| |
| |
-
SPAN 579 - Advanced Spanish Grammar and Composition for the Professions
3 Credits
For native, heritage and strong non-native speakers of Spanish whose goal is refining and perfecting written Spanish for professional uses in the Latino communities, and for professional research. Includes important grammatical and lexicological points, translation problems, reviews and comments on readings, and writing projects according to the individual interests of students. If students are uncertain whether they have sufficient oral, reading or written proficiency in Spanish to succeed in the class, they should consult with the instructor no later than the day after the first class.
|
| |
-
SPEC 217 - Teaching Students with Mild Disabilities
3 Credits
This course examines the academic and social learning characteristics of children with mild disabilities with a focus on contemporary practices in identification and educational planning. Emphasis on inclusionary settings and K-12 students with mild disabilities in the diverse, general education classroom. Includes study of students with special gifts and talents. Field study required.
|
| |
-
SPEC 218 - Teaching Students with Significant Disabilities
3 Credits
Examines the physical, intellectual, sensory, health, and social/emotional characteristics of students with moderate to severe disabilities. Emphasis on research-based interventions that promote full participation in school, home and community life. Field study required.
|
| |
-
SPEC 237 - Exceptional Children
3 Credits
The growth and development of exceptional children, including children who are gifted and talented and those who may require special education. Examines methods for identifying, planning for, and working effectively with such children in a regular classroom. Field study required.
Prerequisite(s): PSYC 100 - Introductory Psychology is recommended
|
| |
-
SPEC 265 - The Elements of Teaching
3 Credits
This course provides an introductory look at elements of teaching. Special attention will be paid to learning theories, unit and lesson planning, teaching strategies and models, differentiated instruction, and student evaluation. Additionally, this course integrates the use of related technologies and a required field study. Cross-listed with EDUC 265 - The Elements of Teaching .
|
| |
|
| |
-
SPEC 295 - Exploratory Independent Study
3 Credits
Offered by arrangement.
|
| |
|
| |
-
SPEC 345 - Curriculum and Instruction in Education
3 Credits
Principles of effective instruction for children and adolescents with special education needs presented within the curricular areas of Reading and Mathematics, Language Development and Socialization. Analysis of children’s Individualized Education Programs (IEPs) forms the basis for the design, delivery, and evaluation of unit taught in a supervised classroom setting. Practica in teaching children with disabilities required.
|
| |
|
| |
|
| |
|
| |
-
SPEC 403 - Field Experiences in Special Education
3-6 Credits
Experience in supervised agency settings dealing with exceptional children and youth.
|
| |
-
SPEC 447 - Student Teaching and Student Teaching Seminar: Students with Disabilities
9 Credits
Special Education student teaching experience required for undergraduate candidates pursuing a license in Special Education with an elementary cross-endorsement. This 10-week practical application of previously studied theory is supervised by qualified special educators in a school setting. Candidates will plan, instruct, and assess for the greatest positive impact on student learning; teach and co-teach individuals, small groups, and whole classes. They will concentrate on meeting the needs of students with at least two of the following exceptionalities: learning disabilities, intellectual disabilities, and behavioral disabilities in the least restrictive environment. They will also participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings, and in-service workshops; and attend mandatory on-campus seminars.
Prerequisite(s): Acceptance into the School of Education at least one semester prior to student teaching semester; completion of general education and licensure courses with minimum grade requirement met; Praxis II scores reported to licensure office; successful completion of student teaching application by February 1 for fall student teaching and September 15 for spring student teaching.
Corequisite(s): This course must be taken in the same semester as EDUC 430 - Practicum: Elementary .
