This course examines best practices for teaching children preschool through secondary with disabilities in inclusive settings. The focus is on identifying and adapting for students’ instructional and social emotional needs utilizing the Massachusetts Curriculum frameworks. Topics include: educational terminology; team teaching and collaboration; preparing, implementing, and evaluating IEPs; design or modification of curriculum and materials; reasonable accommodations; teaching techniques; behavior and classroom management strategies; social and emotional learning; instruction on the appropriate use of augmentative and alternative communication and other assistive technologies; and ways to prepare and maintain students in general education; relationship of related services and family members, and assessment strategies for team effectiveness and student learning.

Students will apply a process of case study analysis to situations involving students with behavioral challenges, including Autism, in PreK through 12 settings, with a focus on preparing teachers to work effectively in inclusionary education and understanding both the federal and state laws in special education. Basic principles and approaches for the effective management of behavior, as well as addressing the social and emotional needs for learners with special needs in multicultural settings, will be discussed. Topics include educational terminology; preventive discipline in classroom environments; preparing, implementing, and evaluating IEPs; design or modification of curriculum and materials; ways to prepare and maintain students in general education; social-emotional learning and support; behavioral principles for effective implementation, including reinforcement procedures, token economy procedures, stimulus control procedures and other forms of prompting, self-management procedures; and augmentative and assistive technologies.

This introductory course provides students with a comprehensive foundation in American Sign Language (ASL) for beginners. The course is designed for learners with no prior ASL experience. This course covers fundamental vocabulary, grammar, and cultural aspects essential for effective communication within the Deaf and Hard of Hearing community. This course requires community-based field hours.

In this course, students will continue to build on the foundational American Sign Language (ASL) skills. Students must have successfully completed ASL Beginner 1 and have a basic knowledge of ASL. This course dives deeper into everyday communication and expands on vocabulary and grammar. This course requires community-based field hours.

Students will apply a process of case study analysis to situations involving students with behavioral challenges, including Autism, in PreK through 12 settings, with a focus on preparing teachers to work effectively in inclusionary education and understanding both the federal and state laws in special education. Basic principles and approaches for the effective management of behavior, as well as addressing the social and emotional needs for learners with special needs in multicultural settings, will be discussed. Topics include educational terminology; preventive discipline in classroom environments; preparing, implementing, and evaluating IEPs; design or modification of curriculum and materials; ways to prepare and maintain students in general education; social-emotional learning and support; behavioral principles for effective implementation, including reinforcement procedures, token economy procedures, stimulus control procedures and other forms of prompting, self-management procedures; and augmentative and assistive technologies.

Students focus on the historical, philosophical, legal, and ethical perspectives of educational services for learners with disabilities and services offered by outside agencies, including vocational, work study, and transitioning options. The focus is on designing or modifying curriculum; identifying and adapting for students’ instructional needs utilizing the Massachusetts Curriculum Frameworks. Because legislation and subsequent litigation, related to the education of children and youths with disabilities has become increasingly specific and mandatory, this course will review relevant federal and state special education law and how it applies to the education of students with special needs; educational terminology; instruction on the appropriate use of augmentative and alternative communication and other assistive technologies; preparing, implementing, and evaluating IEPs; ways to prepare and maintain students in general education; techniques for developing skills to facilitate placement in the least restrictive environment; and current models and best practices in public school settings.

This course provides an overview of the types of disabilities in learners’ preschool through the secondary level according to federal and state laws in special education. Emphasis on techniques to promote and maintain the successful inclusion of diverse learners within general educational settings will be covered. In-depth topics include the following: The teaching of Math and English Language Arts, including designing and modification of curriculum; Implementing and evaluating Individual Education Plans (IEPs); Developing and implementing interventions and instructional strategies for diverse learners; Theories of child development; Supporting social and emotional development; Educational terminology utilized with students with special needs; Understanding collaborative partnerships with families; Collaborative partnerships with families; and Working with community and outside agency resources. Additional topics to be covered: best practices for implementing Assistive Technology across the school environment; and, the appropriate use of augmentative and alternative communication and other assistive technologies. At least 10 hours of instruction covering the teaching of mathematics and at least 10 hours of instruction covering the teaching of English Language Arts are delivered in this course.

This course builds upon the foundational ASL skills and introduces students to more complex structures and vocabulary. Students will enhance their ability to engage in conversations. The emphasis in this course is developing fluency in using various ASL grammatical structures. By the end of this course, students will demonstrate their ability to participate in extended conversations and present personal narratives with greater detail and clarity. This course requires community-based field hours.

