Education Courses: Fall 2023

ECSE 504: The Reading Process for Students with Disabilities

3 Credit Hour(s)

This course presents the fundamentals of reading theory, instruction and assessment. Teaching strategies based on current special education methods and materials will be presented. Emphasis is placed on the development and utilization of a broad spectrum of pedagogical methodologies designed to foster reading literacy. Diagnostic, prescriptive and evaluative techniques appropriate to the child with disabilities are addressed. Critical assessment of commercial reading and other language arts programs/materials is included. Field Experience Required. (GR)

ECSE 505: Classroom and Behavior Management for Students with Disabilities

3 Credit Hour(s)

The competencies, knowledge and skills necessary to conduct effective behavior management programs for the benefit of students with disabilities in a variety of special education settings and inclusive programs will be emphasized. The course will also examine the principles of applied behavior analysis, cognitive behavior modification, and other approaches used in assisting students with special needs to monitor and manage their own behavior. Field Experience Required. (GR)

ECSE 516: Introduction to Special Education, Educational Policies, Community Education, and Working with Families

3 Credit Hour(s)

The course is a comprehensive survey of factors related to individuals with disabilities, including those who have learning disabilities, mental retardation, emotional or behavioral disorders, visual impairments, hearing impairments, physical handicaps, multiple handicaps, or who are gifted. Topics addressed in the course include definitions, prevalence, identification, characteristics, related vocabulary, educational implications, ancillary services, relevant legislation and litigation. The course will also provide an advance understanding of the historical, philosophical and sociological practices in education, an analysis of the social structure of the community and suggestions on how to involve community members and families in the education of children. Focus will also be given to collaboration with family members as a part of the educational team. Field Experience Required. (GR)

ECSE 517: Instructional Methods and Strategies for Effective Classroom Management for Learners with Special Needs

3 Credit Hour(s)

The skills and competencies needed to effectively organize instructional programs and environments will be covered. Techniques for organizing instruction will include such skills as: designing educational goals, instructional objectives, task analysis, lesson planning, curriculum design, environmental arrangements, scheduling, developing IEPs and use of informal assessment/evaluation methods in the classroom. Other skills addressed include classroom management and working with mildly disabled learners within an inclusive setting. Field Experience Required. (GR)

ECSE 521: Language/Communication Development And Intervention for the Young Child

3 Credit Hour(s)

This course will focus on the language and communication development of young children. Attention will focus on teaching students to design learning environments for infants and preschoolers that will enable, accommodate, and enhance the unique receptive and expressive modes of communication of children with special needs. Field Experience Required. (GR)

ECSE 522: Infant Development and Intervention with Assistive Technology

3 Credit Hour(s)

This course will prepare students to understand and appreciate the complex developmental issues and comprehensive interdisciplinary service needs of infants who are disabled or are at risk for a disability, and their families. From an educational perspective, it is impossible to view the needs and goals for the young child apart from those of the family. Early intervention (EI) services are now found throughout the United States, and recent research on brain development highlights the unique characteristics and needs of infants and the critical role of their caregivers in fostering optimal growth and development. The transactional model of EI emphasizes the importance of the continual and progressive interactions between the infant and the environment. Current research on the use of assistive technology in facilitating the infant's interactions with the environment will also be explored and incorporated into class discussions and assignments. Field Experience Required. (GR)

ECSE 524: Transdisciplinary Intervention and Family Involvement

3 Credit Hour(s)

With the implementation of family-centered services and the inclusion of young children with special needs in naturalistic environments, personnel need to be able to work collaboratively as members of teams with family members, with others in their own disciplines, and with individuals from an array of other disciplines. The early childhood special educator must be knowledgeable about the philosophical base, methodological approaches, and terminologies of the discipline with which collaboration/consultation occurs. In transdisciplinary team approaches, all team members share their expertise, become sensitive to understanding boundaries of their professional disciplines to maximize what they can offer to the child and his or her family. Students will receive instruction from a parent of a child with a disability and a team of professionals who will model transdisciplinary service delivery and instruct students in a cross-disciplinary model of intervention. Field Experience Required. (GR)

