Special Education
Paul Nochelski, S.J, Chair; Ellen M. Hamm, Program Director.
The Graduate Special Education program places a strong emphasis on content, research, and applied practice as a means to produce highly qualified educational professionals. Courses in the graduate program provide a thorough analysis of research-based interventions and their application in the classroom. Program requirements include three phases of study. First, core classes provide a solid foundations relevant to all areas of special education. Next, an area of concentration provides in-depth study in one area of disability. Areas of concentration include Mild Disabilities (childhood), Emotional and Behavioral Disorders (childhood), Autism Spectrum Disorders/Multiple Disabilities (childhood), and Adolescence. Finally, the professional seminar and practica requires practicum experience and presentation of student research.
Students must complete SPE 560, 565, 570, 580, 585, 590 and all concentration classes with practica requirements before registering for the Professional Seminar and Practica. Students must complete all core and concentration classes before registering for Student Teaching.
Special Education
The following core/practicum courses are required of all candidates:
| SPE 560 | Psychological and Educational Implications of Disability | 3 |
| SPE 565 | Research Methods in Special Education | 3 |
| SPE 570 | Standards Based Assessment | 3 |
| SPE 580 | Classroom Management | 3 |
| SPE 585 | Differentiated Instruction Across the Standards | 3 |
| SPE 644 | Collaborative Practices on a Transdisiplinary Team | 3 |
In addition, candidates for the M.S. in education-special education must select one of the following concentrations and complete the designated required courses:
Special Education: Adolescence Concentration:
| SPE 610 | Analysis of Adolescent Development & the Implications of Disability | 3 |
| SPE 611 | Remedial Strategies for Teaching Reading in the Adolescent Classroom** | 3 |
| SPE 612 | Remedial Strategies for the MST Curriculum in the Adolescent Classroom** | 3 |
| SPE 613 | Remedial Writing in Adolescent Classroom** | 3 |
| SPE 614 | Adapting the Social Studies Curriculum in the Adolescent Classroom** | 3 |
| SPE 649 | Transition Issues Adolescents with Disabilities | 3 |
*Each course so designated includes 20 hours of field work.
Special Education: Chilhood Concentration
Concentration I: Mild Disabilities
| SPE 620 | Mild Disabilities: Etiology and Research Based Interventions | 3 |
| SPE 621 | The Reading Process for Students with Mild Disabilities** | 3 |
| SPE 622 | Adapting the Math, Science and Technology Curriculum in the Childhood Classroom** | 3 |
| SPE 623 | Remedial Writing in the Childhood Classroom** | 3 |
| SPE 634 | Adapting the Social Studies Curriculum in the Childhood Classroom** | 3 |
| SPE 639 | Therapeutic Approaches for Disruptive Behavior | 3 |
Concentration II: Behavioral/Severe Disabilities
6 courses: must include a total of 80 field placement hours
| SPE 634 | Adapting the Social Studies Curriculum in the Childhood Classroom** | 3 |
| SPE 630 | Emotional and Behavioral Disorders: Etiology and Research Based Interventions | 3 |
| SPE 631 | Reading and Writing Process for Students with Emotional Disabilities** | 3 |
| SPE 622 | Adapting the MST Curriculum in the Childhood Classroom** | 3 |
| SPE 639 | Therapeutic Approaches for Disruptive Behavior | 3 |
| SPE 653 | Behavior Management and Principles of Applied Behavioral Analysis** | 3 |
| SPE 650 | Autism Spectrum Disorders; Analysis of Causes and Research Based Interventions** | 3 |
| SPE 651 | Communication & Social Development of Students with Autism Spectrum Disorders** | 3 |
| SPE 649 | Transition Issues for Adolescents with Disabilities | 3 |
| SPE 652 | Functional Curriculum for Students with Severe Disabilities and ASD** | 3 |
**Each course so designated includes 20 hours of field experience.
| SPE 698 | Professional Seminar and Practicum | 3 |
field experience for non-certified candidates; 25 hours of field experience for candidates already certified in childhood; Zero hours if certified in Special Education-must complete Thesis)
| SPE 699 | Student Teaching: Special Education | 12 |
| TOTAL 51 |
Students entering the program without prior certification will take the following three additional courses:
Childhood Level:
| EDR 502 | Foundations of Literacy Instruction | 3 |
| EDCH 540 | Childhood Learning & Development | 3 |
| EDCH | Methods Course | 3 |
Adolescent Level:
| EDR 502 | Foundations of Literacy Instruction | 3 |
| EDAD 555 | Human Growth & Development: Adolescence | 3 |
| EDAD 517 | Teaching Strategies: Adolescence | 3 |
The three Childhood Special Education concentrations also meet New York State teacher certification academic requirements for the Professional Certificate. Those candidates who do not possess the initial certificate must also complete Student Teaching.