This course builds upon the skills developed in ASL Intermediate 1, focusing on improving expressive and receptive communication in more complex scenarios. This course emphasizes interactive conversations to help students refine their skills in conveying more complicated ideas, using advanced ASL grammar and understanding nuanced discussions. This course also focuses on enhancing non-manual signs and other aspects of ASL that contribute to natural and fluent communication. This course requires community-based field hours.

This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-2) or Chapter 766-approved school with learners with moderate or severe disabilities from September to June. It requires papers and attendance at bi-weekly seminars. Practicum hours begin at the beginning of September. The seminar component is designed to provide prospective teachers the content of and effective strategies for teaching English language arts, history/social science curriculum based on the Massachusetts Curriculum Frameworks, so that instructors can help Teacher Candidates develop communicative competence. Special attention is given to curriculum content and understanding the characteristics and instructional implications of moderately and severely disabling conditions.

This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-2) or Chapter 766-approved school with learners with moderate or severe disabilities from September to June. It requires papers and attendance at bi-weekly seminars. Practicum hours begin at the beginning of September. The seminar component is designed to provide prospective teachers the content of and effective strategies for teaching English language arts, history/social science curriculum based on the Massachusetts Curriculum Frameworks, so that instructors can help Teacher Candidates develop communicative competence. Special attention is given to curriculum content and understanding the characteristics and instructional implications of moderately and severely disabling conditions.

Students explore content and teaching strategies used to develop competent readers and writers, based upon guidelines in the Massachusetts Curriculum Frameworks and techniques for developing skills to facilitate placement in the least restrictive environment. Topics include the teaching of reading; expanding literacy across the content areas, language arts instruction, diagnosis and assessment of reading skills using a variety of assessment techniques, educational terminology; theories of language development; design and modification of curriculum and intervention programs for success in reading for all levels. Focus on identifying and developing appropriate multisensory structured language strategies including knowledge of theories, programs and practices, phonemic awareness, phonics, and vocabulary development, use of formal and informal assessments; and ways to prepare and maintain students in general education. At least 10 hours of instruction covering the teaching of reading are delivered in this course.

This course explores the role of literacy across the content areas, emphasizing strategies for integrating reading, writing, speaking, listening, and critical thinking skills in diverse disciplines. This course examines research-based instructional methods, culturally relevant pedagogy, and curriculum literacy practices to support literacy development in mathematics, science, social studies, and other subject areas. Special attention is given to disciplinary literacy, differentiation for diverse learners, and strategies for fostering engagement with complex texts. This course prepares individuals with the knowledge, skills, and tools to integrate literacy instruction seamlessly into the content areas, ensuring students become proficient readers, writers, and thinkers across all disciplines.

This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-12) or Chapter 766-approved school with learners with moderate or severe disabilities from September to June. It requires papers and attendance at bi-weekly seminars. Practicum hours begin at the beginning of September. The seminar component is designed to provide prospective teachers the content of and effective strategies for teaching English language arts, history/social science curriculum based on the Massachusetts Curriculum Frameworks, so that instructors can help Teacher Candidates develop communicative competence. Special attention is given to curriculum content and understanding the characteristics and instructional implications of moderately and severely disabling conditions.

This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-12) or Chapter 766-approved school with learners with moderate or severe disabilities from September to June. It requires papers and attendance at bi-weekly seminars. Practicum hours begin at the beginning of September. The seminar component is designed to provide prospective teachers the content of and effective strategies for teaching English language arts, history/social science curriculum based on the Massachusetts Curriculum Frameworks, so that instructors can help Teacher Candidates develop communicative competence. Special attention is given to curriculum content and understanding the characteristics and instructional implications of moderately and severely disabling conditions.

This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-12) or Chapter 766-approved school with learners with moderate or severe disabilities from September to June. It requires papers and attendance at bi-weekly seminars. Practicum hours begin at the beginning of September. The seminar component is designed to provide prospective teachers the content of and effective strategies for teaching English language arts, history/social science curriculum based on the Massachusetts Curriculum Frameworks, so that instructors can help Teacher Candidates develop communicative competence. Special attention is given to curriculum content and understanding the characteristics and instructional implications of moderately and severely disabling conditions.

