May 17, 2024  
2013-2014 Course Catalog 
    
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2013-2014 Course Catalog [ARCHIVED CATALOG]

Course Descriptions

 
  

  • SPEC 495 - Advanced Independent Study

    1-3 Credits
    Offered by arrangement.
  
  

  • SPEC 510 - Growth & Development in Early Childhood

    3 Credits
    Growth and development (physical, cognitive, social, and emotional) in all children, conception to Grade 3, including those who are typically developing, those at risk, and those with mild to profound disabilities. Explores developmental theories, observational techniques, and interpretation of data. Transactions that support or impede development considered. Field study required. Cross listed with  .
  

  • SPEC 511 - Language Development & 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  
  
  

  • SPEC 513 - Assessment: Birth to Kindergarten

    3 Credits
    Screening and assessment of young children who are typically developing, 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. 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.  Issues in assessment, identification, and placement will be discussed.  Case study and fieldwork requirement.  For initial teacher licensure candidates; study of characteristics and needs of students with special gifts and talents.
  

  • SPEC 518 - Children with Moderate to Severe Disabilities

    3 Credits
    An examination of the characteristics and support requirements for students with low-incidence disabilities.  Emphasis on research-based interventions that promote full participation for people with moderate to severe disabilities in school, home, and community life.  Focus on development of practical skills for use in a variety of environments.  Topics include collaborative partnerships with families and professionals, data-based decision making, self-determination, and transition to adult 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  
  

  • 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:

    1. Identifying students with specific learning disabilities
    2. Generating a series of informed educational recommendations, including goals and related objectives
    3. Presenting findings and recommendations to parents and professionals

    Lecture, discussion, demonstration and practical experiences in test administration, scoring and interpretation practices will be emphasized.
    Prerequisite(s):

      ,   or   and  
    Other: Candidates are advised that this course requires a supervised fieldwork component 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 - Summer Practicum: Special Education

    4 Credits
    Practicum required for graduate candidates pursuing a license in special education.  This 5-week placement is under the 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 exceptionally; 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.
    Prerequisite(s): Completion of licensure courses with minimum grade requirement met; Praxis II scores reported to licensure office; application received in the Office of Student Teaching and Clinical Experiences by February 1. Corequisite(s): Must be taken in conjunction with  , 10-week student teaching or   for approved qualified licensed educators.
    Other: No other course work may be taken during this semester.
  

  • SPEC 537 - Summer Practicum: Special Education for Licensed Teachers

    4 Credits
    This is the second required 5-week practicum for approved licensed educators choosing to complete requirements over two consecutive summers. 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. 
    Prerequisite(s):  ; application to the Office of Student Teaching and Clinical Experiences by February 1.
    Other: No other course work may be taken during this semester.
  

  • 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 Office of Student Teaching and Clinical Experiences by February 1 for fall student teaching and September 15 for spring student teaching. Corequisite(s): Must be taken in conjunction with   for Special Education licensure.
    Other: No other course work may be taken during this semester. Fee required for Consortium students.
  
  
  

  • 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 treatment of reading difficulties that reflect language or learning disabilities.  Programming in special and general education will be considered in the development and delivery of Individualized Education Programs (IEP) and Individualized Reading Plans (IRP).  Students will be required to analyze a struggling reader’s performance in the essential components of reading, design and deliver an intervention plan, and monitor progress toward stated goals and objectives.  Field study required. 
  
  
  

  • SPEC 545 - Seminar in Remedial Reading and Related Instructional Theory

    3 Credits
    Seminar for the University of Saint Joseph/Literacy Internship Program for licensed teachers/graduate candidates working in instructional settings with students with remedial needs. Instructional models for teaching remedial reading and language arts are included. Consideration of literary assessment and behavior management techniques.  Cross listed with  
    Prerequisite(s): Limited to selected interns who hold a Connecticut Educator License.
  

  • SPEC 546 - Seminar in Writing and Related Instructional Theory

    3 Credits
    Advanced seminar for the University of Saint Joseph/Literacy Internship Program for working in instructional settings with students with remedial needs.  Instructional models for teaching writing, writing assessment, and alternate approaches to reading and writing instruction are included.  The relationship between regular education and supplemental instruction in implementing remedial programs is examined along with curriculum scope and sequence.  Cross listed with  
    Prerequisite(s):  
    Other: Limited to selected interns who hold a Connecticut Educator License.
  