ECSE 535: Reading Diagnosis and Instruction

3 Credit Hour(s)

This course provides for advance skill development of competencies for successful assessment and instruction for problem readers. The course will cover specific informal and formal assessment methods used in reading. The primary purpose of this course is to assist in the development of a competent classroom teacher who can successfully assess and design instructional plans for problem readers. In this course, the participants will develop competence in assessing and evaluating readers. They will explore and critique various informal and formal assessments. They will also have the opportunity to implement assessments, and analyze and interpret results, determine an instructional focus based on the data gathered, and address materials and methods that can be used with atypical readers. Field Experience Required. (GR)

ECSE 553: Assessment, Evaluation, and Intervention Strategies for Young Children with Special Needs

3 Credit Hour(s)

This course provides a look at issues, the legal basis, and the functions of assessment of infants, toddlers and preschoolers with special needs. Assessment is an important and ongoing responsibility of professionals who work with young children with special needs and is necessary, not only to meet federal and state mandates, but also to plan appropriate intervention strategies and to monitor the effectiveness of services provided. Special emphasis will be placed on incorporating current research into the course objectives, including a recognition of the high priority now placed on family-centered assessment and intervention, on assessment in the natural environment, and on the importance afforded to the role of interdisciplinary assessment strategies. After reviewing assessment issues and instruments in class, students will select one or more authentic and performance-based assessment tools; conduct an assessment of a young child in a natural environment, using both informal and formal assessment methods; review the child's records; interview with significant caregivers; and then, based on the findings, develop and implement an intervention strategy and record the results. All phases of the process will be monitored and supervised by college and professional personnel. Field Experience Required. (GR)

ECSE 570: Student Teaching and Seminar in Early Childhood Special Education (B-Gr2)

3 Credit Hour(s)

One professional laboratory experience covers observation of special education classroom situation with gradual increasing responsibility through participation under supervision. Individual student teachers are guided by periodic seminars with the ECSE 570 college supervisor. (GR)

ECSE 600: Research Methods in Special Education

3 Credit Hour(s)

The course will emphasize direct investigation, methods, procedures, and reviews of research in special education. It will examine the various types of research that can be and are conducted and the collection, analysis and reporting of findings based on sound methodological procedures. Prerequisites: SED 502, 503, 506. (GR)

ECSE 610: Seminar in Early Childhood Specia/Action Education/Action Research

3 Credit Hour(s)

This course will provide an opportunity for students to investigate and research the literature in their respective specializations and integrate this with knowledge of best practices, current trends and controversial issues. The course is designed to promote an interdisciplinary perspective by insuring that students within different specializations comprise each seminar group. (GR)

ECSE 696: Comprehensive Examination

0 Credit Hour(s)

Candidates admitted to the graduate programs may, with advisement, complete the edTPA (mandatory for first time takers only) or the Comprehensive Exam based upon courses and field experiences within the graduate programs. The Comprehensive Exam is available to students who have already passed the edTPA. (GR)

ECSE 720: Concepts and Principles in Behavior Analysis

3 Credit Hour(s)

Cross listed with SED 720. Concept and Principles of Behavior Analysis is meant to give students a solid foundation in the basic science that underlies the technologies of Applied Behavior Analysis. Designed to be taken early in the course sequence, this course will introduce students to foundational aspects of ABA that they will apply throughout the program. (GR)

SED 498: Student Teaching Students With Disabilities Childhood 1-6

6 Credit Hour(s)

One professional laboratory at the early adolescent school level (7-9) experience covers observation of special education classroom situations with gradually increasing responsibility through participation with the lead content teacher under supervision. Individual student teachers are guided by periodic conference with the college supervisor. Prerequisites: a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 427, SED 499. (GR)

SED 500: Foundations of Learning & Instruction

3 Credit Hour(s)

This course provides a comprehensive introduction to learning and instruction including learning theory, learning standards, pedagogy, learner development, and characteristics of effective teachers. In this course, students will deepen understanding of the relationship between theory and instructional design, and articulate a personal teaching philosophy. (GR)

SED 501: Introduction to Disabiltiy & Inclusive Education

3 Credit Hour(s)

This is an introductory course about inclusive (i.e.,special) education that examines historical and socio-political perspectives of disability, both in the United States, and globally. In addition to learning about characteristics of different disabilities, students will examine foundational laws and principles related to inclusive education and reflect on their own identity, experiences, and values that may impact them as a teacher. This course includes a 3-hour workshop on Autism Spectrum Disorder as required for New York State certification. (GR)

