Education Courses: Fall 2023
Early Childhood Special Education
ECSE 222: Infant and Toddler Development and Intervention
3 Credit Hour(s)
Field Based Level Course. This course prepares teacher candidates to understand and appreciate the complex developmental issues and comprehensive interdisciplinary service needs of infants and toddlers 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/toddlers 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 and is an essential position of the course objectives. Current research on the use of assistive technology in facilitating the infant.toddler's interactions with the environment will also be explored and incorporated into class discussions and assignments. Taken with the field based level course block. Prerequisites: SED 270 (UG)
ECSE 279: Early Childhood Development and Intervention Strategies
3 Credit Hour(s)
Field Based Level Course. This course provides an overview of issues and strategies involved in providing appropriate educational-development programming to toddlers and preschoolers with disabilities. Recognizing the importance of linking an understanding of child development and learning to curriculum development and implementation, this course will integrate an exploration of the various domains of child development with the design and implementation of individual and developmentally appropriate intervention strategies. This course will include an introduction to young children with special needs and the historical and legal mandates for providing for special needs in early education. Also addressed will be the developmental stages and factors affecting development, partnership with families, sensorimotor development, self-help skill development, and social and emotional development. Taken with the field based level course block. (UG)
ECSE 280: Typical and Atypical Child Development and Intervention Strategies for Preschoolers with Special Needs: Part II
3 Credit Hour(s)
Fulfills core competency: Information Literacy. Fulfils Research & Presentation requirement. Writing Intensive. This course will build on information covered in ECSE 279: Part 1, but will also expand to include a study of communication and literacy, cognitive development, a brief overview of assessment, Individual Education Plans, developing developmentally appropriate lesson plans, the role and use of technology, and effective use of paraprofessionals and volunteers in early intervention programs. Teacher candidates will be required to submit to the annual Academic Festival a proposal for a presentation or a poster on a topic related to course objectives. A grade of B or better is required in this course for admission to upper division. Field Experience: 5 hours. Prerequisite: C or better in ECSE 279. (UG)
ECSE 324: Transdisciplinary Intervention and Family Involvement
3 Credit Hour(s)
Practicum Level Course. 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 terminology of the disciplines with which collaboration/consultation occurs. In transdisciplinary team approaches, all team members share their expertise, become sensitive to understanding perspectives of other team members, and cross 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. Taken with the practicum level course block. (UG)
ECSE 325: Early Childhood Assessment Methods for Mild/Moderate Disabilities
3 Credit Hour(s)
Practicum Level Course. This course provides an overview of issues, the legal basis, and the functions of assessment of infants, toddlers and preschoolers with disabilities. Assessment is an important and ongoing responsibility of professionals who work with young children with disabilities 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 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. Taken with the practicum level course block. (UG)
ECSE 473: Student Teaching-Inclusive Early Childhood Birth-Pk Disabilities (Birth-Pre K)
6 Credit Hour(s)
Student Teaching Experience. For students in the Early Childhood/Early Childhood Special Education program. One professional laboratory experience includes observations of young children birth through age 5, with gradually increasing responsibility through participation under supervision. Individual teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 427 and ECSE 474. (UG)
ECSE 474: Student Teaching-Inclusive Early Childhood Pk-2 Disabilities (Pre K-Grade 2)
6 Credit Hour(s)
For students in the Early Childhood/Early Childhood Special Education program. One professional laboratory experience includes observations of young children with disabilities, pre-school through second grade, with gradually increasing responsibility through participation under supervision. Individual teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all Education courses, with the exception of EDU 327, EDU 471 or EDU 472, which are taken concurrently; a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 327, EDU 471 or EDU 472. (UG)
Education
EDU 103: Arts, Movement and Music for the Young Child
3 Credit Hour(s)
