SPE

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This is an advanced Spanish course designed for students with intermediate knowledge of the Spanish language and who have completed SPA101, SPA102, SPA205, and SPA206 (or their equivalents). It focuses on the development of the four basic language skills: listening, speaking, reading and writing through a focus of expressing one's views and opinions. The purpose of this course is to continue to develop the ability to communicate in Spanish with ease and proficiency using advanced grammar and exploring complex topics. Spanish will be the primary language of instruction though English may also be used on limited occasion as deemed appropriate by the instructor. The major course objective is to prepare students for "real-life" communication in Spanish with an advanced level of proficiency. 3.00 Qualified students may arrange independent study in areas not covered by existing courses. Topics are to be determined by consultation with instructor. 3.00 The course will require students to demonstrate knowledge of the fundamental concepts of teaching students with cognitive, behavioral and/or physical health disabilities ages 0-21. This will include: philosophical, historical and legal foundations of education, current identification criteria, legal and educational definitions, etiology, incidence and prevalence figures, as well as cognitive, behavioral and physical characteristics for students with disabilities. The course will present models and theories of typical/atypical growth and behavior across age groups, as well as disabilities. Field experience is required. 3.00 This course requires students to demonstrate knowledge of the fundamental concepts of teaching students with cognitive, behavioral and/or physical health disabilities in the seventh through twelfth grades inclusive setting. This includes: philosophical, historical and legal functions of special education; current identification criteria; legal and educational definitions; etiology; incidence and prevalence figures; cognitive, behavioral and physical characteristics for high school students with disabilities. Field experience is required. 3.00 Educational and medical definitions, etiology, identification criteria and current incidence and prevalence rates for students with learning disabilities, emotional/behavioral disorders and/or mild mental neurological disorders are presented. This course will review major theoretical models associated with the study of these conditions. Field experience is required. 3.00 This course presents the causative factors, atypical cognitive, physical, psychological, medical, psychological and psychosocial conditions of students with complex needs. Collaborative relationships within the educational, rehabilitative, social welfare and medical systems; as well as with professional organizations and advocacy groups are stressed. 3.00 This course examines the characteristics of individuals diagnosed on the Autism Spectrum according to the Diagnostic Statistical Manual (DSM5). An introduction of the current trends of assessment and interventions will be presented. 3.00 Applications of fundamental concepts for teaching students with mild to moderate disabilities are presented. Students will examine norm-referenced, criterion-referenced and curriculum-based instruments and procedures for assessing and diagnosing students who are experiencing learning and behavior problems in school. Students will conduct curriculum-based assessments to identify students' academic strengths and weaknesses. Students will also learn to create an environment conducive to learning through an applied behavior analysis perspective. 3.00

Subject

SPE

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

versity This course requires students to demonstrate knowledge of the fundamental concepts of teaching students with cognitive, behavioral and/or physical health disabilities in the seventh through twelfth grades inclusive setting. This includes: philosophical, historical and legal functions of special education; current identification criteria; legal and educational definitions; etiology; incidence and prevalence figures; cognitive, behavioral and physical characteristics for high school students with disabilities. Field experience is required. 3.00 Educational and medical definitions, etiology, identification criteria and current incidence and prevalence rates for students with learning disabilities, emotional/behavioral disorders and/or mild mental neurological disorders are presented. This course will review major theoretical models associated with the study of these conditions. Field experience is required. 3.00 This course presents the causative factors, atypical cognitive, physical, psychological, medical, psychological and psychosocial conditions of students with complex needs. Collaborative relationships within the educational, rehabilitative, social welfare and medical systems; as well as with professional organizations and advocacy groups are stressed. 3.00 This course examines the characteristics of individuals diagnosed on the Autism Spectrum according to the Diagnostic Statistical Manual (DSM5). An introduction of the current trends of assessment and interventions will be presented. 3.00 Applications of fundamental concepts for teaching students with mild to moderate disabilities are presented. Students will examine norm-referenced, criterion-referenced and curriculum-based instruments and procedures for assessing and diagnosing students who are experiencing learning and behavior problems in school. Students will conduct curriculum-based assessments to identify students' academic strengths and weaknesses. Students will also learn to create an environment conducive to learning through an applied behavior analysis perspective. 3.00 Authentic and alternative assessment techniques used with students with complex needs are presented. The assessments are the basis for the development of best practices in curriculum development and instructional delivery, including IEP and SDI construction. Emphasis is on identifying strengths and needs and monitoring the progress of students with complex needs. Students will develop a systematic approach to the modification/adaptation planning for instruction within a curriculum. Practical, ethical, legal and philosophical approaches to inclusion are included. 3.00 By pre-arrangement with the Coordinator of Special Education, a student may be awarded up to three academic credits for participation in activities and completing related research. This experience allows students who have demonstrated competencies in other required courses to enhance their professional knowledge and skills on an advanced level. 1.00 This course examines the concepts and principles of behavior analysis including, history, experimental analysis of behavior, as well as the dimensions of conditioning and reinforcement 3.00 495