SED 502: Special Education: Laws and Trends

3 Credit Hour(s)

This course provides an in-depth review of trends and legislation which impact students with disabilities, the families of children with disabilities, and the professional people who serve them. Identification, evaluation, and implementation of service delivery models will be included. The course will examine research implications and social movements for future trends in prevention, services, legislation, litigation and personnel preparation in special education. (GR)

SED 503: Assessment & Evaluation of Students with Disabilities

3 Credit Hour(s)

The purpose of this course is to offer an advance set of skills in assessment as it applies to the characteristics and needs of the student who is has a disability (e.g. intellectual disability, learning disabled, learning disability, emotional/behavioral disorder). The course will emphasize the basic considerations of assessment and measurement, as well as the actual assessment instruments, techniques, and decisions which lead to appropriate educational programming for these target groups. The course will also examine the use of informal methods used in special education classrooms: portfolio assessment, authentic assessment, observation; anecdotal and various recording methods will also be covered. Field Experience Required. (GR)

SED 504: The Reading Process for Students with Disabilities

3 Credit Hour(s)

This course presents the fundamentals of reading theory, instruction and assessment. Teaching strategies based on current special education methods and materials will be presented. Emphasis is placed on the development and utilization of a broad spectrum of pedagogical methodologies designed to foster reading literacy. Diagnostic, prescriptive and evaluative techniques appropriate to the child with disabilities are addressed. Critical assessment of commercial reading and other language arts programs/materials is included. Field Experience Required. Offered Fall at the Amherst Campus. Offered Spring for Alt Cert program. (GR)

SED 505: Classroom and Behavior Management for Students with Disabilities

3 Credit Hour(s)

The competencies, knowledge and skills necessary to conduct effective behavior management programs for the benefit of students with disabilities in a variety of special education settings and inclusive programs will be emphasized. The course will also examine the principles of applied behavior analysis, cognitive behavior modification, and other approaches used in assisting students with special needs to monitor and manage their own behavior. Field Experience Required. Offered Summer for Amherst Campus. Offered Spring for Alt Cert program. (GR)

SED 506: Inclusive Literacy Practices in the Secondary Classroom

3 Credit Hour(s)

This course focuses on inclusive teaching practices to support literacy development of adolescent students with disabilities and English Language Learners across content areas. In this course, students will embrace Universal Design for Learning (UDL) principles, utilize models of co-teaching, and incorporate flexible pedagogy and evidence-based practices to adapt and design lessons that are appropriate for students with disabilities within a multi-tiered system of support. (GR)

SED 508: Teaching to the Standards

3 Credit Hour(s)

This course is the seminar accompaniment to the student teaching experience for graduate students. In this culminating course, students will reflect on their learning related to standards of the profession.Prerequisite: SED 570; taken concurrently with SED 580. (GR)

SED 512: Collaborative Approaches within Inclusive Programs

3 Credit Hour(s)

A course designed for the study of the teaching process with special emphasis on competencies necessary for effective communication and interaction with parents, students, ancillary personnel, peers, paraprofessionals, and volunteers. Specific emphasis will be given to the development of interpersonal skills required for various team members both in special and regular education. Issues explored will include: interpersonal relationships - the roles played by one's self-concept, perceptions, emotions; language, nonverbal communication, and listening versus hearing; intimacy and distance in relationships, improving communication climates, and managing interpersonal conflicts. (GR)

SED 513: Survey of Learning Disabilities

3 Credit Hour(s)

This course provides an historical overview of services, assessment, theories of intervention strategies, and classroom models for children with learning disorders. The etiology of learning disabilities and its prolific growth will be presented and what schools and teachers must do to accommodate these learners. This course will also examine national organizations, definitions, discrepancy of potential and achievement and other identification issues for these learners. (GR)

SED 515: Introduction to Theories of Learning, Child Development and Cognitive Studies

