Sep 27, 2024  
2013-2014 Graduate Studies Bulletin 
    
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2013-2014 Graduate Studies Bulletin [ARCHIVED BULLETIN]

Course Descriptions

NOTE: Effective January 2014, all SPCM courses are now coded with the subject RHET for Rhetoric.
 

Special Education (SPED)
  

  • SPED 215 - Teaching School Subjects to Deaf and Hearing-Impaired Children and Youth


    Semester Hours: 3
    Periodically
    Examination of current and experimental approaches to instruction of deaf and hearing-impaired students in academic subjects such as science, mathematics, social studies, etc. Course includes opportunities to apply various approaches in collaboration with classroom teachers.

    Prerequisite(s)/Course Notes:
    SPED 203  or equivalent, or permission of adviser.
  

  • SPED 216 - Assessment and Diagnosis in Early Childhood Special Education


    Semester Hours: 3
    Spring
    A multidisciplinary approach to the diagnosis, referral, and program planning for young children with disabilities. Students will become familiar with the foundations of assessment in special education and the basic concepts of descriptive statistics and measurement of behavior as well as the use of a variety of functional and authentic performance-based assessment strategies. Multicultural concerns and the role of parents in the assessment of young children with disabilities will be emphasized.

    Prerequisite(s)/Course Notes:
    There is a materials fee of $25.
  

  • SPED 219C - Supervised Teaching


    Semester Hours: 3
    Fall, Spring, Summer
    Directed teaching service in early childhood or elementary settings for graduate students in the preservice program who have not student taught and are currently serving as full-time working teachers in a registered school in New York state. Students must obtain permission from the employing school for supervisory observation by university staff. Mandatory weekly seminars focus on the analysis of teaching behavior using research-based best practice theory as well as the development of reflective practice skills.

    Prerequisite(s)/Course Notes:
    Completion of all core courses. This course may be substituted for SPED 219G  or 219S , with departmental approval. Pass/Fail grade only.
  

  • SPED 219G - Student Teaching in Inclusive/General Education Settings


    Semester Hours: 3
    Fall, Spring
    Full-time student teaching for matriculated students with no teaching certification seeking a master’s degree as well as certification in students with disabilities (birth-grade 2 or grades 1-6) as well as early childhood or childhood education. Students are placed in inclusive/general education settings that correspond to their level of certification. University supervisors visit periodically in each setting. Mandatory weekly seminars focus on the analysis of teaching behavior using research-based best practice theory as well as the development of reflective practice skills. Upon completion of student teaching, students must have completed all state-mandated seminars addressing issues of child abuse and abduction, substance abuse, violence prevention, fire and arson prevention and safety education and anti-bullying. Successful completion of 219G and SPED 219S  meet the standards set by the Council for Exceptional Children. Admission by permission of adviser and application to the Office of Field Placement and the Department of Special Education  by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.

    Prerequisite(s)/Course Notes:
    Completion of all core courses. SPED 219C  may be substituted for this course or SPED 219S , with departmental approval. Students must register for SPED 219G and 219S  concurrently. Pass/Fail grade only. (Formerly Student Teaching in Inclusive/Special Education Settings.)
  

  • SPED 219S - Student Teaching in Self-Contained Special Education Settings


    Semester Hours: 3
    Fall, Spring
    Full-time student teaching for matriculated students with no teaching certification seeking a master’s degree as well as certification in students with disabilities (birth-grade 2 or grades 1-6) as well as early childhood or childhood education. Students are placed in self-contained educational settings that correspond to their level of certification. University supervisors visit periodically in each setting. Mandatory weekly seminars focus on the analysis of teaching behavior using research-based best practice theory as well as the development of reflective practice skills. Upon completion of student teaching, students must have completed all state-mandated seminars addressing the issues of child abuse and abduction, substance abuse, violence prevention, fire and arson prevention and safety education and anti-bullying. Successful completion of SPED 219G  and 219S meet the standards set by the Council for Exceptional Children. Admission by permission of adviser and application to the Office of Field Placement and the Department of Special Education  by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.

    Prerequisite(s)/Course Notes:
    Completion of all core courses. SPED 219C  may be substituted for this course or 219G , with departmental approval. Students must register for SPED 219G  and 219S concurrently. Pass/Fail grade only. (Formerly Student Teaching in Inclusive/Special Education Settings.)
  

  • SPED 221 - Field Experience in Teaching Deaf and Hearing-Impaired Students


    Semester Hours: 3
    Periodically
    Designed for students in deaf education, the course provides a minimum of 100 clock hours of supervised practice in an educational setting, plus biweekly seminars. Students are required to maintain a log of activities and reflections. 

    Prerequisite(s)/Course Notes:
    Permission of adviser. Application must be made by October 1 for the spring semester and by March 1 for the fall semester.
  

  • SPED 223A - Supervised Teaching in the Secondary School in Special and General Education Classes


    Semester Hours: 4.5
    Fall, Spring
    For matriculated graduate students seeking teacher certification with an extension to include teaching students with physical disabilities, learning and/or emotional disturbance. Students are periodically visited in a general middle and/or senior high school and in a special education setting. Weekly seminars are devoted to analysis of teacher’s activities, experiences and case studies. Evaluation of teaching effectiveness will be examined.

    Prerequisite(s)/Course Notes:
    SPED 242  and 245 . SED 264 , 205 , 213  and appropriate methods course(s); a cumulative grade-point average of 3.0 or better in field in which certification is sought. Admission by permission of adviser and application to the Office of Field Placement and the Department of Counseling, Research, Special Education and Rehabilitation  by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Same as SED 223 . Students must register for SPED 223A and 223B  concurrently. Pass/Fail grade only.
  

  • SPED 223B - Supervised Teaching in the Secondary School in Special and General Education Classes


    Semester Hours: 4.5
    Fall, Spring
    For matriculated graduate students seeking teacher certification with an extension to include teaching students with physical disabilities, learning and/or emotional disturbance. Students are periodically visited in a general middle and/or senior high school and in a special education setting. Weekly seminars are devoted to analysis of teacher’s activities, experiences and case studies. Evaluation of teaching effectiveness will be examined.

