Education Courses: Fall 2025
Early Childhood Special Education
ECSE 504: Emergent Literacy Instruction for Diverse Learners
3 Credit Hour(s)
Cross-listed as SED 504. This course introduces candidates to the foundational theories and practices underpinning emergent literacy development for students with and without disabilities. Drawing on the Science of Reading and structured literacy approaches, candidates will learn to plan, deliver, and assess early reading instruction aligned with Multi-Tiered Systems of Support (MTSS) and culturally responsive-sustaining pedagogies (CRSE). Emphasis is placed on language acquisition, early reading milestones, and the impact of disabilities on literacy development. Candidates will explore and apply evidence-based strategies-including phonemic awareness, phonics, word recognition, sight word instruction, fluency, vocabulary, and comprehension-using data from varied assessments (e.g., DIBELS, phonics inventories, running records). Additionally, they will examine assistive technologies, design Next Generation-aligned SMART IEP goals, and differentiate instruction formultilingual learners, ensuring equitable access to literacy success for all students. (GR)
ECSE 505: Positive Behavior Supports & Classroom Management
3 Credit Hour(s)
Cross-listed as SED 505.This course prepares teacher candidates to establish proactive, inclusive, and culturally responsive behavior supports that foster safe, structured, and engaging learning environments. Using a Positive Behavioral Interventions and Supports (PBIS)framework, candidates will explore Tier 1 (universal supports), Tier 2 (targeted interventions), and Tier 3 (individualized behavioral support plans). The course examines evidence-based approaches, including social-emotional learning (SEL),restorative practices, and cognitive-behavioral strategies. Candidates will learn how to conduct Functional Behavior Assessments (FBA), develop Behavior Intervention Plans (BIP), and integrate data-driven decision-making. The course alsoemphasizes collaboration with families, school personnel, and community resources to support students' behavioral, social-emotional, and academic success. (GR)
ECSE 505L: Mentoring Phase II Lab
0 Credit Hour(s)
This year-long mentored teaching experience provides teacher candidates with the opportunity to apply theory into practice under the guidance of experienced mentor teachers and supervisors. The course is structured into four cycles (Mentoring Phase I, Mentoring Phase II, Mentoring Phase IIIa, and Mentoring Phase IIIb) to allow for progressive development of teaching skills and reflection on practice. Through a combination of classroom teaching, reflective assignments, and regular feedback, candidates will deepen their understanding of teaching principles and refine their instructional strategies. (GR)
ECSE 516: Foundations of Inclusive Education
3 Credit Hour(s)
Cross-listed as SED 516. This course provides an introduction to the historical, social, and legal foundations of education and inclusive (i.e., special) education, including an overview of the characteristics of students with disabilities. Candidates will examine the 13 disability categories recognized under IDEA, exploring their defining characteristics, prevalence, and educational implications. Key principles of IDEA-including FAPE, LRE, IEPs, due process, and parent participation-will be introduced, along with an exploration of the rights and responsibilities of educators, families, and community members in the special education process. Throughout the course, students will engage with elements of the Individualized Education Program (IEP) to understand how it supports students with diverse needs. This course includes the New York State-required Autism Spectrum Disorder (ASD) workshop. (GR)
ECSE 516L: Writing Seminar Lab
0 Credit Hour(s)
This course provides intensive writing seminars for teacher candidates focusing on APA formatting, proper grammar usage, and professional writing skills. Candidates are required to select a peer-reviewed research article on a disability topic relevant to teachers in the classroom and submit it for approval. The seminars prepare candidates to write an analytical essay on a disability topic covered in the 516 course/textbook. (GR)
ECSE 517: Introduction to Instructional Planning And Classroom Management for Learners with Special Needs
3 Credit Hour(s)
Cross-listed as SED 517. This course introduces candidates to the foundational principles of instructional planning and classroom management, with a focus on creating inclusive, student-centered learning environments. Candidates will explore theories of child development, learning processes, and learning theories to inform instructional decision-making. Emphasis will be placed on planning effective, research-based instruction and aligning instruction to learning standards. Teacher candidates will examine broad principles of classroom organization, creating engaging learning environments, and strategies for fostering positive social interactions. Additional concepts and frameworks related to inclusive instruction (e.g., culturally-linguistically responsive-sustaining instruction, Universal Design for Learning (UDL), and High-Leverage Practices (HLPs)) will also be explored. During this course, students will be required to complete the school violence, and child abuse workshops required for New York State Certification (additional costs). (GR)
ECSE 521: Language/Communication Development And Intervention for the Young Child
3 Credit Hour(s)
This course will focus on the language and communication development of young children. Attention will focus on teaching students to design learning environments for infants and preschoolers that will enable, accommodate, and enhance the unique receptive and expressive modes of communication of children with special needs. Field Experience Required. (GR)
ECSE 522: Infant & Toddler Development and Intervention
3 Credit Hour(s)
This course provides an introduction to the developmental processes and early intervention strategies for infants and toddlers with and without disabilities. Candidates will examine typical and atypical development across cognitive, social-emotional, physical, and linguistic domains, with a focus on early indicators of disabilities. The course emphasizes the role of family, culture, and environmental influences on early learning and development. Candidates will explore research-based assessment tools, developmentally appropriate intervention strategies, and the use of assistive technology to support infants and toddlers in their natural environments. The course will also introduce the foundational components of Individualized Family Service Plans (IFSPs) and evidence-based approaches for promoting emergent language and positive social interactions in early childhood settings. During this course, students will be required to complete the DASA workshop required for New York State Certification (additional costs). (GR)
ECSE 524: Transdisciplinary Collaboration and Family Partnerships
3 Credit Hour(s)
This course prepares early childhood special educators to work collaboratively in transdisciplinary teams, fostering inclusive, family-centered services in naturalistic environments. Candidates will explore the philosophical foundations and methodological approaches of transdisciplinary intervention, learning how to integrate play-based assessment and intervention strategies (TPBA/TPBI) into comprehensive, developmentally appropriate early childhood instruction. Emphasis will be placed on understanding the roles of various professionals and caregivers in early intervention and inclusive education, including related service providers, specialists, and families. Through case studies and structured learning activities, candidates will examine key cognitive sub-domains and apply this knowledge to design IEP-alignedinterventions. Candidates will gain foundational skills for interdisciplinary collaboration, exploring strategies for family engagement, culturally responsive intervention, and collaborative lesson planning across early childhood content areas. (GR)
ECSE 524L: Mentoring Phase I Lab
0 Credit Hour(s)
