Department of Special Education

Mission Statement 

The graduate Special Education program primarily prepares graduate students for careers as teachers of children and adolescents with mild to moderate disabilities. The competency-based program is founded upon the principles of evidence-based practice and the philosophy of inclusive education. The program strives to educate its graduate students to exemplify good character and integrity in all aspects of their professional lives. The courses that comprise the program emphasize connections among theory, research, and practice to build students’ awareness of how to maximize the development of each pupil in a variety of settings.

Accordingly, graduate students develop a repertoire of instructional, diagnostic, consultative, and collaborative skills, and evidence-based strategies critical to the role. They also develop an understanding of the full continuum of services available to individuals with exceptionalities. For qualified teacher candidates who seek an Initial or Professional licensure as Teacher of Students with Moderate Disabilities at grade levels PreK-8 or 5-12, a field-based pre-practicum and practicum or performance assessment complements their progress through the program, providing the means by which they establish their competence as special educators in accordance with state licensure regulations.

Learning Goals 

By the completion of their studies, Special Education graduate students will:

  • Demonstrate conceptually sound lesson planning derived from evidence-based methods.
  • Implement effective instructional strategies to meet the needs of all pupils.
  • Effectively communicate subject matter knowledge.

Special Education Faculty

Nanho S. Vander Hart, Ph.D.
Director of the Special Education and Transition Specialist Programs 
Associate Professor of Special Education

Samantha Goldman, Ph.D., BCBA 
Associate Professor of Special Education

Lecturers in Special Education

Sheila Bessette, Ed.D., BCBA-D, LABA 
Donald Briere, Ph.D. 
Anita Danker, Ed.D. 
Joyce Elia-Renaud, Ed.D. 
Eileen Harvey 
Lisa Hughes, Ed.D. 
Paula Lea, M.Ed. 
Jean Lindquist-Grady, Psy.D. 
Amy Maynard, Ed.D. 
Emily Plante, Ph.D. 
Catherine Polis 
Mara Power, Ph.D.

B.A./M.A. Program Fifth Year Option for the Master of Arts in Special Education 

The Education Department offers a five-year program that allows a student to complete requirements for both the Bachelor of Arts degree in a liberal arts or science and the Master of Arts in Special Education degree. The program leads to eligibility for the Massachusetts Initial License for Teacher of Students with Moderate Disabilities (PreK-8; 5–12) as well as a Massachusetts Initial license in one of Assumption’s approved programs offered at the undergraduate level. Undergraduate students who are admitted to the B.A./M.A. program must be eligible for Initial licensure as elementary, middle, or secondary teacher. If admitted to the program, they may begin taking graduate courses during the senior year and complete the master’s degree requirements in a fifth year of study at the University.

Undergraduate students who are considering applying to the B.A./M.A. program should consult with the Licensure Program Coordinator during the junior year to discuss eligibility and application procedures. Assumption students who are interested in enrolling in the Master of Arts in Special Education program after their undergraduate studies should consult with the Director of the Special Education program to plan a course of study. Interested students may request information about the Master of Arts in Special Education from the Office of the Graduate Admissions.

Criteria for  Early Admission to the Master of Arts in Special Educaiton 

All undergraduate students who seek early admission to the Master of Arts in Special Education program must meet the following standards, and students in the Education Major are eligible and especially encouraged to apply.

  • Candidates must have at least a 3.3 cumulative GPA and a 3.0 GPA in the major field of study;
  • If they are not in the major in Education, candidates must have a major in one of the Core academic subjects of the liberal arts and sciences appropriate to Massachusetts teacher licensure at the 5–12 level.

To apply for early admission to the fifth-year program, candidates must submit the following to the Office of the Graduate Admissions, ordinarily by the end of the junior year:

  • An official application form (fee waived for Assumption students)
  • A transcript of undergraduate study
  • Three letters of recommendation
  • A current resume
  • A personal statement of interest

Assumption students who seek a Massachusetts Initial license as elementary, middle, or secondary teacher and teacher of students with moderate disabilities must pass all of the Massachusetts Tests for Educator Licensure (MTEL) required for licensure in their specific field(s) prior to enrollment in the practicum.

Note: Assumption University responds to the Massachusetts Department of Elementary and Secondary Education in all matters of educator licensure and reserves the right to modify its programs in accordance with current state regulations. In the event that the graduate program is modified, students are notified of changes as is appropriate.

