Education Courses

Education Courses

Early Childhood Special Education

ECSE 521: Language/Communication Development of Children with Special Needs (3)

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. Offered Fall and Spring. (GR)

ECSE 522: Infant Development and Intervention with Assistive Technology (3)

This course will prepare students to understand and appreciate the complex developmental issues and comprehensive interdisciplinary service needs of infants who are disabled or are at risk for a disability, and their families. From an educational perspective, it is impossible to view the needs and goals for the young child apart from those of the family. Early intervention (EI) services are now found throughout the United States, and recent research on brain development highlights the unique characteristics and needs of infants and the critical role of their caregivers in fostering optimal growth and development. The transactional model of EI emphasizes the importance of the continual and progressive interactions between the infant and the environment. Current research on the use of assistive technology in facilitating the infant's interactions with the environment will also be explored and incorporated into class discussions and assignments. Field Experience Required. Offered Fall and Spring. (GR)

ECSE 524: Transdisciplinary Intervention and Family Involvement (3)

With the implementation of family-centered services and the inclusion of young children with special needs in naturalistic environments, personnel need to be able to work collaboratively as members of teams with family members, with others in their own disciplines, and with individuals from an array of other disciplines. The early childhood special educator must be knowledgeable about the philosophical base, methodological approaches, and terminologies of the discipline with which collaboration/consultation occurs. In transdisciplinary team approaches, all team members share their expertise, become sensitive to understanding boundaries of their professional disciplines to maximize what they can offer to the child and his or her family. Students will receive instruction from a parent of a child with a disability and a team of professionals who will model transdisciplinary service delivery and instruct students in a cross-disciplinary model of intervention. Field Experience Required. Offered Fall and Spring. (GR)

ECSE 570: Student Teaching and Seminar in Early Childhood Special Education (B-Gr2) (3)

One professional laboratory experience covers observation of special education classroom situation with gradual increasing responsibility through participation under supervision. Individual student teachers are guided by periodic seminars with the ECSE 570 college supervisor. Offered Fall and Spring. (GR)

ECSE 610: Seminar in Early Childhood/Action Research (3)

This course will provide an opportunity for students to investigate and research the literature in their respective specializations and integrate this with knowledge of best practices, current trends and controversial issues. The course is designed to promote an interdisciplinary perspective by insuring that students within different specializations comprise each seminar group. Offered Fall, Spring and Summer. (GR)

Education

EDU 518: Teaching to the Standards (3)

This course is intended to provide an advance level of training to students regarding the use of the Common Core learning standards and how specifically children with disabilities will meet these seven standards. The course will also examine methods of instruction, evaluation and content related to assisting the learner. Students will also participate in a PEER review process using Academy of Learning protocol. Offered As Needed. (GR)

Special Education

SED 498: Student Teaching Seminar At the Early Adolescent School Level (7-9) (6)

One professional laboratory at the early adolescenet school level (7-9) experience covers abservation of special education classroom situations with gradually increasing responsibility through participation with the lead content teacher under supervision. Individual student teachers are guided by periodic conference with the college supervisor. Six hours. (GR)

SED 499: Student Teaching Seminar At the Secondary Adolescent School Level (10-12 (6)

One professional laboratory experience at the secondary adolescent school level (10-12) covers observation of special education classroom situations with gradually increasing responsbility through participation with the lead content teach under supervision. Individual student teachers are guided by periodic conferences with the college supervisor. Six hours. (GR)

SED 500: Educational Psychology (3)

This course is designed to provide a thorough understanding of psychological concepts, principles and theories central to the teaching-learning process, including classroom problems encountered by educators. Offered Fall, Spring and Summer. (GR)

SED 501: Introduction to Special Education (3)

The course is a comprehensive survey of factors related to individuals with disabilities, including those who have learning disabilities, mental retardation, emotional or behavioral disorders, visual impairments, hearing impairments, physical handicaps, multiple handicaps, or who are gifted. Topics addressed in the course include definitions, prevalence, identification, characteristics, related vocabulary, educational implications, ancillary services, relevant legislation and litigation, and current issues and trends in special education. Offered Each Term. (GR)