This year-long mentored teaching experience provides teacher candidates with the opportunity to apply theory into practice under the guidance of experienced mentor teachers and supervisors. The course is structured into four cycles (Mentoring Phase I, Mentoring Phase II, Mentoring Phase IIIa, and Mentoring Phase IIIb) to allow for progressive development of teaching skills and reflection on practice. Through a combination of classroom teaching, reflective assignments, and regular feedback, candidates will deepen their understanding of teaching principles and refine their instructional strategies. (GR)
ECSE 528: Teaching Mathemtics to Young Children
3 Credit Hour(s)
This course explores early numeracy development and foundational mathematics concepts for young children from birth through grade 2. Students will learn to design and implement engaging, developmentally appropriate, and inclusive math instruction that meets the needs of diverse learners, including children with disabilities and multilingual learners. Emphasizing research-based strategies, students will explore how to foster mathematical thinking through play, hands-on learning experiences, and intentional teaching. The course will incorporate formative assessment, early intervention practices, and the use of manipulatives, visual supports, and assistive technology to promote mathematical understanding. (GR)
ECSE 531: Writing and Implementing IEP for Young Children
3 Credit Hour(s)
his course provides an in-depth exploration of writing and implementing Individualized Education Programs (IEPs) for children in preschool through second grade. Students will critically analyze the legal and procedural foundations of IEP development, explore differences between early intervention and early childhood special education, and practice writing essential IEP components. Through hands-on activities, students will evaluate sample IEPs, engage in case-based learning, and develop their own IEPs for young children based on provided case studies. The course emphasizes collaboration with families and professionals, legal compliance, and the practical application of IEPs in early childhood educational settings. (GR)
ECSE 532: Practicum in Early Children/Special Educaiton
0 Credit Hour(s)
This course is an authentic practicum experience in an early childhood (Birth-Grade 2) classroom for a minimum of 150 hours. A minimum of 50 of the 150 hours must be with students with disabilities to meet the requirements for dual certification. Teacher candidates may begin logging hours for practicum beginning their first semester in the program, but must complete all hours by the end of the semester when they register for this course. During these early field experiences, teacher candidates will observe others teach and plan lessons of their own. Teacher Candidates are responsible for their own transportation and completing any background checks required by the school district. (GR)
ECSE 533: Student Teaching in Early Childhood/ Special Education I
0 Credit Hour(s)
This course is an authentic full-time student teaching experience in an early childhood (Birth-Grade 2) classroom that includes students with disabilities. Teacher candidates must attend a minimum of 70 school days across both student teaching courses with at least 35 days including students with disabilities. Student teaching begins as a scaffolded/supported teaching experience under the direct supervision of a certified cooperating teacher. Responsibilities slowly increase so by the end of the student teaching experience the teacher candidate eventually serves as the lead teacher. Teacher candidates follow the calendar of the school district and are responsible for their own transportation and completing any background checks required by the school district. (GR)
ECSE 535: Reading and Writing Instruction for Early Literacy Development
3 Credit Hour(s)
In this course, teacher candidates explore reading and writing instruction for early literacy development (PK-Grade 2), focusing on emergent literacy skills, vocabulary, fluency, comprehension, composition, handwriting, and spelling. Candidates utilize formal and informal assessments, interpret data to design targeted interventions, and develop Next Generation-aligned IEP goals for learners who need additional support. Emphasis is placed on culturally/linguistically responsive-sustaining teaching, children's literature, assistive technology, and research-based strategies to foster engagement and accessibility across diverse contexts. (GR)
ECSE 535L: Mentoring Phase II Lab
0 Credit Hour(s)
This year-long mentored teaching experience provides teacher candidates with the opportunity to apply theory into practice under the guidance of experienced mentor teachers and supervisors. The course is structured into four cycles (Mentoring Phase I, Mentoring Phase II, Mentoring Phase IIIa, and Mentoring Phase IIIb) to allow for progressive development of teaching skills and reflection on practice. Through a combination of classroom teaching, reflective assignments, and regular feedback, candidates will deepen their understanding of teaching principles and refine their instructional strategies. (GR)
ECSE 553: Assessment, Evaluation, and Intervention Strategies for Young Children with Special Needs
3 Credit Hour(s)
This course provides an in-depth exploration of assessment practices for infants, toddlers, and children from birth through Grade 2, focusing on children with and without disabilities. Candidates will examine legal frameworks, ethical considerations, and best practices in early childhood assessment, including how assessment informs intervention, eligibility for services, and ongoing progress monitoring. Special emphasis is placed on developmentally appropriate and family-centered assessment approaches, including naturalistic observations, structured play assessments, screening tools, and standardized early childhood assessments. Candidates will also explore methods for engaging families in the assessment process, using interdisciplinary approaches to evaluate children's developmental, social-emotional, and academic progress. (GR)
ECSE 553L: Mentoring Phase IIIa
0 Credit Hour(s)
This year-long mentored teaching experience provides teacher candidates with the opportunity to apply theory into practice under the guidance of experienced mentor teachers and supervisors. The course is structured into four cycles (Mentoring Phase I, Mentoring Phase II, Mentoring Phase IIIa, and Mentoring Phase IIIb) to allow for progressive development of teaching skills and reflection on practice. Through a combination of classroom teaching, reflective assignments, and regular feedback, candidates will deepen their understanding of teaching principles and refine their instructional strategies. (GR)
ECSE 570: Teaching Performance Assessment (tpa) an Capstone
3 Credit Hour(s)
Cross-listed as SED 570. This course serves as the culminating experience for teacher candidates, providing structured support for the completion of the Teaching Performance Assessment (TPA) while also engaging candidates in customized professional development to enhance their readiness for certification and the teaching profession. Candidates will integrate their knowledge of instructional planning, assessment, instructional delivery, and professional dispositions as they complete the four components of the TPA. The course will also provide opportunities for reflection, peer feedback, and professional growth in areas relevant to candidates' individual teaching contexts. Candidates will develop and refine their instructional practices through guided self-assessment, mentor feedback, and analysis of student learning data. In addition to completing the TPA,candidates will participate in professional development sessions tailored to their career goals and areas for further learning. (GR)
ECSE 570L: Mentoring Phase IIIb Lab
0 Credit Hour(s)
This year-long mentored teaching experience provides teacher candidates with the opportunity to apply theory into practice under the guidance of experienced mentor teachers and supervisors. The course is structured into four cycles (Mentoring Phase I, Mentoring Phase II, Mentoring Phase IIIa, and Mentoring Phase IIIb) to allow for progressive development of teaching skills and reflection on practice. Through a combination of classroom teaching, reflective assignments, and regular feedback, candidates will deepen their understanding of teaching principles and refine their instructional strategies. (GR)
