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Division Of Education Course Descriptionsnext

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EDU COURSE DESCRIPTIONS (EDUCATION)

EDU 500 The Core of Education

This course provides study and application of methods and materials appropriate for the understanding and implementation of effective instruction and assessment in childhood and middle childhood classrooms.  New scholarship as well as classic philosophies will be implemented into the pragmatic aspects of the classroom as they apply to these various levels of learning. Lessons will be aligned with the NYS P-12 Common Core Learning Standards. Credits:  3. Prerequisites: None. Offered Fall and Spring semesters.

EDU 502 Education Methods of Teaching: Math, Science

This course is designed to examine theories of learning and thinking as they interact with the elementary classroom disciplines of science, mathematics, and technology.  A practical application of these theories will be explored and incorporated for the teaching of these disciplines in the early childhood, childhood, and middle childhood classroom setting. .  Lessons will be aligned with the New York State P-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites: None. Offered Spring semester.

EDU 503 Education Methods of Teaching: The Arts, Language Arts, & Social Studies

This course is designed for students to examine and analyze the information and expectations of the New York State Education Department and accumulate a repertoire of materials, methods and inclusive strategies to plan, teach and assess standards based in creative arts, language arts, and social studies for all learners across a range of learning styles.  Students will understand unit and lesson plans and assessments that align with the New York State Standards for Learning and the New York State Core Curriculum.  The development of differentiated instructional planning, the use of curricular adaptations, the use of curriculum technology, assessment, and instructional strategies intended to support learners with diverse learning needs will be addressed.  Attention will be given to the presentation of assistive technology.  A practical application will be explored and incorporated for the teaching of these disciplines in the childhood classroom setting.  Lessons will be aligned with the New York State P-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites:  None. Offered Spring and Summer semesters.

EDU 504 Early Field Experience/Seminar: Physical Education, Family/Consumer Services

This course requires that the learner combines knowledge, dispositions through seminar training, early field/classroom observation and/or participation.  Students will reflect upon that which they have learned and apply this knowledge into active and meaningful experiences. This course also integrates the areas of health, physical education, family/consumer services and career development/occupational studies into the elementary curriculum.  Finally, this course defines the understanding of the operations and management of the classroom. Students will make connections between field observations and the NYS P-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites: None. Offered Spring and Summer semesters.

EDU 506 Child Abuse Awareness/SAVE Seminar

This course, comprised of two online workshops, satisfies New York State’s requirements for Project SAVE legislation as well as Child Abuse Identification and Reporting. Credits: 0. Prerequisites: Student must co-register for ESP 600 Foundations of Special Education and EDU 506 Child Abuse Awareness/SAVE Seminar Students must successfully complete EDU 506 Child Abuse Awareness/SAVE Seminar in the same semester that they are registered for, and complete, ESP 600 Foundations of Special Education. Note: Students are required to submit their certificates for Child Abuse Identification and Reporting and Project SAVE legislation upon completion of this course to their ESP 600 Foundations of Special Education instructor. Offered Summer and Fall semesters.

EDU 507 Dignity for All Students Act Seminar

This coursework or training is designed to fulfill the harassment, bullying, and discrimination prevention and intervention training required for certification/licensure under the Dignity for All Students Act (The Dignity Act).  The Dignity Act requires, among other things, school districts to create policies and guidelines to be used in school training programs to discourage the development of discrimination or harassment and to enable employees to prevent and respond to discrimination or harassment. This is a six hour seminar. This coursework or training will address the social patterns of harassment, bullying and discrimination, marginalization and micro-aggressions, including but not limited to those acts based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex as defined in § 11 – Definitions. This training should address these issues from a proactive – rather than a reactive - position and present the “goal” as creating an affirming educational environment for all students through addressing school culture and climate. It will also cover the identification and mitigation of harassment, bullying and discrimination; and strategies for effectively addressing problems of exclusion, bias and aggression in educational settings. Successful completion of this course will meet the certification requirements in §14(5) of Chapter 102 of the Laws of 2012. This course fulfills the DASA requirement.  Zero credit hours. Co-requisites: co-register with ECI 535.