SED 502: Special Education: Laws and Trends (3)

This course provides an in-depth review of trends and legislation which impact on the disabled, the families of children with disabilities, and the professional people who serve the disabled. Identification, evaluation, and implementation of service delivery models will be included. The course will examine research implications and social movements for future trends in prevention, services, legislation, litigation and personnel preparation in special education. Co-requisite: SED 501. Offered Fall. (GR)

SED 503: Assessment & Evaluation of Students with Disabilities (3)

The purpose of this course is to offer an advance set of skills in assessment as it applies to the characteristics and needs of the student who is disabled (e.g. mentally retarded, learning disabled, or emotionally/behaviorally disordered). The course will emphasize the basic considerations of assessment and measurement, as well as the actual assessment instruments, techniques, and decisions which lead to appropriate educational programming for these target groups. The course will also examine the use of informal methods used in special education classrooms; portfolio assessment, authentic assessment, observation, anecdotal and various recording methods will also be covered. Field Experience Required. Offered Fall and Spring (Brooklyn only). (GR)

SED 504: The Reading Process for Students with Disabilities (3)

This course presents the fundamentals of reading theory, instruction and assessment. Teaching strategies based on current special education methods and materials will be presented. Emphasis is placed on the development and utilization of a broad spectrum of pedagogical methodologies designed to foster reading literacy. Diagnostic, prescriptive and evaluative techniques appropriate to the child with disabilities are addressed. Critical assessment of commercial reading and other language arts programs/materials is included. Prerequisite: SED 502. Field Experience Required. Offered Summer. (GR)

SED 505: Classroom and Behavior Management for Students with Disabilities (3)

The competencies, knowledge and skills necessary to conduct effective behavior management programs for the benefit of students with disabilities in a variety of special education settings and inclusive programs will be emphasized. The course will also examine the principles of applied behavior analysis, cognitive behavior modification, and other approaches used in assisting students with special needs to monitor and manage their own behavior. Field Experience Required. Offered Spring. (GR)

SED 506: Instructional Methods and Strategies for Learners with Special Needs (3)

The skills and competencies needed to effectively organize instructional programs and environments will be covered. Techniques for organizing instruction will include such skills as: designing educational goals, instructional objectives, task analysis, lesson planning, curriculum design, environmental arrangements, scheduling, developing IEPs and use of informal assessment/evaluation methods in the classroom. Other skills addressed include classroom management and working with mildly disabled learners within an inclusive setting. Field Experience Required. Offered Fall. (GR)

SED 512: Collaborative Approaches within Inclusive Programs (3)

A course designed for the study of the teaching process with special emphasis on competencies necessary for effective communication and interaction with parents, students, ancillary personnel, peers, paraprofessionals, and volunteers. Specific emphasis will be given to the development of interpersonal skills required for various team members both in special and regular education. Issues explored will include: interpersonal relationships - the roles played by one's self-concept, perceptions, emotions; language, nonverbal communication, and listening versus hearing; intimacy and distance in relationships, improving communication climates, and managing interpersonal conflicts. Field Experience Required. Prerequisites: SED 502, 506. Offered Summer and Fall. (GR)

SED 513: Survey of Learning Disabilities (3)

This course provides an historical overview of services, assessment, theories of intervention strategies, and classroom models for children with learning disorders. The etiology of learning disabilities and its' prolific growth will be presented and what schools and teachers must do to accommodate these learners. This course will also examine national organizations, definitions, discrepancy of potential and achievement and other identification issues for these learners. Offered Fall. (GR)

SED 515: Introduction to Theories of Learning, Child Development and Cognitive Studies (3)

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. Offered As Needed. (GR)

SED 516: Introduction to Special Education, Educational Policies, Community Education, and Working with Families (3)