Pre-Practicum

Special Education teacher candidates for the Initial License must complete a minimum of 40-hour field-based pre-practicum. The purpose of the pre-practicum is to provide candidates with multiple opportunities to apply learning from coursework into practice through increasingly authentic teaching experiences in preparation to successfully demonstrate readiness during the capstone preparation experience known as the practicum.

Practicum (SED 590) for Massachusetts Initial License OR Performance Assessment (SED 591) for Professional License

In most cases, candidates are considered eligible for the practicum once they have successfully completed all prerequisite courses or when they take such courses concurrently. A candidate’s eligibility for and enrollment in the practicum will be approved by the Special Education Program Director based upon:
 

  1. A review of the candidate’s transcript, existing teacher licensure, and professional experience;
  2. Successful performance in required graduate courses; and
  3. Evidence of passing scores on the Massachusetts Test for Educator Licensure (MTEL) for Teacher of Students with Moderate Disabilities.

The practicum is a semester-long (i.e., 14-week) commitment governed by criteria outlined in the Massachusetts Regulations for Educator Licensure. Accordingly, Initial license teacher candidates must complete at least 100 full responsibility hours as well as at least 75 hours for the PreK-8 license or at least 150 hours for the 5-12 license, if not all of the 400 practicum hours in an inclusive classroom setting. Teacher candidates must be prepared to spend full days at the practicum site(s) during the practicum semester.

Licensure

Candidates for Initial License

Candidates for the degree of Master of Arts in Special Education are required to complete a rigorous 12-course, 36-credit program to develop systematically the knowledge and skills essential to demonstrate competence as a teacher of students with mild or moderate disabilities. Some flexibility is afforded those students not seeking Massachusetts educator licensure.

For those seeking teaching licensure, institutional endorsement for the Massachusetts Initial License for Teacher of Students with Moderate Disabilities (PreK-8 or 5-12) requires, at a minimum, successful completion of all 12 listed courses or their equivalents. Students who have not had prerequisite courses may also take additional courses. Whether or not candidates have had equivalent courses is determined in transcript review. Enrollment in some courses, including the practicum may require the prior approval of the Special Education Program Director and/or the completion of prerequisite course(s) beyond the 12 required courses listed.

Candidates for Professional License

All candidates for Professional Licensure must meet the following criteria:

  1. Possess a Bachelor of Arts or Bachelor of Science degree;
  2. Have a minimum undergraduate grade point average (GPA) of 3.0;
  3. Possess an Initial license as a Teacher of Students with Moderate Disabilities from the Commonwealth of Massachusetts;
  4. Have at least one year of full-time employment in an educational setting.

For information concerning C

135 Santilli Highway
Everett, MA 02149
(781) 338-3000
www.doe.mass.edu

The following is required for a Professional License. For more information, visit https://www.doe.mass.edu/licensure

  1. Three years of employment under an Initial License
  2. Completion of a teacher induction program.

Note: Assumption University responds to the Commonwealth of Massachusetts Department of Elementary and Secondary Education in matters of teacher licensure. The University reserves the right to modify its graduate Special Education program accordingly. All Assumption graduate students are alerted to changes in the Special Education program as is appropriate.

Final Exit Exams

All students in the Master of Arts in Special Education program are required either to pass an oral examination or successfully present a case study to complete requirements for the degree.

Intent to Complete the Program Form

All students in the CAGS in Special Education program are required to submit the Intent to Complete the Program Form to the Special Education Program Director by the 4th week of their last semester. The form is available at the Special Education Department.

Review of Student Performance

Special Education program faculty reviews all students’ progress each semester and expects that students will make satisfactory progress toward program completion. Students whose GPA falls below 3.0 or who earn below a B- in any course are placed upon academic probation. Students are expected to raise their GPA to a 3.0 by the following semester, and if they do not, students will be withdrawn from the program.

Students who have not taken a course in four consecutive semesters are considered inactive and may be withdrawn from the program. In such cases, students who wish to continue the program should submit a written statement to the Special Education Program Director indicating their commitment to completing the program.

The graduate program in Special Education prepares students for service to the public. The program has an obligation to the community to ensure that only those students demonstrating academic competence and professionally responsible behavior are continued in the program. Students failing to meet these criteria may be recommended for withdrawal from the program.

Programs of Study

Courses

ASD 600: Foundations and Characteristics of Autism Spectrum Disorder

Credits 3
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.

ASD 640: Collaboration and Coordination: Autism Spectrum Disorders

Credits 3
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.

