain knowledge of both formal and informal assessment of students with special learning needs using a systematic and comprehensive approach. They will examine frequently used diagnostic assessment tools in areas of physical, cognitive, language, social, and emotional development. Emphasis is placed on those assessment strategies that yield objective data regarding individual skill repertoires and learning characteristics, thereby providing a basis for educational decision making and the preparation and evaluation of IEPs. Topics such as portfolio assessment, alternative assessment, interpretation of results of assessment, report writing, IEP preparation, and communication with families and other professionals will also be included.
Prerequisite or concurrent course: PSY/SED 562 or PSY/SED 564.
3 credits
SED 567 Seminar: Advanced Assessment of Special Learning Needs
This advanced studies graduate seminar focuses on promoting the advanced graduate students' knowledge of and mastery in administering educational diagnostic assessments for students with diverse moderate learning needs. Seminar participants learn advanced principles of accurate assessment of children and adolescents' learning needs, to aid decision making and instructional planning for these students. Select representative diagnostic tools, which are frequently used in PreK-12 schools, are discussed, demonstrated, practiced and administered to develop skill proficiency. Seminar participants are expected to engage in independent research, including, but not limited to, current best practices.
Prerequisites: PSY/SED 566 or equivalent
3 credits
SED/PSY 568 Behavioral Assessment and Intervention
This course is designed to provide students with principles for the effective use of behavioral assessment and interventions in inclusive and special education classrooms. Students will learn to use a cognitive-behavioral approach within a developmental context to identify, analyze, implement, and evaluate interventions that both prepare children and adolescents with special needs for and maintain them in general education classrooms. A team approach with a focus on consultation and collaboration skills necessary for special educators will be emphasized. Research-based strategies to enhance classroom management, organization, and the learning environment will be considered. Prerequisite or concurrent course: PSY/SED 562 or PSY/SED 564.
3 credits
SED 570 Inclusion: Theory and Classroom Practice
This course is designed to enable students to practice inclusive education for children and adolescents with special learning needs. Students will learn ways to design and modify curriculum, instructional materials, and teaching strategies for children and adolescents with moderate disabilities in general education settings. Emphasis is placed on the teacher's role in the preparation, implementation, and ongoing evaluation of the Individualized Education Plan (IEP), consultation and collaboration skills, and on the Massachusetts Curriculum Frameworks that govern content and instruction in the state's public schools. Prerequisite: SED 560.
3 credits
SED 571A Curriculum and Methods for Students with Moderate Disabilities (PreK-8)
This course is designed to enable teachers to provide high-quality education for their elementary and middle school (PreK-8) students with disabilities. This course will focus on appropriate teaching strategies, tactics, and suggestions for students with various disabilities. It will also emphasize the implementation of research-based instruction that ensures effective teaching and learning of students with diverse learning needs. It will therefore help beginning teachers to achieve initial classroom success and to provide experienced teachers with an opportunity to extend and refine their knowledge and skills.
3 credits
SED 571B Curriculum and Methods for Students with Moderate Disabilities (5-12)
This course is designed to enable teachers to provide high quality education for their middle and high school (5-12) students with disabilities. This course will focus on appropriate teaching strategies, tactics, and suggestions for students with various disabilities. It will also emphasize the implementation of research-building instruction that ensures effective teaching and learning of students with diverse learning needs. In addition, comprehensive transition planning and implementation from school to young adulthood life for secondary school students with special needs will be addressed. It will therefore help beginning teachers to achieve initial classroom success and to provide experienced teachers with an opportunity to extend and refine their knowledge and skills.
3 credits
EDU 572 Teaching Children and Adolescents with Reading Difficulties
Drawing from seminal research and reading disabilities, students will explore the theoretical and philosophical bases underlying reading development, including the relationship between reading and writing. They will investigate etiology of reading difficulties, principles and tools of assessment, models of reading and instructional strategies that have proved successful with learners who have reading problems. Issues such as cultural and linguistic diversity, the influence of legislation regarding children with reading/learning disabilities, prevention vs. intervention vs. remediation of reading difficulties, implementation of the Massachusetts English Language Arts Curriculum Framework , and the critical role of the teacher are also considered. Prerequisite: EDU 325, EDU 552 or equivalent course in Foundations of Reading OR evidence of passing score on the Foundations of Reading Test of the Massachusetts Tests for Educator Licensure (MTEL).
3 credits
EDU 574 Teaching Children and Adolescents with Problems in Mathematics
This course serves to familiarize students with the theoretical and philosophical bases underlying acquisition of numeracy, with particular emphasis on the identification and prevention of children's difficulty in mathematics. Drawing from seminal research in mathematics instruction and mathematics disabilities, students will explore the acquisition of mathematics concepts and skills, etiology of difficulties in mathematics, principles of assessment, and instructional strategies that have proved successful with learners who have problems in mathematics. Issues such as cultural and linguistic diversity, the influence of legislation concerning children with learning disabilities, prevention vs. intervention vs. remediation of problems in mathematics,implementation of the Massachusetts Mathematics Curriculum Framework, and the critical role of the teacher are also considered.
