Special Education/Moderate Disabilities

X.MTHED-473 | Creating Accessible Mathematics Classrooms

Offered:  Fall     

Credits:  2

Description:  Supporting students with disabilities in mathematics can be enhanced by developing teachers’ mathematical content and pedagogical knowledge. This course will broaden teachers’ understanding of universal design for learning, EDC accessibility strategies, and the implementation of effective instructional routines. The course will also review the history of the disability rights movement with a lens on mathematics education and the importance of respecting neurodiversity. Studentsin the course will leave with specific skills and strategies they can implement in their own educational settings.

Restrictions: Course is open to matriculated and non-matriculated graduate students. Credit and non-credit options available.

X.SPED-416 | Interventions for Behavior and Classroom Management

Offered: January Intersession

Credits: 1

Description: 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.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.SPED-421 | Assistive Technology for Special Education

Offered: Fall  

Credits: 1

Description: 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.

Instructor permission required for all who register.

Restrictions: This course is offered for graduate students only.

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

Offered: Spring  

Credits: 4

Description: 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.

Advisory prerequisites: For MAT students pursuing special education licensure

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

Offered: Spring  

Credits: 10

Description: Teacher Candidates (TC) undertake full-time supervised student teaching from January through June in PreK-8 classrooms for students with Mild/Moderate Disabilities. The student teaching is comprised of over 600 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.

Instructor permission required for all who register.

Restrictions: This course is limited to Mount Holyoke MAT students only

Prerequisites and corequisites: Coreq: X.SPED-422.

Comments: This course is graded on a credit/no credit basis.

X.SPED-426 | The Inclusive Classroom

Description: 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.

Credits: 2

Offered: Summer 2  

Format: limited residency: online with a 5-day campus-based residency 

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

Offered: Spring  

Credits: 10

Description: Teacher Candidates (TC) undertake full-time supervised student teaching from January through June in Grades 5-12 classrooms for students with Mild/Moderate Disabilities. The student teaching is comprised of over 600 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.

Instructor permission required for all who register.

Restrictions: This course is limited to Mount Holyoke MAT students only

Prerequisites and corequisites: Coreq: X.SPED-433.

Comments: This course is graded on a credit/no credit basis.

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

Offered: Spring  

Credits: 4

Description: 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.

Restrictions: This course is limited to Mount Holyoke MAT students only

Prerequisites and corequisites: Coreq: X.SPED-431.

Advisory prerequisites: For MAT students pursuing special education licensure

X.SPED-436 | Moderate Disabilities Internship I: Student Teaching in Self-Contained Classrooms

Offered: Fall  

Credits: 2

Description: Students are expected to complete a supervised field experience of at least 60 hours in a self-contained special education classroom in a public school setting. Placements can be located within or outside of the Five College area. In addition to the field experience component, students attend three course meetings. Reading and writing assignments focus on a survey of learning disabilities, descriptions of special education programs, understanding Individuals with Disabilities Education Act policies and placement options, interpreting Individualized Education Program plans, and planning curriculum for self-contained special education classrooms.

Comments: Credit/no credit grading.

X.SPED-438 | Moderate Disabilities Internship II: Student Teaching in Inclusive and Self-Contained Classrooms

Offered: Spring  

Credits: 3

Description: Students are expected to complete a supervised field experience of at least 100 hours in an inclusive classroom in a public school setting.  Placements can be located within or outside of the Five Colleges area. In addition to the field experience component, students attend weekly course meetings. Reading and writing assignments focus on a survey of learning disabilities, descriptions of special education programs, understanding Individuals with Disabilities Education Act policies and placement options, interpreting Individualized Education Program plans, and planning curriculum for inclusive classrooms.

Comments: Credit/no credit grading.

X.SPED-441 | Differentiated Instruction for Diverse Learners

Description: 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.

Credits: 2

Offered: Summer 2  

Format: limited residency 

X.SPED-447 | Assessment and Instruction for Exceptional Learners

Offered: Fall  

Credits: 3

Description: 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.

Instructor permission required for all who register.

Restrictions: This course is limited to Mount Holyoke MAT, MAMT, and MATL students only

X.SPED-463 | Foundations of Reading: Development, Comprehension, Instruction, and Assessment

Description: Reading development, assessment, comprehension and instruction are central to the course. Through a combination of readings, lectures, & experiences, this course will provide students with the knowledge & skills to assess literacy needs and implement effective language arts instruction for all learners. The course includes a study of the writing process, with coverage of phonics, spelling, & grammar. The Massachusetts Curriculum Framework for English Language Arts and Literacy is addressed, as are all content objectives for the Foundations of Reading MTEL test required of Early Childhood, Elementary, and Moderate Disabilities (PreK-8 and 5-12) licensure candidates in the Commonwealth.

Credits: 4

Offered: Summer 1

Format: on-campus

X.SPED-471 | Legal Perspectives in Special Education

Description: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

Credits: 1

Offered: January Intersession

Format: online

Professional Development Option: Yes

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

Description: This course will review state and federal laws and regulations which governing special education and their implications, including preparation, and evaluation of Individualized Education Programs (IEPs), knowledge of 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.

Credits: 2

Offered: Summer 2  

Format: online

X.SPED-495 | Independent Study

Offered: Fall and Spring  

Credits: 1-4

Description: 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.

Instructor permission required for all who register.

Comments: 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.

Course can be repeated for credit.