Subject

SPE

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Authentic and alternative assessment techniques used with students with complex needs are presented. The assessments are the basis for the development of best practices in curriculum development and instructional delivery, including IEP and SDI construction. Emphasis is on identifying strengths and needs and monitoring the progress of students with complex needs. Students will develop a systematic approach to the modification/adaptation planning for instruction within a curriculum. Practical, ethical, legal and philosophical approaches to inclusion are included. 3.00 By pre-arrangement with the Coordinator of Special Education, a student may be awarded up to three academic credits for participation in activities and completing related research. This experience allows students who have demonstrated competencies in other required courses to enhance their professional knowledge and skills on an advanced level. 1.00 This course examines the concepts and principles of behavior analysis including, history, experimental analysis of behavior, as well as the dimensions of conditioning and reinforcement 3.00 This course focuses on all principles of Applied Behavior Analysis as the basis for techniques utilized to improve socially significant behavior to a meaningful degree. Topics will include: basic concepts, selecting, defining and measuring behavior, evaluating and analyzing behavior change, reinforcement, punishment, antecedent variables, developing new behavior, and decreasing behavior with non-punishment procedures. Field Experience is required. 3.00 nc This course is a continuation of the first Applied Behavior Analysis course (SPE 507). Particular consideration will be given to Functional Analysis and Verbal Behavior. Field Experience is required. 3.00 The course will analyze the basic process of behavior in a person on the autism spectrum. The course will present more advanced learning in basic principles of behavior analysis which will be applied to the behavioral assessment, intervention methodologies, and programming for the student on the autism spectrum. Field Experience is required. 3.00 ts This course will focus on the Behavior Analyst Certification Board's Professional and Ethical Compliance Code. Ethics and professional conduct will be analyzed through readings and scenarios. Students will also study a survey of the applications of Applied Behavior Analysis including behavior consultation and behavior therapy as it applies to common mental health and behavior disorders. 3.00 Students engage the study of methods, materials and curriculum issues for the instruction of PK-12 Special Education students. Attention to theory, best practices, technology use and assessment will be highlighted as well as professional and state standards in the area of Special Education for diverse learners. Field experience is required. 3.00

Subject

SPE

Credits (min)

3

Credits (max)

3

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

rsity This course is a continuation of the first Applied Behavior Analysis course (SPE 507). Particular consideration will be given to Functional Analysis and Verbal Behavior. Field Experience is required. 3.00 The course will analyze the basic process of behavior in a person on the autism spectrum. The course will present more advanced learning in basic principles of behavior analysis which will be applied to the behavioral assessment, intervention methodologies, and programming for the student on the autism spectrum. Field Experience is required. 3.00 This course will focus on the Behavior Analyst Certification Board's Professional and Ethical Compliance Code. Ethics and professional conduct will be analyzed through readings and scenarios. Students will also study a survey of the applications of Applied Behavior Analysis including behavior consultation and behavior therapy as it applies to common mental health and behavior disorders. 3.00 Students engage the study of methods, materials and curriculum issues for the instruction of PK-12 Special Education students. Attention to theory, best practices, technology use and assessment will be highlighted as well as professional and state standards in the area of Special Education for diverse learners. Field experience is required. 3.00 This course is designed to provide students with a theoretical and practical foundation in assessment techniques. It emphasizes the selection and interpretation of assessment measures as well as the integration and communication of test results. Students will be exposed to current issues and research findings in the assessment literature. They will also receive hands-on experience in test administration and report writing. This course is an introduction to the assessment process and is not intended to qualify the student to administer tests of a psychological nature in a school or agency with further supervision and training. 3.00 This course focuses on applying fundamental concepts of teaching students with mildly or moderately disabling conditions. Students focus on applied behavioral analysis, problem-solving strategies, and preventive methods for challenging classroom behaviors. Developing and implementing appropriate Individual Education Plans (IEP) and Individual Transition Plans (ITP) with behavioral plans are emphasized. Students also examine how to create safe, supportive psychological and physical environments conducive to student learning. Planning for transitions across the lifespan is explored. Field experience is required. 3.00 This course is designed to provide the student with in depth knowledge of the regulations and laws governing special education as they relate to the classroom and families of exceptional students. Students will study history of special education laws, current court and due process hearing results and their current impact on the delivery of special education programs and services. 3.00 With constantly changing state and federal regulations regarding students with special needs, educators must understand guidelines that apply to the individualized programming of students with and without disabilities. This course expands on foundational topics, including the implementation of IDEA 2004 and the ADAAA, and transition to adult life. This graduate-level course incorporates theory and hands-on methods, techniques, and strategies for working with students with special needs. 3.00 This course is designed to provide students with a technical and functional understanding of all facets of behavior, including: behavioral analysis and behavior management in classrooms and other educational settings. Students will explore the basic concepts of behavior, strategies for behavior management, and legal considerations for schools. They will also determine how to conduct functional behavioral assessments and develop individual and schoolwide positive behavior support plans and progress monitoring plans. 3.00 497