EDU (1899): Advanced Research Seminar

Credits 3
The course content focuses on developing and understanding the issues necessary to read critically and evaluate research literature. Students are expected to prepare an extensive review of the research literature, develop research questions, and employ methodology relevant to special education. The paper must demonstrate an evident understanding of the clinical area of focus and the research methodology.

EDU 512: Introduction to Research in Education

Credits 3
This course is designed to enable students to become critical readers of research in education. It will also help them to design and conduct research in an educational setting. Both quantitative and qualitative methodologies will be addressed. Students will be expected to analyze research reports and to design potential research projects.

EDU 515: Diversity in Schooling

Credits 3
This course examines the concept of diversity and its implications for teachers, students, and schools. The course draws from leading scholars and writers in the fields of education and related disciplines to highlight the various perspectives on diversity. It also will emphasize the impact of culture on the curriculum, teacher - student relationships and pedagogy in schools. Through course readings, discussion and collaborative learning, and independent research, students will gain a greater understanding of the concept of diversity in its various permutations and will learn how to identify, select, and design teaching strategies that support expressed goals for diversity in schools.

EDU 552: Foundations of Teaching Reading

Credits 3
This course introduces students to the theoretical and philosophical bases underlying reading development. Using the stages of reading development as a frame, students explore the role of phonemic awareness, phonics, fluency, vocabulary, and reading comprehension at stages from emergent literacy to mature reading. Students also investigate the relationship of reading to writing, language and cultural influences on reading development, instructional models of reading, methods and materials for reading instruction, and the assessment and evaluation of reading development. There is a focus throughout the course on connecting theory and research to current practice and policy, with specific focus on the Massachusetts English Language Arts Curriculum Framework.

EDU 572: Teaching Reading to Diverse Learners

Credits 3
Drawing from seminal research and reading disabilities, students explore the theoretical and philosophical bases underlying reading development, including the relationship between reading and writing. They will investigate etiology of reading difficulties, principles and tools of assessment, models of reading and instructional strategies that have proved successful with learners who have reading problems. Issues such as cultural and linguistic diversity, the influence of legislation regarding children with reading/learning disabilities, prevention vs. intervention vs. remediation of reading difficulties, implementation of the Massachusetts English Language Arts Curriculum Framework, and the critical role of the teacher are also considered.

EDU 574: Teaching Mathematics to Diverse Learners

Credits 3
This course serves to familiarize students with the theoretical and philosophical bases underlying acquisition of numeracy, with particular emphasis on the identification and prevention of children’s difficulty in mathematics. Drawing from seminal research in mathematics instruction and mathematics disabilities, students will explore the acquisition of mathematics concepts and skills, etiology of difficulties in mathematics, principles of assessment, and instructional strategies that have proved successful with learners who have problems in mathematics. Issues such as cultural and linguistic diversity, the influence of legislation concerning children with learning disabilities, prevention vs. intervention vs. remediation of problems in mathematics, implementation of the Massachusetts Mathematics Curriculum Framework, and the critical role of the teacher are also considered.

EDU 575: Seminar: Strategies in Teaching Mathematics to Students with Moderate Disabilities

Credits 3
This advanced studies graduate seminar focuses on best practice in designing and teaching mathematics instruction to meet the unique needs of elementary and middle/secondary students with moderate disabilities based on Massachusetts Curriculum Frameworks. The continuum from PreK through Secondary is presented so that teachers at all levels identify what knowledge to expect students to possess from previous courses, as well as what students need to retain for later courses. In this course, graduate participants explore, learn, and research how to teach children and adolescents critical mathematical concepts and functional math that apply to their everyday lives and future careers. Current theory and frequently used accommodations for these students for statewide, districtwide, and/or alternative math assessment are also examined. In addition, participants learn to use diagnostic tools to assess dyscalculia. Case studies from current research and participants’ own teaching experiences are integrated to illustrate effective teaching of children with various mathematical difficulties. Furthermore, this course advances the mastery and progress of graduate level participants in the field of teaching mathematics with diverse learning needs. Seminar participants are expected to engage in independent research, including, but not limited to, current best practices.

SED 502: Teaching English Language Learners with and without Special Needs

Credits 3
This course introduces the structural levels of language, theories, principles, and processes of language acquisition. The course also focuses on reading of complex informational and literary texts, responding to text-based questions, writing from sources, and building academic vocabulary and background knowledge through discussion, reading, and writing. Graduate students will explore and examine various effective instructional approaches and pedagogical implications with critical appreciation for a full range of English language learners (PreK-8 and 5-12), including those with special needs.

