This course supports bilingual childhood education candidates in completing a culminating project that involves collecting classroom data, developing and implementing learning plans, reviewing bilingual education research, analyzing their teaching, and assessing their students’ learning. Candidates will consider the implications of their findings for their future teaching with multilingual learners. This is a Pass/Fail course.
2 hr./wk. Includes 10 hours of fieldwork.
This course supports TESOL candidates in completing a culminating project that involves collecting data in their classrooms, developing and implementing learning plans, reviewing TESOL research, analyzing their teaching, and assessing their students’ learning. Candidates will consider the implications of their findings for their future teaching with multilingual learners. Includes 10 hours of fieldwork. This is a Pass/Fail course.
2 hr./wk.
A critical review of the research literature in the candidate's major interest, as well as appropriate research methodology and instrumentation. The first semester covers the basic concepts needed to evaluate research critically. Each student will identify a research problem, review literature related to that problem, and design a project to study it. The study will be carried out during the second semester. This course should be taken no later than the semester prior to the one in which the student expects to complete the requirements for the degree.
2 hr./wk.
Second semester of the research sequence. Students carry out their study designed in the Content Research Seminar and learn how to analyze, write about, and present the data collected. By permission only.
2 hr./wk.
Children come to school as unique learners who negotiate the world within complex and ever-shifting intersectionalities of race, class, gender, and ability. This course prepares teacher candidates to conceptualize human diversity as a resource (rather than a liability) and to facilitate caring classroom communities within which all learners are viewed as valuable. Participants will acquire in-depth understanding of techniques that nurture the development of an interdependent learning community based upon trust, mutual respect, and acceptance. Issues specific to classroom dynamics and access are considered in the instance of physical setting, curriculum, and teaching strategies as each relates to building community in the classroom. In addition, community building in the larger school context (including strategies for initiating and sustaining school change) will be addressed as well as transition issues that bridge to the outside community (community-based inclusion). Attention will be given to language arts, mathematics, science, social studies, and technology as appropriate and consistent with the N.Y. State Learning Standards.
3hr./ wk.
This course is the first in a two-part sequence designed to assist participants to make informed choices about how to structure classroom routines and rituals that maximize opportunities for teaching reading and writing in an integrated fashion. Various frameworks for lesson planning to complement the IEP will be introduced as well as exceptionality specific assessment instruments. Course content will address the essential components of reading, including: phonemic awareness, phonics, fluency and expressiveness, vocabulary, and comprehension. In conjunction with reading skills, methodologies of writing through a process approach will also be introduced (i.e., pre-writing, organization, writing a primary draft, multiple revisions, and final editing).
Includes 15 hours of fieldwork. 3 hr./wk.
This course is the first in a two-part sequence designed to assist participants to make informed choices about how to structure classroom routines and rituals that maximize opportunities for teaching reading and writing in an integrated fashion. Various frameworks for lesson planning to complement the IEP will be introduced as well as exceptionality specific assessment instruments. Course content will address the essential components of reading, including: phonemic awareness, phonics, fluency and expressiveness, vocabulary, and comprehension. In conjunction with reading skills, methodologies of writing through a process approach will also be introduced (i.e., pre-writing, organization, writing a primary draft, multiple revisions, and final editing). Matriculation in students with disabilities program required.
Includes 15 hours of fieldwork. 3hr./wk.
This course (part II) is designed to extend the literacy components introduced in part I. Extended experiences will focus on maintaining a classroom structure that supports a reading-rich context in conjunction with writing-worthy opportunities for use in a variety of educational contexts. The course will feature strategies to teach habits of good readers, such as: activating schema, visualizing, questioning, determining importance, making inferences, monitoring for meaning, and synthesizing. In conjunction with explicit reading skills (part I), methodologies of writing will also be taught, focusing on the process of writing through: pre-writing, organization, writing a primary draft, multiple revisions, and final editing. The art of individual conferencing with students will be featured at length.
EDUC 3600K (except for those in the Advanced Certificate Program Students with Disabilities 7-12).
Includes 15 hours of fieldwork. 3 hr./wk.