ECSE 600: Research Methods in Special Education
3 Credit Hour(s)
The course will emphasize direct investigation, methods, procedures, and reviews of research in special education. It will examine the various types of research that can be and are conducted and the collection, analysis and reporting of findings based on sound methodological procedures. Prerequisites: SED 502, 503, 506. (GR)
ECSE 610: Action Research in Inclusive Education
3 Credit Hour(s)
Cross listed as SED 610. his course provides candidates with an opportunity to engage in action research as a means of professional growth and reflective practice. Candidates will investigate and critically analyze research literature in the field of inclusive education, integrating best practices, current trends, and controversial issues. The course emphasizes developing research-based inquiry skills to enhance instructional decision-making and educational effectiveness. Through guided application activities, candidates will design an action research proposal, focusing on identifying a research question, conducting a literature review, selecting appropriate methodologies, and developing data collection instruments. This course aligns with InTASC Standard 9: Professional Learning & Ethical Practice, emphasizing ongoing professional learning, self-reflection, and ethical research practices to improve educational outcomes for all learners. (GR)
ECSE 696: Comprehensive Examination
0 Credit Hour(s)
Candidates admitted to the graduate programs may, with advisement, complete the edTPA (mandatory for first time takers only) or the Comprehensive Exam based upon courses and field experiences within the graduate programs. The Comprehensive Exam is available to students who have already passed the edTPA. (GR)
ECSE 720: Concepts and Principles in Behavior Analysis
3 Credit Hour(s)
Cross listed with SED 720. Concept and Principles of Behavior Analysis is meant to give students a solid foundation in the basic science that underlies the technologies of Applied Behavior Analysis. Designed to be taken early in the course sequence, this course will introduce students to foundational aspects of ABA that they will apply throughout the program. (GR)
Education
EDU 500: Foundations of Learning & Instruction
3 Credit Hour(s)
Cross-listed as SED-500. This course provides a comprehensive introduction to learning and instruction including learning theory, learning standards, pedagogy, learner development, and characteristics of effective teachers. In this course, students will deepen understanding of the relationship between theory and instructional design, and articulate a personal teaching philosophy. (GR)
EDU 524: Intro to Educational Assessments & IEPs
3 Credit Hour(s)
Cross-listed with SED-524. In this course, teacher candidates will develop skills in assessment of students with and without disabilities, including progress monitoring of Individualized Education Plan (IEP) goals. Teacher candidates will engage with different types of assessment instruments, including academic, behavioral, social/emotional, and transition tools used within a multi-tiered system of supports. They will investigate culturally responsive assessment practices to address the needs of culturally and linguistically diverse learners and evaluate assessments for potential biases. Throughout this course, teacher candidates will practice collaborative data-based decision making in regard to instruction practices and IEP development. (GR)
EDU 525: Inclusive Practices in Mathematics
3 Credit Hour(s)
Cross-listed with SED-525. In this course, students will design math instruction that meets the needs of diverse learners including those with disabilities and English Language Learners. Students will explore and implement research-based math strategies, and incorporate flexible pedagogy that provides a balance between explicit and problem-based/inquiry instruction to address the needs of learners with and without disabilities. Leveraging a wide range of instructional and assistive technologies, students will engage in collaborative lesson planning activities with opportunities for hands-on practice with feedback. (GR)
EDU 526: Methods for Classroom Management (pk-12)
3 Credit Hour(s)
Cross-listed with SED-526. In this course, students will learn about classroom management strategies within a multi-tiered system of support. They will explore research-based interventions and reflect on their own experiences and biases to develop a culturally responsive classroom management plan and an individualized behavior intervention plan. (GR)
EDU 527: Practicum in Inclusive Education
3 Credit Hour(s)
Cross-listed with SED-527. This course is an authentic practicum experience in a classroom with students with disabilities with required field hours varying depending on the program track (50-150 hours). This is a scaffolded/supported teaching experience where students will begin by conducting reflective lesson observations and eventually plan and teach lessons and lesson sequences themselves and/or as a co-teacher with the cooperating teacher. Students will schedule their hours with their assigned cooperating teacher and are responsible for their own transportation and completing any background checks required by the school district. (GR)
EDU 535: Inclusive Practices in Elementary Reading
3 Credit Hour(s)
Cross-listed with SED-535. This course presents the fundamentals of inclusive reading theory, instruction and assessment. The primary purpose of this course is to assist in the development of an effective reading teacher who can successfully assess and design instructional plans for students with and without disabilities that impact them in reading. Students will explore and execute evidence-based, inclusive reading strategies and reflect on their own professional knowledge and growth. (GR)
EDU 536: Action Research in Literacy Intervention
3 Credit Hour(s)
Cross-listed with SED-536. This course focuses on how to find and imnplement research-based literacy interventions for K-12 students who need additional support in literacy, including English Language Learners (ELLs) and students with disabilities. Students will learn about the action research cycle and will design an action research project for K-12 students who need targeted intervention in reading, writing, listening, and/or speaking. (GR)
EDU 590: Student Teaching in Inclusive Education I
3 Credit Hour(s)
Cross-listed with SED-590. This course is an authentic student teaching experience in a classroom setting. Students spend full days with the cooperating teacher for a minimum of 7 weeks/35 days in this first placement (following the district academic calendar). Each placement begins as scaffolded/supported teaching experience with a minimum of at least one week takeover as the classroom teacher by the end of the experience. Students are responsible for their own transportation and completing any background checks required by the school district. (GR)
EDU 591: Student Teaching in Inclusive Education II
3 Credit Hour(s)
Cross-listed with SED-591. This course is an authentic student teaching experience in a classroom setting. Students spend full days with the cooperating teacher for a minimum of 7 weeks/35 days in this first placement (following the district academic calendar). Each placement begins as scaffolded/supported teaching experience with a minimum of at least one week takeover as the classroom teacher by the end of the experience. Students are responsible for their own transportation and completing any background checks required by the school district. (GR)
EDU 600: Research Methods in Inclusive Education
3 Credit Hour(s)
Cross-listed as SED 600. In this course, students will examine various types of research conducted to investigate the effectiveness of an instructional practice/strategy for inclusive education. We will emphasize methods and quality indicators of action research and single subject research designs that are often used in the field. Teacher candidates enrolled in an additional certification program are required to explicity focus on research methods and research studies related to literacy instruction/intervention. (GR)