SED 555: Pre-practicum I: Teacher of Students with Moderate Disabilities (PreK-8; 5-12)

Credits 3
This supervised pre-practicum experience I is conducted in accordance with Massachusetts Department of Elementary and Secondary Education Guidelines for Pre-Practicum for Teachers. “The purpose of the pre-practicum is to provide candidates with multiple opportunities to apply learning from coursework into practice through increasingly authentic teaching experiences in preparation to successfully demonstrate readiness during the capstone preparation experience known as the practicum.” It provides teacher candidates with opportunities to practice and gain first-hand experiences through guided observations, teaching demos, and direct engagement with students with moderate disabilities (PreK-8 or 5-12). Seminars are held as assigned by program supervisor. Seminar topics include professional standards for teachers, evidence-based practices in special education, and individual issues related to pre-practicum placements. Teacher candidates will be observed by program supervise at least once in PreK-8 or 5-12 setting. Pre- and post-observation conferences are required.

SED 560: Foundations of Special Education

Credits 3
This introductory course focuses on the overview of special education, various categories of disabilities, and educational issues and strategies for teaching and accommodating pupils with special needs. This course serves to familiarize graduate students with the historical, theoretical, and philosophical bases underlying special education including educational terminology for pupils with mild/moderate to severe/profound disabilities, Individualized Education Programs (IEPs), the current laws, landmark decisions, and educational mandates (e.g., IDEA) that govern the education for all children and adolescents with disabilities. It also encourages proper understanding of critical issues with regard to individuals with disabilities. Services provided by other agencies are also discussed. This course provides an essential foundation for further study in special education.

SED 561: Individualized Education Planning: A Collaborative Approach

Credits 3
Responding to IDEA 2004, professional standards, theory, and contemporary research, this course frames the special education process as a collaborative, tiered problem solving approach to individualized educational planning. Through evidence-based tools, best practices, application, and interactive discussions, students investigate learning and behavior struggles to construct quality IEPs and documents. The course concludes with formulating a proactive action plan to promote a culture of professional support and cooperation in school settings.

SED 563: Developmental Pathways and Challenges

Credits 3
This course provides a comprehensive examination of human growth and development of children and adolescents in the physical, cognitive, language, social, and emotional domains with an emphasis on both typical and atypical development. This course assists graduate students to better understand the relationships between developmental challenges and their effects on learning, thereby enabling them to examine and implement effective instructional approaches and interventions with critical appreciation for children and adolescents with special needs.

SED 565: Pre-practicum II: Teacher of Students with Moderate Disabilities (PreK-8; 5-12)

Credits 0
This supervised pre-practicum experience II is conducted in accordance with Massachusetts Department of Elementary and Secondary Education Guidelines for Pre-Practicum for Teachers. “The purpose of the pre-practicum is to provide candidates with multiple opportunities to apply learning from coursework into practice through increasingly authentic teaching experiences in preparation to successfully demonstrate readiness during the capstone preparation experience known as the practicum.” It provides teacher candidates with opportunities to practice and gain first-hand experiences through guided observations, teaching demos, and direct engagement with students with moderate disabilities (PreK-8 or 5-12). Seminars are held as assigned by program supervisor. Seminar topics include subject matter knowledge (SMK), professional standards for teachers (PST), evidence-based practices in special education, and individual issues related to pre-practicum placements. Teacher candidates will submit a video/technology streamed lesson (which was delivered in PreK-8 or 5-12 setting) with lesson plan and reflection to program supervise at least once. The pre-and post-observation conferences are required.

SED 567: Seminar: Advanced Assessment of Special Learning Needs

Credits 3
This advanced studies graduate seminar focuses on promoting the advanced graduate students’ knowledge of and mastery in administrating educational diagnostic assessments for students with diverse moderate learning needs. Seminar participants learn advanced principles of accurate assessment of children and adolescents’ learning needs, to aid decision making and instructional planning for these students. Select representative diagnostic tools, which are frequently used in PreK12 schools, are discussed, demonstrated, practiced and administered to develop skill proficiency. Seminar participants are expected to engage in independent research, including, but not limited to, current best practices.