3 Credit Hour(s)

The course will provide a thorough understanding of child development, psychological concepts, principles and theories involved in the teaching-learning process. This course will also cover current cognitive theories of learning and brain-based learning studies used in today's classroom. This course is a pre-requisite offered by Coopersmith, not by Daemen, for the Alt Cert programs only. (GR)

SED 516: Introduction to Special Education, Educational Policies, Community Education, and Working with Families

3 Credit Hour(s)

The course is a comprehensive survey of factors related to individuals with disabilities, including those who have learning disabilities, mental retardation, emotional or behavioral disorders, visual impairments, hearing impairments, physical handicaps, multiple handicaps, or who are gifted. Topics addressed in the course include definitions, prevalence, identification, characteristics, related vocabulary, educational implications, ancillary services, relevant legislation and litigation. The course will also provide an advance understanding of the historical, philosophical and sociological practices in education, an analysis of the social structure of the community and suggestions on how to involve community members and families in the education of children. Focus will also be given to collaboration with family members as a part of the educational team. Field Experience Required. (GR)

SED 517: Instructional Methods and Strategies for Effective Classroom Management for Learners with Special Needs

3 Credit Hour(s)

The skills and competencies needed to effectively organize instructional programs and environments will be covered. Techniques for organizing instruction will include such skills as: designing educational goals, instructional objectives, task analysis, lesson planning, curriculum design, environmental arrangements, scheduling, developing IEPs and use of informal assessment/evaluation methods in the classroom. Other skills addressed include classroom management and working with mildly disabled learners within an inclusive setting. Field Experience Required. (GR)

SED 519: Literacy Instruction and Students with Learning Disabilities

3 Credit Hour(s)

Offered in the Alternative TRANS-B program; not available at Main Campus. This course presents a variety of research-based methods and curricula currently used for teaching literacy skills for students with special needs. Emphasis will be placed on the development and utilization of a broad spectrum of pedagogical methodologies designed to foster literacy. Diagnostic, prescriptive and evaluative techniques appropriate to the child with disabilities will be addressed. Critical assessment of commercial reading and other language arts materials/programs is included. Field Experience Required. (GR)

SED 522: Curriculum Adaptations/ Modifications In the Content Areas of Math, Science, Social Studies, and Technology

3 Credit Hour(s)

IDEA (1997) affords students with learning disabilities special services within the least restrictive environment. These services include accommodations and modifications as documented by the child's IEP. This course will cover mandated modifications in the areas of environmental/management, materials, content, instructional and testing/evaluation modifications across content areas in order to maintain the child with special needs in the regular education classroom and curriculum. Field Experience Required. (GR)

SED 523: Survey of Learning Disabilities and Instructional Methods

3 Credit Hour(s)

This course provides an historical overview of services, assessment, theories of intervention strategies, and classroom models for children with learning disorders. The etiology of learning disabilities and its prolific growth will be presented and what schools and teachers must do to accommodate these learners. This course will also examine national organizations, definitions, discrepancy of potential and achievement and other identification issues for these learners. Field Experience Required. (GR)

SED 524: Intro to Educational Assessments & Ieps

3 Credit Hour(s)

In this course, teacher candidates will develop skills in assessment of students with and without disabilities, including progress monitoring of Individualized Education Plan (IEP) goals. Teacher candidates will engage with different types of assessment instruments, including academic, behavioral, social/emotional, and transition tools used within a multi-tiered system of supports. They will investigate culturally responsive assessment practices to address the needs of culturally and linguistically diverse learners and evaluate assessments for potential biases. Throughout this course, teacher candidates will practice collaborative data-based decision making in regard to instruction practices and IEP development. (GR)

SED 525: Inclusive Practices in Mathematics

3 Credit Hour(s)

In this course, students will design math instruction that meets the needs of diverse learners including those with disabilities and English Language Learners. Students will explore and implement research-based math strategies, and incorporate flexible pedagogy that provides a balance between explicit and problem-based/inquiry instruction to address the needs of learners with and without disabilities. Leveraging a wide range of instructional and assistive technologies, students will engage in collaborative lesson planning activities with opportunities for hands-on practice with feedback. (GR)

SED 526: Methods for Classroom Management (pk-12)

3 Credit Hour(s)

In this course, students will learn about classroom management strategies within a multi-tiered system of support. They will explore research-based interventions and reflect on their own experiences and biases to develop a culturally responsive classroom management plan and an individualized behavior intervention plan. (GR)