EDU 601: Equitable & Accessible Educational Technology
3 Credit Hour(s)
Cross-listed with SED-601. In this course, students will explore the spectrum of assistive/educational technology and reflect on the role of teachers in effectively designing, implementing, and evaluating technology for learning. This course will focus on literacy/language acquisition across content areas and STEM instruction. Students will create engaging and accessible learning opportunities for diverse learners with and without disabilities as well as for English Language Learners that are enhanced with technology. Additionally, they will make data-based technological decisions by evaluating, selecting, implementing, and assessing educational technology aligned to instructional outcomes and individual student needs. (GR)
EDU 602: Equity Social Justice in Education Law, Policy & Practice
3 Credit Hour(s)
Cross-listed as SED 602 This course will focus on dispositions and professional learning as students will discuss equity and how it relates to educational law, policy, and practice. Students will aim to learn from those who have been marginalized by our current educational systems. They will set actionable goals and create resources to support the professional growth of teachers to create more inclusive policies and practices that demonstrate respect for all individuals. (GR)
EDU 603: Advanced Assessment Methods
3 Credit Hour(s)
Cross-listed as SED 603. In this course, students will investigate the reliability and validity of classroom assessments while minimizing bias within the assessments. They will create fidelity evaluation tools and discuss the impact of implementation fidelity for evidence-based practices on student success. In addition, they will explore standards for practicing teachers such as InTASC, CEC Initial and Advanced Preparation Standards, and content-specialty teacher standards. Teacher Candidates will explore leadership responsibilities including needs-based assessments for school-wide programming for students with disabilities. (GR)
EDU 604: Intensive Intervention in Elementary Mathematics
3 Credit Hour(s)
Cross-listed as SED 604 This course focuses on math instruction across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions for students with disabilities and English Language Learners. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate resources for math intervention in terms of mathematical domains emphasized, the extent of research support, and considerations for cultural responsiveness. (GR)
EDU 605: School-Based Behavioral Interventions & Structures
3 Credit Hour(s)
Cross-listed as SED 605. This course focuses on providing behavioral interventions across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate varied theories on behavior management in terms of individualized target behaviors, the extent of research support, and considerations for cultural responsiveness. They will examine and critique critical issues around how schools set expectations for, interpret, and intervene with problem behaviors. Students will also identify strategies and reasons for teaching prosocial behaviors. (GR)
EDU 615: Critical Issues in Inclusive Education
3 Credit Hour(s)
Cross-listed as SED 615. This course is an introduction to graduate studies with a central function of developing your critical reading, thinking, and writing skills. In this course, students will explore some of today's critical issues in the field of inclusive education, with an eye to how issues of power, privilege, systemic oppression, cultural identity and intersectionality related to our selected issues. Get ready to read, write, think, and reflect on how the course material might shape your further development as a teacher. (GR)
EDU 635: Intensive Intervention in Elementary Reading
3 Credit Hour(s)
Cross-listed as SED 635.This course focuses on elementary reading instruction across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate resources for reading intervention in terms of reading areas emphasized (e.g., decoding, fluency, comprehension), the extent of research support, and considerations for cultural responsiveness. (GR)
EDU 671: Practicum Capstone in Inclusive Education
3 Credit Hour(s)
Cross-listed as SED 671.This course serves as the final culminatingexperience for graduate students seekingadditional certification in Childhood Education1-6 and/or Students with Disabilities All Grades. This capstone course includes a supervised practicum experience in a setting(s) that aligns with the desired certification area(s). In addition to the practicum experience, students will create a web-based teacher resource for supporting all learners and will complete a final portfolio that showcases their understanding and growth toward meeting the standards of the profession. Prerequisite: SED 615 (GR)
EDU 699: Capstone Project in Inclusive Education
3 Credit Hour(s)
Cross-listed as EDU 699. This course serves as the final culminatingexperience for graduate students seeking professional certification to teach students withdisabilities. Under the mentorship of the course instructor, students will design a project that showcases their understanding and growth toward meeting the standards of the profession. (GR)
Special Education
SED 500: Foundations of Learning & Instruction
3 Credit Hour(s)
Cross-listed as EDU-500. This course provides a comprehensive introduction to learning and instruction including learning theory, learning standards, pedagogy, learner development, and characteristics of effective teachers. In this course, students will deepen understanding of the relationship between theory and instructional design, and articulate a personal teaching philosophy. (GR)
SED 501: Introduction to Disabiltiy & Inclusive Education
3 Credit Hour(s)
This is an introductory course about inclusive (i.e.,special) education that examines historical and socio-political perspectives of disability, both in the United States, and globally. In addition to learning about characteristics of different disabilities, students will examine foundational laws and principles related to inclusive education and reflect on their own identity, experiences, and values that may impact them as a teacher. This course includes a 3-hour workshop on Autism Spectrum Disorder as required for New York State certification. (GR)
SED 503: Assessment Methods for General and Special Education
3 Credit Hour(s)
This course provides an overview of assessment in teaching and learning, emphasizing how educators use data to inform instruction and support student growth. Candidates will examine diagnostic, formative, and summative assessments, including standardized tests, informal teacher-made assessments, progress monitoring tools, grading systems, rubrics, observational checklists, and portfolio assessments. The course will also explore validity, reliability, and fairness inassessment; culturally responsive and linguistically appropriate assessment strategies; and the role of technology inassessment, including computer-based testing and assistive technology. Candidates will gain practical experience in interpreting assessment data, writing IEP goals and short-term objectives, and communicating assessment results to families and multidisciplinary teams. (GR)
SED 503L: Mentoring Phase IIIa Lab
0 Credit Hour(s)
This year-long mentored teaching experience provides teacher candidates with the opportunity to apply theory into practice under the guidance of experienced mentor teachers and supervisors. The course is structured into four cycles (Mentoring Phase I, Mentoring Phase II, Mentoring Phase IIIa, and Mentoring Phase IIIb) to allow for progressive development of teaching skills and reflection on practice. Through a combination of classroom teaching, reflective assignments, and regular feedback, candidates will deepen their understanding of teaching principles and refine their instructional strategies. (GR)
SED 504: Emergent Literacy Instruction for Diverse Learners
3 Credit Hour(s)