Other: Open to seniors only. No other coursework may be taken during this semester. Fee required for Consortium students.
|
| |
-
SPEC 495 - Advanced Independent Study
1-3 Credits
Offered by arrangement.
|
| |
|
| |
-
SPEC 505 - Assistive Technology for Access to the Curriculum Special Education
3 Credits
This course is designed to assist all children in accessing the curriculum. Emphasis will be on: assistive technology definitions and the law; assistive technology and classroom modifications for vision and hearing, communication, reading, writing, math; and transitions for aiding progress in the general education setting.
|
| |
-
SPEC 511 - Language Development and Emergent Literacy
3 Credits
Language acquisition and emergent literacy from birth through five; relation between views of development and intervention techniques; roles of parents, teachers, and clinicians in language and early literacy development; sampling and analysis of language data; use of play in enhancing both normal and delayed language development; process of second language learning; implications of language delay and second language learning. Cross-listed with ECSE 520 - Language Development .
|
| |
|
| |
-
SPEC 513 - Assessment: Birth to Kindergarten
3 Credits
Screening and assessment of young children who are developing typically, at risk, or who have special needs. Emphasis on a collaborative family/ professional process designed to document health and developmental needs and plan developmentally and contextually appropriate individualized programs. Includes data gathering using a variety of devices and strategies, interviewing techniques, integration, and communication of findings. Cross-listed with
|
| |
-
SPEC 516 - Exceptional and At-Risk Children in Today’s Schools
3 Credits
The development of children with disabilities and those identified as gifted and talented. Emphasizes learning and behavioral characteristics of children with disabilities within inclusionary settings. Field study required.
|
| |
-
SPEC 517 - Students with Mild Disabilities
3 Credits
This course examines the cognitive, linguistic, academic, and social-emotional characteristics of students with mild disabilities, including intellectual disabilities, learning disabilities, emotional or behavior disorders, attention disorders and autism spectrum disorders, within a response to intervention framework. Students will discuss issues in assessment, identification, and placement. Case study and fieldwork requirement. Includes study of the characteristics and needs of students with special gifts and talents. For initial teacher licensure candidates.
|
| |
-
SPEC 518 - Children with Moderate to Severe Disabilities
3 Credits
Examines the physical, intellectual, sensory, health, and social/emotional characteristics of students with moderate to severe disabilities with an emphasis on research-based interventions that promote full participation in school, home, and community life. Field study required.
|
| |
-
SPEC 524 - Instruction and Curriculum
3 Credits
Content focuses on the interactive functions of the teaching/learning process, as well as the planning, implementing, and evaluating of instruction and curriculum based upon developmentally appropriate practices. Media, technology, and the introduction of specific curricula related to substance abuse. Field study required. Strongly recommended as first methods course. Cross-listed with EDUC 524 - Instruction and Curriculum .
|
| |
-
SPEC 526 - Educational Assessment
3 Credits
This course prepares candidates to administer, score and interpret a range of criterion-referenced, norm-referenced, and curriculum-based measurement tools for the purposes of:
- Identifying students with specific learning disabilities
- Generating a series of informed educational recommendations, including goals and related objectives
- Presenting findings and recommendations to parents and professionals
The class will emphasize lecture, discussion, demonstration and practical experiences in test administration, scoring and interpretation practices.
Prerequisite(s): SPEC 517 - Students with Mild Disabilities
Corequisite(s): SPEC 540 - Research-Based Reading Interventions for Adolescents and SPEC 542 - Reading Disabilities: Connecting Assessment and Instruction
Other: This course requires supervised fieldwork and extensive outside preparation beyond class meeting time
|
| |
-
SPEC 530 - Research in Special Education
3 Credits
This course focuses on research models used in educational settings. Emphasis on interpreting and evaluating educational research and examination of current studies that are representative of the various research models. Includes applications in evidence-based practice, role of families in the educational process and effects of disability on lifelong learning. Includes development of a preliminary plan or proposal for research in the field of Special Education.
|
| |
|
| |
|
| |
-
SPEC 536 - Practicum: Special Education
4 Credits
Practicum required for graduate candidates pursuing a cross-endorsement in Special Education. This 5-week placement is under the direct supervision of qualified special educators in a school setting. Candidates plan, instruct, and assess for the greatest positive impact on student learning; teach and co-teach in areas of exceptionality; facilitate the inclusion of children in the least restrictive environment; participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings, and in-service workshops. No other coursework may be taken during this semester.
