X.SPED-416 Interventions for Behavior and Classroom Management

Spring. Credits: 1

In this course students will review research, theories, and practices for responding to challenging behavior. Topics will include establishing effective rules and procedures, classroom-and school-wide behavior management systems, and approaches for addressing individual student behavior and developing relationships with children and support professionals to improve behavior across settings.

Applies to requirement(s): Meets No Distribution Requirement
E. Casioppo
Restrictions: This course is offered for graduate students only.

X.SPED-421 Assistive Technology for Special Education

Fall. Credits: 1

This course provides an introduction to teaching with technology and, more specifically, how assistive technologies can be used by individuals with disabilities, PreK-12, to enhance the teaching and learning experience. Students will have the opportunity to explore a range of devices, applications, software, etc. that enhance access to academic and non-academic learning in schools. Course assignments will help students develop an understanding of how to assess student assistive technology needs, employ and monitor interventions, and improve teaching through the use of technology.

Applies to requirement(s): Meets No Distribution Requirement
A. Osborne
Restrictions: This course is offered for graduate students only.

X.SPED-422 Practicum Seminar: Teaching and Learning for Moderate Disabilities Licensure PreK-8

Spring. Credits: 4

During seminar students will discuss the teaching of children PreK-8 with mild and moderate disabilities in school settings, review research-based models of instruction, and engage in dialogue with professionals regarding numerous aspects of teaching and student learning. Topics covered include: preparing and implementing IEPs, designing and modifying curriculum, use of assistive technology, developing a positive classroom climate and addressing challenging behavior, collaboration with other agencies, and the legal regulations governing special education. In addition, seminars will include discussion of best practices for educating English language learners and for developing effective communication between home and school.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby, C. Swift
Restrictions: This course is limited to Mount Holyoke MAT students only

X.SPED-423 Student Teaching in Inclusive and Substantially Separate Classrooms for Students PreK-8 with Moderate Disabilities

Spring. Credits: 10

Teacher Candidates (TC) undertake full-time supervised student teaching for 15 weeks in PreK-8 classrooms for students with Mild/Moderate Disabilities. The student teaching comprises over 500 hours of a mentored experience, two-thirds of which will occur in inclusive settings and one-third in a substantially separate setting, to satisfy the state requirements for licensure. Evaluation of performance is determined by on-site visits, written assignments, and successful completion of the course is verified based on satisfactory submission of the CAP requirements for licensure preparation.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only
Advisory: Students may only register for X.SPED-423 if concurrently taking X.SPED-422.
Notes: This course is graded on a credit/no credit basis.

X.SPED-426 The Inclusive Classroom

Spring. Credits: 2

This course surveys the etiology, diagnosis, and remediation of learning differences including dyslexia, attention deficit disorder, autism, as well as factors that influence a child's readiness to learn. Students present, discuss, question, and exchange ideas that contribute to an overall understanding of special education in the field. With an emphasis on inclusion in schools, students explore the impact of current policies, assessments, and practices. Students will have the opportunity to examine and practice applying interventions and approaches that support student engagement and prosocial behavior. The focus is on adapting the learning environment, classroom structures, and teaching approach so that all children, regardless of learning strengths and needs are supported to reach their potential and achieve meaningful goals.

Applies to requirement(s): Meets No Distribution Requirement
G. Bass, A. Dixon
Restrictions: This course is limited to Mount Holyoke MAT, MATM, and MATL students only

X.SPED-431 Student Teaching in Inclusive and Substantially Separate Classrooms for Students Grades 5-12 with Moderate Disabilities

Spring. Credits: 10

Teacher Candidates (TC) undertake full-time supervised student teaching for 15 weeks in Grades 5-12 classrooms for students with Mild/Moderate Disabilities. The student teaching comprises over 500 hours of mentored experience, two-thirds of which will occur in inclusive settings and one-third in a substantially separate setting, to satisfy the state requirements for licensure. Evaluation of performance is determined by on-site visits, written assignments, and successful completion of the course is verified based on satisfactory submission of the CAP requirements for licensure preparation.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only
Advisory: Students may only register for X.SPED-431 if concurrently taking X.SPED-433.
Notes: This course is graded on a credit/no credit basis.