    Prerequisite(s)/Course Notes:
    SPED 242  and 245 . SED 205 , 213 , 264  and appropriate methods course(s); a cumulative grade-point average of 3.0 or better in field in which certification is sought. Admission by permission of adviser and application to the Office of Field Placement and the Department of Counseling, Research, Special Education and Rehabilitation  by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Same as SED 223 . Students must register for SPED 223A  and 223B concurrently. Pass/Fail grade only.
  

  • SPED 223C - Supervised Teaching in Secondary School


    Semester Hours: 3
    Fall, Spring
    Directed teaching service in adolescent settings for graduate students in the pre-service program who have not student taught and who are currently serving as full-time working teachers in a registered school in New York State. Students must obtain permission from the employing school for supervisory observation by university staff. Mandatory weekly seminars focus on the analysis of teaching behavior using research-based best practice theory as well as the development of reflective practice skills. In addition, special State-mandated seminars address issues of child abuse and abductions, substance abuse, violence prevention, fire and arson prevention, and safety education. Admission by permission of adviser and application to the Office of Field Placement and the Department of Counseling, Research, Special Education and Rehabilitation  by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.

    Prerequisite(s)/Course Notes:
    Completion of all core courses. SPED 223C (Supervised Teaching) may substitute for SPED 223G  (General/Inclusive Education Settings) or SPED 223S  (Special Education Settings) as appropriate with departmental approval.
  

  • SPED 223G - Student Teaching in Secondary School in Inclusive/Special Education Settings


    Semester Hours: 3
    Fall, Spring
    For matriculated students seeking a master’s degree as well as teacher certification in a secondary education content area and special education at the adolescent developmental level. Students are placed in educational settings that correspond to the area of content certification being sought and with students with disabilities in grades 7-12. University supervisors visit in each setting. Mandatory weekly seminars focus on the analysis of teaching behavior using research-based best practice theory as well as the development of reflective practice skills. In addition, special State-mandated seminars address issues of child abuse and abduction, substance abuse, violence prevention, fire and arson prevention and safety education. 

    Prerequisite(s)/Course Notes:
    Admission by permission of adviser and application to the Office of Field Placement and the Department of Counseling, Research, Special Education and Rehabilitation  by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. SPED 223C  (Supervised Teaching) may substitute for SPED 223G (General/Inclusive Education Settings) or SPED 223S  (Special Education Settings) as appropriate with departmental approval. Students must register for SPED 223G and SPED 223S  concurrently. Pass/Fail grade only.
  

  • SPED 223S - Student Teaching in Secondary School in Inclusive/Special Education Settings


    Semester Hours: 3
    Fall, Spring
    For matriculated students seeking a master’s degree as well as teacher certification in a secondary education content area and special education at the adolescent developmental level. Students are placed in educational settings that correspond to the area of content certification being sought and with students with disabilities in grades 7-12. University supervisors visit in each setting. Mandatory weekly seminars focus on the analysis of teaching behavior using research-based best practice theory as well as the development of reflective practice skills. In addition, special State-mandated seminars address issues of child abuse and abduction, substance abuse, violence prevention, fire and arson prevention and safety education. Successful completion of SPED 223S meets the standards set by the Council for Exceptional Children. A Students must register for SPED 223G  and SPED 223S concurrently. Pass/Fail grade only.

    Prerequisite(s)/Course Notes:
    Admission by permission of adviser and application to the Office of Field Placement and the Department of Counseling, Research, Special Education and Rehabilitation  by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester; Completion of all core courses.  SPED 223C  (Supervised Teaching) may substitute for SPED 223G  (General/Inclusive Education Settings) or SPED 223S (Special Education Settings) as appropriate with departmental approval. Students must register for SPED 223G  and SPED 223S concurrently. Pass/Fail grade only.
  

  • SPED 226 - Early Intervention and Related Services in Early Childhood Special Education


    Semester Hours: 3
    Fall, Spring
    An examination of the therapeutic services provided in early intervention and special preschool through a series of multidisciplinary modules to include speech and language pathology and physical and occupational therapy. This course is designed to provide early childhood special education students with a working knowledge of the various clinical manifestations and etiologic features associated with communication, motor and sensory disorders common in very young children with developmental disabilities. An introduction to various intervention strategies and therapeutic techniques utilized by “related services” providers will help prepare students to serve effectively as collaborative participants on the interdisciplinary and transdisciplinary early childhood special education team. Course requirements include a minimum of 10 clock hours to observe PT/OT/speech pathology intervention for young children.
  

  • SPED 237 - Teaching Students With Disabilities


    Semester Hours: 6
    Fall, Spring
    Full-time student teaching. For certified teachers seeking a master’s degree as well as certification in special education at the early childhood, childhood, middle childhood, or adolescent developmental level. Students are placed in two educational settings across the full range of disabilities that correspond to their area of certification. University supervisors visit periodically in each setting. Mandatory weekly seminars focus on the analysis of teaching behavior using research-based best practice theory as well as the development of reflective practice skills.

    Prerequisite(s)/Course Notes:
    Successful completion of this course meets the standards set by the Council for Exceptional Children and qualifies students for the annotation for Teaching Students with Severe or Multiple Disabilities. Admission by permission of adviser and application to the Office of Field Placement and the Department of Counseling, Research, Special Education and Rehabilitation  by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Completion of all core courses. Pass/Fail grade only.
  

  • SPED 237A - Teaching Students With Disabilities


    Semester Hours: 3
    Summer
    This summer student teaching experience is for working certified teachers seeking a master’s as well as certification in special education at the early childhood, childhood, middle childhood, or adolescent developmental level. Students are placed in an educational setting that corresponds to their area of certification. University supervisors visit periodically during placement. Mandatory weekly seminars focus on the analysis of teaching behavior using research based - best practice theory as well as the development of reflective practice skills.

    Prerequisite(s)/Course Notes:
    Written application to and approval from, the special education program director. Completion of all core courses. Pass/Fail grade only. Admission by permission of adviser and application to the Office of Field Placement and the Department of Counseling, Research, Special Education and Rehabilitation  by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.
  

