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.

This course introduces the philosophical assumptions and dimensions of the science of applied behavior analysis, including determinism, empiricism, parsimony, selectionism, pragmatism, and lawfulness of behavior. Students define key terms related to applied behavior analysis, the scientific principles of behavior, and behavioral technologies. Students differentiate between environmental and mentalistic explanations of behavior, and between conceptual, experimental, and applied analyses of behavior. For students taking this course as part of a special education program, or as an elective: This course provides students with a basic understanding of the application of behavior analysis to a wide variety of human conditions and severely disabling conditions. Students will learn the history of ABA and be introduced to the use of behavioral principles to increase and decrease behavior. The science of ABA can provide a framework for assessing a variety of children and adolescents, for designing, implementing, and evaluating IEPs, for maintaining children in general education settings, and for assuring generalization and maintenance. Examples of educational strategies relying on behavioral principles for effective implementation will be discussed, including reinforcement procedures, token economy procedures, stimulus control procedures such as modeling 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 and social emotional developmental 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; social and emotional learning; techniques for developing skills to facilitate placement in the least restrictive environment; and current models and best practices in public school settings.

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.

Students will apply a process of case study analysis to situations involving students with behavioral challenges in PreK through 12 settings, with a focus 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; and knowledge of services provided by outside agencies.

This course introduces the philosophical assumptions and dimensions of the science of applied behavior analysis, including determinism, empiricism, parsimony, selectionism, pragmatism, and lawfulness of behavior. Students define key terms related to applied behavior analysis, the scientific principles of behavior, and behavioral technologies. Students differentiate between environmental and mentalistic explanations of behavior, and between conceptual, experimental, and applied analyses of behavior. For students taking this course as part of a special education program, or as an elective: This course provides students with a basic understanding of the application of behavior analysis to a wide variety of human conditions and severely disabling conditions. Students will learn the history of ABA and be introduced to the use of behavioral principles to increase and decrease behavior. The science of ABA can provide a framework for assessing a variety of children and adolescents, for designing, implementing, and evaluating IEPs, for maintaining children in general education settings, and for assuring generalization and maintenance. Examples of educational strategies relying on behavioral principles for effective implementation will be discussed, including reinforcement procedures, token economy procedures, stimulus control procedures such as modeling and other forms of prompting, self-management procedures, and augmentative and assistive technologies.

This course examines best practices for teaching children preschool through secondary with disabilities in inclusive settings. The focus is on identifying and adapting to students’ instructional and social-emotional needs utilizing the Massachusetts Curriculum frameworks. 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 transition options. The focus is on designing or modifying curriculum; identifying and adapting for students’ instructional 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 support students in inclusive setting; the relationship of related services and family members, and assessment strategies for team effectiveness and student learning.

This course provides an overview of types of disabilities in learners’ preschool through secondary according to federal and state laws in special education. Emphasis is on identification of disabling conditions and techniques used to promote successful inclusion of learners with and without special needs in educational settings. Topics covered include the teaching of Math; the teaching of English language arts; preparing, implementing, and evaluating IEP’s; equipment adaptions, theories of language development; design or modification of curriculum intervention and instructional strategies for diverse learners using the Massachusetts Curriculum Frameworks; theories of child development, social and emotional development, instruction on the appropriate use of augmentative and alternative communication and other assistive technologies; ways to prepare and maintain students in general education; educational terminology utilized with students with special needs; source and operation of orthotic devices, medical technologies and prosthetic devices; understanding collaborative partnerships with families; and working partnerships with families; and working with community and outside agency resources. 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.

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, and concepts of digital literacy are introduced. 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 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 teachers 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 course 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 teachers 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 course 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 teachers 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 apply the theories of cognitive, social, emotional, language, and physical development from childhood through adolescence 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. In addition, students will understand the characteristics and instructional implications of moderately and severely disabling conditions. 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 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. In addition, students apply basic principles and concepts for digital literacy and computer science in computing and society, digital tools and collaboration, and computing systems. Finally, students gain understanding characteristics and instructional implications of moderately and severely disabling conditions.

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. In addition, students apply basic principles and concepts for digital literacy and computer science in computing and society, digital tools and collaboration, and computing systems. Finally, students gain understanding characteristics and instructional implications of moderately and severely disabling conditions.

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. In addition, students apply basic principles and concepts for digital literacy and computer science in computing and society, digital tools and collaboration, and computing systems. Finally, students gain understanding characteristics and instructional implications of moderately and severely disabling conditions.

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.

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 which 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.