SED 527: Practicum in Inclusive Education

3 Credit Hour(s)

This course is an authentic practicum experience in a classroom with students with disabilities with required field hours varying depending on the program track (50-150 hours). This is a scaffolded/supported teaching experience where students will begin by conducting reflective lesson observations and eventually plan and teach lessons and lesson sequences themselves and/or as a co-teacher with the cooperating teacher. Students will schedule their hours with their assigned cooperating teacher and are responsible for their own transportation and completing any background checks required by the school district. (GR)

SED 535: Inclusive Practices in Elementary Reading

3 Credit Hour(s)

This course presents the fundamentals of inclusive reading theory, instruction and assessment. The primary purpose of this course is to assist in the development of an effective reading teacher who can successfully assess and design instructional plans for students with and without disabilities that impact them in reading. Students will explore and execute evidence-based, inclusive reading strategies and reflect on their own professional knowledge and growth. (GR)

SED 536: Action Research in Literacy Intervention

3 Credit Hour(s)

This course focuses on how to find and imnplement research-based literacy interventions for K-12 students who need additional support in literacy, including English Language Learners (ELLs) and students with disabilities. Students will learn about the action research cycle and will design an action research project for K-12 students who need targeted intervention in reading, writing, listening, and/or speaking. (GR)

SED 540: Survey of Emotional and Behavioral Disorders

3 Credit Hour(s)

This course provides a historical overview of services, assessment, theories of and intervention strategies for children with emotional/behavioral disorders. Etiological concerns will cover the roles of biology, sociological phenomena, family, and the school. (GR)

SED 553: Assessment, Evaluation, and Intervention Strategies for Young Children with Special Needs

3 Credit Hour(s)

This course provides a look at issues, the legal basis, and the functions of assessment of infants, toddlers and preschoolers with special needs. Assessment is an important and ongoing responsibility of professionals who work with young children with special needs and is necessary, not only to meet federal and state mandates, but also to plan appropriate intervention strategies and to monitor the effectiveness of services provided. Special emphasis will be placed on incorporating current research into the course objectives, including a recognition of the high priority now placed on family-centered assessment and intervention, on assessment in the natural environment, and on the importance afforded to the role of interdisciplinary assessment strategies. After reviewing assessment issues and instruments in class, students will select one or more authentic and performance-based assessment tools; conduct an assessment of a young child in a natural environment, using both informal and formal assessment methods; review the child's records; interview with significant caregivers; and then, based on the findings, develop and implement an intervention strategy and record the results. All phases of the process will be monitored and supervised by college and professional personnel. Field Experience Required. (GR)

SED 559: Introduction to Autism Spectrum Disorders

3 Credit Hour(s)

The course will provide participants with a framework for understanding the definition and history of autism. The medical and educational knowledge of treatment efforts to promote the appropriate education and services for young children, adolescents and young adults with Autism Spectrum Disorders (ASD) will be discussed. The course will also focus on the social and communication needs of children with ASD. This course is intended as a general overview of autism. (GR)

SED 570: Special Education Student Teaching and Seminar at the Primary Level for Children with Disabilities

3 Credit Hour(s)

One-two Two professional laboratory experience(s) cover observation of special education classroom situation with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the college supervisor. Students seeking initial certification will complete this experience. Prerequisites (Amherst Only): Completion of all courses, except for SED 580 and EDU 518 (recommended), which are taken concurrently. Corequisites: SED 580, SED 518 (recommended). Offered As Needed for Amherst Campus. Offered Spring for Alt Cert program. (GR)

SED 580: Special Education Student Teaching and Seminar at the Intermediate Level for Children with Disabilities

3 Credit Hour(s)

This course is designed to provide candidates with comprehensive classroom teaching experiences, which serve to culminate the professional sequence of teacher preparation and other related courses. Student teachers will be presented with the opportunity to observe, practice, discuss, evaluate, and modify teaching strategies and methods in intermediate childhood special education classroom settings (grades 4-6). Within the professional laboratory experience, candidates will be provided with gradually increasing lesson presentation and teaching responsibilities with the ultimate outcome of attending to all of the details that comprise a full day and week(s) of teaching. Prerequisites (Amherst Only): Completion of all courses, except for SED 570 and EDU 518 (recommended), which are taken concurrently. Corequisites: SED 570, EDU 518 (recommended). (GR)