  • SPED 238 - Field Experience


    Semester Hours: 3
    Fall, Spring, Summer
    Designed for students in advanced certificate, extension or annotation programs to provide practice within an educational setting for a minimum of 50 clock hours with students with exceptionalities at the early childhood, childhood, middle childhood or adolescent developmental level. Weekly seminars are held. Students are required to maintain a log describing and reflecting on their teaching activities, individual case studies and/or collaborative consultation techniques that they employ.

    Prerequisite(s)/Course Notes:
    Admission by permission of adviser and application to the Office of Field Placement and the Department of Counseling, Research, Special Education and Rehabilitation  by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Pass/Fail grade only.
  

  • SPED 241 - Identification and Interventions for Children and Adolescents With Emotional/Behavioral Disorders


    Semester Hours: 3
    Fall, Spring, Summer
    An examination of children and adolescents with emotional/behavioral disorders (E/BD) or who are predisposed to such disorders with emphasis on early identification and effective intervention strategies. Areas of study include behavior assessment, the development of a nurturing classroom ecology, self-monitoring techniques as well as research-supported instruction strategies and practices for teaching students with E/BD. Students will be required to complete a minimum of 10 hours of field experience which may include a visit to a treatment facility, community support organization, or self-contained school setting for students with emotional/behavioral disorders.

    Prerequisite(s)/Course Notes:
    Students must have completed an introductory course in special education before registering for this course.
  

  • SPED 242 - Psychoeducational Assessment in Special Education


    Semester Hours: 3
    Fall, Spring
    The main purpose of this course is to understand the process of psychoeducational assessment and its relationship to instructional planning for exceptional children. The objectives of this course are to familiarize students with the foundations of assessment in special education and the basic concepts in descriptive statistics and measurement of behavior; present a variety of diagnostic- prescriptive and dynamic assessment strategies; provide skills in evaluating and interpreting norm and criterion-referenced tests; evaluate the efficacy of authentic discriminatory testing; and assist students in the integration and reporting of assessment information as the basis for effective instructional planning.

    Prerequisite(s)/Course Notes:
    Students will be required to complete 15 hours of individualized assessment with a student with special learning needs. There is a materials fee of $25.
  

  • SPED 245 - Curriculum and Methods for Students With Diverse Learning Needs


    Semester Hours: 4
    Fall, Spring
    Current trends in program organization, curriculum development and adaptation, teaching strategies for students along the full range of exceptionalities are reviewed and evaluated. Emphasis is on research-based best practices compatible with various learning styles, environments and cultures. Methods to facilitate language acquisition and literacy development as well as social interaction skills for school and in transition to other environments will be explored. Students will be required to perform 20 hours of individualized instruction with a student with special learning needs.

    Prerequisite(s)/Course Notes:
    SPED 246  and 277 .
  

  • SPED 246 - The Education of Students With Learning Disabilities and Other Associated Conditions


    Semester Hours: 3
    Fall, Spring
    This course will examine the theoretical and methodological approaches to the education of children with learning disabilities, including attention deficit hyperactive disorders and study their psychoeducational characteristics in the context of special instructional practices. Individual styles of learning will be examined with emphasis on differences in motor and perceptual development, language and thinking disorders and difficulties in reading, writing and arithmetic. Attention will be given to behaviors associated with cerebral dysfunctioning in children and neuropsychological insights into teaching.

    Prerequisite(s)/Course Notes:
    Students must have completed an introductory course in special education before registering for this course.
  

  • SPED 247 - Creating Effective Learning Communities: New Directions in Classroom Management


    Semester Hours: 3
    Fall, Spring, Summer
    This course provides the student with practical strategies and techniques in both behavior modification and developing positive classroom communities that support learning for all students. Emphasis is placed on teaching students across the full range of exceptionalities and developmental levels self-monitoring skills that empower them to take ownership for their learning as well as social behavior.
  

  • SPED 248 - Education of Students With Autism Spectrum Disorders


    Semester Hours: 3
    Fall, Spring, Summer
    This course focuses on children with autism and examines the variety of exceptionalities and special needs of these children, emphasizing the collaborative partnerships among educators, clinicians, parents and families. Neurobiological, psychological, educational, social, and emotional factors will be addressed. Opportunities to observe children with autism in a variety of settings will be explored. Specialized teaching strategies, techniques, and environmental/curriculum modifications for children with autism will be studied, including strategies for successful inclusion. Course requirements include a minimum of 15 hours of classroom observation and participation in school settings for children with autism.

    Prerequisite(s)/Course Notes:
    Students must have completed an introductory course in special education before registering for this course.
  

  • SPED 249 - Understanding Physical, Sensory and Health Disabilities


    Semester Hours: 3
    Summer
    An exploration of the characteristics of physical disability (including neurological impairments), sensory impairments (including deafness and blindness), and health conditions (including HIV/AIDS, epilepsy, etc.), in education and rehabilitation, including the special needs of those who also have significant cognitive or other non-physical/sensory/health limitations (e.g., individuals with multiple disabilities). Discussion of the psychosocial aspects of disability, sociocultural relativity of disability, and theories of the impact of disability on adjustment to life. Examining definitions, prevalence, identification/eligibility criteria, and issues of labeling, the course concentrates upon severe disabilities such as spinal cord injury, traumatic brain injury, cerebral palsy, muscular dystrophy, and multiple sclerosis. Also covered are health conditions such as AIDS and epilepsy, among others. Sensory impairments discussed include deafness and blindness, especially with respect to assistive technology devices and assistive technology services. The course also considers important housing, transportation, and community access laws and issues. Course requirements include 15 hours of site visitation at a center for students with multiple or severe disabilities.

    Prerequisite(s)/Course Notes:
    Pre- or corequisite for Special Education majors: an introductory course in special education; for rehabilitation counseling majors: REHB 230  and/or 231 .
  
  
  
  

  • SPED 255 - Introduction to Gifted Education


    Semester Hours: 3
    Periodically
    This course is designed to provide study of issues related to the concept of giftedness, identification of gifted students, and education of gifted students. An introduction to the characteristics of students who learn at a pace and level that is significantly different from that of their classmates, including but not limited to gifted students and other high ability learners. A study of the nature and needs of the gifted/talented child, particularly in relation to the school setting, including an examination of the concept of creativity and its implications for educational intervention will be emphasized.
  