Using a case study approach, students learn to select, construct, use and interpret non-discriminatory and developmentally appropriate assessments relevant to diverse learners with mild and moderate disabilities. The Massachusetts Frameworks are used to guide decisions in both curriculum and instruction and ways to prepare and maintain students in general education. Course assignments are designed to help students gain an understanding of educational terminology utilized with students with special needs; and differentiated instruction and ways to implement meaningful instruction for all students, especially students with disabilities by designing and modifying curriculum and instructional materials. Strongly recommended: complete SPE 525 prior to enrolling in this class.

This course is intended to give students the knowledge base to understand the characteristics and instructional implications of severely disabling conditions in order to provide challenging and comprehensive instruction designed to help students make progress against state and local standards, as well as individual needs related to disability. This course will also cover strategies for collaboration and consultation with other caregivers and professionals, including transition to post-secondary education activities. In addition, this course will cover certain components of the IEP process such as summary writing of findings in given assessments, goal writing and transition planning, necessary to provide free and appropriate public education (FAPE) and entry into the adult services system.

The course will provide background on Universal Design for Learning (UDL) and will support participants in their efforts to create universally designed lessons that include all students in general education classrooms. Course content will include the principles of the UDL framework and their alignment with Common Core goals and standards.

This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-2) or Chapter 766-approved school with learners with moderate or severe disabilities from September to June. It requires papers and attendance at bi-weekly seminars. Practicum hours begin at the beginning of September. Seminar Component Curriculum II Science/ Technology/Engineering/Math: This course teaches methods essential to effective K-2 STEM instruction by focusing on current research, standards-based instruction, and individual needs of diverse student populations.

This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-2) or Chapter 766-approved school with learners with moderate or severe disabilities from September to June. It requires papers and attendance at bi-weekly seminars. Practicum hours begin at the beginning of September. Seminar Component Curriculum II Science/ Technology/Engineering/Math: This course teaches methods essential to effective K-2 STEM instruction by focusing on current research, standards-based instruction, and individual needs of diverse student populations.

ASL Intermediate 3 focuses on refining ASL skills through engaging in more sophisticated conversations. Emphasis is placed on mastering advanced ASL features, including nuanced use of facial expressions, classifiers, and role-shifting techniques. By the end of this course, students will be expected to communicate effectively in various settings and demonstrate a deeper understanding of ASL and Deaf culture. This course requires community-based field hours.

This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-12) or Chapter 766-approved school with learners with moderate or severe disabilities from September to June. It requires papers and attendance at bi-weekly seminars. Practicum hours begin at the beginning of September. Seminar Component: Curriculum II Science/Technology/Engineering/Math: This course teaches methods essential to effective K-12 STEM instruction by focusing on current research, standards-based instruction, and individual needs of diverse student populations.

This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-12) or Chapter 766-approved school with learners with moderate or severe disabilities from September to June. It requires papers and attendance at bi-weekly seminars. Practicum hours begin at the beginning of September. Seminar Component: Curriculum II Science/Technology/Engineering/Math: This course teaches methods essential to effective K-12 STEM instruction by focusing on current research, standards-based instruction, and individual needs of diverse student populations.

This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-12) or Chapter 766-approved school with learners with moderate or severe disabilities from September to June. It requires papers and attendance at bi-weekly seminars. Practicum hours begin at the beginning of September. Seminar Component: Curriculum II Science/Technology/Engineering/Math: This course teaches methods essential to effective K-12 STEM instruction by focusing on current research, standards-based instruction, and individual needs of diverse student populations.

Applied research methodologies, including case analysis, action research, and survey research will be investigated to enable educators to become consumers of available research and to conduct appropriate research projects focusing on the application of programmatic coursework to improving school/community-based curriculum and instruction.

As inclusion practices become more and more the norm, we find that placement in the least restrictive environment puts children with significant emotional issues in the classroom. Many children are reporting to school with unresolved personal, emotional, mental health and family problems. This course will provide an overview of the scope of mental health issues as they relate to school-aged children and adolescents and their families.

Designed to provide educators with the information necessary to teach all students, this course focuses on the current research on evidence-based writing strategies and programs. Participants will identify and engage in instructional methods for supporting struggling writers. Exposure to assistive technology, assessment, and the arts will be explored as ways to increase and support writing outcomes for all students.