Prerequisite(s): Completion of licensure courses with minimum grade requirement met; Praxis Subject Asessment scores reported to licensure office; application received in the Student Teaching and Clinical Experiences office by February 1.
Corequisite(s): It is recommended that no other coursework be taken during this semester.
Other: No other coursework may be taken during this semester
|
| |
-
SPEC 537 - Practicum: Special Education for Licensed Teachers
4 Credits
This is the second required 5-week practicum for approved licensed educators seeking Special Education cross-endorsement. Direct supervision is provided by a qualified special educator in a school setting. Candidates plan, instruct, and assess for the greatest positive impact on student learning; teach and co-teach individuals, small groups, and whole classes with concentration on meeting the needs of students with learning disabilities, intellectual disabilities, or behavioral disabilities in the least restrictive environment; participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings, and in-service workshops. It is recommended that no other coursework be taken during this semester.
Prerequisite(s): SPEC 536 - Practicum: Special Education . Apply to the Student Teaching and Clinical Experiences office by February 1.
|
| |
-
SPEC 538 - Student Teaching and Student Teaching Seminar: Special Education (fall/spring)
6 Credits
Student teaching required for graduate candidates pursuing a license in Special Education. This 10-week practical application of previously studied theory is supervised by qualified special educators in a school setting. Candidates plan, instruct, and assess for the greatest positive impact on student learning; teach and co-teach individuals, small groups, and whole classes with concentration on meeting the needs of students with learning disabilities, intellectual disabilities, or behavioral disabilities in the least restrictive environment; participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings, and in-service workshops; attend mandatory on-campus seminars.
Prerequisite(s): Completion of general education and licensure courses with minimum grade requirement met; Praxis II scores reported to the licensure office; application to the Student Teaching and Clinical Experiences office by February 1 for fall student teaching and September 15 for spring student teaching
Corequisite(s): Must be taken in conjunction with SPEC 536 - Practicum: Special Education for Special Education licensure
Other: No other coursework may be taken during this semester. Fee required for Consortium students.
|
| |
|
| |
-
SPEC 540 - Research-Based Reading Interventions for Adolescents
3 Credits
Universal design and evidence-based practices are used to design interventions and monitor progress of students who struggle in meeting grade level expectations in vocabulary and comprehension. Individualized Education Programs (IEPs) are used to plan, differentiate, and evaluate instruction for different reading disability profiles. Course-embedded, supervised field study included.
Prerequisite(s): EDUC 507 - Developmental Reading in the Elementary School (may be taken at same time), SPEC 517 - Students with Mild Disabilities and EDUC 524 - Instruction and Curriculum
Other: Field study application required
|
| |
-
SPEC 541 - Collaborative Consultation for School Personnel
3 Credits
Focuses on current trends and issues related to collaborative planning on behalf of students with disabilities. Explores the roles and responsibilities of interdisciplinary team members in meeting the needs of diverse learners in a variety of settings. Examines co-teaching models, parent-professional partnerships and the leadership role of special educators in Response to Intervention (RTI) models. Field study required.
|
| |
-
SPEC 542 - Reading Disabilities: Connecting Assessment and Instruction
3 Credits
Focuses on the identification and remediation of reading difficulties. Candidates will be learn:
- The essential components of reading
- How to administer standardized criterion and norm-referenced curriculum based measures
- How to develop an individualized scope and sequence of instruction
- How to develop and deliver a diagnostic-prescriptive, multi-sensory, systematic and explicit series of individualized remedial reading lessons
- How to monitor and report student progress
A course-embedded, supervised field experience is required. Programming in special and general education will be considered in the development and delivery of Individualized Education Programs (IEP). Supervised practicum included.
Prerequisite(s): EDUC 507 - Developmental Reading in the Elementary School (may be taken at same time), SPEC 517 - Students with Mild Disabilities , and SPEC 524 - Instruction and Curriculum
|
| |
|
| |
|
| |
-
SPEC 545 - Seminar in Remedial Reading and Related Instructional Theory
3 Credits
Seminar for the Literacy Internship Program for licensed teachers/graduate candidates working in instructional settings with students with remedial needs. Includes instructional models for teaching remedial reading and language arts. Consideration of literary assessment and behavior management techniques. Cross-listed with EDUC 545 - Seminar in Remedial Reading and Related Instructional Theory .