Field Based Level Course. Incorporating the theory of Multiple Intelligences and developmentally appropriate practices, this course prepares students to develop and implement meaningful, integrated learning experiences that focus on children's needs and interests to interact with their environment through music, art, and movement. Teacher candidates will be taught to incorporate into their daily instructional planning activities and strategies which encourage young children's physical, social, emotional, aesthetic and cognitive development across a wide variety of sensory and physical experiences, utilizing an array of materials, equipment, and environmental adaptations. Taken with the field based level course block. (UG)
EDU 203: Learning Theory
3 Credit Hour(s)
Foundational Course. Designed to provide a thorough understanding of psychological concepts, principles, and theories central to the teaching-learning process, including classroom challenges and opportunities encountered by teachers. Students will arrange an interview with a teacher in the field. (UG)
EDU 204: Field Based Experience in Education
1 Credit Hour(s)
This course is a 30 hour field based experience in a classroom within a grade level/subject that matches the teacher candidate's certification area. During this experience, teacher candidates will observe and reflect on lessons by the cooperating teacher, teach lessons from the school curriculum, and begin to plan their own lessons and assessments under the mentorship of a cooperating teacher and institution supervisor. Teacher candidates are responsible for their own transportation and completing any background checks required by the school district. Taken with the field based course block.Prerequisite: EDU 237. (UG)
EDU 213: Foundations of Education
3 Credit Hour(s)
Foundational Course. The purposes of this course are: 1) to provide an overview of the historical, philosophical, curricular, and sociological foundations upon which pedagogical practice in the United States rests; 2) to analyze education as a social institution; 3) to discuss contemporary educational issues from an historical perspective; and 4) to discuss educational statutes, legislation, and judicial decisions as they pertain to classroom teachers. (UG)
EDU 217: Facilitating Reading Literacy for Learners At the Primary Level at the Primary Level
3 Credit Hour(s)
Field Based Level Course. This course focuses on the natural, integrative, developmental processes by which young, primary level children (Grades K-3) continue to acquire speech, language, and communication from the early childhood years. Emphasized are the development and utilization of a broad spectrum of pedagogical strategies designed to foster a continuing competence and confidence in reading, writing, speaking, and listening. All major methods of teaching reading and the related language arts are explored in depth. Diagnostic, prescriptive, and evaluative techniques are addressed, including major modifications which must be made to accommodate the needs of children with disabilities. The critical assessment of commercial reading and other language arts programs/materials/ strategies designed for the emergent and early reader is also a major intended course outcome. Taken with the field based level course block. (UG)
EDU 218: Facilitating Reading Literacy for Diverse Learners At the Intermediate Level
3 Credit Hour(s)
Field Based Level Course. In this course students will explore startegies that facilitate language development and reading acumen for intermediate level and middle school children and youths. Emphasized are the development and utilization of a broad spectrum of pedagogical methodologies designed to foster reading literacy and confidence and competence in writing, speaking, and listening. Diagnostic, prescriptive, and evaluative techniques appropriate to the intermediate child and middle school youth are addressed, including major modifications which must be made to accommodate the needs of students with disabilities. The critical assessment of commercial reading and other language arts programs/materials/strategies, designed for the fluent reader, is also a major intended course outcome. Taken with the field based level course block. (UG)
EDU 221: Foundations in Early Childhood Education
3 Credit Hour(s)
Foundational Course. This introductory/survey course examines the role of infant stimulation, nursery school and kindergarten programming in the early formal education process. Stressed are the professional responsibilities of the teacher/educator, with special emphasis on planning and organizing skills. Experiences are designed to help the teacher candidate understand the philosophical foundations of early childhood education and formulate a personal educational philosophy and approach consistent with the best educational theory and practice in our present day culture. (UG)
EDU 237: Instructional Design: Theory and Practice
3 Credit Hour(s)
Foundational Course. This course provides a comprehensive introduction to the instructional process. The primary focus is on the introduction and examination of instructional design, with special emphasis on the utilization of behavioral objectives in planning instruction. Also addressed are the personal and professional characteristics and competencies necessary for effecting educationally meaningful teaching-learning experiences for ALL STUDENTS. The relationship between theory and instructional design is covered in depth. (UG)
EDU 237L: Instructional Design: Technology Lab
1 Credit Hour(s)