An in-depth examination of elementary mathematics content and applications as viewed through The Guiding Principles and Learning Standards in the Mathematics Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Included is an examination of numbers and operations; functions and algebra; geometry and measurement; and statistics and probability as appropriate to deep understanding and excellence in pedagogical practice.

An in-depth examination of early childhood mathematics content and applications as viewed through The Guiding Principles and Learning Standards in the Mathematics Curriculum Framework, Massachusetts Department of Elementary and Secondary Education. Included is an examination of PreK-2 basic number sense and numeration, patterns and functions, geometry and measurement, data analysis, numbers and operations, functions and algebra, geometry and measurement, and statistics and probability to deep understanding and excellence in pedagogical practice.

This course focuses on students with autism and examines the variety of exceptionalities and special needs of these children. Each criteria listed in the DSM-V will be examined in addition to neurobiological, psychological, educational, social, and emotional factors. Students will be exposed to a range of specialized and individualized instructional strategies and supports for students with Autism, including development of social and emotional skills and strategies for successful inclusion.

This course is designed to give participants a working knowledge of phonetics, phonology, orthography, and morphology - the building blocks for effective teaching of word recognition, vocabulary, and spelling - and insight into the difficulties of children with decoding and encoding problems.

The course focuses on current theories and their applications related to the teaching of ELLs. This course is designed to promote continuous improvement in educator practice, and to build teachers’ confidence and familiarity with research-proven practices for working with ELLs. This course is made up of two modules: A) ELLs: Their World and Second Language Acquisition Process in the SEI Classroom and B) Academic Language and Literacy Development in the SEI Classroom. Students are only endorsed for SEI if they complete an initial first teacher licensure program at Bay Path University.

This course will explore the importance of communication and collaborative practices between all members of the education team as a means of problem-solving and advocating for students with Autism. Students will be exposed to research-based teaching practices, programming, social emotional development and supports, and cooperative practices in order to promote success for the student with Autism. Students will acquire tools to participate effectively in cross-disciplinary teams and to collaborate with families of students with autism and have the opportunity to reflect about collaborating with families when developing and implementing educational programs.

The seminar is a competency-based course that is part of the Programs in Special Education leading to licensure in Massachusetts. The seminar is designed to ensure that Teacher Candidates understand the requirements of the practicum and is placed in an appropriate setting. During this course, teacher candidates complete: 80 hours of a pre-practicum field-based experience; complete their first observation; and conduct their first three-way meeting as aligned with the requirements of the Massachusetts Candidate Assessment of Performance (CAP). Attendance at bi-weekly seminars is required during the pre-practicum experience.

This course will explore various research-based strategies for developing and increasing communicative outputs and socialization for students with Autism. Students will become familiar with the theoretical foundations of socialization and communication. Students will engage in techniques for developing social communication for students with Autism, including the use of augmentative communication, as well as assistive technology options, and social skills curriculums.

Involves full-time supervised teaching responsibilities in a public school classroom (PreK-8) or Chapter 766 approved school with learners with severe disabilities from September to June. Requires papers and attendance at bi-monthly seminars. Practicum hours begin the last week of September/first week of October.

Involves full-time supervised teaching responsibilities in a public school classroom (PreK-8) or Chapter 766 approved school with learners with moderate PreK-8 disabilities from September to June. Requires papers and attendance at bi-monthly seminars. Practicum hours begin the last week of September/first week of October.

Involves full-time supervised teaching responsibilities in a public school classroom (PreK-8) or Chapter 766 approved school with learners with Moderate 5-12 disabilities from September to June. Requires papers and attendance at bi-monthly seminars. Practicum hours begin the last week of September/first week of October.

Students will complete their 150 hour practicum (75 hours within an inclusive setting with students with Autism AND a minimum of 75 hours of experience in any type of school setting working with students with Autism). In addition, during the seminar portion of this course students will discuss and reflect upon their 150 field-based experience working with autistic students. Students will discuss appropriate curriculum, pedagogy, subject matter knowledge, and critical issues in supporting autistic students in the inclusive setting as well as other educational settings.

The course provides individuals with an overview of transition planning, services, and supports. Historical legal foundations are highlighted along with the rights and responsibilities of the individual, families, and community agencies in the transition planning. Individuals will be exposed to the domains of successful transition, including employment, community involvement and continuous learning. Best practices in transition planning and implementation will be explored in depth.

Within this course individuals are exposed to planning, administering, and analyzing age-appropriate, culturally-responsive, and individualized assessments. IDEIA transition assessment requirements will be explored. Individuals will practice using assessment data to plan appropriate transition programming for students with disabilities.