This course (part II) is designed to extend the literacy components introduced in part I. Extended experiences will focus on maintaining a classroom structure that supports a reading-rich context in conjunction with writing-worthy opportunities for use in a variety of educational contexts. The course will feature strategies to teach habits of good readers, such as: activating schema, visualizing, questioning, determining importance, making inferences, monitoring for meaning, and synthesizing. In conjunction with explicit reading skills (part I), methodologies of writing will also be taught, focusing on the process of writing through: pre-writing, organization, writing a primary draft, multiple revisions, and final editing. The art of individual conferencing with students will be featured at length.
EDUC 3601K(except for those in the Advanced Certificate Program Students with Disabilities 7-12). Matriculation in students with disabilities program required.
Includes 15 hours of fieldwork. 3 hr./wk.
This course is the first in a two-part sequence designed to foster creative approaches to assessing all children in a variety of educational settings, including students with disabilities. Participants will focus on understanding differences as a basis for planning; utilizing multiple forms of intelligence; and using a variety of assessments in an ongoing manner to design lesson plans that are more likely to address a learner’s specific needs. Content specialists will inform the course activities in the areas of language arts, mathematics, science, social studies, and technology (teaching modules) as per the Part 100 Regulation of the Commissioner of Education and the New York State Standards. Participants will utilize content modules and apply their acquired knowledge of assessment to the content areas studied. Regulatory requirements (Part 100 and Part 200 Rules and Regulations of the NYS Commissioner of Education) that focus on curriculum content, due process, assessment, programs and services are correlated to each of the topics covered during this course.
Includes 15 hours of fieldwork. 3 hr./wk.
This course is the first in a two-part sequence designed to foster creative approaches to assessing all children in a variety of educational settings, including students with disabilities. Participants will focus on understanding differences as a basis for planning; utilizing multiple forms of intelligence; and using a variety of assessments in an ongoing manner to design lesson plans that are more likely to address a learner’s specific needs. Content specialists will inform the course activities in the areas of language arts, mathematics, science, social studies, and technology (teaching modules) as per the Part 100 Regulation of the Commissioner of Education and the New York State Standards. Participants will utilize content modules and apply their acquired knowledge of assessment to the content areas studied. Regulatory requirements (Part 100 and Part 200 Rules and Regulations of the NYS Commissioner of Education) that focus on curriculum content, due process, assessment, programs and services are correlated to each of the topics covered during this course.
Includes 15 hours of fieldwork. 3 hr./wk.
This course is the second part of a two-part sequence that extends the content addressed in Part I, linking multiple forms of assessment with instructional practices. Participants will develop the knowledge and skills needed to plan and implement universal, differentiated, and individualized lessons. Participants will also focus on developing pedagogical flexibility within three broad, interconnected strands: The information to be taught (content specific to: language arts, mathematics, science, social studies, technology), how students engage with that information (process), and the ways in which students demonstrate their knowledge and skills as a result of interacting with information (product). In this course, participants will learn how to design individualized multi-option assignments within varied classroom arrangements and to guide students in making appropriate interest-based choices, using students’ readiness, interests, and individual learning profiles. Content areas are used to engage participants as per the Part 100 Regulation of the Commissioner of Education and the New York State Standards. Extending Part I of the course, participants will elaborate on content-based modules and apply their acquired knowledge of assessment and universal, differentiated, and individualized instructional designs to the content areas studied. In addition, regulatory requirements (Part 100 and Part 200 Rules and Regulations of the NYS Commissioner of Education) that focus on curriculum content, due process, assessment, programs and services are correlated to the topics covered during this course. Prereq: SPED 3800K (except for those in the Advanced Certificate Program, Students with Disabilities, Grades 1-6).
EDUC 3800K(except for those in the Advanced Certificate Program Students with Disabilities 1-6).
Includes 15 hours of fieldwork. 3 hr./wk.
This course is the second part of a two-part sequence that extends the content addressed in Part I, linking multiple forms of assessment with instructional practices. Participants will develop the knowledge and skills needed to plan and implement universal, differentiated, and individualized lessons. Participants will also focus on developing pedagogical flexibility within three broad, interconnected strands: The information to be taught (content specific to: language arts, mathematics, science, social studies, technology), how students engage with that information (process), and the ways in which students demonstrate their knowledge and skills as a result of interacting with information (product). In this course, participants will learn how to design individualized multi-option assignments within varied classroom arrangements and to guide students in making appropriate interest-based choices, using students’ readiness, interests, and individual learning profiles. Content areas are used to engage participants as per the Part 100 Regulation of the Commissioner of Education and the New York State Standards. Extending Part I of the course, participants will elaborate on content-based modules and apply their acquired knowledge of assessment and universal, differentiated, and individualized instructional designs to the content areas studied. In addition, regulatory requirements (Part 100 and Part 200 Rules and Regulations of the NYS Commissioner of Education) that focus on curriculum content, due process, assessment, programs and services are correlated to the topics covered during this course. Prereq: SPED 3801K (except for those in the Advanced Certificate Program, Students with Disabilities, Grades 7-12).