SED 568: Behavioral Assessment and Interventions

Credits 3
Students in this course will learn the effective use of behavioral assessment and intervention in a culturally and linguistically appropriate manner in inclusive and special education classrooms. Students will learn to administer and interpret the results of a functional behavioral assessment. They will also learn to use these results to identify, design, implement, and evaluate interventions (i.e. behavior support plans), including monitoring progress and ensuring maintenance and generalization across settings. Emphasis will be placed on individualized behavior support systems and the use of behavior management principles through the frameworks of applied behavior analysis (ABA), positive behavior supports (PBS), and practices with an evidence-base from peer-reviewed research. Additionally, students will understand the supporting roles of other disciplines and professionals, including the importance of collaboration with parents to meet the unique needs of the student in the least restrictive environment.

SED 570: Inclusion: Theory and Classroom Practice

Credits 3
This course is designed to enable students to practice inclusive education for children and adolescents with special learning needs. Students will learn ways to design and modify curriculum, instructional materials, and teaching strategies for children and adolescents with moderate disabilities in general education settings. Emphasis is placed on the teacher’s role in the preparation, implementation, and ongoing evaluation of the Individualized Education Program (IEP), consultation and collaboration skills, and on the Massachusetts Curriculum Frameworks that govern content and instruction in the state’s public schools.

SED 571: Curriculum and Methods for Students with Moderate Disabilities (PreK-8; 5-12)

Credits 3
This course is designed to enable teachers to provide high-quality education for their elementary, middle and high school (PreK-8; 5-12) students with disabilities. This course focuses on appropriate teaching strategies, tactics, and suggestions for students with various disabilities. It also emphasize the implementation of research-based instruction that ensures effective teaching and learning of students with diverse learning needs. In addition, comprehensive transition planning and implementation from school to young adulthood life for secondary school students with special needs are addressed. It therefore helps beginning teachers to achieve initial classroom success and to provide experienced teachers with an opportunity to extend and refine their knowledge and skills.

SED 580: Learning Disabilities

Credits 3
This advanced course serves to deepen students’ understanding of developmental variation and learning disabilities. Students examine basic neurodevelopmental functions that affect how children and adolescents learn and the disorders that cause or contribute to academic difficulties. Focus is placed upon receptive and expressive oral language, reading, written language, mathematics, and social and emotional behavior. Students review the federal and state definitions of specific learning disabilities, eligibility criteria for support services, the regulations that govern such service, and the instructional responsibilities of the teacher of students with mild to moderate learning disorders. Current issues such as cultural and linguistic diversity of students, inclusion, and the standards-based education reform movement are broadly addressed. Case studies serve to assist the student to bridge theory to practice, as well as to develop problem solving skills within the context of assessment and instructional planning for students with particular profiles.

SED 585: Teaching Students with Behavior Disorders

Credits 3
This course provides students with an in-depth understanding of available evidence-based interventions for students with emotional and behavioral disorders. Students will be able to design effective classroom management systems that maximize social success for all students, including those with challenging behavior. In addition, the course will address the behavioral assessment and evaluation options available to special education practitioners.

SED 586: Students with Severe Disabilities

Credits 3
This course focuses on principles and foundations of teaching students with severe disabilities. Concepts related to history, definitions, identification, etiology, and assessment of students with severe intellectual and developmental disabilities are addressed. Other focus areas include education issues and evidence-based instructional strategies, adaptations, and multidisciplinary teaming for students with severe disabilities. Graduate students learn ways to provide individualized interventions and to include students with severe disabilities in least restrictive environments and/or general education settings.

SED 587: Advanced Application of Positive Behavior Supports

Credits 3
This course focuses on school application of positive behavior supports (PBS), beginning with the logic and research supporting the three-tiered school-wide positive behavior supports (SWPBS) model. Students will learn about the training process for schools implementing SWPBS, including the development, teaching, and reinforcing of school-wide expectations (i.e., primary level supports). Students will also learn about implementing secondary-level, targeted behavior supports at the school-wide level. In addition, students will know how planning individualized (i.e., tertiary level) interventions fit into the SWPBS model. This course also focuses on working in teams to promote behavior support, on training staff to implement behavior supports with fidelity, and in school-wide data collection systems.

SED 589: Seminar: Research and Practice in Positive Behavior Supports

Credits 3
As part of this course, students will work in a school setting that utilizes the multi-tiered school-wide positive behavior supports (SWPBS) model. Depending on the schools’ needs and the students’ interest, students may be (a) working with individual students, conducting functional behavioral assessments and designing behavior intervention plans, or (b) working with a school’s behavior support team to plan and assist with SWPBS implementation at the primary and/or secondary-level(s). In addition, the student may complete on-site evaluations of SWPBS and conduct training sessions with staff. Weekly seminars will focus on the successful implementation of evidence-based practices in behavior support, problem-solving techniques, and evaluation and modification of existing behavior supports.

