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Plymouth State University
MSC 11
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Plymouth, NH 03264-1595
Course Descriptions
For a full list of graduate course descriptions, go to our course descriptions page.
Special Education
SE 5190 Educational Testing - 3 credits
This course will address educational testing including the general academic achievement, specific subject and specific skill tests. The emphasis will be on diagnosis and prescription writing.
SE 5200 Introduction to Gifted and Talented - 3 credits
Introduces students to the characteristics and the identification procedures of giftedness and creativity. Problems of underachievement, the culturally different and instructional procedures within the classroom are researched. Offered according to demand.
SE 5210 Methods and Materials teaching Gifted and Talented - 3 credits
To acquaint students with knowledge about curriculum theory, learning theory and evaluation methodology in planning instructional procedures and classroom strategies for gifted and talented students. To develop skills in the selection and design of appropriate learning materials. Offered according to demand.
SE 5220 Gifted and Talented Workshop - 3 credits
Provides educators the opportunity to observe, interact, share and explore educational experiences that will increase conceptual awareness, skill development, language acquisition and socio-cultural appreciation in gifted and talented students. Offered according to demand.
SE 5250 Educational Leadership - Gifted and Talented - 3 credits
Explores practical and theoretical views of the administration of educational programs serving gifted and talented students. Examines settings, goals, philosophies, assumption, roles and responsibilities. Reviews curriculum models, program design, staff development, funding and community support. Offered according to demand.
SE 5300 Special Education Law - 3 credits
This three-credit course will give participants a greater understanding of both federal and New Hampshire special education law. Time will be spent on Section 504 of the Rehabilitation Act of 1973. This course is designed and intended for teachers and special education administrators. You do not need to be a law student to succeed in this class. There is a heavy emphasis in this course on theory to practice, "practical news you can use" the next day in your profession. We will review the most current cases and trends in special education law, analyze cases and learn how to research both statutory and case law.
SE 5420 Survey in Special Education - 2 credits
Introduction to the range of handicapping conditions recognized in the field, including the retarded, visually and learning disabled, multiple handicapped, emotionally disturbed and learning disabled. Survey includes current definitions, history, etiology, variations in services and recent developments. Alternative classification systems will also be discussed. Offered according to demand.
SE 5550 American Sign Language - 4 credits
A critical skills course in a major communication system for those preparing to work with the hearing impaired. Grammar and vocabulary will be emphasized in both the receptive and expressive modes of language transmission. Deaf culture will be examined. Offered for graduate students with no sign language background. Offered according to demand. Summer.
SE 5560 Special Topics in Special Education - 1-3 credits
An in-depth study of a particular topic, contemporary issue or concern. The course will be taught by a specialist within the field being studied or as an alternative methodology. A faculty member will coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor. Unscheduled.
SE 5561 Identification of Emotional Behavior Disorder - 3 credits
This course provides an in-depth examination and general overview of the study of behavior disorders of children and youth in educational, clinical and social settings. The focus of this course will be on the development and implementation of strategies for children and youth with emotional and behavioral concerns associated with atypical behaviors. Information will be presented regarding parent counseling, precision teaching and other strategies. Basic concepts include: (1) the nature, extent and history of the problem, and conceptual approaches to it; (2) the identification and assessment of the problem(s) at hand; (3) causal factors; (4) the distinct features and elements that define and distinguish disordered emotions and behaviors; (5) effectively teaching students with emotional and behavioral disorders.
SE 5562 Functional Assessment - 3 credits
The purpose of this course is to develop comprehensive knowledge, skill level and proficiency in the use and interpretation of functional assessments. The course will discuss at length behavioral support plans, interventions and a series of resources available for implementing the behavioral plans.
SE 5563 PBIS: School-wide Approaches for All Students - 3 credits
This course provides an in-depth examination of Positive Behavioral Interventions and Support (PBIS) with emphasis on school-wide approaches designed to enhance school climate and the emotional well being of all students. Students will learn how to create and nurture a leadership team of stakeholders who are responsible for school-wide implementation as well as evidence-based strategies for improving behavior and academic achievement. Topics include developing school-wide expectations, creating a behavior matrix, designing teaching scripts to address pro social behaviors, creating a school-wide reinforcement system, determining office vs. classroom referrals, designing a data-based system for behavior, and evaluating the universal system using data-based decision making and utilizing data for improving practice.