Foundational Course. This course provides a basic introduction to classroom educational technology including the design and development of digital age instruction and assessment. Students will confidently use educational technology platforms, websites, and devices for a range of instructional purposes. This course is pass/fair and is typically a joint enrollment with EDU 237. Prerequisite or Corequisite: EDU 237. (UG)
EDU 267: Practicum in Teaching Language Arts at the Elementary School Level
3 Credit Hour(s)
The primary purpose of this course is to assist in the development of a competent, professional classroom teacher who is aware of and can demonstrate those personal and professional competencies necessary for producing effective teaching-learning experiences. In this regard, the course will provide elementary and special education majors with: 1) a foundation in the aspects of an elementary school classroom; 2) field experiences and opportunities to work with children on a teacher-pupil basis; and 3) opportunities for students to apply the fundamentals learned in EDU 237/EDU 217/EDU 218 by planning, preparing, and presenting teaching-learning experiences in the area of language arts within a classroom setting. Upper Division Course. Field Experience: 20 hours. Prerequisite: B or better in EDU 218. (UG)
EDU 301: Methods and Materials: Art (Elementary)
3 Credit Hour(s)
Field based level course. The focus of this course is on art instruction as it applies to the Childhood Level Art Educator. Emphasis will be placed on elementary level lesson and unit planning, instructional strategies for diverse learners, understanding characteristics of child and artistic development, and multiple instructional strategies that encourage students' critical and creative thinking and art skills. Taken with a field based course where teacher candidates will be required to observe, assist, and/or teach elementary students in a variety of settings. Co-requisite: SED 204. (UG)
EDU 302: Methods and Materials: Art (Secondary)
3 Credit Hour(s)
Practicum level course. The focus of this course is on art instruction as it applies to the Adolescence Level Art Educator. Emphasis will be placed on high school lesson and unit planning, communicating with students, administrators, and community members, assessment of student learning and artwork, and school/community involvement. Taken with a practicum course where teacher candidates will be required to observe, assist, and/or teach high school students in a variety of settings. Co-requisite: EDU 310. (UG)
EDU 303: Emergent Literacy and Children's Literature
3 Credit Hour(s)
Field based level course. This course will introduce you to the emergent literacy development continuum (birth through grade 2) including areas of oral language, print awareness, book knowledge, alphabet knowledge, and phonological awareness. The course will also include and extensive survey of children's literature with special attention to standards of evaluation, principles of selection, and analysis of the reading interests of young children. Taken with the field based level course block. (UG)
EDU 310: Practicum in Education
2 Credit Hour(s)
This course is a 60 hour practicum experience in a classroom within a grade level/subject that matches the teacher candidate's certification area. During this experience, teacher candidates will plan and teach lessons and lesson sequences under the mentorship of a cooperating teacher and institution supervisor. Teacher candidates are responsible for their own transportation and completing any background checks required by the school district. Taken with the practicum course block. Prerequisite: EDU 204 (UG)
EDU 311: Methods & Materials: Art (Middle School)
3 Credit Hour(s)
Field based level course. The focus of this course is on art instruction as it applies to the Middle Level Art Educator. Emphasis will be placed on middle level lesson and unit planning, the contextual aspect of learners, understanding characteristics of adolescent and artistic development, classroom management and motivation, and professional development. Taken with a field based course where teacher candidates will be required to observe, assist, and/or teach middle school students in a variety of settings. Co-requisite EDU 204. (UG)
EDU 314: Promoting English Language Arts Across the Content Areas
3 Credit Hour(s)
Field Based Level Course. The primary purpose of this course is to provide Adolescence Education students with the tools necessary to infuse English Language Arts skills into their content specific courses. Teacher candidates will participate in classroom discussions, prepare and present demonstrations, and create original projects. Background information will be presented in short lectures. Taken with the field based level course block. (UG)
EDU 316: Elementary Education Methods: Social Studies
3 Credit Hour(s)
Practicum Level Course. This course focuses on understanding the structure and concepts of a multi-disciplinary social studies curriculum. Emphasis is given to the examination of a variety of methods and materials utilized in social studies instruction.Taken with the practicum level course block. (UG)
EDU 319: Assessment Methods in Education
3 Credit Hour(s)
