Plan of Study – MAT Autism Spectrum Disorders
Note: A Semester Hour (s.h.) is a unit of academic credit representing an hour of class (such as lecture class) or three hours of laboratory work each week for an academic semester. Most courses are two, three or four semester hours.
Autism Spectrum Disorders: MAT Program Requirements (Minimum of 41-42 semester hours required.)
Education Foundation Core (Minimum of 6 semester hours required.)
EDU 5050/5070 Option (Choose from: EDU 5050 or EDU 5070.)
A focus on the historical events, ideological controversies, and political and social forces that have shaped the American education system from the colonial period to the present. Designed to develop in educational leaders an understanding of the relationship between schooling and society.
Provides an overview of education systems and developments in selected countries; describes major similarities and differences among these systems of education; and delineates exemplary practices of some countries that may be worth emulating by others. Particular attention is given to assessing Americans education in international context, and to inquiring about developments around the world that may have important implications for the improvement of American schools.
A focus on the knowledge and skills needed by educators to understand, evaluate, and use research. Critical analysis of the major principles of teaching and classroom learning. Applying research skills to researching and critically analyzing recent trends and traditional theories in the field of education.
Special Education Core (Minimum of 13 semester hours required. *Undergraduate prerequisite to the special education and autism spectrum disorders sequences: EDU 3300, The Exceptional Learner in the Classroom, 3 s.h.)
The legal basis and practices of transition planning, articulating both philosophical and pragmatic concerns. Given the unique needs of students with disabilities in light of the demands posed by various curriculum areas, situations, and settings, course participants acquire skills and techniques designed to help students experience less dependence on care givers and greater independence in school settings and the broader community.
Overview and analysis of special education practices based on current learning theories and research findings related to teaching students who experience high incidence learning and behavior problems. Review of specific procedures for planning via IEPS and delivering instruction in both academic and nonacademic areas. Specific topics addressed include social skills development, prevocational and vocational training, general curriculum modification, and accommodation strategies.
Application-oriented, hands-on experience in the use of formative and summative assessments to facilitate the creation of evidence-based instructional practices and their impact on specialized strategies for students with special needs. Examination of the purpose, statistical foundations, and application of
assessment results within the context of instructional design and teacher growth.
An overview of the staff and parent interaction roles and responsibilities of the teacher consultant in inclusive settings. The distinct and differentiating characteristics of consultation and collaboration are delineated, and extensive guided practice opportunities are afforded to students in both areas. Inter-agency collaboration strategies are presented and students review and discuss selected pieces of broader ranging organizational change literature.
ASD Sequence (Minimum of 15 semester hours required. *Undergraduate prerequisite to the special education and autism spectrum disorders sequences: EDU 3300, The Exceptional Learner in the Classroom, 3 s.h.)
Examines the theoretical underpinnings of Autism Spectrum Disorders. The behavioral, developmental, educational, and medical research relative to ASD is explored to develop an understanding of this disorder from a interdisciplinary perspective. Students learn to identify the ecological forces in a child’s life to maximize intervention.
An overview of the ASD field to include history, etiology, policy, conditions, characteristics, and diagnosis. Learning characteristics and sensory integration patterns are addressed with a focus on critical analysis of intervention research, theory, and practice. Sociocultural issues such as the impact of the legal system and resources for independent living are explored, with an emphasis on collaboration with general educators, families, and allied service providers.
Examines the educational implications of the diverse behavioral and social characteristics associated with autism spectrum disorders. Procedures for identification and research-based interventions; team based assessments and behavioral supports; sensory needs and behavior; and designing environments for preventing sensory overload. Research-based interventions are examined to maximize behavioral and social skills for students with ASD. Prerequisite: ASD 5410.
An overview of expressive and receptive language development, patterns, and difficulties with ASD. Traits and characteristics of language and communication are explored. Students learn the functions of communication and language and their relationships to behavior and social skills, and to align student needs to skill-based interventions and treatment programs, including use of assistive technology. Prerequisite: ASD 5410.
Assessment, teaching, and modifying curricula and instruction for children and youth with ASD. Current assessment instruments and tying assessment outcomes to curricular planning, selecting best practice educational intervention programs, treatments and instructional strategies, adapting individualized programs to the general education curriculum, and utilizing various data keeping systems to monitor and evaluate interventions. A focus on collaboration with parents and service providers is embedded. Prerequisite: ASD 5410.
Student Teaching or Pract (Minimum of 5-6 semester hours required.)
ASD 6500 or ASD 6700&6720 (Choose from: ASD 6500 or both ASD 6700 and ASD 6720.)
Required when ASD is the initial special education endorsement. Student teachers apply theory to practice with a focus on formal and informal assessments, instructional planning and implementation, behavioral assessments and supports, and collaborative partnerships with parents and allied service providers. 300 hours of professional field experience required. Prerequisite: admission to student teaching. To be taken with the autism spectrum disorders seminar, ASD 6930.
Required when the ASD endorsement candidate has prior special education endorsement(s). Applying theory to practice, emphasizing academic and behavioral assessments, instructional planning and implementation, and professional competencies of special education teachers. Students complete 90 hours of practice in each of ASD 6700 and ASD 6720. Prerequisite: admission to student teaching. To be taken with the autism spectrum disorders seminar, ASD 6930.
Required when the ASD endorsement candidate has prior special education endorsement(s). Applying theory to practice, emphasizing academic and behavioral assessments, instructional planning and implementation, and professional competencies of special education teachers. Students complete 90 hours of practice in each of ASD 6700 and ASD 6720. Prerequisite: admission to student teaching. To be taken with the autism spectrum disorders seminar, ASD 6930.
Seminar to support students as they practice and integrate teaching behaviors stemming from “best practice” and empirical research. Students evaluate and reflect on the effectiveness of their teaching, a critical attribute of effective educators. Current issues in education, special education and the field of autism spectrum disorders are discussed in the traditional seminar format. Student critiques of associated research lay the foundation for class discussions. To be taken with ASD 6500 or ASD 6700-6720.
ASD Research Project (Minimum of 2 semester hours required.)
Students propose and complete a project demonstrating significant scholarly work in the field autism spectrum disorders, or related area of professional inquiry. The project is developed under the guidance of a member of the faculty and is necessary for completion of the Master of Arts in Teaching. Prerequisite: completion of Autism specialty; taken in last year of program.