  • SPED 256 - Schoolwide Enrichment and Instructional Methods & Materials for Gifted/Talented Children


    Semester Hours: 3
    Periodically
    Course enables students to integrate advanced levels of learning experiences and models of learning and thinking, into any curriculum or course of study. Students will acquire specific knowledge and “how-to” expertise in schoolwide enrichment, to challenge and assist all learners, including gifted/talented students. An overview of the Schoolwide Enrichment Model and special emphasis on Enrichment Clusters and Curriculum Compacting provides students with ample “know-how” to build a strong foundation for enrichment learning and teaching in their classrooms. Designed for teachers already familiar with approaches and strategies in specific subject areas and grade levels.

    Prerequisite(s)/Course Notes:
    Students are required to complete ten hours of participant observation and advisement.
  

  • SPED 257 - Exploration and Assessment of Programs for Gifted/Talented Children


    Semester Hours: 3
    Periodically
    An examination through visitation and analysis of different programs and program models for the education of exceptional high ability learners. The course addresses the knowledge the teacher needs to analyze various systems and models in gifted education in order to design more effective educational opportunities for gifted, talented, and creative students.
  

  • SPED 258 - Internship: Gifted/Talented Children


    Semester Hours: 3
    Periodically
    Engagement in sequential and sustained field-based experiences under systematic supervision to foster development of competencies in planning for and teaching gifted and talented students. Students are required to complete a minimum of 50 clock hours of field-based work in collaboration with professionals in a school wide enrichment program.

    Prerequisite(s)/Course Notes:
    SPED 255 , 256 ; CAT 235 . Pass/Fail grade only.
  

  • SPED 259 - Introduction to Applied Behavior Analysis for Special Educators


    Semester Hours: 3
    January, Summer
    This is an introductory course in applied behavior analysis for special educators. This course will explore the principles of applied behavior analysis and their uses with students with disabilities. Areas of focus will include: use of reinforcement and development of reinforcement systems, shaping and chaining as well as task analysis, developing self-management strategies, data collection and analysis, behavioral intervention in the classroom and ways to promote generalization. Ethical concerns in regard to behavior change will be addressed throughout the course. Twenty (20) clock hours of fieldwork will be completed in a setting utilizing applied behavior analysis.
  
  

  • SPED 263 - Techniques of Collaborative Consultation


    Semester Hours: 3
    Fall, Spring
    This course focuses on the principles and practices of collaboration to strengthen educational partnerships. Students will examine ways to communicate effectively with administrators, teachers and parents. An examination of collaboration and consultation through, guided readings, and in-class experience in successful collaboration with teachers, administrators and parents, with emphasis upon collaborative teaching in inclusive classrooms by special and general educators. Readings and in-class experience highlight the importance of: culturally responsive instruction, universal design for learning, teamwork to plan/implement/assess strategies and tactics, mutual understanding and respect, collaboration with administration, parents, and teachers, as well as other aspects of successful collaboration.
  

  • SPED 264 - Inclusion in Today’s Schools


    Semester Hours: 3
    Fall, Spring
    This course will provide the general education teacher with current, effective techniques in inclusive education for children and adolescents within the full range of exceptionalities across all academic levels encompassing PreK-12.  The focus of this course is both practical and research-based in concert with the prevailing view of teacher as researcher.  Topics include an examination of legal mandates and relevant case law, responsible models of inclusion and collaboration, and a focus on adapting curricula, materials, and methods to meet the special needs of students with mild, moderate, and severe disabilities, including referral to special education needed.  Field visits of 20 clock hours are required.  Recommended prior to special methods courses. 

    Prerequisite(s)/Course Notes:
    May not be taken on a Pass/Fail basis.
  

  • SPED 265 - Instructional Learning Strategies for Students with Disabilities, Grades 7-12


    Semester Hours: 3
    Fall, Spring
    Modeling and practice of diagnostic-prescriptive instructional learning and teaching practices for addressing the needs of students with disabilities, grades 7-12, in a variety of educational settings. Opportunities to learn informal assessment procedures, evidence-based instructional strategies, and a variety of program approaches are explored. Current problems and issues are also discussed.

    Prerequisite(s)/Course Notes:
    Students are required to complete 20 hours of individualized strategy instruction with a student with special learning needs.  (Formerly Research-Based Best Practices for Inclusive Settings.)
  

  • SPED 266 - Computerized Instruction in Special Education


    Semester Hours: 3
    Periodically
    Familiarity with existing computer programs and the creation and expansion of new ones in the areas of computer-assisted instruction, computer-managed instruction and data retrieval systems related to the education of children and youth with disabilities. Opportunities will be provided for acquiring skills in computer technology. Program writing and exploring research will be included.
  

  • SPED 270 - Professional Issues and Problems


    Semester Hours: 3
    Spring
    A critical examination of current issues in inclusion and special education. Topics include (but are not limited to) issues of controversy or of implementation in the public schools: collaboration; costs; discipline; discovery learning vs. direct instruction; diversity/over-referral/over-representation (cultural, ethnic, family income); grading; labels vs. delays (among under-10 children); pre-referral interventions; push-in vs. pull out for related services; technology in the classroom; and transition vs. higher learning standards. Extensive reading is required in advance of each class meeting, with classes devoted primarily to in-depth discussion of pros and cons and of issues of implementation in K-12 schools. Observations in local schools supplement study of the research literature.

    Prerequisite(s)/Course Notes:
    Open to students in the Master of Arts program in special education and to other graduate students with prior departmental approval.
  

  • SPED 271 - Cognitive Development and Language Acquisition of Exceptional Children


    Semester Hours: 3
    Periodically
    A study of the neuropsychology of learning applied to an understanding of the underlying deviations in children with learning disabilities. Atypical development in thinking will be examined as it relates to the acquisition of language and associated skills, mathematics and other school learning. Models of learning relevant to the special educator will be explored.

    Prerequisite(s)/Course Notes:
    SPED 246 ; corequisite: SPED 270 .
  

  • SPED 272 - Advanced Psychoeducational Assessment in Special Education: Clinical and Classroom Application


    Semester Hours: 4
    Periodically
    Demonstrations and supervised experiences in the classroom application of teacher-administered informal and formal assessment procedures in special education. Selection, evaluation and construction of criterion-reference tests measuring perceptual motor, language and academic skills as well as behavioral rating techniques. Implication for a systematic approach to program development and remedial activities as an extension of the diagnostic process.