The course is a comprehensive survey of factors related to individuals with disabilities, including those who have learning disabilities, mental retardation, emotional or behavioral disorders, visual impairments, hearing impairments, physical handicaps, multiple handicaps, or who are gifted. Topics addressed in the course include definitions, prevalence, identification, characteristics, related vocabulary, educational implications, ancillary services, relevant legislation and litigation. The course will also provide an advance understanding of the historical, philosophical and sociological practices in education, an analysis of the social structure of the community and suggestions on how to involve community members and families in the education of children. Focus will also be given to collaboration with family members as a part of the educational team. Field Experience Required. Offered Fall and Spring. (GR)

SED 517: Instructional Methods and Strategies for Effective Classroom Management for Learners with Special Needs (3)

The skills and competencies needed to effectively organize instructional programs and environments will be covered. Techniques for organizing instruction will include such skills as: designing educational goals, instructional objectives, task analysis, lesson planning, curriculum design, environmental arrangements, scheduling, developing IEPs and use of informal assessment/evaluation methods in the classroom. Other skills addressed include classroom management and working with mildly disabled learners within an inclusive setting. Field Experience Required. Offered Fall and Spring. (GR)

SED 519: Literacy Instruction and Students with Learning Disabilities (3)

Offered in the Alternative TRANS-B program; not available at Main Campus. This course presents a variety of research-based methods and curricula currently used for teaching literacy skills for students with special needs. Emphasis will be placed on the development and utilization of a broad spectrum of pedagogical methodologies designed to foster literacy. Diagnostic, prescriptive and evaluative techniques appropriate to the child with disabilities will be addressed. Critical assessment of commercial reading and other language arts materials/programs is included. Field Experience Required. Offered Fall, Spring and Summer. (GR)

SED 522: Curriculum Adaptations/ Modifications In the Content Areas of Math, Science, Social Studies, and Technology (3)

IDEA (1997) affords students with learning disabilities special services within the least restrictive environment. These services include accommodations and modifications as documented by the child's IEP. This course will cover mandated modifications in the areas of environmental/management, materials, content, instructional and testing/evaluation modifications across content areas in order to maintain the child with special needs in the regular education classroom and curriculum. Field Experience Required. Offered Fall. (GR)

SED 523: Survey of Learning Disabilities and Instructional Methods (3)

This course provides an historical overview of services, assessment, theories of intervention strategies, and classroom models for children with learning disorders. The etiology of learning disabilities and its prolific growth will be presented and what schools and teachers must do to accommodate these learners. This course will also examine national organizations, definitions, discrepancy of potential and achievement and other identification issues for these learners. Field Experience Required. Offered Fall and Spring. (GR)

SED 535: Reading Diagnosis and Instruction (3)

This course provides for advance skill development of competencies for successful assessment and instruction for problem readers. The course will cover specific informal and formal assessment methods used in reading. The primary purpose of this course is to assist in the development of a competent classroom teacher who can successfully assess and design instructional plans for problem readers. In this course, the participants will develop competence in assessing and evaluating readers. They will explore and critique various informal and formal assessments. They will also have the opportunity to implement assessments, and analyze and interpret results, determine an instructional focus based on the data gathered, and address materials and methods that can be used with atypical readers. Field Experience Required. Offered Spring. (GR)

SED 540: Survey of Emotional and Behavioral Disorders (3)

This course provides a historical overview of services, assessment, theories of and intervention strategies for children with emotional/behavioral disorders. Etiological concerns will cover the roles of biology, sociological phenomena, family, and the school. Offered Summer. (GR)

SED 553: Assessment, Evaluation, and Intervention Strategies for Young Children with Special Needs (3)

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. Offered Fall and Spring. (GR)

SED 559: Introduction to Autism Spectrum Disorders (3)

The course will provide participants with a framework for understanding the definition and history of autism. The medical and educational knowledge of treatment efforts to promote the appropriate education and services for young children, adolescents and young adults with Autism Spectrum Disorders (ASD) will be discussed. The course will also focus on the social and communication needs of children with ASD. This course is intended as a general overview of autism. Offered Spring and Summer. (GR)

SED 570: Special Education Student Teaching and Seminar at the Primary Level for Children with Disabilities (3)

Two professional laboratory experiences cover observation of special education classroom situation with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the college supervisor. Students seeking initial certification will complete this experience. Prerequisites: 502, 503, 504, 505, 506, 512. Offered Fall and Spring. (GR)