Required Certification Exams for Initial Certification (NYSTCE):
Students with Disabilities (Grades 1-6) —
LAST: Liberal Arts and Science Test
ATS-W: Assessment of Teaching Skills-Written Elementary
CST: Content Specialty Test-(Students with Disabilities)
Other Certification Requirements:
- Fingerprinting
- Child Abuse Seminar
- Prevention of School Violence Seminar
Program Credit Hours:
Candidates already certified in elementary OR adolescence education seeking special education certification will take a total of 45 credit hours.
(18 core + 18 concentration + 3 professional seminar + 6 student teaching)
Candidates with initial certification in special education will take a total of 39 credits.
(18 core + 18 concentration + 3 methods course)
Candidates seeking special education/childhood certification or special education/adolescence certification will take a total of 60 credits.
(18 core + 18 concentration + 3 professional seminar + 12 student teaching + 9 teacher education courses)
COURSES 2006-2008
SPE 560 Psychological and Educational Implications of Disability 3
Provides an overview of Special Education including legal, social and historical foundations. Definitions, causes, psychological and behavioral characteristics of disabilities outlined in the Individuals with Disabilities Education Act are addressed. Emphasis is placed on empirical data relating to assessmentprocedures, multicultural issues, family involvement, employment opportunities, and the referral process.
SPE 565 Research Methods in Special Education 3
Addresses research designs including qualitative and quantitative methodologies. Emphasizes issues of sampling, measurement, reliability, validity and the ethics of human subjects. Provides a critical analysis of research addressing the implications of disabilities. Development of a scholarly research proposal serves as the framework for subsequent data collection throughout the concentration courses.
SPE 570 Standards Based Assessment 3
Addresses the empirical basis of test construction and assessment including standardized tests, curriculum based assessment, criterion-referenced assessment, and alternative methods of evaluation.
Monitoring student performance as it relates to NYS standards including academic, management, social, and physical abilities. Test modifications, IEP development, and multicultural issues will be highlighted.
SPE 580 Classroom Management 3
Provides an overview of classroom interventions supported by research. Managing group and individual behavior and promoting positive social skills are addressed. The importance of a multidisciplinary team approach to school-home collaboration, functional behavioral assessments, and behavioral intervention plans is highlighted. Systematic data collection procedures to determine intervention effectiveness are emphasized.
SPE 585 Differentiated Instruction Across the Standards 3
Focuses on methods of instruction appropriate for students of differing abilities. Curricular adaptations are highlighted along with methods of instructional enrichment and remediation. Examines techniques that maximize student performance across content areas as addressed by the NY Standards. Models of differentiated instruction are examined for research support and best-practice standards.
SPE 590 Effective Family Collaboration 3
Addresses issues central to successful work between schools and parents. Legal issues, effective communication, family systems theory, facilitation of parent meetings, and solution-focused models of intervention are addressed. Multicultural issues, sibling issues, community resources, and general education involvement are emphasized. Research-based intervention techniques and models of communication will be emphasized.
SPE 620 Mild Disabilities: Etiology and Research Based Interventions 3
Provides an in-depth analysis of the causes, assessment procedures,and interventions proven effective for students with mild disabilities. Addresses the referral process, IEP development, assistive technology, the continuum of services and collaboration. A comprehensive review of the literature on current trends and controversial issues facing students with mild disabilities is emphasized.
SPE 621 The Reading Process for Students with Mild Disabilities 3
Provides an in-depth analysis of interventions to teach reading that are supported by research. An emphasis on assessing reading difficulties, models of instruction, and comprehensive progress reporting will provide students with the NYS ELA Standards as a framework to develop intervention. Requirements include practicum experience and active participation in research.
SPE 622 Adapting the Math, Science and Technology Curriculum in the Childhood Classroom 3
Utilizes the MST Standards as a framework to provide remedial and adaptive strategies to insure success for students with mild disabilities. Features curricular adaptations, test modifications, and models of support in the inclusive classroom. Emphasizes research supported strategies and methods to facilitate maximum student achievement. Requirements include practicum experience and active participation in research.
SPE 623 Remedial Writing in the Childhood Classroom 3
Investigates the writing process methods supported by research for students with mild disabilities. Characteristics and preferred methods for the emergent, intermediate, and advanced writer are emphasized across the content areas. Models of scoring, and criteria for grading the NY ELA are explored. Interventions supported by empirical data will be emphasized. Requirements include practicum experience and participation in research.
SPE 630 Emotional and Behavioral Disorders: Etiology and Research Based Interventions 3
Provides an in-depth analysis of the causes, assessment procedures, and interventions proven effective for students with emotional and behavioral disorders. Focuses on classroom structure, family collaboration, assistive technology, and teacher efficacy. A comprehensive review of the literature on trends and issues facing students with emotional and behavioral disorders is emphasized. Requirements include practicum experience and participation in research.