Prerequisite(s): Limited to selected interns who hold a Connecticut Educator License
|
| |
-
SPEC 546 - Advanced Seminar in Writing and Related Instructional Theory
3 Credits
Advanced seminar Literacy Internship Program for working in instructional settings with students with remedial needs. Includes instructional models for teaching writing, writing assessment, and alternate approaches to reading and writing instruction. The course examines the relationship between regular education and supplemental instruction in implementing remedial programs, along with curriculum scope and sequence. Cross-listed with EDUC 546 - Advanced Seminar in Writing and Related Instructional Theory .
Prerequisite(s): SPEC 545 - Seminar in Remedial Reading and Related Instructional Theory
Other: Limited to selected interns who hold a Connecticut Educator License
|
| |
-
SPEC 547 - Practicum I: Theory into Practice
3 Credits
Part of the Literacy Internship Program. Selected interns provide direct instruction to students with remedial needs, supplemental to their regular classroom programs. Additional components are diagnostic assessment, development of prescriptive education plans, evaluation of program effectiveness, parent conferences, and teacher consultation. Fieldwork requires four and one half days per week, based on the participating school districts’ calendars. Cross-listed with EDUC 547 - Practicum I: Theory into Practice .
Other: Limited to selected interns who hold a Connecticut Educator License
|
| |
-
SPEC 548 - Practicum II: Theory into Practice
3 Credits
Other: Limited to selected interns who hold a Connecticut Educator License.
|
| |
-
SPEC 549 - Student Teaching and Student Teaching Seminar: Special Education fall/spring
12 Credits
For graduate candidates pursuing an initial license in Special Education. This 15-week practical application of previously studied theory is supervised by qualified special educators in a school setting. Candidates plan, instruct, and assess for the greatest positive impact on student learning; teach and co-teach individuals, small groups, and whole classes with concentration on meeting the needs of students with learning disabilities, intellectual disabilities, or behavioral disabilities in the least restrictive environment; participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings, and in-service workshops; attend mandatory on-campus seminars.
Prerequisite(s): Completion of licensure courses with minimum grade requirement met; Praxis Subject Asessment scores reported to licensure office; application to the Student Teaching and Clinical Experiences office by February 1 for fall student teaching and September 15 for spring student teaching.
Other: No other coursework may be taken during this semester. Fee required for Consortium students.
|
| |
-
SPEC 554 - Research-Based Math Interventions
3 Credits
This course focuses on intervention practices to meet the individual needs of students. Task analysis and error analysis followed by evidence-based practices are used to design mathematics interventions and monitor progress of students who show difficulty meeting grade level expectations. Curriculum based measures are used to evaluate growth, identify non-responders and determine areas of need in mathematics. Supervised practica included.
|
| |
-
SPEC 557 - Supervision under Durational Shortage Area Permit I (DSAP)
3 or 6 Credits
Required of any student enrolled in a USJ teacher licensure program and employed in a public school under a Durational Shortage Area Permit (DSAP) or employed in a non-public school and who has not previously student-taught. A supervisor from USJ is provided to observe and assess classroom teaching. Students who successfully complete this course and have a minimum of 10 months of documented successful classroom practice may apply for a waiver of student teaching. Seminar attendance is required.
|
| |
-
SPEC 558 - Supervision under Durational Shortage Area Permit II (DSAP)
3 or 6 Credits
Required of any student enrolled in a USJ teacher licensure program and employed in a public school under a Durational Shortage Area Permit (DSAP) or employed in a non-public school and who has not previously student-taught. A USJ supervisor will observe and assess classroom teaching. Students who have successfully completed this course and have a minimum of 10 months of documented successful classroom practice may apply for a waiver of student teaching.