EDU 508 Dignity for All Students Act Seminar

This coursework or training is designed to fulfill the harassment, bullying, and discrimination prevention and intervention training required for certification/licensure under the Dignity for All Students Act (The Dignity Act).  The Dignity Act requires, among other things, school districts to create policies and guidelines to be used in school training programs to discourage the development of discrimination or harassment and to enable employees to prevent and respond to discrimination or harassment. This is a six hour seminar. This coursework or training will address the social patterns of harassment, bullying and discrimination, marginalization and micro-aggressions, including but not limited to those acts based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex as defined in § 11 – Definitions. This training should address these issues from a proactive – rather than a reactive - position and present the “goal” as creating an affirming educational environment for all students through addressing school culture and climate. It will also cover the identification and mitigation of harassment, bullying and discrimination; and strategies for effectively addressing problems of exclusion, bias and aggression in educational settings. Successful completion of this course will meet the certification requirements in §14(5) of Chapter 102 of the Laws of 2012. This course fulfills the DASA requirement. Zero credit hours.

EDU 570 Strategic Literacy Instruction for the Diverse Learner: Adolescence

This course will focus on ways to effectively differentiate literacy instruction for the adolescent learner.  Students will learn a wide-range of research-based literacy instructional approaches and methods to support academic development using data analysis and Response to Intervention. Students will study English Language Learners, cultural diversity, and learning/behavior disabilities, and will examine the curricular implications and interventions for the development of literacy skills.  The use of the New York State P-12 Common Core Learning Standards and new literacies will be integrated into the course.  Prerequisites and/or Special Considerations: None. Number of Credits: 3. Offered Summer and Fall semesters.

EDU 571 Technology for the Elementary Classroom

This course provides various computer-based technologies that are essential to teaching in elementary education.  Teacher candidates will develop understanding, perspective, competence, and leadership in the use of “hands-on” information technology with an emphasis upon integrating technology in the elementary curriculum, including children’s literature.  Teacher candidates will engage in both application and developmental aspects of a wide range of technology tools, culturally responsive teaching strategies, and meeting the needs of a diverse student population, including students with special needs.   These experiences will prepare teacher candidates to become productive educators and allow them to assist their future students with learning and technology skill development.  Number of Credits: 3. Prerequisites and/or Special Considerations: None. Offered Summer semester.

EDU 577 Student Teaching (1-6) and Seminar

Student teaching provides teacher candidates with a culminating clinical experience consisting of placements, grades (1- 3) and grades (4-6).  Teacher candidates will gain experience using the New York State P-12 Common Core Learning Standards, and the New York State Learning Standards in each of the content areas.  Throughout the experience, teacher candidates will be mentored and evaluated by an Associate Teacher and College Supervisor. Number of Credits:  12. Prerequisites and/or Special Considerations: 3.0 cumulative GPA; ECI 510, EDU 500, 502, 503, 504, EDL 550, EDL 650. Offered Spring and Fall semesters.

EDU 600 Curriculum Planning in Adolescent Education

Emphasis in this course is on curricular design and instructional planning to address the special developmental and educational needs of students in secondary school. Attention is given to the common elements of curricular design, implementation, and assessment to ensure appropriate planning techniques for meeting the needs of a diverse population of students at differing levels of social, emotional, intellectual, and physical ability. Curriculum and lesson planning are examined on the state, district, school and classroom levels. In addition, various strategies for interdisciplinary planning and instruction are explored.  Lesson will be aligned with the New York State P-12 Common Core Learning Standards. Credits: 3. Prerequisite(s): none. Offered Fall semester.