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

considered for Certification. Professional Disposition and Conduct: For all students in a certification program, a professional disposition assessment is required to be submitted twice during the program: prior to and during 175

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu

This course focuses on applying fundamental concepts of teaching students with mildly or moderately disabling conditions. Students focus on applied behavioral analysis, problem-solving strategies, and preventive methods for challenging classroom behaviors. Developing and implementing appropriate Individual Education Plans (IEP) and Individual Transition Plans (ITP) with behavioral plans are emphasized. Students also examine how to create safe, supportive psychological and physical environments conducive to student learning. Planning for transitions across the lifespan is explored. Field experience is required. 3.00 This course is designed to provide the student with in depth knowledge of the regulations and laws governing special education as they relate to the classroom and families of exceptional students. Students will study history of special education laws, current court and due process hearing results and their current impact on the delivery of special education programs and services. 3.00 With constantly changing state and federal regulations regarding students with special needs, educators must understand guidelines that apply to the individualized programming of students with and without disabilities. This course expands on foundational topics, including the implementation of IDEA 2004 and the ADAAA, and transition to adult life. This graduate-level course incorporates theory and hands-on methods, techniques, and strategies for working with students with special needs. 3.00 This course is designed to provide students with a technical and functional understanding of all facets of behavior, including: behavioral analysis and behavior management in classrooms and other educational settings. Students will explore the basic concepts of behavior, strategies for behavior management, and legal considerations for schools. They will also determine how to conduct functional behavioral assessments and develop individual and schoolwide positive behavior support plans and progress monitoring plans. 3.00 This is a student teaching experience for those seeking their initial certification in Special Education. This full-time program experience lasts 15-weeks, Monday through Friday and includes intensive supervision by University personnel as well as participation in an online seminar class. 3.00 This is a student teaching experience for those seeking an add-on certification in Special Education. This modified student teaching experience includes supervision by University personnel as well as participation in an online seminar class. 1.00 This course examines the characteristics of individuals diagnosed with Autism Spectrum Disorder (ASD). Students will explore the assessment and evaluation process for identifying ASD, current trends in teaching approaches and interventions, and strategies for supporting the families of students with AS 3.00 This course focuses on the design and implementation of assessment and program protocols for learners on the autism spectrum. The connection between on-going assessment and its role in individualized program development will be emphasized. The student will be presented with data-based decision-making models which will guide program development. Field Experience is required. 3.00 This course will address the broad scope of issues relative to effective communication, behavioral and social competence for students on the autism spectrum. The course will analyze the interrelationship between communication and behavior. Language development, pragmatics, augmentative and alternative communication systems will be presented. Field Experience is required. 3.00 A decision-making framework based on empirically based interventions that allow for the design of effective instructional systems will be emphasized in this course. Practices and procedures that address the core features of autism allowing for application across diverse instructional settings will be presented. The course will emphasize strategies to enhance collaboration with paraprofessionals as well as the representatives of services received by agencies outside of the school realm. Field Experience is required. 3.00

Subject

SPE

Type

course

Edition

2026-2027

Source

www.gmercyu.edu