EDUC 340 INTRODUCTION TO SPECIAL EDUCATION
An exploration of the etiology, characteristics, services, and programs for students with disabilities. Focuses on general and special education foundations, legal mandates and specific policies, program options, family issues, and the roles of general and special educators as members of multidisciplinary teams and participants in effective inclusion programs. This course introduces positive behavioral support programs. Case studies will be used extensively (3 credits).
Three class hours. State mandated Child Abuse and School Violence workshops will be offered along with this course. Field experience
EDUC 506 LANGUAGE, COGNITIVE DEVELOPMENT, AND CULTURAL DIVERSITY
This course examines cognitive development and language acquisition across cultures. Through the supplemental use of various technologies the course focuses on issues of bilingualism and dialectal difference and their relationship to language development. The course explores language diversity as it relates to classroom instruction (3 credits).
EDUC 509 WORKING WITH SYSTEMS, TEAMS, AND CULTURALLY DIVERSE FAMILIES
In this course, students will be introduced to home-based, and community-based early intervention services and programs offered to young children in school systems. In this course, team-based models involving educators, families and related service providers for the purpose of planning and managing teaching and learning environments that include natural environments such as general education settings will be covered. This course emphasizes strengths-based instruction affirming the role of families in the education and development of young children, including young children with disabilities. In this course, child abduction safety, alcohol, drug and tobacco abuse prevention, safety education, and fire/arson prevention will be covered (2 credits).
EDUC 513 PSYCHOLOGY OF TEACHING AND LEARNING
An investigation of psychological theories as they apply to teaching and learning. Topics include cognitive, behavioral and humanistic theory, social development and social skills instruction, moral development and education, language development, motivation, classroom management theory and issues, and an introduction to instructional modification to meet the needs of a diverse student body. (3 credits)
Three lecture hours
EDUC 524 TEACHING SOCIAL STUDIES AND SCIENCE IN INCLUSIVE SETTINGS
In this course, you will explore content, learning processes, use of materials, and the classroom activities at different developmental levels as applied to elementary social studies and science. You will be introduced to planning techniques for individual lessons in both content areas, including opportunities for multidisciplinary integration with ELA (English Language Arts). You will also learn to address the special needs of students with disabilities, students with limited English proficiency, gifted students and educationally disadvantaged children although there is greater emphasis on differentiation in the second semester of study.
This course conforms to learning standards for science and social studies as defined by the New York State Department of Education. In both subject areas, you will learn to use instructional resources and strategies to cultivate critical thinking and informed decision-making with students. You will learn techniques for problem solving, working effectively with groups, gathering and organizing information, generating and analyzing ideas, observing common themes and presenting results.
The study of science and social studies will be interwoven with Language Arts, reflecting the Common Core standards that were implemented in schools during the 2011-12 school year. There are five social studies standards areas in New York State:
- History of New York State and the United States
- World History
- Civics, Citizenship and Government
In each standard area there is particular emphasis on developing an awareness of and respect for cultural diversity and multiple perspectives (3 credits).
EDUC 527 BEHAVIOR MANAGEMENT AND SOCIAL SKILLS INSTRUCTION
This course provides candidates with strategies based on behavior analysis and other psycho-educational learning theories/models and as they relate to managing measurably effective classrooms. Emphasis is on the elements of effective instructional planning (i.e., antecedents and consequences of student behavior) that prevent management problems, condition intrinsic motivation to learn, and foster social competence of all students in the inclusive classroom.
The foundational knowledge base of the definition, concepts, and principles of ABA for improving students’ academic, emotional, behavioral, and social skills will be addressed. In addition, coverage will include the philosophical assumptions and dimensions of research-based models. Candidates will learn how to differentiate evidence-based from non-evidence-based behavior management practices. (3 credits)
EDUC 528 STRATEGIES FOR INCLUSION, DIFFERENTIATION, AND UDL
In this course, students will learn historical, research-, values-based, and contemporary foundations of Inclusive Education, with an emphasis on early-intervention and other early childhood models for inclusion. The Individual Family Service Plan (IFSP) and the Individual Education Plan (IEP) will be covered. Students will learn strategies for Co-Teaching, Universal Design for Learning (UDL) and Differentiated Instruction (DL). Students will learn to write lessons for community-based, diverse, inclusive settings. Strategies for advocacy will be covered. NYSED Next Generation Learning Standards, including Early Learning Standards will be introduced. (3 credits)
EDUC 530 STUDENT TEACHING CHILDHOOD EDUCATION
Students teach for one semester under the supervision of cooperating teachers and teacher education faculty. Placements are in a grade one-six classroom in inclusive or general settings. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching. (3 credits)
Field experience—four mornings, one full day/week
EDUC 535 INTRODUCTION TO ASSISTIVE TECHNOLOGY
This course is designed to help current and future educators understand the principles and application of Universal Design and the use of Assistive Technology in educational environments. This course will also provide opportunities to learn about assistive technology for students with disabilities and the integration of technology into teaching and learning within the field of special education. A variety of assistive technologies ranging from low to high tech will be discussed and demonstrated. Technology for high incidence as well as low incidence disabilities will be covered. Students will learn to apply a process for problem-solving and for the selection of appropriate tools to meet individual student needs. Students are expected to take an active role in learning about assistive technologies. (2 credits)
EDUC 602 RESEARCH FOR CLASSROOM TEACHERS
This course introduces strategies for designing and conducting single-subject research in special education. Competencies include coverage of independent and dependent variables for research, measurement tactics, experimental design (including data analysis), graphical presentation and evaluation of results, ethical care pertaining to human subjects, establishing generality of results, and ensuring the integrity of research procedures. The methods discussed are not specific to any disability or age level; rather, they are a general set of methods for conducting and interpreting single-subject research.