EDU 601 Methods in Adolescence Education - English

This course is designed to familiarize English teacher candidates with national and state standards for adolescent English learning.  This course will provide appropriate instructional strategies, methodologies, and materials necessary for creating a productive teaching and learning environment for all adolescent students, grades 7 – 12.  There will be particular emphasis on developing the awareness of the needs of diverse learners, in particular working with students for whom English is a second language, students with disabilities, and students from diverse backgrounds.  Lessons will be aligned with the New York State P-12 Common Core Learning Standards. Number of credits: 3. Prerequisites: None. Offered Fall semester.

EDU 602 Methods in Adolescence Education - French

This methods course is organized around the federal and state standards for foreign language learning.  This course guides teacher candidates to focus on communications, cultures, connections, comparisons, and communities.  Teacher candidates will review current theory for second language acquisition and will apply that theory to classroom practice. The course will present principles of learning, from which teacher candidates can draw to make decisions about instruction.  The course emphasizes diverse learners including students for whom English is a second language, culturally diverse learners, and students with different learning styles and abilities.  Lessons will be aligned with the New York State P-12 Common Core Learning Standards. Number of credits: 3. Prerequisites: None. Offered Fall semester.

EDU 603 Methods in Adolescence Education - Mathematics

This course is designed to provide teacher candidates with instructional strategies, methodologies and materials necessary for creating a productive teaching and learning environment for adolescent education students, grades 7 – 12, in mathematics education.  The course will also provide opportunities for candidates to build and deliver lessons and units.  Lessons will be aligned with the New York State P-12 Common Core Learning Standards. Number of credits: 3. Prerequisites: None. Offered Fall semester.

EDU 604 Methods in Adolescence Education - Biology

This is a practical course where students will learn actual activities of biology instruction.  Included in these activities will be laboratory work, teacher candidate developed worksheets, teacher candidate directed discussions, teacher candidate developed texts, etc. Teacher candidates will study the nature of scientific understanding and the culture and climate of the classroom.  The class will also review strategies to ensure educational equity. .  Lessons will be aligned with the New York State P-12 Common Core Learning Standards. Number of credits: 3. Prerequisites: None. Offered Fall semester.

EDU 605 Methods in Adolescence Education - Chemistry

This is a practical course where students will learn actual activities of chemistry instruction.  Included in these activities will be laboratory work, teacher candidate developed worksheets, teacher candidate directed discussions, teacher candidate developed tests, etc. Teacher candidates will study the nature of scientific understanding and the culture and climate of the classroom activities.  The class will also review strategies to ensure educational equity.   Lessons will be aligned with the New York State P-12 Common Core Learning Standards. Number of credits: 3. Prerequisites: None. Offered Fall semester.

EDU 606 Adolescent Methods of Social Studies/History

This course provides students with a foundation in current educational theory and practice for teaching the social studies curriculum to middle and high school level students. Students will analyze the information and expectations of the New York State Education Department and accumulate a repertoire of materials, methods, and inclusive strategies to teach and assess standard- based social studies for all learners across a range of learning styles. Students will design unit and lesson plans and assessments that align with the New York State Standards for Learning and the New York State Core Curriculum that utilize the Medaille College Unit and Lesson Plan formats. This course will provide appropriate instructional strategies, methodologies, and materials necessary for creating a productive teaching and learning environment for all adolescent students, grades 7 – 12. Lessons will be aligned with the New York State P-12 Common Core Learning Standards. Number of credits: 3. Prerequisites: None. Offered Fall semester.

EDU 667 Pre-Student Teaching Experiences

This course provides students with an opportunity to participate in a minimum of 100 hours of volunteer and/or paid teaching experiences that relate to their certification areas. Students will be encouraged to work in settings that involve observation, tutoring, small group reinforcement, and entire class activities. Approximately 50 hours of experiences are to occur in grades 7-9, and 10-12. Students will make connections between field observations and the NYS P-12 Common Core Learning Standards. Number of credits: 3. Prerequisites: None. Offered Spring and Fall semesters.