SED 590: Student Teaching in Inclusive Education I

3 Credit Hour(s)

This course is an authentic student teaching experience in a classroom setting that includes students with disabilities. Students spend full days with the cooperating teacher for a minimum of 7 weeks/35 days in this first placement (following the district academic calendar). Each placement begins as scaffolded/supported teaching experience with a minimum of at least one week takeover as the classroom teacher by the end of the experience. Students are responsible for their own transportation and completing any background checks required by the school district. Prerequisity: Taken concurrently with SED 508 and SED 591. (GR)

SED 591: Student Teaching in Inclusive Education II

3 Credit Hour(s)

This course is an authentic student teaching experience in a classroom setting that includes students with disabilities. Students spend full days with the cooperating teacher for a minimum of 7 weeks/35 days in this first placement (following the district academic calendar). Each placement begins as scaffolded/supported teaching experience with a minimum of at least one week takeover as the classroom teacher by the end of the experience. Students are responsible for their own transportation and completing any background checks required by the school district.Taken currently with SED 508. (GR)

SED 600: Research Methods in Inclusive Education

3 Credit Hour(s)

In this course, students will examine various types of research conducted to investigate the effectiveness of an instructional practice/strategy for inclusive education. We will emphasize methods and quality indicators of action research and single subject research designs that are often used in the field. (GR)

SED 601: Equitable & Accessible Educational Technology

3 Credit Hour(s)

In this course, students will explore the spectrum of assistive/educational technology and reflect on the role of teachers in effectively designing, implementing, and evaluating technology for learning. This course will focus on literacy/language acquisition across content areas and STEM instruction. Students will create engaging and accessible learning opportunities for diverse learners with and without disabilities as well as for English Language Learners that are enhanced with technology. Additionally, they will make data-based technological decisions by evaluating, selecting, implementing, and assessing educational technology aligned to instructional outcomes and individual student needs. (GR)

SED 602: Equity & Social Ustice in Education Law, Policy & Practice

3 Credit Hour(s)

This course will focus on dispositions and professional learning as students will discuss equity and how it relates to educational law, policy, and practice. Students will aim to learn from those who have been marginalized by our current educational systems. They will set actionable goals and create resources to support the professional growth of teachers to create more inclusive policies and practices that demonstrate respect for all individuals. (GR)

SED 603: Advanced Assessment Methods

3 Credit Hour(s)

In this course, students will investigate the reliability and validity of classroom assessments while minimizing bias within the assessments. They will create fidelity evaluation tools and discuss the impact of implementation fidelity for evidence-based practices on student success. In addition, they will explore standards for practicing teachers such as InTASC, CEC Initial and Advanced Preparation Standards, and content-specialty teacher standards. Teacher Candidates will explore leadership responsibilities including needs-based assessments for school-wide programming for students with disabilities. (GR)

SED 604: Intensive Intervention in Elementary Mathematics

3 Credit Hour(s)

This course focuses on math instruction across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions for students with disabilities and English Language Learners. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate resources for math intervention in terms of mathematical domains emphasized, the extent of research support, and considerations for cultural responsiveness. (GR)

SED 605: School-Based Behavioral Interventions & Structures

3 Credit Hour(s)

This course focuses on providing behavioral interventions across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate varied theories on behavior management in terms of individualized target behaviors, the extent of research support, and considerations for cultural responsiveness. They will examine and critique critical issues around how schools set expectations for, interpret, and intervene with problem behaviors. Students will also identify strategies and reasons for teaching prosocial behaviors. (GR)

SED 606: Instructional Methods and Strategies for Students with Disabilities

3 Credit Hour(s)

The course will focus on understanding and facilitating the learning process to support students with mild to moderate disabilities who are within regular and special education settings to become independent and life-long learners. The components of effective curricular and instructional design, including outcomes, assessment, goal setting, learning activities and measurement of outcomes will be related to NYS Standards. Field Experience Required. (GR)