Field Based Level Course. Assessment methods in education are intended to provide teacher candidates with the knowledge and skills necessary to examine the relationship between assessment methodology and its utilization in the classroom. Upon successful completion of this course, students will be able to articulate the nature of assessment, compare and contrast the concepts of validity and reliability, outline appropriate testing procedures and practices, integrate standardized test results in planning classroom instruction, appraise different types of classroom assessment tools, and critique factors used to grade student performance. Taken with the field based level course block. (UG)
EDU 320: Elementary Education Methods: Math, Science and Technology
3 Credit Hour(s)
Practicum Level Course. This course provides an in-depth study of the major elements of an elementary level mathematics program, as well as an in-depth study of the major knowledge, concepts, and processes related to elementary level science instruction. Primary attention is directed toward an examination of the multiple/alternative methods and materials utilized in mathematics and science instruction. Taken with the practicum level course block. (UG)
EDU 323: Instructional & Assistive Technology
3 Credit Hour(s)
Practicum Level Course. In this course students will learn about common instructional and assistive technology tools, platforms, devices, and services used in schools today. Utilizing purpose-driven frameworks for technology integration, students will enhance lesson plans and activities by incorporating instructional and assistive technology to facilitate and support student learning. Taken with the practicum level course block. (UG)
EDU 324: Math, Science & Technology in Early Childhood
3 Credit Hour(s)
Practicum Level Course. This course is an introduction to early childhood learning trajectories and methods for teaching/learning in math and science. Students will explore how to create rich learning environments to facilitate inquiry and constructivist approaches to early childhood STEM instruction. The role of technology to support math and science in early childhood education will also be discussed. Taken with the practicum level course block. (UG)
EDU 326: Planning and Managing the Early Childhood Teaching and Learning Environment
3 Credit Hour(s)
Practicum Level Course. This course will prepare students to establish and maintain physically and psychologically safe and healthy learning environments for young children that focus on children's needs and interests and takes into account culturally valued content and children's home experiences. Course objectives and assignments will require teacher candidates to demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children's learning and to use these experiences to promote children's growth across the domains of development: social/emotional, cognitive, language/communication, self-help, and fine and gross motor. Taken with the practicum level course block. (UG)
EDU 330: Elementary Education Methods: Science And Interdisciplinary Stem
3 Credit Hour(s)
Practicum Level Course. This course provides an in-depth study of the major knowledge, concepts, and processes related to elementary level science and interdisciplinary STEM instruction. Primary attention is directed toward an examination of the multiple/alternative methods and materials utilized in science and STEM instruction to promote inquiry, engagement, critical thinking and discourse. Taken with the practicum level course block. (UG)
EDU 336: Language/Literacy Development for the Adolescent Learner
3 Credit Hour(s)
Field Based Level Course. This interdisciplinary course will allow Adolescence teacher candidates to discuss the theories of how learners continue to acquire and use literacy as they enter adolescence and how this differs/complements elementary acquisition. In addition, specific skills will be reviewed on how to help adolescents become better readers, writers, speakers and listeners. This course will use the seminar approach. Teacher candidates will participate in classroom discussions, prepare and present demonstrations, and create original projects. Taken with the field based level course block. (UG)
EDU 400: Capstone in Educational Studie
3 Credit Hour(s)
This course serves as the final culminating experience for students in the Educational Studies program. Students will work with a faculty member to reflect on and synthesize their learning in the major, prepare a resume and digital portfolio, and to research and write/present about a special interest topic in education and/or their focus area. Prerequisite: CMP 101 and permission of department chair. (UG)
EDU 402: Methods in Classroom Management for Secondary Education
3 Credit Hour(s)
Practicum Level Course. The primary purpose of this course is to provide Adolescence majors with a comprehensive, in-depth examination of strategies for creating a positive learning environment through the use of effective classroom management techniques. Particular emphasis will be placed on an introduction and examination of the development and implementation of classroom rules, procedures and consequences to enhance instruction, and prevention strategies and skills necessary to prevent classroom misconduct. Teacher candidates will examine teacher attributes and productive use of class time strategies to respond to minor classroom disruptions; diagnose and remediate chronic misbehavior; identify methods to create an effective learning environment; and investigate beliefs and theories related to classroom management. Taken with the practicum level course block. (UG)