EDU 670 Literacy in the Content Areas

This course is designed to assist the prospective secondary school teacher (adolescence education) to integrate effective methodology to enhance students’ reading and writing skills, in general, and in the specific content areas.  Emphasis is on vocabulary, comprehension, study skills, and flexible rate.  Particular emphasis will be given to students for whom English is a second language and students with different learning styles, abilities, and learning problems. Lessons will be aligned with the New York State P-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites: None. Offered Spring semester.

EDU 671 Information Technology and Data Analysis

This course provides various computer-based technologies that are essential to teaching in adolescent education.  Teacher candidates will develop understanding, perspective, competence, and leadership in the use of “hands-on” information technology with an emphasis upon integrating technology throughout the curriculum.  Teacher candidates will engage in both application and developmental aspects of a wide range of technology tools, culturally responsive teaching strategies, and meeting the needs of a diverse student population, including students with special needs.   In addition, data analysis as it relates to classroom assessment, instruction, and technology will be discussed, analyzed, and applied.  These experiences will prepare teacher candidates to become productive educators and allow them to assist their future students with learning and technology skill development.  Lessons will be aligned with the NYS P-12 Common Core Learning Standards. Number of credits: 3. Prerequisites: None. Offered Summer semester.

EDU 677 Adolescent Student Teaching

Catalog Description of Course: Student teaching provides teacher candidates with a culminating clinical experience consisting of placements in the teacher candidate’s specific discipline in grades (7-9) and grades (9-12).  Teacher candidates will gain experience using the New York State P-12 Common Core Learning Standards and the New York State Learning Standards in each of the content areas.  Throughout the experience, teacher candidates will be mentored and evaluated by an Associate Teacher and College Supervisor. Number of Credits: 6. Prerequisites and/or Special Considerations: 3.0 cumulative GPA; Methods and literacy classes. Offered Spring and Fall semesters.

EDU 681 Practicum III:  Adolescent

This course is designed to explore theories and conduct in-depth literacy assessments of the adolescent reader using both formal and informal measures of assessment.  Through the completion of twenty-five hours of college supervised tutoring, students will learn procedures and the interpretation of results using multiple assessment instruments.  Students will also examine the methods and materials used for the remediation and will learn how to prepare case study reports.  Students will explore intervention techniques appropriate for the adolescent learner while working with struggling readers in a one-on-one or small group tutorial setting.  Emphasis will be on the use of observation and reflective practices. Through their research and application, students will experience the importance of communicating with the students, parents and school personnel. Number of Credits: 3. Prerequisites:  None. Offered Summer, Fall, and Spring semesters.

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EDL COURSE DESCRIPTIONS (LITERACY)

EDL 550 Developmental Literacy: Emergence to Fluency

Catalog Course Description:  This course will introduce students to the research that supports balanced literacy from emergence to fluency.  They will study the five pillars of reading instruction while exploring the components of word study, read-alouds, shared, guided, and independent reading and writing.  The students will use this knowledge to plan systematic, explicit lessons within meaningful, engaging experiences in literacy. Lessons will be aligned with the NYS P-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites: None. Offered Fall and Spring semesters.

EDL 580 Methodologies in the Reading Processes

Students will expand their knowledge of the complex processing systems used by proficient readers from early childhood through adolescence. Theories and research on the foundations of literacy will be explored and related to the major components of reading.  Students will learn to use a wide range of research-based instructional approaches and methods to support various stages of literacy development and learners from a variety of cultural and linguistic backgrounds.  High quality, diverse children’s literature will be examined.  Students will also learn to be reflective practitioners.  The use of technology and the New York State PK-12 Common Core Learning Standards and New York State Pre-Kindergarten Foundation for the Common Core will be integrated. Number of Credits: 3. Prerequisites:  none. Offered fall semester.