  • SPEC 547 - Practicum I: Theory into Practice

    3 Credits
    Part of the University of Saint Joseph/Literacy Internship Program. Selected interns provide direct instruction to students with remedial needs, supplemental to their regular classroom programs. Diagnostic assessment, development of prescriptive education plans, evaluation of program effectiveness, parent conferences, and teacher consultation are additional components of this experience. Fieldwork requires four and one half days per week, based on the participating school districts’ calendars. Cross listed with  .
    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 a license in Special Education. This 16-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 II scores reported to licensure office; application to the Office of Student Teaching and Clinical Experiences by February 1 for fall student teaching and September 15 for spring student teaching.
    Other: No other course work 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 (CBM) are used to evaluate growth, identify non-responders and determine areas of need in mathematics. Field study application required.
  

  • SPEC 555 - Programs for Young Children

    3 Credits
    Programs and practices in Early Childhood Education including current issues and perspectives for the inclusion of children with disabilities, birth through grade three.  Goals of Early Childhood Education are identified; the expanding role of Early Childhood programs in the broader context of human services is examined; theoretical foundations, historical perspectives, and research findings are considered.   Field study required.  Cross listed with  
    Prerequisite(s):   or   or permission of instructor.
  

  • SPEC 560 - Autism: Nature and Characteristics

    3 Credits
    This course provides historical and current views regarding the characteristics, etiology, and prognosis of children with Autism Spectrum Disorders in schools.  In addition, issues such as diagnostic procedures, classroom structure, research-based instructional strategies, and family involvement are surveyed.  This is the first in a five-course series to prepare teachers for instructing children with autism in an inclusive as well as more restrictive environment.
    Prerequisite(s): Bachelor’s degree or teacher certification.
  

  • 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):  
  

  • 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; classroom modifications; assistive technology for communication, reading and writing; play; joint attention and classroom modifications for facilitation of progress in the general education setting.
    Prerequisite(s):  
  

  • SPEC 563 - Autism: Assessment

    3 Credits
    This course will provide advanced training in the assessment of students with Autism Spectrum Disorders (ASD).  Instruction will be presented through lecture, coursework, case review, applied assignments, and field-based experiences.  Participants will have multiple field-based experiences including observations, interviews with parents, students and educators to complete a variety of assessments with students who have ASD at ages ranging from early childhood to adolescence.
    Prerequisite(s):   and an introductory course in Special Education assessment.
  

  • SPEC 564 - Autism: Application of Instructional Strategies

    3 Credits
    This course addresses teaching methods for students with ASD.  Emphasis will be placed on designing and implementing programs utilizing assessment information from a variety of sources after the determination of measurable Individualized Education Program (IEPs) goals and objectives.
    Prerequisite(s):  
  

  • SPEC 565 - Autism: Social Interventions

    3 Credits
    This course examines the social and mental health challenges commonly associated with Autism Spectrum Disorders.  Etiology, assessment and intervention strategies will be discussed as well as their application in a variety of school and community-based settings.  Students will be required to complete assessments and develop intervention plans for individuals on the spectrum in both in-class and practicum experiences.
    Prerequisite(s):   and  
  

  • 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):   and  
  
  
  
  

  • SPEC 578 - Advanced Practicum II: Direct Service Application for Lead Interns

    3 Credits
    Part of the University of Saint Joseph/Literacy Internship Program for licensed teachers/graduate candidates participating in the second year of the two-year program.  Continued supervised experience for the advanced lead intern. A semester field assignment of four and a half days per week for interns participating in the second year of the University of Saint Joseph/Literacy Internship Program. Cross listed with  
    Corequisite(s):  
    Other: Limited to selected interns.
  

  • SPEC 579 - Children and Mathematics

    3 Credits
    A study of mathematics curriculum for elementary grades. Teaching strategies, techniques and learning activities focus on National Council of Teachers of Mathematics standards and topics, manipulative experiences, and constructivist theories. Modifications for exceptional, diverse, and at-risk children in the regular classroom are also provided.  Cross listed with  
    Prerequisite(s):   or  
  

  • 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  
  

  • 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 595 - 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 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

    3 Credits
    By arrangement. Guidelines available at the Graduate Studies Program office and must be approved by the project advisor, student’s advisor, program director and the dean of the School of Education.
    Prerequisite(s):  
  

  • SPEC 599 - Thesis

    3 Credits
    By arrangement. Guidelines available at the Graduate Studies Program office and must be approved by the project advisor, student’s advisor, program director and the dean of the School of Education.
    Prerequisite(s):  
  

  • 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 as they relate to 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 associated with coaching. The satisfactory completion of this course, along with a valid CPR and First Aid card, enables students to obtain a coaching permit in the State of 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 regarding 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 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     (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. (LAS) (GI) (WS)  Cross listed with  
  

  • WMST 295 - Exploratory Independent Study

    1-3 Credits
    Faculty-guided research on topics proposed by students.
  

  • 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.
  

  • 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 required.
  

  • WMST 495 - Women’s Studies Advanced Independent Study

    1-6 Credits
    Further development of faculty-guided research on topics proposed by students.
  

  • 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.
 

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