    Prerequisite(s)/Course Notes:
    SPED 242  or equivalent; corequisites: SPED 270 , 271 .
  

  • SPED 273 - Curriculum Development and Evaluation


    Semester Hours: 3
    Periodically
    The course will focus on evaluation and analysis of existing curricula strategies in special education in order to facilitate implementation of remedial procedures, criterion and/or norm referenced measures. New curricular approaches will be developed and/or adapted based on evaluation findings. Criteria will be developed for evaluating educational programs in public, private and institutional settings. 

    Prerequisite(s)/Course Notes:
    SPED 245  or equivalent; corequisites: SPED 270 , 271 , 272 .
  
  
  
  

  • SPED 277 - Technology and Assistive Technology in Special Education


    Semester Hours: 3
    Fall, Spring, Summer
    Overview and hands-on experience with low and high-tech products, including PC accessibility, listservs, Web pages, online curricula and other resources, and local facilities. The emphasis will be on meeting special needs in the classroom and in helping parents, using assistive technology devices and assistive technology services. Students will be required to complete a minimum of 15 clock hours of classroom observation and participation in a local facility where assistive technology is prominently used by students with disabilities.
  

  • SPED 278 - Transition


    Semester Hours: 3
    Periodically
    An exploration of the legal and practical aspects of transition in special education, with emphasis upon transition planning required by the Individuals With Disabilities Education Act (IDEA) and less intensive review of other transitions. Students will study the legal requirements for transition planning in IDEA Part C (Infants and Toddlers With Disabilities) and in IDEA Part B (Children With Disabilities). The course features on-site study of transition in local schools considered to have “model” transition programs, Internet sources of national research data on transition, and the professional literature on transition.

    Prerequisite(s)/Course Notes:
    Open to students in the Master of Arts program in special education and to other graduate students with prior departmental approval.
  

  • SPED 280-289 A-Z - Special Topics


    Semester Hours: 1-4

    Periodically
    Specific courses designed to explore emerging topics in special education. As individual subjects are selected, each is assigned a letter (A-Z) and added to the course number. Specific titles and course descriptions for special topics courses are available in the online class schedule. Any course may be taken a number of times so long as there is a different letter designation each time it is taken.

     

    Prerequisite(s)/Course Notes:
    (Formerly Workshops.)
  

  • SPED 293 - Understanding Students With Learning, Cognitive, and/or Emotional/Behavioral Disabilities


    Semester Hours: 3
    Fall, Spring, Summer
    Employing a cross-categorical perspective, this course provides an overview of students with learning, cognitive and/or emotional and behavioral disabilities, focusing on their individual strengths and needs, considering their cognitive, perceptual, language, academic learning, and social/emotional characteristics. A means for understanding the needs of these students and developing knowledge of the skills necessary to provide instruction that will promote their participation and progress in the general education curriculum are examined. Twenty clock hours of site visitation will be required in various educational settings.
     

    Prerequisite(s)/Course Notes:
    May not be taken on a Pass/Fail basis.
  

  • SPED 294 - Strategies for Teaching Children with Autism and Moderate Intellectual Disabilities, Grades 7-12


    Semester Hours: 3
    Fall, Spring
    This course introduces research-based strategies and interventions for teaching adolescent students with autism (ASD) and intellectual disabilities (ID). The curriculum includes a review of the characteristics of learners with ASD and ID; specific means of assessment, diagnosis, and evaluation; examination of materials, assistive devices, and programs for instruction, for student behavior and social interaction skills, and vocational transition.

    Prerequisite(s)/Course Notes:
    Students will be required to complete 15 hours of participant observation. May not be taken on a Pass/Fail basis. (Formerly Strategies for Teaching Children with Autism and Moderate Intellectual Disabilities.)
  

  • SPED 295 - Practicum in Special Education


    Semester Hours: 3
    Fall, Spring, Summer
    For students seeking certification in special education at the early childhood, childhood, middle childhood or adolescent developmental level including the generalist in secondary education and the advanced certificate in early childhood special education. Students are placed in two special education settings, with placements corresponding to the developmental level of the certification sought. Pre-service teachers spend a minimum of 20 days in each setting, for a total of 40 days; in-service teachers spend a minimum of 10 days in each setting, for a total of 20 days. On-site supervision and seminars focus on the analysis of teaching behavior using research based best practice as well as the development of reflective skills. Admission by permission of the program director and application to the Office of Field Placement and the Department of Special Education .

    Prerequisite(s)/Course Notes:
    Completion of all core courses. Pass/Fail grade only.
  
  

  • SPED 301 - Master’s Thesis Seminar I


    Semester Hours: 3
    Fall, Spring
    Full-time faculty guidance of Master’s students as they 1) identify and refine thesis topic(s); 2) research the professional literature; 3) observe in the field; and 4) write the initial parts of the thesis: Proposal, Statement of the Problem, and Review of Literature.

    Prerequisite(s)/Course Notes:
    Open to Master of Arts (M.A.) students with permission of adviser.
  
  

  • SPED 310 - Critical Issues in Special Education Across the Life Span


    Semester Hours: 3
    Once a Year
    This advanced seminar will discuss issues in special education across the developmental levels and range of disabilities. Current and ongoing challenges and ethical questions confronting educators, families, related service providers, and individuals using special education services are explored. Students will participate in discussions, work on case studies, and give class presentations on the topics included in the course. Particular attention is devoted to sociocultural and linguistic issues.

    Prerequisite(s)/Course Notes:
    (Formerly Issues in Infant, Toddler, Preschool, Parent, and Family Involvement Programs.)
  

  • SPED 311 - International Perspectives in Special Education


    Semester Hours: 3
    Periodically
    Provides students with current knowledge, research and clinical/ instructional practices in special education from an international perspective. Information relevant to the needs of special education programs in the United States is identified.

    Prerequisite(s)/Course Notes:
    Completion of master’s-level courses.
  