SPE 631 Reading and Writing Process for Students with Emotional Disabilities 3
Addresses literacy development across the content areas. Emphasizes research based interventions and best practices to meet te ELA Standards. An integrated approach analyzes assessment techniques, instructional models, and scoring techniques for all levels of readers and writers. Includes a thorough analysis of research to identify methods that maximize student achievement. Requirements include practicum experience and participation in research.
SPE 634 Adapting the Social Studies Curriculum in the Childhood Classroom 3
Utilizes the SOC Standards as a framework to modify and adapt curriculum and instructional approaches to maximize achievement for students with mild disabilities. Empirically based strategies for group and individual assignments, homework, and unit planning are addressed. Test modifications, higher order thinking skills, and document based questioning techniques are emphasized. Requirements include practicum experience and participation in research.
SPE 639 Therapeutic Approaches for Disruptive Behavior 3
Addresses the complex issues surrounding troublesome behavior and provides a variety of techniques grounded in research. Examines models and management strategies integrating the array of methodologies to illustrate best practice standards. A comparison of theoretical models and a detailed analysis of the research promotes best practices and collaboration with families.
SPE 640 Severe Developmental Disabilities: Analysis of Causes and Research Based Interventions 3
Provides overview of the comprehensive needs of students with severe developmental disabilities. Addresses etiology, myths, assessment, interventions, program models, and legal issues. Focuses on research based interventions, including family collaboration and assistive technology. Examines adaptive behavior issues in school, independent living, employment, community involvement, and activities of daily living. Requirements include practicum experience and participation in research.
SPE 641 Assistive Technology for Students with Severe Developmental Disabilities 3
Investigates high-tech and low-tech devices that maximize student independence and achievement. Utilizes present levels of educational performance and curricular modifications to identify potential support to offer to students with severe disabilities in the home, school, and community settings. Emphasis will be placed on strategies supported by empirical evidence. Requirements include practicum experience and participation in research.
SPE 644 Collaborative Practices on a Transdisciplinary Team 3
Investigates systems of collaboration supported by empirical evidence. Investigates the referral process, IEP development, behavioral intervention plans, and support in general education. Best practices for general and special education, counseling, occupational and physical therapy, speech pathology, and hearing and vision services are synthesized to promote the successful team approach.
SPE 650 Autism Spectrum Disorders: Analysis of Causes and Research Based Interventions 3
Provides an overview of the comprehensive needs of students with Autism and Pervasive Developmental Disabilities. Addresses etiology, myths, assessment, treatment, research-based interventions, program models, and legal issues. Focuses on clinical implications for classroom and home environments, including family collaboration and the use of assistive technology. Requirements include practicum experience and participation in research.
SPE 651 Communication and Social Development of Students with Autism Spectrum Disorders 3
Analyzes the domains of language functioning including receptive, expressive, articulation, pragmatics, and written comprehension. Typical and atypical language development are addressed with emphasis on research based intervention strategies. Generalization of social skills across contexts is highlighted with attention on cultural diversity, interpersonal awareness, and home-school communication. Requirements include practicum experience and participation in research.
SPE 652 Functional Curriculum for Students with Severe Disabilities and ASD 3
Provides an overview of New York State learning standards for students with severe disabilities. Emphasizes differentiated instruction, accommodations and modifications, assistive technology and assessment utilizing alternative performance indicators. Emphasizes research-based approaches to functional academics, adaptive behavior and life skills, social development, communication, leisure/recreation, employment, community-based instruction, and classroom management. Requirements include practicum experience and participation in research.
SPE 653 Behavior Management and Principles of Applied Behavioral Analysis 3
Provides an overview of behaviorism including classical and operant conditioning. Focuses on the principles of ABA and their application in classroom and home environments. Addresses functional behavioral assessments, behavioral intervention, skill acquisition, and data management. Examines existing research on ABA principles and effective interventions for students with behavioral challenges. Requirements include practicum experience and active participation in research.
SPE 649 Transition Issues for Adolescents with Disabilities 3
Highlights research based interventions that incorporate NY State Part 200 Regulations on transition. Addresses level-one assessment, transition IEP, family and community involvement, and outcome-based instruction. Fostering self-advocacy among students with disabilities and person-centered planning are emphasized. Service options available in education, employment, community, and adult living are explored.
SPE 698 Professional Seminar and Practicum 3
Discusses current issues in special education and highlights research findings. Includes two components: research project and practicum experience. All candidates complete the culminating research project and present findings for peer review. Those who seek certification must also complete classroom practica in addition to the research project.
SPE 699 Student Teaching: Special Education 12
Includes two placements in classrooms serving students with disabilities. Placements are appropriate with the level of certification (childhood) and in high needs schools or schools serving socio-economically disadvantaged students. Includes certification in Child Abuse Detection, Violence Prevention, and inservice in Chemical Abuse Awareness and Universal Precautions as mandated by NY State Education Department.