SE 5564 PBIS: Comprehensive Approaches for Students with Intense and Chronic Needs - 3 credits
This course exposes students to comprehensive, multisystem approaches designed to enhance the emotional well being and reduce the problem behavior of students with intense and chronic needs, including those identified as emotionally disturbed under the Individuals with Disabilities Education Act (IDEA). Using the Positive Behavioral Interventions and Support (PBIS) approach to systems change, students will learn how to develop and implement, in collaboration with families and community partners, a process for addressing the behavior and functioning of students who are not experiencing success with universal and targeted interventions. Topics include wraparound planning for multiple life domains, interagency coordination, family involvement, community involvement, methods for changing behavior, affect and cognitions, and evaluating the intensive system using data-based decision making.
SE 5565 PBIS Summer Institute - 3 credits
Intensive week-long institute of workshops and presentations from the training team at CEBIS, and experts in the field of emotionally behavior-disordered students. The purpose of the 40-hour institute is to continue the ongoing professional development activities of the participants on processes and strategies involved in PBIS.
SE 5566 PBIS: Targeted Approaches for Students at Risk - 3 credits
This course addresses targeted methods designed to enhance the emotional well being and reduce the problem behavior of students who are at risk for school failure but who do not necessarily qualify for special education services. Using the Positive Behavioral Interventions and Support (PBIS) approach to systems change, students will learn how to create and nurture a problem-solving team of professionals who are responsible for developing evidence-based strategies for improving the behavior and academic achievement of students for whom universal, school-wide approaches have been insufficient. Topics include completing functional behavioral assessments of targeted students, creating behavior intervention plans based on functional behavioral assessments, designing and implementing targeted group interventions aimed at reducing problem behavior and increasing pro-social behavior and academic achievement of targeted students, and evaluating the targeted system using data-based decision making for improving practice.
SE 5568 PBIS: Facilitation Specialist as Coach and Resource Person - 3 credits
This course provides students with the collaboration and consultation skills necessary to enhance the emotional well being and reduce the problem behavior of all students in schools, including those identified as emotionally disturbed under the Individuals with Disabilities Education Act (IDEA). Within the context of a Positive Behavioral Interventions and Support (PBIS) model, students will learn how to be a school-based PBIS coach in order to support the systems change process in their schools. Topics include the process of systems change, collaboration with families and community agencies, team development and building, data-based decision making, and nurturing the PBIS initiative.
SE 5570 Autism and Spectrum Disorders - 3 credits
This course will deal with the specifics of cognitive impairment focusing on mental retardation, autism, Asperger, PDD, communication disorders and all their subgroups. Specific definitions, special education rights and legislation will be discussed in terms of these special populations. Assessment of intellectual functioning, assessment procedures, classroom adaptations, behaviors, causes and prevention, developing curriculum and goals, independent life skills, transitions to career and functional life skills will be discussed in detail.
SE 5571 Identifying Students with Autism and Spectrum Disorders - 3 credits
The learner will gain knowledge related to the needs of students with Autism Spectrum Disorder, and will collaborate with teams to assess students to determine the existence of Autism Spectrum Disorder. Learners will incorporate the results and recommendations of educational assessments and develop appropriate treatment plans and a system for monitoring case management of students with Autism Spectrum Disorder.
SE 5572 Developmental Goal Writing and Evidence-Based Teaching Strategies for Students with Autism - 3 credits
In this class, Developmental Goal Writing and Evidence-Based Teaching Strategies for Students with Autism, learners will gain knowledge related to developmental theory and the use of empirical developmental intervention as a means of collecting data. The learner will develop measurable goals, create easy-to-use data collection sheets and organize data efficiently. The learners will increase their understanding of evidence-based teaching strategies and interventions designed to positively effect the learning outcome of the student with autism and will incorporate this knowledge into applied teaching strategies.