Cross-listed as ECSE 504. This course introduces candidates to the foundational theories and practices underpinning emergent literacy development for students with and without disabilities. Drawing on the Science of Reading and structured literacy approaches, candidates will learn to plan, deliver, and assess early reading instruction aligned with Multi-Tiered Systems of Support (MTSS) and culturally responsive-sustaining pedagogies (CRSE). Emphasis is placed on language acquisition, early reading milestones, and the impact of disabilities on literacy development. Candidates will explore and apply evidence-based strategies-including phonemic awareness, phonics, word recognition, sight word instruction, fluency, vocabulary, and comprehension-using data from varied assessments (e.g., DIBELS, phonics inventories, running records). Additionally, they will examine assistive technologies, design Next Generation-aligned SMART IEP goals, and differentiate instruction formultilingual learners, ensuring equitable access to literacy success for all students. (GR)
SED 505: Positive Behavior Supports and Classroom Management
3 Credit Hour(s)
Cross-listed as ECSE 505.This course prepares teacher candidates to establish proactive, inclusive, and culturally responsive behavior supports that foster safe, structured, and engaging learning environments.Using a Positive Behavioral Interventions and Supports (PBIS)framework, candidates will explore Tier 1 (universal supports), Tier 2 (targeted interventions), and Tier 3 (individualized behavioral support plans). The course examines evidence-based approaches, including social-emotional learning (SEL),restorative practices, and cognitive-behavioral strategies. Candidates will learn how to conduct Functional Behavior Assessments (FBA), develop Behavior Intervention Plans (BIP), and integrate data-driven decision-making. The course alsoemphasizes collaboration with families, school personnel, and community resources to support students' behavioral,social-emotional, and academic success. (GR)
SED 505L: Mentoring Phase II Lab
0 Credit Hour(s)
This year-long mentored teaching experience provides teacher candidates with the opportunity to apply theory into practice under the guidance of experienced mentor teachers and supervisors. The course is structured into four cycles (Mentoring Phase I, Mentoring Phase II, Mentoring Phase IIIa, and Mentoring Phase IIIb) to allow for progressive development of teaching skills and reflection on practice. Through a combination of classroom teaching, reflective assignments, and regular feedback, candidates will deepen their understanding of teaching principles and refine their instructional strategies. (GR)
SED 506: Inclusive Literacy Practices in the Secondary Classroom
3 Credit Hour(s)
This course focuses on inclusive teaching practices to support literacy development of adolescent students with disabilities and English Language Learners across content areas. In this course, students will embrace Universal Design for Learning (UDL) principles, utilize models of co-teaching, and incorporate flexible pedagogy and evidence-based practices to adapt and design lessons that are appropriate for students with disabilities within a multi-tiered system of support. (GR)
SED 508: Teaching to the Standards
3 Credit Hour(s)
This course is the seminar accompaniment to the student teaching experience for graduate students. In this culminating course, students will reflect on their learning related to standards of the profession. (GR)
SED 515: Introduction to Theories of Learning, Child Development and Cognitive Studies
3 Credit Hour(s)
The course will provide a thorough understanding of child development, psychological concepts, principles and theories involved in the teaching-learning process. This course will also cover current cognitive theories of learning and brain-based learning studies used in today's classroom. This course is a pre-requisite offered by Coopersmith, not by Daemen, for the Alt Cert programs only. (GR)
SED 516: Foundations of Inclusivie Education Educational Policies, Community Education, and Working with Families
3 Credit Hour(s)
Cross-listed with ECSE 516.This course provides an introduction to the historical, social, and legal foundations of education and inclusive (i.e., special) education, including an overview of the characteristics of students with disabilities. Candidates will examine the 13 disability categories recognized under IDEA, exploring their defining characteristics, prevalence, and educational implications. Key principles of IDEA-including FAPE, LRE, IEPs, due process, and parent participation-will be introduced, along with an exploration of the rights and responsibilities of educators, families, and community members in the special education process. Throughout the course, students will engage with elements of the Individualized Education Program (IEP) to understand how it supports students with diverse needs. This course includes the New York State-required Autism Spectrum Disorder (ASD) workshop (GR)
SED 516L: Writing Seminar Lab
0 Credit Hour(s)
This course provides intensive writing seminars for teacher candidates focusing on APA formatting, proper grammar usage, and professional writing skills. Candidates are required to select a peer-reviewed research article on a disability topic relevant to teachers in the classroom and submit it for approval. The seminars prepare candidates to write an analytical essay on a disability topic covered in the 516 course/textbook. (GR)
SED 517: Introduction to to Instructructional Planning and Classroom Management for Learners with Special Needs
3 Credit Hour(s)
Cross-listed as ECSE 517. This course introduces candidates to the foundational principles of instructional planning and classroom management, with a focus on creating inclusive, student-centered learning environments. Candidates will explore theories of child development, learning processes, and learning theories to inform instructional decision-making. Emphasis will be placed on planning effective, research-based instruction and aligning instruction to learning standards. Teacher candidates will examine broad principles of classroom organization, creating engaging learning environments, and strategies for fostering positive social interactions. Additional concepts and frameworks related to inclusive instruction (e.g., culturally-linguistically responsive-sustaining instruction, Universal Design for Learning (UDL), and High-Leverage Practices (HLPs)) will also be explored. During this course, students will be required to complete the school violence, and child abuse workshops required for New York State Certification (additional costs). (GR)
SED 519: Advanced Literacy Instruction for Diverse Learners
3 Credit Hour(s)
This course provides an in-depth exploration of literacy instruction in grades 3-12. Candidates will develop expertise in teaching reading comprehension and written composition strategies for students with and without disabilities, including those with dyslexia and other reading challenges as well as for students who are culturally and linguistically diverse. The course emphasizes instructional planning, differentiation, and assistive technology to support students across content areas in upper elementary and secondary classrooms. Candidates will analyze and apply the English Language Arts (ELA) Standards and adolescent literacy standards to design explicit, evidence-based literacy instruction. Through assessments, case studies, and field-based application, candidates will develop skills to identify literacy needs, design appropriate interventions, and support students in developing strong comprehension and written expression skills. (GR)
SED 522: Curriculum Modification and Systematic For Students With Significant Support Needs
3 Credit Hour(s)
This course explores instructional strategies and curriculum adaptations for students with significant support needs (i.e., students with moderate or severe/profound disabilities across academic content areas (with an emphasis on science and social studies) and functional/life skills development. Candidates will apply systematic instruction as an evidence-based practice and design curriculum adaptations that enhance access to the general curriculum. Candidates will also examine how individualized supports, including accommodations, modifications, and assistive technology, align with IEP goals to promote meaningful engagement in academic and daily life activities. (GR)
SED 522L: Mentoring Phase I Lab
