Moderate Disabilities

This course investigates the developmental factors and influences that impact child growth and learning for the special needs child. Identification processes of children who have special needs and the pedagogical study of clinical interventions and cognitive aids are explored to aid special education children. State regulations (Chapter 766) and Federal requirements (IDEA) will be covered in depth, as well as the creation of documentation of the Individual Education Plan (IEP).   PREREQUISITE: Enrollment in graduate education program. Pre-Practicum hours required.

Students will engage in a survey of current practices of classroom management for regular and special needs students. Theory, materials, and practical applications will be included. Special attention is given to communication, observation, group and class management skills. Students will master terminology relative to cognitive behavioral programming and educational applications. Students will become familiar with classroom management techniques and demonstrate the ability to identify specific target behaviors, develop positively based programming strategies, establish manageable data collection methods, and analyze data using empirically based strategies. Federal and State regulatory mandates will be studied with a focus on the implementation of Functional Behavioral Assessments within the naturalistic setting. Students will become familiar with strategies that reduce or eliminate disruptiveness, aggressiveness, and defiance. They will learn practical ways of achieving better home-school relations and become familiar with services of the resource staffs as well as services provided by other (State and private agencies) in order to meet the needs of exceptional students.

This course involves learning techniques for teaching and assessing students with special needs both in and out of the general education environment. Class sessions will be devoted to lectures, demonstrations, discussions, audio-visual material, and topics of particular interest within the area of assessment. Course content will focus on learners (PK through adults) who are not experiencing success within the standard academic situation and on identified special needs students in need of (re)evaluation. Students are expected to become familiar with standardized assessments, interpretation of evaluation data, and acquire an understanding of regulations governing the assessment and evaluation process. Students will demonstrate an understanding of laws, regulations, and ethical concerns related to services for special needs students and regular education students relating to assessment and evaluation. Students will become proficient in communicating assessment data fluently through oral and written forms. Students will use information relating to child and adolescent development to develop instructional recommendations and ensure appropriate assessment application. Knowledge of Massachusetts Curriculum Frameworks will be used to construct and evaluate authentic classroom assessment(s). Application of evaluative information to the IEP process will addressed as related to determination of special education eligibility criteria as outlined in Massachusetts and federal regulations and construction of IEP elements. Course participants will be proficient in the areas of: identifications of Specific Learning Disabilities using methodology outlined in current State regulations. Field experience is required.

The seminar sequence is taken concurrently with the culminating/practicum semester to integrate specific topics and competencies with the Candidate Assessment of Performance (CAP). The 144 Massachusetts Candidate Assessment of Performance (CAP) is designed to assess the overall readiness of teacher candidates. By demonstrating readiness through CAP, the School of Education at American International College, will be able to ensure that teacher candidates enter classrooms prepared to be impactful with students on day one. CAP is the culminating assessment required for program completion in the Commonwealth, thus creating an intentional bridge from training to practice by aligning expectations with the Massachusetts Educator Evaluation Framework. The goals of CAP and the Education Seminar are: 1) To ensure teacher candidates are ready to make impact with students on day one; 2) To measure teacher candidates’ practice on key indicators as outlined in the Guidelines for the Professional Standards for Teachers (PSTs); and 3) To support teachers in improving their practice based on targeted feedback and performance evaluations. This seminar is required for all initial licensure programs including Early Childhood, Elementary, Moderate Disabilities, Middle and Secondary Education. PREREQUISITE: All prior coursework in graduate education program.

This course will provide a comprehensive model for instruction for preparing teachers to work with English language learners, (PreK-12) in all classrooms. Using a structured immersion approach (SEI), such as the SIOP Model, students will practice the cycle of assessment, lesson design and implementation of instructional strategies that provide access to grade level content for ELL learners. Students will plan, design and present a model lesson following the SIOP Model.

This course is designed to assist students in understanding the language and literacy process as it applies to teaching in the middle and high schools. Particular attention is paid to reading and writing in the content areas and instructional strategies to support students’ literacy development. The course will focus on ways in which reading, writing, speaking, and listening are developed and used within the learning of content-specific curriculum including adaptations for culturally diverse and exceptional learners. The course develops connections between knowledge of the literacy process, using language to support learning, and effective instruction incorporating reading and writing. Strategic literacy approaches will be integrated into classroom demonstrations, a content area mini-unit and a case study assessment of content area reading will be developed by the teacher candidate in this course. Using technology, teacher candidates will access national and local assessment data. Candidates will analyze and identify areas of need within the English language and their specific content area to guide instructional decisionmaking. PREREQUISITE: Enrollment in graduate education program.

This graduate level course examines theoretical and developmental models of mathematics instruction in order to prepare candidates to plan and implement effective instruction based on the diverse cognitive, language, and developmental needs of students. Using technology to access national and local district assessment data, students will analyze and identify areas of need within the mathematics curriculum and engage in instructional decision-making based on that data. Candidates will create mathematics teacher lessons that reference the Massachusetts Mathematics Curriculum Frameworks incorporating the Common Core, and the National Council of Teachers of Mathematics (NCTM) standards. Respecting diverse student populations, this course will address practical multi-sensory applications of skills and strategies for all students including those identified as “high needs” by the Dept. of Elementary and Secondary Education. Integrated Practical Field Experiences are required. PREREQUISITE: Enrollment in graduate education program.

The practicum requirement for initial licensure in MA for those employed as classroom teachers in the field in which they are seeking licensure. 150-300 full-role hours of teaching under the direction of a college supervisor and a supervising practitioner in a school setting. A program portfolio and additional paperwork to meet state regulations is required. PREREQUISITES: Successful completion of all prior coursework in program, pre-practicum experiences, passage of all MTELs required for the license, a 3.0 cumulative grade point average, approval of candidate’s school district and approval of AIC’s Office of Field Experience. Evidence of successful completion of a graduate or undergraduate course in one of the following subject areas: (a) child psychology, (b) developmental psychology, or (c) child development.