EDL 581 Early Language Development and Literacy

This course explores research and current understandings of the development of language and literacy in young children from birth through preschool.  Students will study extensively oral language and its implication as the foundation for literacy.  Through developmentally appropriate practices and balanced literacy, students will learn effective ways to support and scaffold language and literacy skills and will be introduced to high quality, diverse children’s literature.  Students will work to develop the critical understanding that assessment drives instruction.  Personal learning styles, family involvement and cultural contexts are considered as influences on literacy development of the young child.  The use of technology and reflective practice will be integrated into instruction.  Students will design lessons and assessments that align with the New York State Pre-Kindergarten Foundations for the Common Core.  If a student is pursuing the MSED-SWD a minimum of 25 participation hours is required.  Number of Credits: 3. Prerequisites:  none. Offered Fall semester.

EDL 582 Word Study: Early Childhood through Adolescence

This course will explore the research related to current best practices in word study that includes phonemic awareness, phonics, and spelling instruction from early childhood through adolescence. Students will learn about the role of word recognition in the progression of reading and writing skills from pre-emergence through fluency and will include the investigation of the five stages of word knowledge. Using the conceptual framework of a balanced literacy program, students will learn to plan instruction that matches the needs of the diverse body of readers/writers in the classroom. The use of reflective practice and new literacies will be integrated.  Students will design lessons and assessments that align with the New York State PK-12 Common Core Learning Standards and New York State Pre-Kindergarten Foundation for the Common Core. Number of Credits: 3. Prerequisites:  EDL 580 or equivalent.  Offered fall semester.

EDL 583 Creating Strategic Readers and Writers

This course will explore the research related to current best practices in vocabulary and comprehension strategy instruction.  Students will examine the thinking processes which are integral to navigating and understanding increasingly complex text for readers at all stages of development.  They will learn to create classrooms where instructional approaches are used to encourage the independent use of these strategies. Students will also demonstrate the ability to design materials to enhance vocabulary, comprehension, and study skills in the content areas to support various stages of literacy development and learners from a variety of cultural and linguistic backgrounds.  The use of reflective practice, and new literacies will be integrated.  Students will design lessons and assessments that align with the New York State PK-12 Common Core Learning Standards and New York State Pre-Kindergarten Foundation for the Common Core.  Number of Credits: 3. Prerequisites:  EDL 580 or equivalent. Offered Spring semester.

EDL 584 Teaching Writing through the Developmental Process

This course will explore the research related to the writing process and best practices in writing instruction.  Students will identify the stages of writing development and design various methods of instruction including interactive, shared/modeled, guided, and independent writing within various genres and content areas.  High-quality, diverse children’s and young adult literature will be explored.  Through their investigations, students also will recognize and accommodate learners of all stages of development and backgrounds from early childhood through adolescence. The use of reflective practice, and new literacies will be integrated. Students will design lessons and assessments that align with the New York State PK-12 Common Core Learning Standards and New York State Pre-Kindergarten Foundation for the Common Core. Number of Credits: 3. Prerequisites:  EDL 580 or equivalent. Offered Summer semester.

EDL 585 Adolescent Literacy: Transacting with Literature

This course will explore theories, research based practices, curricula and content of instruction for adolescent learners.  Students will explore research regarding effective literature and content based curriculum.  Emphasis is on strategies for the integration of language, writing, literature, content, and higher level thinking skills. Integration of new literacies, diversity for learners, and reflective practices will be included. Students will design instructional materials which are aligned with the New York State PK-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites:  EDL 580 or equivalent. Offered Spring semester.

EDL 650 Assessment and Evaluation of Literacy

This course is designed to investigate current practices and procedures in the evaluation of student’s literacy skills.  The course will include instruction in the administration and analysis of informal reading inventories, running records, assessment of listening and speaking, word recognition, spelling development, comprehension, writing development, and modes of responding to literature.  Students will utilize information gleaned from assessment data to plan prescriptive instruction.  Lessons will be aligned with the NYS PK-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites: none. Offered Spring and Summer semesters.

