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2019-2020 Van Loan Catalog [ARCHIVED CATALOG]
Course Descriptions
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SPE 540 - STEM Methods in Special Education
This course investigates the content and methods related to teaching Mathematics, Science, Engineering and Technology. Participants will study the relevant Massachusetts frameworks and specifically explore ways of designing and modifying curriculum and instruction.
Credits: 3
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SPE 550 - Curriculum and Assessment in Practice: Special Education (Pre-Practicum)
This course studies the principles and techniques of assessment and curriculum development. It includes a presentation of curriculum theory and assessment with reference to curriculum-based, diagnostic, formative, and summative assessment. The goal of this course is to provide each student with opportunities to understand and integrate assessment into curriculum design, and successful practice. Activities, content, and materials are related to the current and Massachusetts Curriculum Frameworks. A 50 hour pre-practicum experience is required as part of this course.
Credits: 3
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SPE 560 - Practicum in Moderate Disabilities
This course consists of a 300-hour practicum experience for those pursuing an initial licensure program. Teacher candidates will apply acquired instructional methodologies in a classroom setting under the combined supervision of a supervising practitioner and the program supervisor. A minimum of three scheduled seminar meetings between the student, the program supervisor, and the supervising practitioner is also required. Guidelines for the practicum are described in the practicum handbook. The assessment of the student is based on the Candidate Assessment of Performance (CAP) and the Massachusetts Department of Education Professional Standards for Teachers (PSTs).
Credits: 3
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SPE 561 - Practicum in Severe Disabilities
This course consists of a 300-hour practicum experience for those pursuing an initial licensure program. Teacher candidates will apply acquired instructional methodologies in a classroom setting under the combined supervision of a supervising practitioner and the program supervisor. A minimum of three scheduled seminar meetings between the student, the program supervisor, and the supervising practitioner is also required. Guidelines for the practicum are described in the practicum handbook. The assessment of the student is based on the Candidate Assessment of Performance (CAP) and the Massachusetts Department of Education Professional Standards for Teachers (PSTs).
Credits: 3
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SPE 561A - Practicum in Severe Disabilities
This course sequence consists of a 300-hour practicum experience for those pursuing an initial licensure program. Teacher candidates will apply acquired instructional methodologies in a classroom setting under the combined supervision of a supervising practitioner and the program supervisor. A minimum of three scheduled seminar meetings between the student, the program supervisor, and the supervising practitioner is also required. Guidelines for the practicum are described in the practicum handbook. The assessment of the student is based on the Candidate Assessment of Performance (CAP) and the Massachusetts Department of Education Professional Standards for Teachers (PSTs).
Credits: 2
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SPE 561B - Practicum in Severe Disabilities
This course sequence consists of a 300-hour practicum experience for those pursuing an initial licensure program. Teacher candidates will apply acquired instructional methodologies in a classroom setting under the combined supervision of a supervising practitioner and the program supervisor. A minimum of three scheduled seminar meetings between the student, the program supervisor, and the supervising practitioner is also required. Guidelines for the practicum are described in the practicum handbook. This course is a continuation of SPE561B. The assessment of the student is based on the Candidate Assessment of Performance (CAP) and the Massachusetts Department of Education Professional Standards for Teachers (PSTs).
Credits: 1
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SPE 565 - Reflective Seminar in Moderate Disabilities
This seminar is taken concurrently with its respective Practicum Experience course. The seminar discussions build student’s reflective capacities as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the student’s needs and their work in the field. Activities, content, and materials address the Massachusetts Professional Standards for Teachers.
Credits: 3
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SPE 566 - Reflective Seminar in Severe Disabilities
This seminar is taken concurrently with its respective Practicum Experience course. The seminar discussions build student’s reflective capacities as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the student’s needs and their work in the field. Activities, content, and materials address the Massachusetts Professional Standards for Teachers.
Credits: 3
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SPE 566A - Reflective Seminar in Severe Disabilities
This seminar sequence is taken concurrently with its respective Practicum Experience course. The seminar discussions build student’s reflective capacities as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the student’s needs and their work in the field. Activities, content, and materials address the Massachusetts Professional Standards for Teachers.