0 Credit Hour(s)
This year-long mentored teaching experience provides teacher candidates with the opportunity to apply theory into practice under the guidance of experienced mentor teachers and supervisors. The course is structured into four cycles (Mentoring Phase I, Mentoring Phase II, Mentoring Phase IIIa, and Mentoring Phase IIIb) to allow for progressive development of teaching skills and reflection on practice. Through a combination of classroom teaching, reflective assignments, and regular feedback, candidates will deepen their understanding of teaching principles and refine their instructional strategies. (GR)
SED 523: Teaching Students With Mild/Moderate Disabilities
3 Credit Hour(s)
This course provides an overview of instructional strategies and evidence-based practices (EBPs) to support students with mild/moderate disabilities in inclusive classrooms. Candidates will explore how neurodevelopmental processes impact learning and examine effective teaching methods for students with specific learning disabilities (SLD) and othermild/moderate disabilities, including ADHD, autism, and speech/language impairments. Emphasis will be placed on curricular accommodations across content areas, particularly in science and social studies, as well as on High-Leverage Practices(HLPs), differentiation, assistive technology, and Universal Design for Learning (UDL). Candidates will also explore the role of IEPs, accommodations, modifications, and related services in supporting student success. During this course, students will be required to complete the DASA workshop required for New York State Certification (additional costs). (GR)
SED 524: Intro to Educational Assessments & IEPs
3 Credit Hour(s)
Cross-listed with EDU-524. In this course, teacher candidates will develop skills in assessment of students with and without disabilities, including progress monitoring of Individualized Education Plan (IEP) goals. Teacher candidates will engage with different types of assessment instruments, including academic, behavioral, social/emotional, and transition tools used within a multi-tiered system of supports. They will investigate culturally responsive assessment practices to address the needs of culturally and linguistically diverse learners and evaluate assessments for potential biases. Throughout this course, teacher candidates will practice collaborative data-based decision making in regard to instruction practices and IEP development. (GR)
SED 525: Inclusive Practices in Mathematics
3 Credit Hour(s)
Cross-listed with EDU-525. In this course, students will design math instruction that meets the needs of diverse learners including those with disabilities and English Language Learners. Students will explore and implement research-based math strategies, and incorporate flexible pedagogy that provides a balance between explicit and problem-based/inquiry instruction to address the needs of learners with and without disabilities. Leveraging a wide range of instructional and assistive technologies, students will engage in collaborative lesson planning activities with opportunities for hands-on practice with feedback. (GR)
SED 526: Methods for Classroom Management (pk-12)
3 Credit Hour(s)
Cross-listed with EDU-526. In this course, students will learn about classroom management strategies within a multi-tiered system of support. They will explore research-based interventions and reflect on their own experiences and biases to develop a culturally responsive classroom management plan and an individualized behavior intervention plan. (GR)
SED 527: Practicum in Inclusive Education
3 Credit Hour(s)
Cross-listed with EDU-527. This course is an authentic practicum experience in a classroom with students with disabilities with required field hours varying depending on the program track (50-150 hours). This is a scaffolded/supported teaching experience where students will begin by conducting reflective lesson observations and eventually plan and teach lessons and lesson sequences themselves and/or as a co-teacher with the cooperating teacher. Students will schedule their hours with their assigned cooperating teacher and are responsible for their own transportation and completing any background checks required by the school district. (GR)
SED 528: Mathematics Instruction for Diverse Learners
3 Credit Hour(s)
This course explores effective instructional strategies for building conceptual understanding in mathematics for students in grades 1-6, while also addressing approaches to support mathematical learning for students with disabilities in grades 7-12. Candidates will examine how children and adolescents develop mathematical reasoning, problem-solving skills, and procedural fluency through a balance of explicit instruction and inquiry-based learning. The course will emphasize how and when to use direct instruction, guided discovery, and problem-based approaches to ensure that all students-including those with disabilities and multilingual learners-experience both productive struggle and meaningful support. Candidates will also explore evidence-based interventions, differentiation strategies, formative assessments, and assistive technologies that promote equitable access to mathematics for diverse learners. By the end of the course, candidates will be able to design and implement inclusive mathematics instruction that supports conceptual understanding, mathematical discourse, and problem-solving across elementary and secondary grades. (GR)
SED 531: Writing and Implementing IEPS (PK-12)
3 Credit Hour(s)
This course provides an in-depth exploration of writing and implementing Individualized Education Programs (IEPs) for students from preschool through grade 12. Students will critically analyze the legal and procedural foundations of IEP development, examine the role of various professionals in the IEP process, and practice writing essential IEP components. Through hands-on activities, students will evaluate sample IEPs, engage in case-based learning, and develop their own IEPs based on provided case studies. Special attention will be given to the development of Present Levels of Performance and Individual Needs (PLoP/Needs) statements, measurable annual goals and objectives, service recommendations, and transition planning for students aged 14 and older in accordance with New York State and federal regulations. (GR)
SED 532: Practicum in Childhood/Special Education
0 Credit Hour(s)
This course is an authentic practicum experience in a classroom for a minimum of 150 hours. A minimum of 50 of the 150 hours must be with students with disabilities (Grades PK-12) and a minimum of 50 hours must be in childhood grades (1-6) to meet the requirements for dual certification. Teacher candidates may begin logging hours for practicum beginning their first semester in the program, but must complete all hours by the end of the semester when they register for this course. During these early field experiences, teacher candidates will observe others teach and plan lessons of their own. Teacher Candidates are responsible for their own transportation and completing any background checks required by the school district. (GR)
SED 533: Student Teaching Childhood/Special Education I
0 Credit Hour(s)
This course is an authentic full-time student teaching experience in childhood (grades 1-6) classroom that includes students with disabilities. Teacher candidates must attend a minimum of 70 school days across both student teaching courses with at least 35 days including students with disabilities. Student teaching begins as a scaffolded/supported teaching experience under the direct supervision of a certified cooperating teacher. Responsibilities slowly increase so by the end of the student teaching experience the teacher candidate eventually serves as the lead teacher. Teacher candidates follow the calendar of the school district and are responsible for their own transportation and completing any background checks required by the school district. (GR)
SED 535: Inclusive Practices in Elementary Reading
3 Credit Hour(s)