This course exposes the individual to best practices in postsecondary education, integrated employment, independent living, and community participation. Individuals will practice identifying social skills training options, positive behavioral supports, assistive technology as related to transition goals, and strategies for developing self-determination skills across all settings.

Within this course, individuals will be exposed to collaboration strategies for active participation of students and families in IEP development, transition education and services, and support networks. This importance of developing partnerships with employers, institutes of higher education, public agencies, and community service agencies will be explored. Individuals will realize the critical importance of providing technical assistance and professional development to school personnel.

Students will complete their 150-hour practicum (100 hours must be completed in a Massachusetts public school, approved private special education school, educational collaborative AND 50 hours of the remaining field-based hours completed in a community-based center). In addition, during the seminar portion of this course students will discuss and reflect upon their 150 field-based experience working with students with disabilities in relation to transition planning and services. Students will discuss appropriate curriculum, pedagogy, subject matter knowledge, and critical issues in supporting students with disabilities through effective transition services through young adulthood.

This course offers a unique perspective on Deaf Culture and History, providing students with a comprehensive understanding of the social, cultural, and historical experiences of Deaf communities. This course delves into the rich traditions and pivotal moments that have shaped the Deaf experience, including the development of Deaf Education in America, the impact of societal attitudes towards deafness, and the role of Deaf leaders and advocates in the fight for civil rights. Students will engage with theoretical frameworks to critically analyze the intersection of Deaf identity, language, socio-cultural factors, and the human experience. Students will develop the skills necessary to contribute to academic and advocacy work in this field.

The course delves into the intricate process of language acquisition and cognitive development in Deaf and Hard of Hearing students, focusing on their unique learning needs and how sensory differences impact their learning and development. Students will explore the factors influencing language acquisition and processing in Deaf and hard-of-hearing children, including early intervention, the impact of different communication modes, and the influence of family and social environments. This course exposes students to the cognitive development theories of how Deaf and Hard of Hearing individuals process information, develop reasoning skills, and engage in problem-solving. Topics include the critical period for language development, the impact of delayed language exposure, bilingualism, bimodal communication, and the cognitive implications of growing up with limited access to spoken language. This course requires observational field-based hours.

This course provides an in-depth exploration of effective literacy instruction tailored for Deaf and Hard of Hearing children in the formative years. Instruction will focus on theoretical foundations for acquiring language and teaching early literacy skills, including evidence-based instructional and pedagogical practices, as well as anti-racist and culturally and linguistically sustaining practices. This course will provide students with an in-depth exploration of the Massachusetts ELA Curriculum Framework's Anchor Standards within the PreK through Grade 3 span. Students will learn how to design and modify the curriculum to ensure accessibility for Deaf and Hard of Hearing students and students with disabilities. This course requires observational field-based hours.

This course provides an in-depth exploration of effective literacy instruction tailored for Deaf and Hard of Hearing students in the adolescent years. Instruction will focus on theoretical frameworks, evidence-based instructional and pedagogical practices, and anti-racist and culturally and linguistically sustaining practices. This course will provide students with an in-depth exploration of the Massachusetts ELA Curriculum Frameworks Anchor Standards within the Grades 4 through Grade 12, including the content areas. Students will learn how to design and modify the curriculum to ensure accessibility for Deaf and Hard of Hearing students and students with disabilities. This course requires observational field-based hours.

This course explores the practices necessary for effective collaboration among educators, service providers, families, and community partners in supporting students who are Deaf or Hard of Hearing, including the importance of cultural perspectives and beliefs. This course emphasizes interdisciplinary collaboration, focusing on the roles and responsibilities of teachers, audiologists, speech-language pathologists, interpreters, and other related service providers. Students will gain a deep understanding of the unique educational, social, and emotional needs of Deaf and Hard of Hearing students, as well as the legal and ethical frameworks guiding the servicing of these students. Throughout the course, evidence-based strategies for fostering inclusive educational environments, promoting communication access, and ensuring equitable educational opportunities for Deaf and Hard of Hearing students will be a key focus. Using case studies, collaborative projects, and practical applications, students will develop the skills to design and implement individualized education plans that reflect the needs of Deaf and Hard of Hearing students, preparing them for real-world situations.

