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Framingham State University

 

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Summer 2012
Apr 20, 2014
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Information Select the Course Number to get further detail on the course. Select the desired Schedule Type to find available classes for the course.

SPED 905 - Creating and Sustaining Positive Secondary Learning Environments
Designed to develop a framework for creating and sustaining positive school and classroom learning environments in middle and high schools through the use of a positive behavior support system. Participants examine factors contributing to positive classroom and school environments and identify causes or risk factors for the development of challenging behaviors. They examine the purpose and structure of the functional behavior assesment (FBA), and they develop skills in collecting behavioral information and using the data to plan primary and secondary level interventions. Participants examine behavorial expectations in cultural contexts different from their own and/or their schools' and analyze the implications for developing behavior interventions and teaching social skills.
1.000 Credit hours
4.000 Lecture hours

Levels: Graduate, Non-Matriculated, Post-Baccalaureate
Schedule Types: Lecture

Interdepartmental Department

SPED 906 - Creating Positive Environments II

1.000 Credit hours
4.000 Lecture hours

Levels: Graduate, Non-Matriculated, Post-Baccalaureate
Schedule Types: Lecture

Interdepartmental Department

SPED 924 - Special Education in the Regular Classroom
Examines the theories and treatment of students with special needs in the regular classroom. Included are major theories, current research, analysis of model programs, diagnoses, materials, strategies and multi-disciplinary factors.
1.000 Credit hours
4.000 Lecture hours

Levels: Graduate, Non-Matriculated, Post-Baccalaureate
Schedule Types: Independent/Directed Study, Lecture

Interdepartmental Department

SPED 937 - Connecting Mathematical Concepts and Teaching
Designed for teachers to investigate the major mathematical concepts and content found in the Massachusetts Mathematics Curriculum Framework, in order to improve their understanding and recognition of connections within the mathematical curriculum. By analyzing classroom cases, participants learn to identify mathematical concepts with which students struggle. Teachers improve their ability to communicate mathematical ideas to students.
1.000 Credit hours
4.000 Lecture hours

Levels: Graduate, Non-Matriculated, Post-Baccalaureate
Schedule Types: Independent/Directed Study, Lecture

Interdepartmental Department

SPED 944 - Practicum in Moderate Disabilities: Grades PreK-8
For students seeking the Teacher of Students with Moderate Disabilities PreK-8 license. A 300 hour experience in grades PreK-8, 75 hours of which must be completed in an inclusive, general education setting. The remaining 225 hours may be completed in an inclusive, general education setting or in a separate or substantially separate setting for students with moderate disabilities. Students secure their own placement site(s), which must be approved by the College. Permission of the Program Coordinator and Associate Dean are required. Application must be submitted a minimum of three months prior to the semester the student wants to enroll in the practicum. Prerequisites:Submission of evidence of passing scores on all MTEL tests required for the PreK-8 license prior to the first day of the practicum; completion of all special education concentration courses or enrollment in final concentration course concurrently with the practicum.
1.000 Credit hours
4.000 Lecture hours

Levels: Graduate, Non-Matriculated
Schedule Types: Independent/Directed Study, Lecture, Eductn Practicum/Intrnship

Education Department

SPED 945 - Practicum in Special Needs: Grades 5-12
For students seeking the Teacher of Students with Moderate Disabilities, Grades 5-12 license. A 150 hour experience in grades 5-12, 75 hours of which must be completed in an inclusive, general education setting. The remaining 75 hours may be completed in an inclusive, general education setting or in a separate or substantially separate classroom setting for students with moderate disabilities. Students secure their own placement site(s), which must be approved by the College. Permission of the Program Coordinator and Associate Dean are required. Application must be submitted a minimum of three months prior to the semester the student wants to enroll in the practicum. Prerequisites:Submission of evidence of passing scores on all MTEL tests required for the 512 license prior to the first day of the practicum; completion of all special education concentration courses or enrollment in final concentration course concurrently with the practicum.
1.000 Credit hours
4.000 Lecture hours