This course has two basic goals: To expose students to the principles of basic behavior analytic research methodology and to have students plan and design a research proposal. Emphasis is placed on the role of research for the teacher of students with developmental disabilities. It is expected that candidates striving to be professionals in the special education field will acquire the knowledge and skills necessary to distinguish between legitimate claims of intervention efficacy and to draw conclusions of research findings in accordance with the Professional and Ethical Compliance Code for Behavior Analysts. (3 credits)
EDUC 621 EARLY LITERACY METHODS I
This course provides an understanding of the acquisition of oral language and language analysis abilities and the role they play in learning to read and write. Research-based strategies and activities for developing oral language and language analysis skills will be taught and demonstrated. Students will demonstrate proficiency at analyzing oral language samples of young normally-developing and at-risk children, as well as children learning English as a second language. At-risk children discussed during the course will include those with normal and below-normal cognitive skills. They will also demonstrate proficiency at developing curriculum-based lesson plans aimed at developing oral language and language analysis skills culminating in the phonemic awareness abilities needed to learn to read and write. (3 credits)
EDUC 622 EARLY LITERACY METHODS II
This course provides research-based strategies and activities for developing oral language, language analysis, developing fluency and semantic competencies, reading and writing skills to include sentence structure. Students will learn strategies for teaching text comprehension Students will demonstrate proficiency at analyzing reading and writing samples of normally-developing and at-risk children. At-risk children discussed during the course will include those with typical and below-normal cognitive skills. They will also demonstrate proficiency at developing individualized and small-group instructional procedures as well as curriculum-based extension activities aimed at improving reading and writing abilities and applying those abilities throughout the school day. Focus will be on developing critical skills to read and write effectively, including vocabulary, grammar, comprehension, language analysis, word recognition, fluency, and written expression. (3 credits)
EDUC 675 ASSESSMENT OF YOUNG CHILDREN
This course covers a variety of approaches to assessment of young children as well as the legal aspects of evaluation and assessment. Students will learn and critique assessments including standardized tests, criterion-based tests, and authentic assessments used in early childhood education. Methods for conducting assessments in early childhood that reflect social, emotional, cognitive, linguistic, physical and motor development across learning contexts will be covered. Students will learn strategies for a safe and bias-free testing environment. This course covers collaboration that encourages mutual respect and strengthening of school/family partnerships. (3 credits)
EDUC 710 PRACTICUM IN TEACHING EARLY LITERACY AND MATHEMATICS
This course is offered in conjunction with or following methods courses in literacy and mathematics. In this class, students will work under the supervision of a credentialed teacher and they work directly with young children with disabilities and young children considered to be developing typically. In addition, students will address the learning needs of young children who are acquiring English as a new language. This practicum requires that students assess, plan, implement and evaluate instruction in both early literacy, including writing, and early mathematics. In this course, students must plan lessons for a full range of abilities and backgrounds, including students with severe disabilities. Considerations for technology and online literacy/mathematics instruction are covered. (3 credits)
The course requires 100 hours of fieldwork.
EDUC 760 STUDENT TEACHING SPECIAL EDUCATION
Students teach for one semester under the supervision and mentorship of cooperating teachers and teacher education faculty. Placements are in special education settings. Faculty observes and confers with student teachers individually. In addition, students and faculty meet each week in a coordinating seminar to review field experiences, synthesize current practice with prior learning and to prepare for employment and further professional study. (3 credits)
Prospective student teachers plan for field placements during the registration period prior to student teaching.