  

  • SPED 313 - Technology for Populations With Special Needs


    Semester Hours: 3
    Periodically
    Course includes a critical review of research into the effectiveness of computer-managed and computer-assisted instruction and its social/emotional impact. Skills in instructional software evaluation and authoring, and management systems are developed. Emphasis on the design and use of computer simulations in assessment and instruction of exceptional populations. Review of augmentative and adaptive technology to facilitate learning by persons with sensory and communication impairments is included.
  

  • SPED 314 - Practicum: College Teaching and Field Setting


    Semester Hours: 3
    Spring
    Students receive practical experiences as teachers and/or research assistants in higher education; as apprentices to teacher education consultants or program managers and supervisors in schools, and rehabilitation agencies, as assistants to student teacher supervisors in teacher education programs; as senior counselors supervising interns. Critical reviews of students’ performance are made by faculty and peers through seminar discussions and on-site supervision.  

    Prerequisite(s)/Course Notes:
    REHB 353 , 355  and permission of adviser. Same as REHB 314 . Pass/Fail grade only.
  

Speech-Language-Hearing Sciences (SPCH)
  

  • SPCH 001 - HIPAA and OSHA Training I


    Semester Hours: No credit
    Fall
    This course provides training in the Health Insurance Portability and Accountability Act of 1996 (PL 104-191), also known as HIPAA. The course is developed for students and pupil services personnel and administrators to provide the knowledge and tools necessary to meet and maintain privacy of records as well as improve the efficiency and effectiveness of the client records that students encounter during clinical training. The course also provides training for Occupational Safety and Health Administration (OSHA) guidelines. It covers aspects of site safety and health, use of personal protective equipment, work practices by which the employee can minimize risks from hazards, and aspects of blood-borne pathogens.

    Prerequisite(s)/Course Notes:
    Open only to current Hofstra University students enrolled in the Speech-Language Pathology program . Pass/Fail grade only.
  

  • SPCH 002 - HIPAA and OSHA Training II


    Semester Hours: No credit
    Fall
    This course provides refresher training in both HIPAA and OSHA requirements. The training in the Health Insurance Portability and Accountability Act of 1996 (PL 104-191), is also known as HIPAA. The course is developed for students and pupil services personnel and administrators to provide the knowledge and tools necessary to meet and maintain privacy of records as well as improve the efficiency and effectiveness of the client records that students encounter during clinical training. The course also provides training for Occupational Safety and Health Administration (OSHA) guidelines. It covers aspects of site safety and health, use of personal protective equipment, work practices by which the employee can minimize risks from hazards, and aspects of blood-borne pathogens.

    Prerequisite(s)/Course Notes:
    Open only to current Hofstra University students enrolled in the Speech-Language Pathology program . Pass/Fail grade only.
  

  • SPCH 003 - Systematic Analysis of Language Transcripts (SALT) Training


    Semester Hours: No credit
    Fall
    This course provides training in computerized language analysis. Students will learn the Systematic Analysis of Language Transcripts (SALT) software program. The program provides students with the basic knowledge of transcription analysis using the software including the transcription conventions, analysis of transcriptions, and use of database comparisons. The seminar is developed for students to provide them with the knowledge and tools necessary to independently use the software for analysis purposes.

    Prerequisite(s)/Course Notes:
    Open only to current Hofstra University students enrolled in the Speech-Language Pathology program . Pass/Fail grade only.
  

  • SPCH 004 - Library Seminar


    Semester Hours: No credit
    Fall
    This course provides students with the overview of the library’s resources. The seminar provides students with the knowledge and skills necessary to navigate research databases (Web sources, journal sources, etc.), understand copyright information, use interlibrary loan, and access electronic reserves. The seminar also provides instruction on general research issues, including APA formatting.

    Prerequisite(s)/Course Notes:
    Open only to current Hofstra University students enrolled in the Speech-Language Pathology program . Pass/Fail grade only.
  

  • SPCH 206 - Speech Science: Production and Perception


    Semester Hours: 3
    Spring
    Examination of the instrumentation used to study the production and perception of voice and speech signals. Emphasis placed on acoustic and physiological methods of speech analysis. Laboratory equipment is utilized in individual student projects.

    Prerequisite(s)/Course Notes:
    SPCH 103 or permission of instructor. (Formerly Experimental Phonetics.)
  
  

  • SPCH 209 - Developmental Psycholinguistics


    Semester Hours: 3

    Fall, Spring
    This is an in-depth study of the multiple factors affecting language development. Developmental variation, biological, cognitive, cultural, pragmatic, environmental and familial aspects are explored. Research in developmental psycholinguistics, literacy, bilingualism, and discourse processes is examined. Students are required to complete analyses of child language behavior.

    Prerequisite(s)/Course Notes:
    SPCH 102A or equivalent, or permission.

     

       
  

  • SPCH 210 - Discourse Processes: Computer Analysis


    Semester Hours: 3

    Periodically
    Methods of computer analysis of normal and disordered discourse from preschool age to adults. Course consists of lecture, discussion and hands-on computer lab experience. Students are required to obtain, electronically transcribe and analyze samples of discourse using the SALT program (Systemic Analysis of Language Transcripts).

     

    Prerequisite(s)/Course Notes:
    SPCH 209  or permission.
  

  • SPCH 212 - Communication in Healthy Aging


    Semester Hours: 3
    Summer
    This course focuses on the biologic, psychologic, and physiologic changes that affect cognition and communication across the lifespan. The processes that underlie typical development of speech, language and hearing at the later part of the lifespan are contrasted with pathological changes in communication. Medical, sociocultural and linguistic aspects of aging are discussed with reference to the impact on the health care system.

    Prerequisite(s)/Course Notes:
    Available to graduate students in audiology, speech-language pathology, gerontology, psychology, sociology; counseling, special education, and rehabilitation.
  

  • SPCH 225 - Introductory Speech-Language Practicum Diagnostic (Preschool, K-12, Adult)


    Semester Hours: 1
    Fall, Spring
    Supervised practicum for diagnostics at the Hofstra Speech-Language-Hearing Clinic. Students conduct and administer evaluations to individuals at different developmental levels from culturally and linguistically diverse populations. A weekly seminar focuses on professional, ethical, and legal issues, and on theories and critical clinical skills necessary for the evaluation and diagnosis of various speech-language disorders.