SED 607: Post Secondary Transition & Collaboration

3 Credit Hour(s)

This course focuses on the study of the post-secondary transition process in special education, with special emphasis on competencies necessary for effective collaboration with parents, students, paraprofessionals, general educators, and related service providers. Issues explored will include: culturally responsive practice; developing developmentally appropriate transition plans within an IEP that promote inclusion; and collaborating with team members to prepare students for the future. (GR)

SED 610: Seminar in Special Education/Action Research

3 Credit Hour(s)

This course will provide an opportunity for candidates to investigate and research the literature in a designated and/or variety of specializations(s) and integrate the results of this research with knowledge of best practices, current trends and controversial issues. Candidates will have opportunities to 1) evaluate published research utilizing their existing SED 600 knowledge base, 2) expand their analytical abilities by learning about additional quantitative, as well as qualitative, research designs (e.g. correlational, single-subject, ethnographic, etc.), and 3) synthesize findings in designated research areas in the form of at least one well-crafted literature review. Prerequisite (Amherst Only): SED 600. (GR)

SED 612: Advanced Collaboration Methods

3 Credit Hour(s)

This course is designed to provide students with the information needed for effective collaboration with families, teachers, paraprofessionals, related service providers, and other IEP team members. Participants will learn effective models of collaboration and consultation, team member roles and responsibilities, collaborative practices for participating on teams, and strategies for securing appropriate resources for students with disabilities. (GR)

SED 615: Critical Issues in Inclusive Education

3 Credit Hour(s)

This course is an introduction to graduate studies with a central function of developing your critical reading, thinking, and writing skills. In this course, students will explore some of today's critical issues in the field of inclusive education, with an eye to how issues of power, privilege, systemic oppression, cultural identity and intersectionality related to our selected issues. Get ready to read, write, think, and reflect on how the course material might shape your further development as a teacher. (GR)

SED 635: Intensive Intervention in Elementary Reading

3 Credit Hour(s)

This course focuses on elementary reading instruction across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate resources for reading intervention in terms of reading areas emphasized (e.g., decoding, fluency, comprehension), the extent of research support, and considerations for cultural responsiveness. (GR)

SED 639: The Writing Process and Students with Disabilities

3 Credit Hour(s)

This course will investigate all stages of the writing process from both a student and teacher perspective. The focus will be on how to apply this information with students with disabilities in the regular and special education classroom. (GR)

SED 642: Curriculum Modification for Learners With Disabilities

3 Credit Hour(s)

This course focuses on modifying curriculum and assessments for learners with significant support needs. Students will engage in critical discourse around topics such as inclusion, labels like severe disabilities, and challenging deficit thinking. They will also practice forms of systematic instruction and develop individualized curricula that are culturally appropriate and support the learner in progressing toward grade level standards. (GR)

SED 671: Practicum Capstone in Inclusive Education

3 Credit Hour(s)

This course serves as the final culminating experience for graduate students seeking additional certification in Childhood Education 1-6 and/or Students with Disabilities All Grades. This capstone course includes a supervised practicum experience in a setting(s) that aligns with the desired certification area(s). In addition to the practicum experience, students will create a web-based teacher resource for supporting all learners and will complete a final portfolio that showcases their understanding and growth toward meeting the standards of the profession. Prerequisite: SED 615 (GR)

SED 696: Capstone Project

0 Credit Hour(s)

Candidates admitted to the graduate programs may, with advisement, complete the edTPA (mandatory for first time takers only) or the Comprehensive Exam based upon courses and field experiences within the graduate programs. The Comprehensive Exam is available to students who have already passed the edTPA. (GR)

SED 699: Capstone Project in Inclusive Education

3 Credit Hour(s)

This course serves as the final culminating experience for graduate students seeking professional certification to teach students with disabilities. Under the mentorship of the course instructor, students will design a project that showcases their understanding and growth toward meeting the standards of the profession. (GR)

SED 720: Concepts and Principles in Behavior Analysis

3 Credit Hour(s)

Cross listed with ECSE 720. Concept and Principles of Behavior Analysis is meant to give students a solid foundation in the basic science that underlies the technologies of Applied Behavior Analysis. Designed to be taken early in the course sequence, this course will introduce students to foundational aspects of ABA that they will apply throughout the program. (GR)