The seminar is a competency-based course that is part of the Programs in Deaf and Hard of Hearing leading to licensure in Massachusetts. The seminar is designed to ensure that Teacher Candidates understand the requirements of the practicum and is placed in an appropriate setting. During this course, teacher candidates complete 80 hours of a pre-practicum field-based experience, complete their first observation, and conduct their first three-way meeting as aligned with the requirements of the Massachusetts Candidate Assessment of Performance (CAP). Attendance at bi-weekly seminars is required during the pre-practicum experience. Minimum of 80 pre-practicum hours.

The content of this course is based on the evidence required for the CAP. Specific evidence will be due as noted in the course outline. This method is used to help Teacher Candidates fulfill the necessary requirements in a timely manner. This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-12) or Chapter 766-approved school with learners who are Deaf and Hard of Hearing. It requires papers and attendance at bi-weekly seminars. The seminar focuses on the Massachusetts Curriculum Frameworks: Science/Technology/Engineering/Math. This course teaches methods essential to effective K-12 STEM instruction by focusing on current research, standards-based instruction, and the individual needs of Deaf and Hard of Hearing students.

The content of this course is based on evidence required for the CAP. Specific evidence will be due as noted in the course outline. This method is used to help Teacher Candidates fulfill the necessary requirements in a timely manner. This practicum involves full-time supervised teaching responsibilities in a public school classroom (PreK-12) or Chapter 766-approved school with learners who are Deaf and Hard of Hearing. It requires papers and attendance at bi-weekly seminars. The seminar component is designed to provide prospective teachers with the content and effective strategies for teaching English language arts, history/social science curriculum, based on the Massachusetts Curriculum Frameworks, and Social Emotional Learning so that Teacher Candidates develop communicative competence. Special attention is given to curriculum content and understanding the characteristics and instructional implications of Deaf and Hard of Hearing students.

The course explores collaboration and consultation techniques among school-based teams to best support a range of learners in today's classrooms. The course will provide students with the background and knowledge-based to work collaboratively with school-based educators, parents, and outside agencies to improve student outcomes. Students will become familiar with the educator’s role within the IEP process to strengthen educational partnerships through culturally responsive instruction and teamwork to assess, plan, and implement effective classroom environments.

This course is designed to cover the basic foundation of the mathematics curriculum in terms of its numerical and geometrics structures for special education students in Puerto Rico. Major topics include: number sense, numeration, estimation, mental math, modeling operations using concrete objects, geometry, spatial sense and measurement.

This course examines Assistive Technology in special education, ensuring compliance with Federal regulations under IDEA. Participants will explore best practices and strategies pertaining to the development and delivery of effective AT services. Topics include considering and assessing AT needs, integrating AT into IEPs, effective team collaboration, and implementing AT for low and high incidence disabilities. The course also covers promising practices for AT selection, creating accessible educational materials, and the impact of UDL on AT.

Individuals diagnosed with autism spectrum disorders and diagnoses with similar characteristics frequently manifest challenging behaviors that inhibit learning and access to many life long opportunities. This course will introduce students to the functional behavior assessment (FBA) process and intervention through the use of positive behavior intervention and support (PBIS). The dynamic intervention formats utilize the scientifically supported techniques of PBIS across a three tier level of need that includes school wide support, secondary support for at – risk students, and individual interventions. Individual interventions will be developed utilizing the principles of applied behavior analysis (ABA). The course will emphasize the use of least restrictive, non-aversive, researched supported techniques that take into account a whole child perspective, intervention for teaching functional equivalent skill deficits, increasing appropriate behavior, and decreasing challenging behaviors.

This course will emphasize diagnosis, assessment and best educational practices in teaching persons who are diagnosed with severe intellectual disabilities, multi handicaps and autism. A focus on legal provisions, regulations and program standards in unbiased assessment as well as work on specialized terminology used in assessment of this special population will be noted. A special focus on the Massachusetts Alternate Assessment preparation will be developed. Adaptive behavior scales will be discussed. Students will be apprised of the specialized policies regarding students with extensive disabilities concerning referral and placement procedures.

This course prepares special educators to co-teach and consult in the area of social studies. This course addresses how to adapt and modify social studies content, including history, geography, civics, and multicultural education, as well as best practices for co-teaching and collaboration.

