ASD

This course focuses on the unique characteristics of autism spectrum disorders as related to communication, social/emotional development, behavior, sensory processing, cognition and learning, as well as the comorbid conditions associated with autism spectrum disorders (ASD). It also provides an understanding of the differences between an educational and medical diagnosis of ASD and the definition under state and federal special education laws.

This course focuses on building collaborative services for students with autism spectrum disorders (ASD) during school years. The collaborative services include developing an understanding and supporting the roles of other disciplines and professionals involved in the education of students with ASD and facilitating coordination and collaboration of these professionals. The course also highlights the importance of successful partnership with parents or caregiver, related service providers, and medical professionals to meet the unique needs of students with ASD in a culturally and linguistically sensitive manner. This course also discusses community partnerships and collaborative transition planning for students with ASD.

This course focuses on the core characteristics of autism spectrum disorders (ASD) as related to communication, social/emotional skills, challenging and functional behavior, sensory processing, and cognition/learning, across the lifespan. Using an interdisciplinary lens, it provides a foundational understanding of the origins, historical trends, and current diagnostic and special educational criteria for ASD. It also covers federal and state legislation relating to ASD supports and services, with a focus on the school-age years.

This course focuses on the design and use of research-based educational programs and individualized supports for students with autism spectrum disorders (ASD) in the least restrictive environment. This includes assessment of the unique strengths, skills (including academic, social, behavioral, and adaptive), and learning styles of students with ASD, ages 3-22. This includes the ability to identify, administer, and interpret a range of formal and informal tools in a culturally appropriate manner. Additionally, students will gain knowledge of the range of specialized and individualized instructional strategies and supports to address the development of: verbal and nonverbal communication skills (including assistive technology); social interactions skills, including those needed to avoid and respond to bullying, harassment, or teasing; skills to address needs associated with unusual responses to sensory experiences; skills to address behavioral challenges resulting from resistance to environmental change or change in routines; skills to address needs resulting from engagement in repetitive activities and stereotyped movements; positive behavioral interventions, strategies, and supports to address any behavioral difficulties; and any other needs resulting from the student’s disability that impact progress in the general curriculum and the development of social and emotional skills. Additionally, this course covers the use of ongoing assessment and data collection to monitor progress and skill acquisition, inform instruction, and ensure maintenance and generalization of skills across settings.

This course focuses on building collaborative services for students with autism spectrum disorders (ASD). This includes developing an understanding of the roles of other disciplines and professionals involved in the education of students with ASD. Students will develop skills to facilitate coordination and collaboration of these professionals working with students within and outside of the school setting, such as related service providers (e.g., speech language pathologists, occupational therapist, etc.) and medical professionals. The course will also highlight the importance of successful partnership with parents and caregivers to meet the unique needs of students with ASD in a culturally and linguistically sensitive manner.

Disorders This minimum of 100 hour supervised field experience I is conducted in accordance with Massachusetts Autism Endorsement Guideline. It provides autism endorsement candidates with opportunities to practice and gain first-hand experiences in evidence-based practices for exceptional learners with autism spectrum disorders. In coordination with field placement, weekly seminars are held during which autism endorsement candidates will learn about and discuss the service delivery models, evidence-based practices in special education, consultation, and individual issues related to field placements. The field experience and weekly seminars will give autism endorsement candidates an opportunity to systematically integrate theory and practice, especially focusing on the content covered in SED/ASD 600 and PSY/SED 568 or ABA 600 in all facets of the role of the teacher of students with autism spectrum disorders.

Disorders This supervised field experience II is conducted in accordance with Massachusetts Autism Endorsement Guideline. It provides autism endorsement candidates with opportunities to practice and gain first-hand experiences in evidence-based practices for exceptional learners with autism spectrum disorders. In coordination with field placement, weekly seminars are held during which autism endorsement candidates will learn about and discuss the service delivery models, evidence-based practices in special education, consultation, and individual issues related to field placements. The field experience and weekly seminars will give autism endorsement candidates an opportunity to systematically integrate theory and practice, especially focusing on the content covered in SED/ASD 620 and SED/ASD 640 in all facets of the role of the teacher of students with autism spectrum disorders.