    Prerequisite(s)/Course Notes:
    Minimum grade point average of 3.0. Corequisite: SPCH 229 . May not be taken on a Pass/Fail basis.
  

  • SPCH 226 - Clinical Practicum in Audiology I (Internship)


    Semester Hours: 1
    Fall, Spring
    Supervised practice and seminar at the Hofstra Speech-Language-Hearing Clinic. Students administer evaluations and provide treatment to individuals of different ages from infancy through adults. A weekly seminar focuses on methods and models for diagnosis and management of children and adults. Seminar topics include screening procedures, tympanometry, ABR and OAE, CAP, habilitation and educational issues, hearing aids, disabilities related to hearing impairment. Legal, ethical, and sociocultural and linguistic issues are explored. In order to meet the requirements of this practicum, students should be available at least 10 hours/semester.

    Prerequisite(s)/Course Notes:
    SPCH 137 or equivalent. 25 hours of observation, undergraduate major in communication disorders or equivalent prerequisite course work. This course may be repeated once for credit with permission of graduate program director. May not be taken on a Pass/Fail basis. (Formerly Clinical Practicum: Audiology.)
  

  • SPCH 228 - Introductory Speech-Language Practicum (Preschool, K-12, Adult)


    Semester Hours: 1
    Fall, Spring
    Supervised practicum at the Hofstra Speech-Language-Hearing Clinic. Students provide treatment to individuals at different developmental levels from culturally and linguistically diverse populations. In order to meet the requirements of this practicum, students must be available at least 100 hours/semester. A weekly seminar focuses on professional issues-ethical and legal issues, theories, and applications of method for diagnosis, clinical and education intervention (e.g., ethical and legal issues, history, data collection and interpretation, and outcomes) and various disorders (e.g., language, phonologic, fluency, neurologic, and literacy deficits).

    Prerequisite(s)/Course Notes:
    Twenty-five hours of observation, and an undergraduate major in communication disorders or SPCH 209  and three graduate semester hours in speech disorders and three graduate semester hours in language disorders. 
  

  • SPCH 229 - Evaluation and Interpretation of Communication Disorders


    Semester Hours: 3
    Fall, Spring
    This course provides a comprehensive examination of assessment and evaluation of communication disorders across the lifespan. Students learn skills of collection, analysis and interpretation of standardized and nonstandardized diagnostic procedures relevant to the evaluation of speech, language, and literacy throughout the lifespan. The impact of sociocultural issues is addressed.

    Prerequisite(s)/Course Notes:
    Undergraduate major in speech-language pathology or equivalent, or permission of the instructor. Must be taken concurrently with SPCH 225. There is a laboratory fee of $10.
  

  • SPCH 230 - Disorders of Fluency


    Semester Hours: 3
    Spring
    This course focuses on the nature and treatment of stuttering, cluttering, and acquired neurogenic disfluency. Emphasis is placed on critical assessment of historic and current literature and trends in stuttering research and treatment, and on the integration of students’ existing clinical and general knowledge and skills with stuttering-specific information from the class. Students learn to develop and implement assessment and treatment protocols for children and adults who stutter.
  

  • SPCH 232 - Disorders of Phonology and Articulation


    Semester Hours: 3

    Fall
    Students are presented with a basic foundation of the characteristics of speech sound production and elements of normal acquisition of speech production in children. Theoretical and applied perspectives of phonology are investigated throughout the course as they apply to assessment, goal selection, and treatment of articulation and phonological disorders in children. Cultural and linguistic differences are discussed.

    Prerequisite(s)/Course Notes:
    SPCH 5A and 102A.

     
  

  • SPCH 237 - Advanced Audiology


    Semester Hours: 3
    Fall
    Advanced pure tone and speech audiometry and tests in the differential diagnosis of auditory disorders. Evaluation of nonorganic hearing loss. Analysis of clinical data. Implications of cultural and linguistic differences for audiologic assessment.

    Prerequisite(s)/Course Notes:
    SPCH 137 or permission of instructor. Credit given for this course or SPCH 238, not both.




  

  • SPCH 241 - Pediatric Communication Disorders: Birth to Five


    Semester Hours: 3
    Fall, Spring
    This is an-depth study of communication behaviors of at risk and disordered infants, toddlers, and preschoolers. The impact of speech and language disorders on the development of later language is explored. Clinical and educational implications of neurologic, environmental, psychologic, cultural, and social phenomena are investigated. Students are required to complete field research comparing infants and children with and without communication disorders.

    Prerequisite(s)/Course Notes:
    A course in either normal language development or theories of development, or permission of instructor.
  
  

  • SPCH 243 - Language, Learning and Literacy: Development and Disabilities From Kindergarten Through Adulthood


    Semester Hours: 3
    Spring
    This is an intensive study of the connections between oral and written language, literacy development, discourse processes, academic skills, and their sociocultural significance. Theoretical models of assessment and intervention and the influence of diverse linguistic and cultural factors are addressed. Students are required to complete field research of persons who have language-learning disabilities.

    Prerequisite(s)/Course Notes:
    SPCH 241  and 209  or permission of instructor.
  

  • SPCH 244 - Cleft Palate and Cranio-Facial Disorders


    Semester Hours: 3
    Summer
    The incidence, etiology, symptomatology of the various types of cleft lip and palate and cranio-facial disorders. A comprehensive view of children and adults with cleft palate, concomitant component, and manifestations of cranio-facial disorders including genetic, cultural and environmental factors. Presentation of the team approach to habilitation, with consideration of the significance and roles of participating members. Statement and study of the accompanying speech syndromes and the major methods of speech habilitation.

    Prerequisite(s)/Course Notes:
    SPCH 6.
  

  • SPCH 248 - Motor Speech Disorders


    Semester Hours: 3
    Spring
    This is an in-depth study of neuromotor speech disorders across the lifespan. The neural substrates underlying speech motor control are identified and the impact of neuropathology on speech production is examined. Emphasis is placed on differential diagnosis of apraxia and the dysarthrias and the use of evidence-based practices to guide intervention.

    Prerequisite(s)/Course Notes:
    SPCH 6 and 242 .
  