This course covers fundamental components of an inclusive program, teaching participants strategies and techniques to include all students in the regular classroom. Students analyze different teaching models, including information processing, group investigation, and problem-solving. The course focuses on developing interpersonal relations, managing space and time, and working with individual students and small and large groups. Coursework aligns with Massachusetts and Puerto Rico Department of Education Frameworks, providing teachers with the necessary knowledge and skills for effective instruction. Assignments include application lesson plans.

This course is based on the standards and principles of WIDA ( World-Class Instructional Design and Assessment ) that guide the linguistic development related to the teaching of students with various linguistic and cultural resources. Through a diversity of literature review and language development-related research, emerging and effective instructional practices will be discussed and applied for bilingual students through various academic content. The ideological foundations, philosophic educational models, methodologies, strategies for bilingual teaching, the different approaches of bilingual education, and the impact of each of these will be presented for the student. In addition, the characteristics, design, development and measurement of bilingual education, as well as the behavioral, psycholinguistic, neurolinguistic and inclusion, identity and equity aspects will be presented. Emphasis is placed on the discussion of national and international laws, policies or other practices that may impact the present or future of bilingual education.

This course introduces an overview of language acquisition theories and their application to different communicative and interactive methodologies and approaches in functional, notional and grammatical content in teaching Spanish as a second language. The WIDA Spanish Development Standards, Kindergarten-Grade 12 (2013 Edition) are integrated, as well as what they are and how we use them. Techniques and strategies to develop students' four language skills according to language and learning theories, learning objectives, and roles of teachers and students are included in the course. The components of effective teaching tools, such as lesson planning, assessment practices, evaluation tools, and materials development are also incorporated. Classroom activities focus on developing oral, listening, reading, and writing skills in a variety of formal and informal contexts. Emphasis is on conversation, vocabulary, correct usage of the language, correct pronunciation and oral proficiency. The classroom experience will provide an appreciation and development of cultural awareness through various readings, media resources and authentic materials.

Due to the dynamic demographics in classrooms, a systematic study of sociolinguistic theories, issues, procedures, methods and approaches of effective ways to engage, support and provide other learning opportunities for diverse student population is essential for educators whose instruction of core subjects is in Spanish. This course will provide an implementation of WIDA's Spanish language developments standards Kindergarten through Grade 12 for emergent bilinguals and multi-linguals who are learning academic content in Spanish. The instructional needs of diverse language learners are developed, as is an awareness of the appropriate effective learning environments to facilitate the adaptation of multifaceted assessments of learner competencies and promote differentiation of the core curriculum. The course is intended to engage teachers, whose instruction is in Spanish, in exploring society and culture, the relationship between the two, and the language variation within for non-native Spanish speakers in other learning environments. Participants who implement language instruction for emergent bilinguals will have an opportunity for practical experience in the implementation of instructional strategies to address the needs of the learner whose primary language is not Spanish.

This course explores the evolving landscape of autism. It delves into the history of autism and debates its controversial causes. Students will trace the diagnostic shifts and understand core deficits' influence on daily life. Treatment modalities, the impact of technology, and the media's role in shaping societal perspectives, laws, and access to care are highlighted.

This course explores language acquisition and development from birth through adolescence. The connection between language acquisition, language impairment, and strategies for communicative disorders in children is emphasized. Pre-practicum hours of directed field-based training are required.

This course prepares candidates to assess various educational test instruments, understand outcome data, analyze various data sets and make hypotheses, and formulate academic goals and objectives. Candidates develop a conceptual framework to understand student's academic needs and develop appropriate interventions based upon testing outcome data. Test construction is introduced for evaluating various assessment instruments and the appropriateness of their use. Students utilize formal and informal assessments, standardized instrumentation, and screening instrumentation to gather data and formulate appropriate interventions and accommodations for various educational plans. Specific practices include formative assessment, academic feedback, and questioning. Pre-practicum hours of directed field-based training required.

14-week supervised field experience of a minimum of 300 hours in which candidates demonstrate proficiency in meeting the Professional Standards for Teachers. The practicum must meet the hours and setting requirements for the license sought, under the guidance of a supervising practitioner with the appropriate license, with Cambridge College supervision. Assessment follows the Candidate Assessment of Performance (CAP) and assesses ability with respect to: well-structured lessons, high expectations, meeting diverse needs,madjustment to practice, safe learning environment, professional culture/reflective practice, as well as formative assessment, differentiation and providing academic feedback. Artifacts areuploaded into an Exit Portfolio. An Application to Practicum is required.