EDUC 3801K(except for those in the Advanced Certificate Program Students with Disabilities 7-12). Matriculation in students with disabilities program required.
Includes 15 hours of fieldwork. 3 hr./wk.
Participants will consider topics of critical importance to the intersection of disability, schools, and society. This course will be taught in a seminar format and address a wide range of topics that include, without limitation: disability policy; disability law; disability and religion; international disability practices and policies; disability transition issues; the intersection of disability, race, ethnicity, class, gender, and sexual orientation; inclusion practices nationally and internationally; and, the World Bank and special education. As deemed appropriate, experts and scholars in the issues discussed will be invited to participate and present on their areas of specialty. The final project will require participants to apply this knowledge in an interactive project for the classroom, school, district or other community setting in which understanding disability through the lens of diversity.
3 hr./wk.
This course provides an introduction to the foundations of early intervention and early childhood special education, including developmental, educational, family systems, and health perspectives and theories. Specific attention is paid to the process of early intervention and early childhood special education within the least restrictive environment, as delineated in state and federal legislation. Includes 10-15 hours of fieldwork.
3 hrs./wk.; 3 cr.
Provides knowledge and skills to meet the needs of infants, toddlers, and young children who demonstrate mild to profound disabilities. Includes how to use developmentally-appropriate/culturally-responsive practices to work with health care professionals, health and safety, emergency care, management of chronic health impairments, and management of neurodevelopmental and motor disabilities. Includes 10-15 hours of fieldwork.
3 hr./wk.
This course explores how to manage the environment to support learning and development for young children with diverse needs. Participants will learn how to identify and support behavior challenges in a variety of early learning environments - individual, small group, and large group settings; home, center-based, and integrated classrooms. Includes 10-15 hours of fieldwork.
3 hrs./wk.; 3 cr.
This course explores the role of assessment in understanding young children’s learning and development. It conceptualizes assessment as an ongoing, collaborative process of gathering and interpreting evidence about children’s behaviors and the social/physical environment to make decisions regarding services and supports for young children with disabilities or developmental delays. Includes 10-15 hours of fieldwork.
3 hr./wk.
An introduction to the multiple meanings of inclusive education as employed in both national and international contexts. Specific attention is paid to school structure, legislative mandates in support of inclusive education, collaborative problem-solving relationships among educators (general and special), students, and families in designing and modeling inclusive pedagogies and practices for diverse learners. We will examine historical contexts, shifting societal beliefs, and subsequent educational theories that have led to an increased emphasis on inclusion and the merits of collaborative education to serve students with disabilities in more integrated contexts. The course includes: an overview of inclusive education, student characteristics; diverse approaches to pedagogical practice; models of collaboration, including collaborative team teaching (CTT); classroom management; and assessment and utilization of assistive instructional technologies. Matriculation in School of Education program required.
3 hr./wk.
An introduction to inclusive education to support students with disabilities in the context of STEM. The following areas of study will be included: categories of disabilities; identification and remediation of disabilities; the special education process and state and federal special education laws and regulations; effective practices for planning and designing co-teaching and collaboration with peers; individualizing instruction; and applying positive behavioral supports and interventions to address student needs. Special emphasis on differentiation (strategies for instruction and assessment), co-teaching models, and classroom management in the context of secondary education STEM classrooms. Includes 15 hours of fieldwork.
3 hr./wk.
This course is designed to assist participants to make informed choices about how to analyze a "behavior issue" in the classroom and school context. Participants will learn how to develop multiple positive approaches for extinguishing difficult behaviors. Traditional as well as alternative behavioral interventions will be considered including an overview of the traditional (i.e., controlling) behavioral approaches and practices typically used with students with intellectual or emotional disabilities. Readings and activities will encourage examination of the conceptual foundations and underlying principles of such approaches for use in an inclusive society. The central feature of this course, however, will be on interactive intervention alternatives that alleviate frustrations for students with disabilities, focus on their needs and wishes, and support them in taking control of their lives. The final project will require participants to apply an approach to the management of difficult behaviors they find most suitable in their classrooms.