This is a research and statistics based course that leads to the completion of an APA formatted classroom based research project. Action research, unlike traditional research, places action at the center of investigation; its primary goal is to solve a problem that will lead to improvement in individual or organizational practice. Action research prioritizes the “insider” status rather than assuming an outside, “detached” stance. The purpose of the course is to have practitioners in PK12 schools be empowered to construct their own knowledge, skills, and dispositions to improve outcomes for their students. The action research project is designed to help the educator and other professionals analyze their own practices and professional development to enhance the quality of their classroom outcomes and their colleagues’ learning. PREREQUISITE: Successful passage of all other coursework in program of study. COREQUISITE: Registration for 6 credits of Field Based Research hours (code dependent upon program). NOTE: EDU 6622/6623 is NOT a practicum, and will not lead to educator licensure

This course looks at what it means to be a culturally responsive practitioner.  The concept of Culturally Responsive Teaching is reviewed as an approach that leverages the strengths that diversity brings to the classroom to make learning more relevant and effective. Culturally and Linguistically Responsive Teaching requires teachers to recognize the cultural capital and tools that diverse students bring to the classroom and to utilize their students’ cultural learning tools throughout instruction.  It is also focused on viewing students with home languages (other than Standard English) as assets that they bring to the classroom rather than deficits.  Students will reflect upon their own group memberships that may be based on race, ethnicity, social class, and/or gender. They are cognizant that their life experiences and those group memberships may create biases that can influence their interactions with students, families, and colleagues.   PREREQUSITE: None 

This course explores the IEP process and the specific requirements for completing the sections of the document.  A specific focus will be placed on the New IEP and the process of discussing the IEP as a Special Education team.  A focus on the development of goals and other required components of the IEP will be addressed.  Students will explore and assess the design and modification of curriculum, instructional materials, and the inclusive classroom environments for students with disabilities. Students will acquire the skills necessary to support a successful learning environment.  Emphasis will be placed on effectively monitoring academic and behavioral progress with a focus on effective instructional decision making.  PREREQUISITE: None 

This course explores the knowledge and skills required to instruct students in learning how to read and to assess one’s reading skills. The five components of reading (phonemic awareness, phonics, vocabulary, comprehension, and fluency) will be addressed as well as how to differentiate instruction to accommodate diverse learning styles, needs, interests, and levels of readiness. Effective research-based instructional practices for developing proficient readers will be analyzed. Students will design well-structured, highly-engaging lessons with a focus on measurable objectives. PREREQUISITE: None 

This course explores the concept of how children learn math, the critical issues in math education, and the mathematical content and pedagogy needed to educate diverse learners. Students will focus on how mathematical thinking is explored with particular attention given to the standards of mathematical practice, state curriculum frameworks, and national standards. The students will learn to build conceptual understanding, develop procedural proficiency, teach reasoning strategies, and design assessments to measure student learning. Emphasis is placed on differentiating instruction and accommodating and supporting students with disabilities, English Learners, and learners who struggle with math concepts.  PREREQUISITE: None 

This course explores the IEP transition assessment and person-centered planning for students with disabilities in preparation for their exit from the PK-12 system to the adult service system, workforce, military, or further education at either 2 or 4 year colleges. Collaboration with parent/guardian, school and community-based professionals and resources will be emphasized in the development of effective transition plans that recognize the students’ language, culture, race, and ethnicity. Federal and state regulations will be addressed to include program criterion and issues of discrimination in programs and services. Targeted post secondary planning based upon individual strengths and interests will drive the planning process.   PREREQUISITE: None

This course focuses on the application of research-based social-emotional learning practices to develop pro-social early learning environments. First-hand observations and experiences combined with classwork will help students develop effective strategies to build relationships, teach self-regulation, and develop positively based classroom behavior management skills. Students will learn to identify specific target behaviors and develop intervention strategies based on data analysis and best practices.  Special attention is given to communication, observation, and classroom and school-wide behavior management skills.  

This course focuses on exploring effective instructional strategies for the teaching of reading following the guidelines of current Science of Reading Research. The five components of reading (phonemic awareness, phonics, vocabulary, comprehension, and fluency) will be addressed as well as how to differentiate instruction to accommodate the diverse learning needs of young readers. Effective research-based instructional practices for developing early literacy skills will be analyzed. Students will design well-structured, highly engaging lessons with a focus on early literacy skills as outlined in the Mass Literacy Guide. 

This course provides an overview of the research associated with first and second language acquisition. Review of the theories addressing reading skills and comprehension in English as a first language and different levels within the language. This course will address the linguistic difference between the first and second language acquisition for reading instruction in English, and the differences of reading instruction in English (e.g. phonemic awareness, and phonics) for students who may or may not be literate in their first language.  PREREQUISITES: None

This course addresses family-centered approaches to early childhood special education and transition for young children with disabilities. Students will apply team processes and communication strategies to collaborate in a culturally responsive manner with families, and community professionals to plan programs and access services for students with special needs.  Students will research the nature of families and how families evolve with the presence of a child with a disability and understand evidence-based approaches to collaborating with families of children with disabilities. Students will discuss strategies to enhance parental involvement and family engagement while teaching families and students advocacy throughout the Individualized Education Program (IEP) and transition planning processes. Students will focus on the components of the IEP and how the practice of effective communication and collaboration skills is key to the program’s development and implementation.