Cross-listed with EDU-535. This course presents the fundamentals of inclusive reading theory, instruction and assessment. The primary purpose of this course is to assist in the development of an effective reading teacher who can successfully assess and design instructional plans for students with and without disabilities that impact them in reading. Students will explore and execute evidence-based, inclusive reading strategies and reflect on their own professional knowledge and growth. (GR)
SED 536: Action Research in Literacy Intervention
3 Credit Hour(s)
Cross-listed with EDU-536. This course focuses on how to find and imnplement research-based literacy interventions for K-12 students who need additional support in literacy, including English Language Learners (ELLs) and students with disabilities. Students will learn about the action research cycle and will design an action research project for K-12 students who need targeted intervention in reading, writing, listening, and/or speaking. (GR)
SED 538: Student Teaching Childhood/Special Education II
0 Credit Hour(s)
This course is an authentic full-time student teaching experience in childhood (grades 1-6) classroom thatincludes students with disabilities. Teacher candidates must attend a minimum of 70 school days across both student teaching courses with at least 35 days including students with disabilities. Student teaching begins as a scaffolded/supported teaching experience under the direct supervision of a certified cooperating teacher. Responsibilities slowly increase so by the end of the student teaching experience the teacher candidate eventually serves as the lead teacher. Teacher candidates follow the calendar of the school district and are responsible for their own transportation and completing any background checks required by the school district. (GR)
SED 553: Assessment, Evaluation, and Intervention Strategies for Young Children with Special Needs
3 Credit Hour(s)
This course provides a look at issues, the legal basis, and the functions of assessment of infants, toddlers and preschoolers with special needs. Assessment is an important and ongoing responsibility of professionals who work with young children with special needs and is necessary, not only to meet federal and state mandates, but also to plan appropriate intervention strategies and to monitor the effectiveness of services provided. Special emphasis will be placed on incorporating current research into the course objectives, including a recognition of the high priority now placed on family-centered assessment and intervention, on assessment in the natural environment, and on the importance afforded to the role of interdisciplinary assessment strategies. After reviewing assessment issues and instruments in class, students will select one or more authentic and performance-based assessment tools; conduct an assessment of a young child in a natural environment, using both informal and formal assessment methods; review the child's records; interview with significant caregivers; and then, based on the findings, develop and implement an intervention strategy and record the results. All phases of the process will be monitored and supervised by college and professional personnel. Field Experience Required. (GR)
SED 570: Teaching Performance Assessment (tpa) And Capstone Children with Disabilities
3 Credit Hour(s)
Cross-listed as ECSE 570. This course serves as the culminating experience for teacher candidates, providing structured support for the completion of the Teaching Performance Assessment (TPA) while also engaging candidates in customized professional development to enhance their readiness for certification and the teaching profession. Candidates will integrate their knowledge of instructional planning, assessment, instructional delivery, and professional dispositions as they complete the four components of the TPA. The course will also provide opportunities for reflection, peer feedback, and professional growth in areas relevant to candidates' individual teaching contexts. Candidates will develop and refine their instructional practices through guided self-assessment, mentor feedback, and analysis of student learning data. In addition to completing the TPA, candidates will participate in professional development sessions tailored to their career goals and areas for further learning. (GR)
SED 570L: Mentoring Phase IIIb Lab
0 Credit Hour(s)
This year-long mentored teaching experience provides teacher candidates with the opportunity to apply theory into practice under the guidance of experienced mentor teachers and supervisors. The course is structured into four cycles (Mentoring Phase I, Mentoring Phase II, Mentoring Phase IIIa, and Mentoring Phase IIIb) to allow for progressive development of teaching skills and reflection on practice. Through a combination of classroom teaching, reflective assignments, and regular feedback, candidates will deepen their understanding of teaching principles and refine their instructional strategies. (GR)
SED 580: Special Education Student Teaching and Seminar at the Intermediate Level for Children with Disabilities
3 Credit Hour(s)
This course is designed to provide candidates with comprehensive classroom teaching experiences, which serve to culminate the professional sequence of teacher preparation and other related courses. Student teachers will be presented with the opportunity to observe, practice, discuss, evaluate, and modify teaching strategies and methods in intermediate childhood special education classroom settings (grades 4-6). Within the professional laboratory experience, candidates will be provided with gradually increasing lesson presentation and teaching responsibilities with the ultimate outcome of attending to all of the details that comprise a full day and week(s) of teaching. Prerequisites (Amherst Only): Completion of all courses, except for SED 570 and EDU 518 (recommended), which are taken concurrently. Corequisites: SED 570, EDU 518 (recommended). (GR)
SED 590: Student Teaching in Inclusive Education I
3 Credit Hour(s)
Cross-listed with EDU-590. This course is an authentic student teaching experience in a classroom setting that includes students with disabilities. Students spend full days with the cooperating teacher for a minimum of 7 weeks/35 days in this first placement (following the district academic calendar). Each placement begins as scaffolded/supported teaching experience with a minimum of at least one week takeover as the classroom teacher by the end of the experience. Students are responsible for their own transportation and completing any background checks required by the school district. (GR)
SED 591: Student Teaching in Inclusive Education II
3 Credit Hour(s)
Cross-listed with EDU-591. This course is an authentic student teaching experience in a classroom setting that includes students with disabilities. Students spend full days with the cooperating teacher for a minimum of 7 weeks/35 days in this first placement (following the district academic calendar). Each placement begins as scaffolded/supported teaching experience with a minimum of at least one week takeover as the classroom teacher by the end of the experience. Students are responsible for their own transportation and completing any background checks required by the school district. (GR)
SED 600: Research Methods in Inclusive Education
3 Credit Hour(s)
Cross-listed as EDU 600. In this course, students will examine various types of research conducted to investigate the effectiveness of an instructional practice/strategy for inclusive education. We will emphasize methods and quality indicators of action research and single subject research designs that are often used in the field. Teacher candidates enrolled in an additional certification program are required to explicity focus on research methods and research studies related to literacy instruction/intervention. (GR)
SED 601: Equitable & Accessible Educational Technology
3 Credit Hour(s)
Cross-listed with EDU-601. In this course, students will explore the spectrum of assistive/educational technology and reflect on the role of teachers in effectively designing, implementing, and evaluating technology for learning. This course will focus on literacy/language acquisition across content areas and STEM instruction. Students will create engaging and accessible learning opportunities for diverse learners with and without disabilities as well as for English Language Learners that are enhanced with technology. Additionally, they will make data-based technological decisions by evaluating, selecting, implementing, and assessing educational technology aligned to instructional outcomes and individual student needs. (GR)