Practicum required concurrently. The seminar, based on the Professional Standards for Teachers in Massachusetts and those of the Council for Exceptional Children (CEC), provides opportunities for classroom experience and supports students' growth as they assume the teaching role. Candidates receive feedback on lesson plans, and develop instructional practice by analyzing case studies, engaging in role play and viewing of instructor-selected video tapes that depict examples of practice. Candidates upload required key assessments into an Exit Portfolio in TaskStream.

14-week supervised field experience of a minimum of 300 hours inwhich candidates demonstrate proficiency in meeting the Professional Standards for Teachers. The practicum must meet the hours and setting requirements for the license sought, under the guidance of a supervising practitioner with the appropriate license, with Cambridge College supervision. Assessment follows the Candidate Assessment of Performance (CAP) and assesses ability with respect to: well structured lessons, high expectations, meeting diverse needs, adjustment to practice, safe learning environment, professional culture/reflective practice, as well as formative assessment,differentiation and providing academic feedback. Artifacts are uploaded into an Exit Portfolio. An Application to Practicum is required.

The course is designed to develop a thorough understanding of the Fundamental principles of Spanish/Language Arts, focusing on the interrelationship of reading, writing, speaking, and listening. The course focuses on the student as learner, and the processes involved in content reading and literacy. There is a direct correlation between the growing social and cultural diversity in today's classrooms and the tie to information on literacy. Since high levels of literacy are expected in today's contemporary society, children and families need to expand literacy activities to provide a range of options available to them in work and life. Diagnostic tools and classroom techniques for assessing, decoding, encoding, comprehension, literacy, and fluency skills are explored, along with related theories and research, and developmentally appropriate practices. The language arts are incomplete without making connections to all parts of the curriculum. Children require dynamic role models to emulate so that they are apprenticed into literate behavior. A variety of reading programs are discussed and researched, including philosophy, teaching techniques and materials. Information on how to plan and implement instruction in content area classrooms is included. Frameworks are provided for teaching and learning subject matter and planning lessons.

Special education teachers learn to apply multiple intelligence and accelerated learning instructional strategies in teaching to the content area standards. Teachers get an overview of Howard Gardner’s multiple intelligence theory and its implications. They also experience Lozanov’s accelerated learning structures and translation to brain-based teaching. Teachers learn to select, evaluate, and use teaching and assessment differentiation strategies to meet the needs of special education students in regular education classrooms. They design multiple intelligence and accelerated learning lessons to engage students in acquiring specific knowledge and skills.

Through discussion and use of the latest hardware and software, participants explore computer-based multimedia and communications technologies that enhance physical and virtual classroom instruction. This course is geared for PreK-12 teachers to experiment with the tools of the classroom with an emphasis on math, science, and language arts. Software and Internet applications are explored, including best practice applications. Focus is on developing technology-based thematic units that integrate theory, practice, and standards.

This course examines current research and theoretical models that focus on the typical and atypical development of children. The emphasis is on understanding children’s psychological, intellectual, and physical development and investigating the impact of developmental theories on the education of children with disabilities.

Effective instruction is difficult to implement in the absence of effective assessment and appraisal data. The goal of this course is to introduce candidates to several educational and functional assessments that are frequently used to establish skill strengths and deficits in children with autism spectrum disorders and diagnoses with similar characteristics. Such tools as the Psycho-educational Profile, 3rd edition (PEP- 111), Assessment of Basic Language and Learning Skills Revised (ABLLS-R), and the Vineland Adaptive Behavior Scales, classroom edition, will be reviewed and interpreted. Along with an emphasis on these assessments, this course will stress considerations of student specific goals including variables such as, needs in the home setting, activities of daily living, vocational training, and an independent and self determined adult life.

Social deficits are one of the defining characteristics of autism, including Asperger’s syndrome, and most are almost always associated with other autism spectrum disorders and similar diagnoses. This course will introduce candidates to social skills intervention through a whole family approach focusing on both students with deficits associated with global delay as well as higher functioning students who demonstrate deficits primarily or exclusively in the area of social skills. This class will take into account the needs of not only the student, but also the siblings, parents, separated parents, extended family relationships, household economic needs, and culturally specific variables that make up the landscape of the dynamic American family.

This course will focus on special education laws regarding the prereferral and referral of a student and the development of an Individual Education Plan (IEP). Emphasis will be on strategies for including students in general education classrooms in the Least Restrictive Environment (LRE).