X.SPED-433 Practicum Seminar: Teaching and Learning for Moderate Disabilities Licensure 5-12

Spring. Credits: 4

During seminar students will discuss the teaching of children grades 5-12 with mild and moderate disabilities in school settings, review research-based models of instruction, and engage in dialogue with professionals regarding numerous aspects of teaching and student learning. Topics covered include: preparing and implementing IEPs, designing and modifying curriculum, use of assistive technology, developing a positive classroom climate and addressing challenging behavior, collaboration with other agencies, and the legal regulations governing special education. In addition, seminars will include discussion of best practices for educating English language learners and for developing effective communication between home and school.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is limited to Mount Holyoke MAT students only

X.SPED-436 Exceptional Learners Internship I

Fall and Spring. Credits: 1 - 4

Students pursuing an additional license are expected to complete a supervised field experience of at least 150 hours in an approved public school classroom within the licensure area pursued. Placements may be located within or outside of western Massachusetts. In addition to the field experience component, students attend regular course meetings. Reading and writing assignments are an opportunity to learn more about tracking student development, advocacy, utilizing action research as a tool for professional development and collaboration, and leveraging an additional license on the job market.

Applies to requirement(s): Meets No Distribution Requirement
R. Hornsby
Restrictions: This course is offered for graduate students only.
Notes: Credit/no credit grading.

X.SPED-441 Differentiated Instruction for Diverse Learners

Credits: 2

This course will address the design and modification of curriculum, instructional materials, and general education classroom environments for students with moderate disabilities. Students will learn ways to prepare and maintain students with disabilities to succeed in general education classrooms, to monitor academic and behavioral progress, and to make instructional decisions accordingly. Students will experiment with a variety of technological tools for teaching PreK-12 such as applications and web-based tools for student engagement and progress monitoring. Coverage will include instruction on assistive technology, including AAC, to support students with disabilities to learn in the least restrictive environment.

Applies to requirement(s): Meets No Distribution Requirement
E. Casioppo
Restrictions: This course is offered for graduate students only.

X.SPED-447 Assessment and Instruction for Exceptional Learners

Fall. Credits: 3

In this class, students will examine legal policies and ethical principles of measurement and assessment related to special education referral, eligibility, and placement for individuals with exceptionalities, including those from culturally and linguistically diverse backgrounds. Through course activities students learn to: administer psychoeducational and achievement tests; explore formal and informal assessments that minimize bias; interpret results and use data to guide educational decisions for individuals with exceptionalities; make collaborative, data-based decisions with and about learners; monitor the learning progress of individuals with exceptionalities.

Applies to requirement(s): Meets No Distribution Requirement
L. Nunes
Restrictions: This course is offered for graduate students only.

X.SPED-471 Legal Perspectives in Special Education

Credits: 1

This course will review state and federal laws and regulations that represent the requirements for special education. Participants will be introduced to concepts including educational terminology for students with mild to moderate disabilities; preparation, implementation, and evaluation of Individualized Education Programs (IEPs); review of federal and state laws and regulations pertaining to special education and the history of special education.

Applies to requirement(s): Meets No Distribution Requirement
K. Carriere
Notes: The class will include (hybrid: virtual or in-person) weekly synchronous meetings as well as asynchronous learning modules that students will complete independently.

X.SPED-481 Special Education Law: Transitions, Collaboration, and Applications

Credits: 3

This online course will review the state and federal laws and regulations that govern special education and their implications, including preparation and evaluation of Individualized Education Programs (IEPs), transition services and services provided by other agencies, strategies for building and maintaining collaborative partnerships with team members, the role of families in advocacy and planning, and cultural variables that influence school culture and accessibility.

Applies to requirement(s): Meets No Distribution Requirement
K. Carriere
Notes: The class will include (hybrid: virtual or in-person) weekly synchronous meetings as well as asynchronous learning modules that students will complete independently.

X.SPED-495 Independent Study

Fall and Spring. Credits: 1 - 4

Students enrolled in this course collaborate with the instructor to further their learning in teacher leadership through advanced independent research or an academic project on a specific topic that is distinct from existing course offerings within the MATL program of study. Together they outline a series of academic activities and unique work products that the student generates throughout the semester to demonstrate learning. Some examples include: conducting in-depth research, developing programs or curriculum related to instructional leadership, mentoring, and coaching, writing comprehensive papers for presentation and/or publication in education journals.

The department
Restrictions: This course is offered for graduate students only.
Instructor permission required.
Notes: In fall, spring, and full summer terms, this independent study may range from 1 to 4 credits. In January and partial summer terms (Summer 1, Summer 2), this independent study may range from 1 to 2 credits.