  • SPCH 249 - Voice Disorders


    Semester Hours: 3

    Fall

    Consideration of etiology, symptomatology and rehabilitation of organic, psychogenic, neurogenic and other voice disorders, including laryngectomy. Emphasis placed on physiological, acoustic and aerodynamic aspects of the normal and disordered voice signal across the life span, as well as on emotional, cultural, and other factors influencing vocal function.

    Prerequisite(s)/Course Notes:
    SPCH 6.
  
  

  • SPCH 252 - Independent Studies


    Semester Hours: 3
    Fall, Spring
    In-depth research focusing on a specialized area of the student’s major. Study includes conferences with a faculty mentor resulting in a substantive research paper. To be arranged with the student’s major adviser.

    Prerequisite(s)/Course Notes:
    Permission of adviser and graduate program director contingent on approval of a student’s research proposal.
  

  • SPCH 253 - Swallowing Disorders in Children and Adults


    Semester Hours: 3
    Fall
    Examination of the neuroanatomical and neurophysiological basis of the deglutition process. Intensive study of the normal process at different developmental levels. Investigation of biological and physiological features of deglutition through lectures, reading, research and films. Disorders affecting prefeeding, feeding and swallowing abilities. Etiology, symptomatology, assessment and intervention are discussed, along with consideration of cultural and dietary issues.

    Prerequisite(s)/Course Notes:
    SPCH 6. May not be taken on a Pass/Fail basis.
  

  • SPCH 254 - Audiologic Assessment and Interpretation for the Speech-Language Pathologist


    Semester Hours: 3
    Spring
    This course will provide graduate students in speech-language pathology with audiologic information relevant to understanding hearing loss in adult, pediatric, geriatric and special populations. Methods of audiologic assessment and analysis of results in terms of auditory pathologies and impact of specific hearing-loss patterns on speech perception, speech production, and related areas will be explored.

    Prerequisite(s)/Course Notes:
    May not be taken on Pass/Fail basis.
  

  • SPCH 260S - Practicum II: Speech-Language Intervention and Assessment (Preschool, K-12)


    Semester Hours: 2
    Fall, Spring, Summer
    This course is a supervised practicum at an affiliated off-campus school/clinical facility, completed with attendance at a mandatory on-campus weekly seminar. During the practicum, students evaluate, prepare and implement intervention plans for various pediatric communication disorders.  Students also identify and address issues related to cultural, linguistic, and developmental diversity associated with communication disorders.  The weekly seminar focuses on a variety of clinically related issues regarding the evaluation and treatment of pediatric clients, including, but not limited to: interdisciplinary interactions, service delivery models, normal development across all domains, augmentative communication, sensory integration, literacy, and dysphagia.

    Prerequisite(s)/Course Notes:
    SPCH 228 , 229 ; and a graduate course in pediatric disorders. May be used for bilingual extension credit, by advisement. May be repeated once for credit with permission of graduate program director.
  

  • SPCH 261S - Practicum III: Management of Speech-Language Disorders


    Semester Hours: 2
    Fall, Spring, Summer
    This is an 8o-hour practicum at affiliated off-campus clinical health-care facilities. The speech-language practicum is taken concurrently with a weekly on-campus seminar. Students obtain direct contact experience with adults from different cultural and linguistic backgrounds. Students provide clinical and/or educational management for a variety of communicative disorders such as aphasia, dysarthria, apraxia, traumatic brain injury and swallowing difficulties. The weekly seminar explores issues such as medical speech-language pathology, coma, evaluation and treatment techniques (e.g., AAC, motor speech, laryngectomy, MS, etc.).

    Prerequisite(s)/Course Notes:
    SPCH 260S , 241 , 242  or 243 . May be repeated once for credit with permission of graduate program director.
  

  • SPCH 262S - Practicum IV: Teaching Students With Speech-Language Disabilities in Educational Settings


    Semester Hours: 2
    Fall, Spring, Summer
    A minimum of 150 hours of supervised student teaching completed along with a seminar. This course is required for students seeking New York State certification as a Teacher of Students With Speech and Language Disabilities. This advanced seminar includes in-depth study of school culture, technology in the classroom, methods and materials, intersection with parents and the community, policies and issues re: CSE and CPSE models of school service delivery. Course content focuses on individuals at various developmental levels and individuals from different cultural backgrounds. Students are responsible for development of innovative strategies for educational management. Supervised practice takes place on campus and at off-campus affiliated educational facilities including preschool and K-12 settings. May be repeated once for credit with permission of graduate program director.

    Prerequisite(s)/Course Notes:
    SPCH 261S  and SPCH 241 , 243 , 264 . May be used for Bilingual Extension credit, by advisement.
  
  
  
  

  • SPCH 270 - Seminar in Augmentative Communication


    Semester Hours: 1
    January
    This course will enable students to develop an understanding of the primary issues in augmentative and alternative communication (AAC).  Various techniques, devices, systems and training strategies will be introduced.  Students will acquire knowledge of the population of AAC users, parameters of an AAC evaluation, and funding.  Same as SPCH 263A.
  

  • SPCH 271 - Early Identification


    Semester Hours: 1
    January
    This course will explore the responsibilities of the Speech/Language Pathologist working with children enrolled in New York state’s Early Intervention program.  The course will cover the identification, referral, diagnostic and treatment protocols mandated by New York state.  Documentation procedures will also be addressed in this course. 
  

  • SPCH 272 - Seminar in Medical Speech Pathology


    Semester Hours: 1
    January
    This course will familiarize students with terminology, procedures, and protocols used in medical settings. The role of the speech-language pathologist when working with medically compromised individuals will be explored. Topics include: current health care directives, tracheotomy, medical ventilation, pharmacology, and the continuum of medical care.



  
  

  • SPCH 274 - Introduction to Counseling Skills for Speech-Language Pathologists


    Semester Hours: 1
    Periodically
    This course is an integrative lecture-style course designed to provide the student with an introduction to fundamental counseling skills to support the student in becoming an effective speech-language pathologist. The course will combine an overview of counseling theories and concepts with activities that are intended to promote the development of basic counseling skills.

    Prerequisite(s)/Course Notes:
    (Formerly Family-Centered Intervention for Communication Disorders.)
  
  
  

Sustainability Studies (SBLY)
  
  
  
 

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