Levels: Graduate, Non-Matriculated
Schedule Types: Independent/Directed Study, Lecture, Eductn Practicum/Intrnship

Education Department

SPED 956 - Curriculum Development and Modification
Examines various curriculum designs to determine realistic goals for students with different learning styles. Classroom structure and design, cooperative learning, peer tutoring, social skills coaching, alternative communication approaches, and team teaching are strategies that are explored. Emphasis is placed on collaborative planning of curriculum units (academic, vocational, life skills), by the interdisciplinary team that address the needs and strengths of each student. Students develop curriculum units, conduct field tests, evaluate and modify their plans. This course includes a required pre-practicum field-based experience of 25 hours in a public school or other approved educational setting. Prerequisite: SPED 962 Developmental Patterns of Children with Special Needs. Open to matriculated graduate students or by permission of the special education program coordinator.
1.000 Credit hours
4.000 Lecture hours

Levels: Graduate
Schedule Types: Independent/Directed Study, Lecture

Education Department

SPED 960 - Assessment of Learning Problems
Observation, recording and analysis of children's behaviors through culturally sensitive formal and informal assessments. Diagnostic tests in areas of cognitive, affective, psychomotor and social development, and approaches such as archival research, the development of narrative reports, and portfolio assessment techniques are used. Collaboration with other professionals to develop a comprehensive assessment of the student's abilities is an integral part of the course. Translation of results into meaningful educational practice is stressed. This course includes a required pre-practicum field-based experience of 25 hours in a public school or other approved educational setting. Prerequisite:SPED 962 Developmental Patterns of Children with Special Needs. Open to matriculated graduate students or by permission of the special education program coordinator.
1.000 Credit hours
4.000 Lecture hours

Levels: Graduate
Schedule Types: Independent/Directed Study, Lecture

Education Department

SPED 962 - Developmental Patterns of Children with Special Needs
Reviews the developmental sequence from birth through adulthood with emphasis on understanding various pervasive and developmental delays and disabilities. Appropriate educational planning that supports the cognitive, linguistic, social/emotional and physical growth of students in an integrated setting will be examined. Particular emphasis is placed on the interdisciplinary team approach that supports collaboration between the general education classroom teacher and other personnel to provide an appropriate program for students with special needs. This course includes a required pre-practicum field-based experience of 25 hours in a public school or other approved educational setting.
1.000 Credit hours
4.000 Lecture hours

Levels: Graduate, Non-Matriculated
Schedule Types: Independent/Directed Study, Lecture

Education Department

SPED 963 - Behavior and Classroom Management
Designed to familiarize students with management strategies including behavior and psychodynamic approaches appropriate for classroom implementation as well as home-school behavior management. Many theories are explored with provisions for teachers to select options in order to meet the individual needs of students in a small and large group setting. Class participants learn how outside agencies can be utilized to affect student behavior. Focus is on systematic data collection, objective reporting, and various methods of reinforcement to elicit appropriate behavior. Prerequisite: SPED 962 Developmental Pattern of Children with Special Needs. Open to matriculated graduate students or by permission of the special education program coordinator.
1.000 Credit hours
4.000 Lecture hours

Levels: Graduate
Schedule Types: Independent/Directed Study, Lecture

Education Department

SPED 964 - Collaborative Educational Planning
Preparation and review of individual educational plans to comply with existing federal legislation, state laws, and eligibility guidelines. Exemplary practices including in-class delivery of special services are addressed. Students identify appropriate resources and agencies for effective collaboration including those necessary to facilitate a smooth transition to adult services. Prerequisite: SPED 960 Assessment of Learning Problems. Open to matriculated graduate students or by permission of the special education program coordinator.
1.000 Credit hours
4.000 Lecture hours

Levels: Graduate
Schedule Types: Independent/Directed Study, Lecture

Education Department


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