EDU 427: Teaching to the Standards
3 Credit Hour(s)
Fullls core competency: Information Literacy; Together with EDU 319, combination of both courses meets Research and Presentation requirement. This course is designed to familiarize the teacher candidate with the standards movement in New York State. This course will provide a national as well as state perspective on educational reform. The primary emphasis will involve a review of the Common Core/Next Generation content-area learning standards now in effect in New York State. A connection between curriculum, instruction, and assessment will be established, allowing students the opportunity to develop a learning experience that incorporates the New York State Common Core/Next Generation learning standards. Implications of these standards with respect to individuals with disabilities will also be addressed. Upper Division Course. Prerequisites: Completion (with required grades) of all Education courses except student teaching courses, which are taken concurrently. Corequisites: Student teaching courses. (UG) (UG)
EDU 457: Independent Study or Research
1-6 Credit Hour(s)
Research project arranged for the individual or a small group under the guidance and direction of a faculty member of the Education Department. Prerequisite: Permission of department chairperson and instructor required. (UG)
EDU 458: Directed Study
1-6 Credit Hour(s)
An examination by an individual teacher candidate of a specialized topic in the field of education or the completion of a specialized project related to teaching at either the elementary or secondary school level under the guidance and direction of a faculty member of the education department. Prerequisites: Permission of department chairperson and instructor required. (UG)
EDU 471: Student Teaching and Seminar at the Preschool and Primary School Level (Birth-Pre K)
6 Credit Hour(s)
For teacher candidates in the Early Childhood/Early Childhood Special Education program. One professional laboratory experience includes observations of young children, preschool through second grade, with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all Education courses, with the exception of EDU 327, ECSE 472 or ECSE 473, which are taken concurrently; a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 327, ECSE 473 or ECSE 473. (UG)
EDU 472: Student Teaching and Seminar at the Preschool adn Primary School Level (PreK-Grade 2)
6 Credit Hour(s)
For teacher candidates in the Early Childhood/Early Childhood Special Education program. One professional laboratory experience includes observations of young children, preschool through second grade, with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all Education courses, with the exception of EDU 327, ECSE 471 or ECSE 473, which are taken concurrently; a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 327, ECSE 473 or ECSE 474. (UG)
EDU 473: Student Teaching-Primary (1-3)
6 Credit Hour(s)
One professional laboratory experience at the childhood primary level (1-3) includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: Prerequisites: a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 427 and EDU 474. (UG)
EDU 474: Student Teaching-Intermediate (4-6)
6 Credit Hour(s)
One professional laboratory experience at the childhood intermediate level (4-6) includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: Prerequisites: a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 427 and EDU 473. (UG)
EDU 475: Student Teaching-Childhood (1-6)
6 Credit Hour(s)
For dual certification majors. One professional laboratory experience covers observation of special education classroom situations with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 427 and SED 476. (UG)
EDU 477: Student Teaching Art-Elementary
6 Credit Hour(s)
One professional elementary level (K-6) laboratory experience in Art includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Individual teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 427, ART 498, and EDU 478. (UG)
EDU 478: Student Teaching Art-Secondary
6 Credit Hour(s)
One professional secondary level (7-12) laboratory experience in Art includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Individual teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: Prerequisites: a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 427, ART 498, and EDU 477. (UG)
EDU 479: Student Taching Grades 7-9
6 Credit Hour(s)
Biology, English, French, Mathematics, Social Studies, and Spanish. One professional laboratory experience at the early adolescent level (7-9) includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all courses, except for EDU 327 and EDU 480, which are taken concurrently; a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 327 and EDU 480. (UG)
EDU 480: Student Teaching Grades 10-12
6 Credit Hour(s)