Credits: 2
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SPE 566B - Reflective Seminar in Severe Disabilities
This seminar sequence is taken concurrently with its respective Practicum Experience course. The seminar discussions build student’s reflective capacities as they integrate knowledge of students, assessment, and curriculum into effective pedagogies. It provides a forum for introspection, professional dialogue, and collaborative problem solving. The specific course outline is jointly created by students and the faculty in response to the student’s needs and their work in the field. This course is a continuation of SPE566A. Activities, content, and materials address the Massachusetts Professional Standards for Teachers.
Credits: 1
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SPE 575 - Family Engagement in Special Education
This course explores and analyzes the special educator’s role in organizing, implementing, and evaluating family and community engagement. Participants will understand families, schools, and society as interdependent and be able to practice this understanding in their relationships with children, colleagues, parents, and the community. They will be able to improve engagement practices, communicate effectively with culturally and linguistically diverse families, and develop partnerships required for academic achievement and transition into adulthood.
Credits: 3
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SPE 670 - Consultation and Co-Teaching
This course is designed to provide professionals in special education, regular education, and related fields with the knowledge and communication skills necessary to provide consultation and technical assistance to other educators, parents, groups, organizations, communities and service providers. Emphasis will be placed upon the development and enhancement of teamwork, co-teaching, and collaborative, consultative and group leadership skills.
Credits: 3
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SPE 680 - Psychoeducational Assessment
This course provides a practice-based experience in advanced psychoeducational assessment and evaluation. Participants will review and administer psychoeducational, curriculum-based, and performance-based assessments. Participants review the process and procedures for screening, identifying, evaluating, diagnosing, and re-evaluating students placed in programs for exceptional children with an emphasis on writing reports and developing recommendations for the Individualized Education Plan (IEP) and transition plans.
Credits: 3
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SPE 685 - Personalized Learning
This course builds on theories of learning, curriculum, and instruction, and prepares teachers to personalize their teaching to learner needs. Special emphasis will be placed upon developmental benchmarks, instructional strategies, and selection of materials for promoting literacy, behavior, and social skills. Participants will review the empirical research base in learning and cognition, identify the key characteristics of personalized instruction and develop a plan for a classroom that meets high standards and student needs. Extensive work will be done to connect personalized learning to theories of inclusion and the individualized education plan (IEP).
Credits: 3
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SPE 690 - Medical and Multiple Disabilities
The instruction of students with medical and multiple disabilities regularly falls outside of the boundaries of typical educational practice and yet students with medical disabilities and multiple disabilities are increasingly being taught in inclusive settings. This course outlines best practices for the instruction of students with medical and multiple disabilities while providing specific information on care, transition, legal requirements, soliciting and coordinating input from multiple stakeholders, transportation, infection prevention, allergies, disaster planning, and linguistic and cultural barriers.
Credits: 3
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SPE 695 - Disability and Sheltered English Immersion
Disability can play a confounding role in determining appropriate services for English learners. Special Educators and reading specialists regularly ask themselves the following pair of questions: Does this student have a disability or are they learning English for the first time? What do we do if both are true? This course teaches the approaches that special educators should use for students who are also learning English and may have a learning, emotional, cognitive or behavioral disability. The course will cover the basics of determining the effects of disability on language acquisition while considering the effect of culture on diagnosis, remediation, academic self-concept and intervention.
Credits: 3
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SST 100 - Introduction to Contemporary U.S. Security Studies
A study of the historical forces that changed national security strategy, policy and organizational response since September 11, 2001. This course will examine national security policy and its interrelationship to homeland security strategy.
Credits: 3
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SST 201 - Global Risk: Assessing and Managing Transnational Threats
This course addresses contemporary global security risks to states, societies, and individuals and associated risk management strategies. Students are introduced to key concepts and theory and method of risk management. The various threats are analyzed for their causes, nature, and implications for the international community and US Homeland Security. Students learn about the various domestic and international bodies responsible for responding to security threats. The risk management strategies associated with each type of security threat will be critically assessed for their comprehensiveness, feasibility, and practical application. Satisfies the Global Issues General Education Requirement.
Credits: 3
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SST 301 - Terrorism Studies
This course investigates the context, causes, correlates, and consequences of the crime of terrorism from a broad range of academic perspectives. The individual, group, and organizational factors that motivate international and domestic terrorist groups to action will be covered, in addition to common strategies designed to reduce the threat of terrorism and mitigate its effects on society. An interdisciplinary course, CJ350 references the distinct fields of history, political science, international studies, sociology, criminology, criminal justice, human services, and victimology.
Credits: 3
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