Prerequisite(s): SPEC 557 - Supervision under Durational Shortage Area Permit I (DSAP)
|
| |
-
SPEC 561 - Autism: Behavioral Interventions
3 Credits
This course will examine the factors that contribute to behaviors demonstrated by students with Autism Spectrum Disorders, and the coordinating best practices for analyzing student behavior, developing intervention plans, and evaluating the effectiveness of these plans.
Prerequisite(s): IABS 560 - Autism: Nature and Characteristics
|
| |
-
SPEC 562 - Autism: Communication and Technology
3 Credits
This course is designed to help meet the complex communication needs of students with Autism Spectrum Disorders. Emphasis will be on: augmentative alternative communication; the use of visuals; behavior as communication; assistive technology for communication, reading and writing; play; joint attention and classroom modifications for facilitation of progress in the general education setting.
Prerequisite(s): IABS 560 - Autism: Nature and Characteristics
|
| |
-
SPEC 566 - Autism: Sensory and Motor Issues
3 Credits
This course will provide the student with an understanding of sensory processing and motor challenges that many individuals with ASD experience. Participants will learn strategies to incorporate into their students’ classroom environments to promote participation and maximize skill acquisition. Course participants will also define the roles of extended service providers. Instruction will be provided through lecture, coursework, case review and applied assignments.
Prerequisite(s): IABS 560 - Autism: Nature and Characteristics and IABS 563 - Autism: Assessment
|
| |
|
| |
|
| |
|
| |
|
| |
-
SPEC 579 - Teaching Mathematics to Students with Disabilities
3 Credits
This course focuses on inclusionary and intervention practices to meet the learning needs of special education and at-risk students who struggle to meet grade level expectations in mathematics, grades K-12. Course expectations include development of targeted math instruction based on Common Core Standards and error analysis. Candidates deliver math intervention lessons to students identified with specialized needs in elementary, middle or secondary schools.
Prerequisite(s): SPEC 524 - Instruction and Curriculum
|
| |
-
SPEC 580 - Field Experience
3 Credits
On-site, independent study on the practical aspects of program and curricula development. Seminars and plan of study tailored to the needs and interests of the individual participants. Includes on-site consultations by the course instructor. Cross-listed with EDUC 580 - Field Experience .
|
| |
-
SPEC 582 - Exceptional Adolescents
3 Credits
The characteristics and needs of exceptional adolescents. Emphasis on how physical, sensory, and intellectual impairments affect psychological/social adjustment and academic achievement. Stresses modification of instruction, classroom, and behavioral management techniques appropriate to inclusionary practices. Field study required.
|
| |
-
SPEC 590 - Special Topics
1-3 Credits
Special topics courses offered periodically by the department. See Course Search in MyUSJ for description of current offerings. No more than six credits in special topics may be applied to a master’s degree program in Special Education.
|
| |
-
SPEC 593 - Comprehensive Exam: M.A. in Education, Special Education with ASD
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams online. Before registering for the course, students must apply to complete the exam and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
SPEC 594 - Comprehensive Exam: M.A. in Education, Special Education
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams online. Before registering for the course, students must apply to complete the exam and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
SPEC 596 - Independent Study/Research
1-3 Credits
Students select topic or project to pursue through independent or small group work.
Prerequisite(s): Application forms for independent study/research are available in the Graduate Studies Program office and must be approved by the project advisor, department chair, and dean of the school.
|
| |
-
SPEC 598 - Thesis I
3 Credits
By arrangement. Guidelines available at Graduate Studies office and must be approved by the project advisor, student’s advisor, department chair, and dean.
Prerequisite(s): Approval of advisor and school dean
|
| |
-
SPEC 599 - Thesis II
3 Credits
By arrangement. Guidelines available at Graduate Studies office and must be approved by the project advisor, student’s advisor, department chair, and dean.