Biology, English, French, Mathematics, Social Studies, and Spanish. One professional laboratory experience at the secondary level (10-12) includes observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Teacher candidates are guided by periodic conferences with the College supervisor. Prerequisites: a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 427 and EDU 479. (UG)
Special Education
SED 102: American Sign Language, Level I
3 Credit Hour(s)
Cross-listed as CA 102. An introductory course in the use of manual communication within the framework of everyday conversation. The course includes background on language, deafness, deaf Americans and their culture, communication modes, approximately 370 signs, the numbers 1-30, and the American Manual Alphabet. At the culmination of this course, the student will begin to develop functional proficiency in American Sign Language using everyday situations as context for communication, listen and speak effectively using ASL, gain a basic understanding of language, deaf Americans and their history and culture, and form reasons, values, and judgments about the larger culture we exist in, and the deaf culture. (UG)
SED 106: American Sign Language, Level II
3 Credit Hour(s)
Cross-listed as CA 106. This course is a continuation and extension of American Sign Language I for students who have completed the first level course SED 102 American Sign Language I. The course will further develop the communicative competencies of manual sign language beyond the basic level. Students will continue with the examination and understanding of deaf culture, history and language, along with exposure to ASL sentence types, time, and all aspects of grammar, syntax and pragmatic use of manual sign. Prerequisite: CA/SED 102. (UG)
SED 204: Field Based Experience in Inclusive Education
1 Credit Hour(s)
This course is a 30 hour field based experience in a classroom with students with disabilities, in a grade level/subject that matches the teacher candidate's certification area. During this experience, teacher candidates will observe and reflect on lessons by the cooperating teacher, teach lessons from the school curriculum, and begin to plan their own lessons and assessments under the mentorship of a cooperating teacher and institution supervisor. Teacher candidates are responsible for their own transportation and completing any background checks required by the school district. Taken with the field based course block. Prerequisite: SED 270. (UG)
SED 270: Introduction to the Nature and Educational Needs of Students With Disabilities
3 Credit Hour(s)
Fulfills Service Learning.Foundational Course. A comprehensive survey of factors related to individuals with disabilities, including those who have learning disabilities, intellectual disabilities, emotional or behavior disorders, visual impairments, hearing impairments, orthopedic impairments, or multiple disabilities, autism spectrum disorders or who are gifted. Topics addressed in the course include definitions, prevalence, identification, characteristics, related vocabulary, relevant legislation and litigation, and current issues and trends related to services and supports for individuals with disabilities. This course also includes a three-hour workshop on Autism Spectrum Disorder for those enrolled in a teacher preparation program. (UG)
SED 300: Inclusive Literacy Methods and Strategies
3 Credit Hour(s)
Field Based Level Course. In this course you will explore learning theories, research based methods, and instructional strategies for teaching literacy to all students, including emergent bilinguals and those with disabilities. This course also provides a historical and contemporary overview of mild/moderate disabilities (e.g., learning disabilities, intellectual disabilities, emotional/behavior disorders, and autism) and the potential impact on literacy development. Taken with the field based level course block. Prerequisites: SED 270 (UG)
SED 301: Inclusive Math Methods and Strategies
3 Credit Hour(s)
Field Based Level Course. In this course you will explore learning theories, research based methods, and instructional strategies for teaching mathematics to all students, including emergent bilinguals and those with disabilities. This course also provides a historical and contemporary overview of mild/moderate disabilities (e.g., learning disabilities, intellectual disabilities, emotional/behavior disorders, and autism) and the potential impact on mathematics and numeracy development. Taken with the field based level course block. (UG)
SED 310: Practicum in Inclusive Educationi
2 Credit Hour(s)
This course is a 60 hour practicum experience in a classroom with students with disabilities, in a grade level/subject that matches the teacher candidate's certification area. During this experience, teacher candidates will plan and teach lessons and lesson sequences under the mentorship of a cooperating teacher and institution supervisor. Teacher candidates are responsible for their own transportation and completing any background checks required by the school district. Taken with the practicum course block. Prerequisite: SED 204 (UG)
SED 340: Inclusive Education for Students with Emotional/Behavioral Disorders
3 Credit Hour(s)