SED 580: Special Education Student Teaching and Seminar at the Intermediate Level for Children with Disabilities (3)

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. Offered Fall and Spring. (GR)

SED 600: Research Methods in Special Education (3)

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. Offered Fall. (GR)

SED 602: Special Education: Laws and Trends (3)

An in-depth review of legislation which impacts on the disabled, the families of children with disabilities, and the professional people who serve the disabled. Research implications and social trends in prevention, service, legislation, litigation and personnel preparation in special education. Offered Fall. (GR)

SED 603: Standards Based Assessment and Instruction for Students with Disabilities (3)

The course will emphasize the use of standards-based instruction and learning with assessment and measurement, as well as assessment instruments and decisions which lead to appropriate educational programming. Offered Spring. (GR)

SED 606: Instructional Methods and Strategies for Students with Disabilities (3)

The course will focus on understanding and facilitating the learning process to support students with mild to moderate disabilities who are within regular and special education settings to become independent and life-long learners. The components of effective curricular and instructional design, including outcomes, assessment, goal setting, learning activities and measurement of outcomes will be related to NYS Standards. Offered Fall. (GR)

SED 610: Seminar in Special Education/Action Research (3)

This course will provide an opportunity for candidates to investigate and research the literature in a designated and/or variety of specializations(s) and integrate the results of this research with knowledge of best practices, current trends and controversial issues. Candidates will have opportunities to 1) evaluate published research utilizing their existing SED 600 knowledge base, 2) expand their analytical abilities by learning about additional quantitative, as well as qualitative, research designs (e.g. correlational, single-subject, ethnographic, etc.), and 3) synthesize findings in designated research areas in the form of at least one well-crafted literature review. Offered Spring. (GR)

SED 612: Quality Inclusion/Collaboration Methods (3)

The study of the teaching process with special emphasis on competencies necessary for effective communication and interaction with parents, students, ancillary personnel, peers, paraprofessionals, and volunteers. The focus will be on mastery of how inclusion and the various service models allow for the team teaching of students with disabilities in the regular education setting. The course will examine collaboration, reciprocal teaching methods and strategies for academic and social inclusion of students. Offered Fall. (GR)

SED 615: Issues, Trends, and Research in Special Education (3)

This course is designed as a seminar for the discussion of current issues and trends in special education. The role of research in educational reform will be highly emphasized. Topics may include, but are not limited to, inclusive education, collaborating with parents and professionals, assessment, early intervention, transition, and categories of disability. Offered Summer. (GR)

SED 635: Reading Diagnosis and Instruction (3)

This course provides for advanced skill development of competencies for successful assessment and instruction for problem readers. The course will cover specific informal and formal assessment methods used in reading. A 10 hour practicum is required. Offered Spring. (GR)

SED 639: The Writing Process and Students with Disabilities (3)

This course will investigate all stages of the writing process from both a student and teacher perspective. The focus will be on how to apply this information with students with disabilities in the regular and special education classroom. Offered Summer. (GR)

SED 642: Curriculum Modifications in the Content Areas of Mathematics, Science, Social Studies, and Technology (3)

This course examines specific content and instructional strategies for teaching Math, Science, Technology and Social Studies to students with disabilities in the regular and special education classroom. Offered Spring. (GR)

SED 696: Comprehensive Examination (0)

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 filed experiences within the graduate programs. The Comprehensive Exam is available to students who have already passed the edTPA. (GR)

SED 699: Research Project in Special Education (3)

This course is an alternative culminating project to the comprehensive exam, and is available, with the approval of the chair, to graduate candidates pursuing a Master's degree in special education. Candidates admitted to the graduate programs have the option to take a comprehensive exam (SED 696) at the end of their program of study or complete a thesis/research project. Under the direction of a faculty advisor, the candidate will demonstrate the capacity to complete independent research that he/she facilitates, organizes, and expresses in both oral and written form of an original thought or of questions that relate to his/her professional skills or interests in the field of special education. Prerequisites: Core courses and specialization courses. (GR)