Prerequisite(s): Approval of advisor and dean
|
| |
-
SPST 200 - Athletic Injury Care and Prevention
3 Credits
The study of emergency care techniques, basic injury prevention and evaluation. Basic techniques for injury prevention and rehabilitation of injuries are examined and practiced.
|
| |
-
SPST 202 - Exercise Physiology
3 Credits
Study of the basic concepts of nutrition, energy, and systems of energy transfer and use in exercise and training. Focus on applications considers energy capacity enhancement, exercise performance and environmental stress, body composition, and energy balance.
|
| |
|
| |
-
SPST 300 - Sports Law
2 Credits
An introduction of the legal issues specific to organized athletics. Provides coaches with the basic knowledge of their legal responsibilities in the performance of their duties. Current legal cases researched and analyzed. Offered as a Directed Study.
|
| |
-
SPST 380 - Practical Topics in Coaching
3 Credits
An overview of the principles and concepts of coaching adolescents. Provides basic knowledge of the psychological, legal, and medical aspects of coaching. The satisfactory completion of this course, along with a valid CPR and First Aid card, enables students to obtain a coaching permit in Connecticut.
|
| |
-
SPST 400 - Principles of Coaching
3 Credits
The role of the coach and the coach’s application of principles and concepts, including the development of coaching philosophy, psychological and motivational concepts for individuals and teams. Emphasis on coaching ethics, practice, game organization, parental and community strategies, and the comprehension of issues and problems associated with coaching.
|
| |
|
| |
-
WMST 120 - Women in Society
3 Credits
A foundations class for students interested in Women’s Studies as a major or as an issue. Students study an overview of the interdisciplinary and global issues from a women’s studies theoretical perspective. A feminist analysis of the cultural and social history of women forms a basis for the course. Offered every spring. (LAS) (WR) (WS)
|
| |
-
WMST 230 - Feminist Theories
3 Credits
A feminist perspective on the current debates in theory and different theoretical approaches applied to the study of women and gender: cultural, essentialist, liberal, socialist, womanist, among others. Students develop their own theories or identify which fits their values and beliefs the most. Cross-listed with POLS 231 - Feminist Theories . (LAS) (WR) (WS)
|
| |
-
WMST 250 - Psychology of Women
3 Credits
An introduction to the major theories and concepts of the psychology of gender through examination of classic and contemporary research on gender roles, stereotyping, and discrimination. Examines sex differences in development with a special emphasis on women’s intellectual development. Cross-listed with PSYC 250 - Psychology of Women . (LAS) (WS)
|
| |
-
WMST 265 - Women in the World Economy
3 Credits
Locating women in the web of economy, whether in a rich industrial economy or a developing economy. Women as significant economic actors whose status is determined by control over resources, work conditions and the products of labor. Investigates how economic systems and colonization affect gender relations. Cross-listed with ECON 265 - Women in the World Economy . (LAS) (GI) (WS)
|
| |
-
WMST 295 - Exploratory Independent Study
1-3 Credits
Students propose research topics, working with faculty guidance.
|
| |
-
WMST 350 - Internship
1-6 Credits
Theory into practice in an internship with an organization that deals directly with issues pertaining to women’s lives. Examples of possible placements: The Connecticut Permanent Commission on the Status of Women; My Sister’s Place, a battered women’s shelter; YWCA; Interval House, which works on domestic abuse issues.
|
| |
-
WMST 400 - Women’s Studies Seminar
3 Credits
An in-depth study of a particular topic depending on the professor’s specialty, such as the grassroots women’s economic groups in the two-thirds world, the Suffrage Movement in Britain and the United States, feminist literary theories, or Virginia Woolf. A research paper implementing a theoretical analysis from a Women’s Studies methodology is required.
|
| |
-
WMST 495 - Women’s Studies Advanced Independent Study
1-6 Credits
Further development of faculty-guided research on topics students propose.
|
| |
-
WMST 499 - Senior Coordination
3 Credits
Students conduct and write a research project related to their interest, implementing theoretical and analytical Women’s Studies methods. Addresses larger areas of research that are especially linked to women: the study of nontraditional arts made by women, for example, quilting, letters, diaries, pottery; the study of female groups and relationships; female psychology and cultures; birthing and child-rearing; woman’s lifecycle.
|
| |
Page: 1 <- Back 10 … 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
|
Print this Page