This course will provide an understanding and knowledge of current terminology and definitions of students with emotional/behavioral disorders (E/BD); social characteristics; effects of dysfunctional behavior on learning; use of formal/informal social and academic assessment; identification and use of intervention strategies in the classroom; planning, organization and implementation of individualized instruction for cognitive and affective needs of students with E/BD. This course also examines programs for inclusion of E/BD while addressing career/vocational and transition issues; promotes understanding of the use and selection of specific management techniques for individuals with E/BD and the special educator's role as a collaborator and/or consultant to assist with reintegration of students with E/BD into the classroom. Prerequisite: C or better in SED 270. (UG)
SED 363: Inclusive Education for Children with Learning Disabilities and Mild Disabilities
3 Credit Hour(s)
Field Based Level Course. This course provides a historical and contemporary overview of mild disabilities (learning disabilities, intellectual disabilities, behavior disorders and emotional disorders and autism) and learning theories, methods, and instructional strategies for educating these students in the least restrictive environment. Taken with the field based level course block. (UG)
SED 364: Inclusive Education for Students with Moderate/Severe Disabilities
3 Credit Hour(s)
Field Based Level Course. The purpose of this course is to provide an overview of the historical and present instruction and support of individuals perceived as having moderate/severe disabilities in a range of educational environments. Taken with the field based level course block. (UG)
SED 371: Classroom Management Techniques for Individuals with Disabilities
3 Credit Hour(s)
Practicum Level Course. This course covers the skills and competencies needed in order to design, implement, and evaluate behavior management programs for individuals with emotional/behavior disorders, intellectual disabilities, learning disabilities, and other pervasive developmental disorders. Principles of operant learning, relationships between behavior and environmental events, and systematic data collection and analysis will be included. Provides teacher candidates an opportunity to observe individual student behavior, collect baseline data, design and implement an intervention plan to increase appropriate behavior and/or decrease inappropriate behavior, and evaluate the results. Taken with the practicum level course block. (UG)
SED 401: Methods of Inclusive Special Education
3 Credit Hour(s)
Practicum level course. The course and its corresponding practicum enable students to understand and apply methods of effective collaboration and/or co-teaching while providing the opportunity to practice instructional design and delivery, assessment, and reflection. This course examines methods for effective development of IEP and lesson plan objectives; creation of lesson plans and learning centers incorporating instructional design features shown in research to increase effectiveness with students with disabilities; and use of performance data to make changes and adaptations to materials, teaching procedures, or curricular content. The course also explores curriculum models and teaching/learning approaches used across a continuum of special education settings; classroom arrangements, activities, and procedures that have been shown in research to increase the achievement and learning of students with disabilities; and cultural and linguistic factors that affect the design and implementation of instruction for students with disabilities. Taken with the practicum level course block. (UG)
SED 457: Independent Study or Research
1-6 Credit Hour(s)
Research project arranged for the individual or a small group under the guidance and direction of a faculty member of the Education Department. Prerequisites: Permission of department chairperson and instructor required. (UG)
SED 458: Directed Study
1-6 Credit Hour(s)
An examination by an individual teacher candidate of a specialized topic in the field of education or the completion of a specialized project related to teaching at either the elementary or secondary school level under the guidance and direction of a faculty member of the Education Department. Prerequisites: Permission of department chairperson and instructor required. (UG)
SED 476: Student Teaching-Students With Disabilities (pk-12))
6 Credit Hour(s)
For dual certification majors. One professional laboratory experience covers observation of special education classroom situations with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: Completion of all courses, except for EDU 327 and EDU 475 which are taken concurrently; a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 327, EDU 475. (UG)
SED 499: Student Teaching Students With Disabilities Secondary (7-12)
6 Credit Hour(s)
One professional laboratory experience at the secondary adolescent school level (10-12) covers observation of special education classroom situations with gradually increasing responsibility through participation with the lead content teach under supervision. Individual student teachers are guided by periodic conferences with the college supervisor. Prerequisites: a minimum GPA of 2.75 overall and in Education courses; permission of Department Chair required. Corequisites: EDU 427, SED 498. (UG)