3 credits
EDU 575 Seminar: Strategies in Teaching Mathematics to Students with Moderate Disabilities
This advanced studies graduate seminar focuses on best practice in designing and teaching mathematics instruction to meet the unique needs of elementary and middle/secondary students with moderate disabilities based on Massachusetts Curriculum Frameworks. The continuum from PreK through Secondary is presented so that teachers at all levels identify what knowledge to expect students to possess from previous courses, as well as what students need to retain for later courses. In this course, graduate participants explore, learn, and research how to teach children and adolescents critical mathematical concepts and functional math that apply to their everyday lives and future careers. Current theory and frequently used accommodations for these students for statewide, district-wide, and/or alternative math assessment are also examined. In addition, participants learn to use diagnostic tools to assess dyscalculia. Case studies from current research and participants' own teaching experiences are integrated to illustrate effective teaching of children with various mathematical difficulties. Furthermore, this course advances the mastery and progress of graduate-level participants in the field of teaching mathematics with diverse learning needs. Seminar participants are expected to engage in independent research, including, but not limited to, current best practices.
Prerequisites: EDU 574 or equivalent and permission of Program Director
3 credits
SED 580 Learning Disabilities
This advanced course serves to deepen students' understanding of developmental variation and learning disabilities. Students will examine basic neurodevelopmental functions that affect how children and adolescents learn and the disorders that cause or contribute to academic difficulties. Focus is placed upon receptive and expressive oral language, reading, written language, mathematics, and social and emotional behavior. Students will review the federal and state definitions of specific learning disabilities, eligibility criteria for support services, the regulations that govern such service, and the instructional responsibilities of the teacher of students with mild to moderate learning disorders. Current issues such as cultural and linguistic diversity of students, inclusion, and the standards-based education reform movement are broadly addressed. Case studies serve to assist the student to bridge theory to practice, as well as to develop problem solving skills within the context of assessment and instructional planning for students with particular profiles.
Prerequisite: SED 560, PSY/SED 562, 564, 566 and EDU 552 or equivalents.
3 credits
SED 585 Understanding and Treating Children and Adolescents with Emotional Disturbances
This course addresses the development of interpersonal skills and various behavior disorders associated with emotional disturbance in school-age children. Assessment strategies for detecting and interpreting overt behaviors that suggest emotional conflict are examined. Selected counseling and therapeutic techniques appropriate for classroom intervention are also addressed.
3 credits
SED 590 Practicum and Seminar: Teacher of Students with Moderate Disabilities
The practicum is conducted in accordance with current Massachusetts educator licensure regulations. The student completes the practicum under the direction of a college supervisor and under the immediate supervision of a cooperating classroom practitioner who is licensed in the field and at the level of the certification sought. At lease three weeks, if not all, of the practicum is completed in an inclusive classroom setting. The practicum student will spend a full day at the placement site(s) for the duration of the practicum. The student's teaching performance is evaluated in accordance with criteria specified in the Massachusetts regulations; in particular, the Professional Standards for Teachers. Students must meet specified criteria for enrollment in the practicum. Permission required; enrollment limited to qualified, matriculated graduate students.
3 credits
SED 591 (A or B) Performance Assessment and Seminar: Teacher of Students with Special Needs (PreK-8 or 5-12)
The performance assessment provides the opportunity for the student seeking Professional License to integrate content area knowledge, pedagogical theory, and practical experience. The duration of the clinical experience will be no less than 400 clock hours. The college supervisor will evaluate the candidate in accordance with criteria established by the current Commonwealth of Massachusetts educator license regulations.
3 credits
EDU/SED 600 Special Topics in Education/Special Education
This course is designed to address contemporary topics and issues in education/special education. Topics will be chosen based on timelines, interest, and relevance to current educational practices. The course will allow students the opportunity to examine current issues in greater detail than would be possible in other course offerings.
3 credits
EDU/SED 700 Directed Study
The student, in conjunction with a faculty advisor, designs and conducts a critical study of a topic of interest, a curriculum-based project, a research study, a field experience, a practicum, or an internship.
3 credits
EDU 703 Advanced Research Seminar
The course content focuses on developing and understanding the issues necessary to read critically and evaluate research literature. Students are expected to prepare an extensive review of the research literature, develop research questions, and employ methodology relevant to special education. The paper must demonstrate an evident understanding of the clinical area of focus and the research methodology.
3 credits
PROFESSIONAL LICENSE ADDITIONAL ELECTIVES
SRS 500A Introduction to Developmental Disabilities: Theory and Practice
This course introduces the student to the psychological, physiological and social factors human service providers encounter when attempting to provide effective rehabilitation services to individuals with developmental disabilities and their families. Students will be introduced to current theories which address the etiology, relevant therapeutic concerns and prognosis of various developmental disabilities. Considerable attention will also be given to the practical concerns that the service provider will encounter.
3 credits
SRS 525 Psychosocial and Environmental Aspects of Disability
This course will utilize a life span framework to describe and explain the physical, social, emotional and cognitive changes that take place across the life span from preconception to death in humans. Studies that provide an understanding of the nature and needs of humans at all developmental levels will be examined. In addition, students will also explore the major determinants associated with disability that impact personality development, sexual functioning, families, social functioning and the community. Current research findings will be analyzed and discussed.
3 credits