SED 602: Equity Social Justice in Education Law, Policy & Practice
3 Credit Hour(s)
Cross-listed as EDU 602 This course will focus on dispositions and professional learning as students will discuss equity and how it relates to educational law, policy, and practice. Students will aim to learn from those who have been marginalized by our current educational systems. They will set actionable goals and create resources to support the professional growth of teachers to create more inclusive policies and practices that demonstrate respect for all individuals. (GR)
SED 603: Advanced Assessment Methods
3 Credit Hour(s)
Cross-listed as EDU 603. In this course, students will investigate the reliability and validity of classroom assessments while minimizing bias within the assessments. They will create fidelity evaluation tools and discuss the impact of implementation fidelity for evidence-based practices on student success. In addition, they will explore standards for practicing teachers such as InTASC, CEC Initial and Advanced Preparation Standards, and content-specialty teacher standards. Teacher Candidates will explore leadership responsibilities including needs-based assessments for school-wide programming for students with disabilities. (GR)
SED 604: Intensive Intervention in Elementary Mathematics
3 Credit Hour(s)
Cross-listed as EDU 604 This course focuses on math instruction across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions for students with disabilities and English Language Learners. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate resources for math intervention in terms of mathematical domains emphasized, the extent of research support, and considerations for cultural responsiveness. (GR)
SED 605: School-Based Behavioral Interventions & Structures
3 Credit Hour(s)
Cross-listed as EDU 605. This course focuses on providing behavioral interventions across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate varied theories on behavior management in terms of individualized target behaviors, the extent of research support, and considerations for cultural responsiveness. They will examine and critique critical issues around how schools set expectations for, interpret, and intervene with problem behaviors. Students will also identify strategies and reasons for teaching prosocial behaviors. (GR)
SED 607: Post Secondary Transition & Collaboration
3 Credit Hour(s)
This course focuses on the study of the post-secondary transition process in special education, with special emphasis on competencies necessary for effective collaboration with parents, students, paraprofessionals, general educators, and related service providers. Issues explored will include: culturally responsive practice; developing developmentally appropriate transition plans within an IEP that promote inclusion; and collaborating with team members to prepare students for the future. (GR)
SED 610: Action Research in Inclusive Education Research
3 Credit Hour(s)
Cross-listed as ECSE 610. This course provides candidates with an opportunity to engage in action research as a means of professional growth and reflective practice. Candidates will investigate and critically analyze research literature in the field of inclusive education, integrating best practices, current trends, and controversial issues. The course emphasizes developing research-based inquiry skills to enhance instructional decision-making and educational effectiveness. Through guided application activities,candidates will design an action research proposal, focusing on identifying a researchquestion, conducting a literature review, selecting appropriate methodologies, and developing data collection instruments. This course aligns with InTASC Standard 9: Professional Learning & Ethical Practice, emphasizing ongoing professional learning, self-reflection, and ethicalresearch practices to improve educational outcomes for all learners. (GR)
SED 612: Advanced Collaboration Methods
3 Credit Hour(s)
This course is designed to provide students with the information needed for effective collaboration with families, teachers, paraprofessionals, related service providers, and other IEP team members. Participants will learn effective models of collaboration and consultation, team member roles and responsibilities, collaborative practices for participating on teams, and strategies for securing appropriate resources for students with disabilities. (GR)
SED 615: Critical Issues in Inclusive Education
3 Credit Hour(s)
Cross-listed as EDU 615. This course is an introduction to graduate studies with a central function of developing your critical reading, thinking, and writing skills. In this course, students will explore some of today's critical issues in the field of inclusive education, with an eye to how issues of power, privilege, systemic oppression, cultural identity and intersectionality related to our selected issues. Get ready to read, write, think, and reflect on how the course material might shape your further development as a teacher. (GR)
SED 635: Intensive Intervention in Elementary Reading
3 Credit Hour(s)
Cross-listed as EDU 635.This course focuses on elementary reading instruction across a multi-tiered system of support with an emphasis on Tier 2 and Tier 3 interventions. Students will practice a variety of assessment methods to determine student strengths and needs and plan/implement intensive intervention to meet those needs. They will explore and evaluate resources for reading intervention in terms of reading areas emphasized (e.g., decoding, fluency, comprehension), the extent of research support, and considerations for cultural responsiveness. (GR)
SED 642: Curriculum Modification for Learners With Disabilities
3 Credit Hour(s)
This course focuses on modifying curriculum and assessments for learners with significant support needs. Students will engage in critical discourse around topics such as inclusion, labels like severe disabilities, and challenging deficit thinking. They will also practice forms of systematic instruction and develop individualized curricula that are culturally appropriate and support the learner in progressing toward grade level standards. (GR)
SED 671: Practicum Capstone in Inclusive Education
3 Credit Hour(s)
Cross-listed as EDU 671.This course serves as the final culminatingexperience for graduate students seekingadditional certification in Childhood Education1-6 and/or Students with Disabilities All Grades. This capstone course includes a supervised practicum experience in a setting(s) that aligns with the desired certification area(s). In addition to the practicum experience, students will create a web-based teacher resource for supporting all learners and will complete a final portfolio that showcases their understanding and growth toward meeting the standards of the profession. Prerequisite: SED 615 (GR)
SED 696: Capstone Project
0 Credit Hour(s)
Candidates admitted to the graduate programs may, with advisement, complete the edTPA (mandatory for first time takers only) or the Comprehensive Exam based upon courses and field experiences within the graduate programs. The Comprehensive Exam is available to students who have already passed the edTPA. (GR)
SED 699: Capstone Project in Inclusive Education
3 Credit Hour(s)
Cross-listed as EDU 699. This course serves as the final culminatingexperience for graduate students seeking professional certification to teach students withdisabilities. Under the mentorship of the course instructor, students will design a project that showcases their understanding and growth toward meeting the standards of the profession. (GR)
SED 720: Concepts and Principles in Behavior Analysis
3 Credit Hour(s)
Cross listed with ECSE 720. Concept and Principles of Behavior Analysis is meant to give students a solid foundation in the basic science that underlies the technologies of Applied Behavior Analysis. Designed to be taken early in the course sequence, this course will introduce students to foundational aspects of ABA that they will apply throughout the program. (GR)