Includes 15-20 hours of fieldwork. 3 hr./wk.
An advanced course to assess and develop teaching skills in various special education settings under supervision in the field. Individual conferences to review teaching strategies, materials, and techniques. Department permission required.
60 hrs. per semester
This course includes observation of candidates within the classroom setting as well as candidate participation in a weekly seminar. The seminar provides both an opportunity for candidates to reflect with one another about their teaching practices and a forum for discussion of relevant issues in special education.
Department permission required.
2 hr./wk.
Designed to link theories and practices associated with families, schools, and communities for children and youth with disabilities, the focus of this course emphasizes the use of strategies that develop positive and supportive relationships between families and staff while promoting student development and learning. Some topics include the legal and philosophical basis for family participation, transition requirements, and the professional issues educators and related-service personnel typically encounter. Family-centered services and parent education will be stressed, including identification of educators’ roles with other disciplines to building partnerships that support families.
3 hr./wk.
This course explores issues of assessment with multilingual learners in US schools. It equips teacher candidates with the skills needed to develop and implement effective assessment instruments, assess student learning, and analyze student work to inform future instruction. The course also provides a critical understanding of the larger policy context.
3 hr./wk. Includes 10 hours of fieldwork.
Aspects of management such as scheduling, assignment, financial management, and reporting. Basic operational needs, procedures and administration for prospective building level principals.
3 hr./wk.
Supervised Teaching is an opportunity to further develop the essential skills, dispositions, and self-reflection necessary to be an effective and successful early childhood special education educator. Seminar discussions will offer the opportunity to integrate theory learned in coursework with experiences teaching in the field. Candidates have the opportunity to choose a concentration in Early Intervention service (Birth -3), Special Education Itinerant Teacher service preschool age (3-5) or school age early childhood (K-2).
Completion of 12 credits in the Advanced Certificate in Early Childhood Special Education Program; advisor approval
3 hrs./wk.; 3 cr.
Candidates will be assigned a full time supervised student teaching experience in a special education or inclusion setting in accordance with his/her certification grade level (e.g., 1-6, 7-12) for a minimum of 300 hours. Accompanying weekly seminar integrates the teaching experience with course work. Required for those in the initial certification program. To be completed at the end of the program sequence.
300 hours per semester
This course includes observation of candidates within the classroom setting as well as candidate participation in a weekly seminar. The seminar provides both an opportunity for candidates to reflect with one another about their teaching practices and a forum for discussion of relevant issues in special education.
Departmental Approval
2 hrs./wk.
A review of the literature, and an analysis of the implications of this research for administrative performance.
Special permission required.
2 hr./wk.
Advanced study of special problems in education sponsorship by staff member.
Special permission required.
Hours to be arranged. 2 hr./ wk.
Discussion of a variety of current topics related to computer applications and use in school administration and with particular emphasis on recent advancement and research in hardware/software development, and adaptation at the elementary and secondary school levels. Ample opportunity to participate in hands-on computer laboratory.
3 hr./wk.
Analysis of problems arising in the experience of the group. Relation to perennial problems in this field. Directed self-study of pertinent bibliographic sources. Arrangements may be made for observations and conferences. Designed for those currently engaged in administration or supervision. Open only to matriculants in Administration. (This course is part of a specialized component in organizational development.)
Hr. to be arranged.
In-depth analysis of issues that have special significance for urban school administrators; the current status of decentralization, integration, minimum competency, school finance, and constituent participation. The local, state, and federal roles in policy formulation. Analysis of research findings; alternate models.
Open to non-matriculants; permission required.
3hr./ wk.
Simulated laboratory applications of organizational development and open systems theory to the field of educational administration, including time management, team building, force field analysis, and survey feedback. Course draws upon the works of Schmuck, Levinson, Argyris, et al. Open to non-matriculants.
3hr. / wk.
The role of the administrator in creating and supporting a climate for the adoption of educational change and instructional innovation. Application of various techniques to design and evaluate the effectiveness of various change strategies.
3hr./wk