SE 5573 Data Analysis for Autism and Spectrum Disorders - 3 credits
The learner will analyze and interpret raw data collected; use analyzed information to formulate new developmentally appropriate goals and objectives.
SE 5574 Inclusionary Practices for Autism and Spectrum Disorders - 3 credits
The learner will develop a co-teaching relationship with another team member that will enrich the inclusionary experience of the student with autism. They will experience four co-teaching strategies and be able to utilize each in appropriate learning situations. The learner will employ the cooperative process while working collaboratively with their co-teaching partner.
SE 5581 Technology for Diverse Learners - 3 credits
This course provides an overview of two federal laws (IDEA and NCLB) and examines the relationship between the Universal Design for Learning model and assistive technology. Students will be provided a hands-on experience on the assistive technology tools and online resources that can provide students with learning disabilities a set of effective learning strategies for reading, writing, organizing, note taking, researching and presenting. Opportunities will be provided for students to develop classroom activities and curriculum planning guidelines for integrating assistive technology tools into a standards-based curriculum.
SE 5600 Language and Learning Disabilities - 3 credits
This introductory course will cover the following areas: definition of LD, reading problems, language deficits both oral and written, mathematics underachievement, social skills deficits, attention and behavioral problems, academic achievement and comorbidity with other disabilities, prevalence, environmental factors, standardized, criterion referenced, informal reading, curriculum-based measurement and testing. Educational approaches such as explicit instruction, content enhancement and placement alternatives will be explored. Current issues and future trends in the field of LD will be discussed.
SE 5601 Advanced Psycho Educational Assessment of Learning Disabilities and Exceptionalities - 3 credits
This course is designed to provide the student with advanced diagnostic skills in learning disabilities. Participants are expected to have some prior knowledge of standardized assessment practices, learning challenges of children, teaching methods and curriculum in general and special education. A profile of specific learning disability characteristics will be presented with corresponding assessment methods including formal assessment, responsiveness to intervention models, diagnostic prescriptive teaching and remedial programs. This course will present the above topics paying special attention to focusing on placing them within the context of the NCATE/CEC standards below. Specific evaluation methods to include standardized assessment (Woodcock-Johnson Psychoeducational Battery-III, Wechsler Individual Achievement Test – II, Responsiveness to Intervention, Curriculum Based Measurement, Visual – Aural Digit Span Test, Jordan Left-Right Reversal Test, Test of Written Language-3, CTOPP, etc.)
SE 5650 Special Topics: Gifted and Talented - 1-3 credits
An in-depth study of a particular topic, contemporary issue or concern. The course will be taught by a specialist within the field being studied or as an alternative methodology. A faculty member will coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor. Offered according to demand.
SE 5750 Individual Research in Special Education - 1-3 credits
Designed so that students may pursue in-depth a personal interest in the field of special education. Students, working with a faculty advisor, carry out the research from design to completion. The final product must be approved by the project director. Unscheduled.
SE 5760 Collaboration, Consultation and Leadership in Special Education - 3 credits
This course is designed to assist participants in examining the nature of collaboration in organizations, the consultation process and essential leadership skills in special education. Students will learn about the nature of collaboration and examine examples of effective collaboration skills, as well as participate in guided practice of those skills. Emphasis will be given to concepts of intervention, management models and an analysis of the variety of special education needs.
SE 5765 Working with Families and Children: Ethical and Legal Issues - 3 credits
Focuses on the ethics of special education laws, regulations, and policies. Students will use case studies of ethical dilemmas in order to understand the complex issues underlying such issues as inclusion, labeling, IDEA, Least Restrictive Environment (LRE) compliance, due process, parent involvement, awareness of ethical responsibilities, ethical decision making, confidentiality, record keeping, and informed consent. The spirit versus the letter and the morality of special education will also be explored. A special focus will be on transacting an ethic of care in schools as well as best practices that promote democratic decision making, advocacy and the empowerment of parents.
SE 5770 Conduct Disorders in School-Aged Children - 3 credits
This course is designed to provide teachers with increased understanding of the needs of children who display maladaptive behaviors associated with conduct disorders in school settings. We will investigate specific causes, diagnosis, assessment methods, interventions, etiology, co-morbidity, subtypes, pharmacotherapy, role of the classroom teacher and possible resources.