SED 590: Practicum and Seminar: Teacher of Students with Moderate Disabilities (PreK-8; 5-12)

Credits 6
This practicum is conducted in accordance with Massachusetts educator licensure regulations. It will provide opportunities for teacher candidates to practice knowledge in the classroom setting under the direction of a supervising practitioner and a program supervisor. In coordination with field placement, weekly seminars are held during which teacher candidates will learn about and discuss the role of the special education teacher, service delivery models, evidence-based practices in special education, consultation, and individual issues related to field placements. Practicum experience and weekly seminars will give teacher candidates an opportunity to systematically integrate theory and practice in all facets of the role of the teacher of students with moderate disabilities (PreK-8; 5-12). At least 75 hours for the PreK-8 license or 150 hours for the 5-12 license, if not all, of the practicum is completed in an inclusive classroom setting.

SED 660: Critical Issues in Special Education

Credits 3
This course introduces the context for special education and examines current and controversial issues such as inclusion, special education law, educational reform, and accountability. Graduate students are provided with opportunities to explore, to research and to debate these issues from multiple perspectives. In addition, this course emphasizes current and critical issues that affect educators and their students.

SED 699: Thesis: Guided Evidence-Based Instruction

Credits 3
This thesis is an independent study in using a recognized research method. The thesis should examine the effectiveness of evidence-based practice. The student may develop an instructional strategy or choose a research based instructional strategy for (a) student(s) with special needs, conduct a relevant literature review, implement strategy, and investigate its effectiveness. The subject of the study should be from PreK-12. The thesis may be used for the final exit examination of master’s degree program.

SED 700: Directed Study

Credits 3
The student, in conjunction with a faculty advisor, designs and conducts a critical study of a topic of interest, a curriculum-based project, a research study, a field experience, a practicum, or an internship.

SED/ASD 600: Foundations and Characteristics of Autism Spectrum Disorders

Credits 3
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.

SED/ASD 600: Foundations and Characteristics of Autism Spectrum Disorders

Credits 3
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.

SED/ASD 620: Educational Assessment and Programs: Autism Spectrum Disorders

Credits 3
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.

SED/ASD 620: Educational Assessment and Programs: Autism Spectrum Disorders

Credits 3
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.

SED/ASD 640: Collaboration and Coordination: Autism Spectrum Disorders

Credits 3
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.

SED/ASD 640: Collaboration and Coordination: Autism Spectrum Disorders

Credits 3
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.

SED/ASD 680: Field Experience and Seminar I: Working with Students with Autism Spectrum

Credits 3
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.

SED/ASD 680: Field Experience and Seminar I: Working with Students with Autism Spectrum

Credits 3
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.

SED/ASD 690: Field Experience and Seminar II: Working with Students with Autism Spectrum

Credits 3
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.

SED/ASD 690: Field Experience and Seminar II: Working with Students with Autism Spectrum

Credits 3
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.

SED/PSY 566: Assessment of Special Learning Needs of Children and Adolescents

Credits 3
In this course, students gain knowledge of both formal and informal assessment of students with special learning needs using a systematic and comprehensive approach. They examine frequently used diagnostic assessment tools in areas of physical, cognitive, language, social, and emotional development. Emphasis is placed on those assessment strategies that yield objective data regarding individual skill repertoires and learning characteristics, thereby providing a basis for educational decision making and the preparation and evaluation of IEPs. Topics such as portfolio assessment, alternative assessment, interpretation of results of assessment, report writing, IEP preparation, and communication with families and other professionals are also included.

SED/PSY 568: Behavioral Assessment and Interventions

Credits 3
Students in this course will learn the effective use of behavioral assessment and intervention in a culturally and linguistically appropriate manner in inclusive and special education classrooms. Students will learn to administer and interpret the results of a functional behavioral assessment. They will also learn to use these results to identify, design, implement, and evaluate interventions (i.e. behavior support plans), including monitoring progress and ensuring maintenance and generalization across settings. Emphasis will be placed on individualized behavior support systems and the use of behavior management principles through the frameworks of applied behavior analysis (ABA), positive behavior supports (PBS), and practices with an evidence-base from peer-reviewed research. Additionally, students will understand the supporting roles of other disciplines and professionals, including the importance of collaboration with parents to meet the unique needs of the student in the least restrictive environment.