SE 5800 Practicum in Special Education - 1-6 credits
A supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience through applying knowledge learned in previous course work to the on-the-job situation. Commitment includes a negotiated number of hours per week. Supervision is done by the institution or agency concerned and by Plymouth faculty.
SE 5810 Practicum in Learning Disabilities - 3 credits
A student will provide direct service and experiential learning with learning-disabled students in a classroom or school setting under the supervision of an experienced special education professional. The focus of the practicum will be on identification, assessment and remediation of learning problems. Student will need to demonstrate assessment report writing, be able to develop IEPs and be able to implement and follow interventions plans. Total hours of practicum will be 100-300 hours, depending on present level of functioning, past experience and present employment or role. This field course will provide the student with specific key experiences in the role of learning disabilities specialist. This course will be structured to accommodate graduate candidates who have a variety of prior school experiences. Students who do not have extensive school experiences will be required to fulfill all the requirements. This practicum is centered around competency areas that are basic to learning disabilities. This field course serves as an exit check for completion of the Learning Disabilities Specialist concentration, thus leading to certification.
SE 5820 Practicum in Emotional Disabilities - 1-3 credits
A student will provide direct service and experiential learning to children with emotional disorders in a classroom or school setting under the supervision of an experienced special education professional. The focus of the practicum will be on identification, assessment and remediation of behavior problems. Student will need to demonstrate assessment report writing, be able to develop IEPs and be able to implement and follow intervention plans. Total hours of practicum will be 50 hours (50 hours per credit) depending on present level of functioning, past experience and present employment or role. The practicum will be repeatable for credit if a student requires more training or hours to complete their experience. This field course will provide the student with specific key experiences in the role of emotional behavioral specialist. This course will be structured to accommodate graduate candidates who have a variety of prior school experiences. Students who do not have extensive school experiences will be required to fulfill all the requirements. This practicum is centered on competency areas that are basic to emotional behavioral disorders. This field course serves as an exit check for completion of the Emotional Behavior Option thus leading to certification.
SE 5821 Internship Seminar - 1-9 credits
A supervised field experience in one of several cooperating institutions. The purpose is to gain meaningful work experience through applying knowledge learned in course work to the on-the-job situation. Commitment includes 12 hours per week within the school environment over 3 days, and one three hour seminar per month. Supervision is done by the cooperating school and overseen by Plymouth State University faculty.
SE 5830 Practicum: Gifted and Talented - 1-3 credits
Enrichment of the background of students in education through the pursuit of a special topic pertinent to their interests and abilities. A chance for an in-depth study of a problem in the field of education. Consent of a faculty supervisor, department chair and the Associate Vice President is required.
SE 5910 Independent Study in Special Education - 1-3 credits
Enrichment of the background of students in education through the pursuit of a special topic pertinent to their interests and abilities. A chance for an in-depth study of a problem in the field of education. Consent of a faculty supervisor, department chair and the Associate Vice President is required.
SE 5920 Independent Study in Gifted and Talented - 1-3 credits
A supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience through applying knowledge learned in previous course work to an on-the-job situation. Commitment includes a negotiated number of hours per week. Supervision is by the institution or agency concerned and by Plymouth faculty. Offered according to demand.
SE 6040 Curriculum Development in Special Education - 3 credits
This course is designed to assist candidates in acquiring the skills, knowledge and competencies necessary for curriculum development as it relates to special education and the general education curricula. Each participant will have the opportunity to examine models of curriculum-based assessment designed to generate better educational programs for students with disabilities. Each student will demonstrate an understanding of the instructional process with emphasis on students with disabilities. Keys to this understanding will include management considerations, instructional practices and evaluative and collaborative activities.
SE 7800 Special Educational Leadership Practicum - 3-6 credits
A collaborative supervised field experience in one of several cooperating institutions or agencies. The purpose is to gain meaningful work experience as a special education administrator through applying knowledge learned in coursework to on-the-job situations.