EDL 651 Assessment I:  Diagnosis and Remediation of Emergent to Early Readers

This course is designed to investigate current practices and methods of the diagnosis and remediation of literacy skills for the Emergent to Early readers. Students will explore the philosophy and research relating to assessment.  Students will demonstrate an understanding of utilizing assessment tools to identify students’ strengths and weaknesses as well as the methods for targeted instruction to meet the needs of a diverse body of learners including those in special education or other compensatory programs. Participants will demonstrate in practice the nature, causes, and remediation of early literacy difficulties. Students will design lessons and assessments that align with the New York State PK-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites:  EDL 580 or equivalent. Offered Fall semester.

EDL 652 Assessment II:  Diagnosis and Remediation of Early to Fluent Readers

This course is designed to investigate current practices and procedures in the diagnosis and remediation of literacy skills for the Early to Fluent readers. Students will learn to administer and analyze assessment tools necessary for determining the developmental levels of elementary students and the diagnosis of reading difficulties and providing appropriate instruction.  Students also will examine methods for targeted instruction to meet the needs of a diverse body of learners including those in special education and other compensatory programs. Students will design lessons and assessments that align with the New York State PK-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites:  EDL 651. Offered Spring semester.

EDL 653 Assessment III:  Diagnosis and Remediation of the Adolescent Reader

This course is designed to investigate current practices and procedures in the diagnosis and remediation of literacy skills for the adolescent reader.  Students will learn and utilize procedures, methodologies, and materials for diagnosing and correcting classroom reading problems.  Emphasis will be on how to effectively teach middle and high school students who have not acquired sufficient reading skills to be successful and engaged readers.  Integration of new literacies will be included. Students will design lessons and assessments that align with the New York State PK-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites:  EDL 652. Offered Spring semester.

EDL 671 Practicum I:  Early Intervention

This course is designed to allow students the opportunity to apply their knowledge of the philosophy and pedagogy of an early intervention reading program in a practicum situation. Through the completion of twenty-five hours of college supervised tutoring, students will gain expertise in administering assessment tools to diagnose reading difficulties and planning remediation based on the individual needs of the child. Students will capitalize on opportunities to observe, evaluate and reflect on the practices of peers, develop literacy seminars, and communicate results to parents and other professionals. Number of Credits: 3. Prerequisites:  EDL 580 or equivalent. Offered Summer, Fall, and Spring semesters.

EDL 676 Practicum II:  Elementary

In this course, students will demonstrate their ability to provide literacy instruction to elementary students in grades 3-6. Through the completion of twenty-five hours of college supervised tutoring, students will gain expertise in administering assessment tools to diagnose reading difficulties and plan remedial instruction based on the needs of the child.  Seminars will allow students the opportunities to create and implement a professional development seminar that reflects best practices and explores strategies useful to their teaching. Through their research and application, students will experience the importance of collaborating with parents and other school professionals.  They will learn the importance of observation and reflective practices. Number of Credits: 3. Prerequisites:  None. Offered Summer, Fall, and Spring semesters.

EDL 690 Leadership in Literacy

Students will explore the characteristics of leadership through reflective study. They will investigate the need for professional development in building effective classroom instruction and will examine the role of the teacher/leader at the grade-level, building, and district levels. Students will also learn the characteristics of adult learners as well as ways to communicate with colleagues, other school personnel, and parents/caregivers.    Through the development of in-service workshops and study groups, students will further demonstrate the ability to communicate with colleagues, other school personnel, and parents/caregivers about the relevant information regarding literacy as it affects curriculum and assessment.  Number of Credits: 3. Prerequisites:  EDL 580. Offered: Fall semester.

EDL 692 Literacy Portfolio and Professional Development

The purpose of this course is to provide students with documentation of their growth and achievement throughout their Master’s program in Literacy. Emphasis will be on the creation of a professional portfolio which will include selection of specific artifacts that represent evidence of knowledge, application and reflective practice in teaching literacy instruction and intervention. This portfolio serves as a capstone project for the MSED degree.  Students will engage in an intensive study of the International Reading Association’s Standards for Reading Professionals, New York State P-12 Learning Standards for the Common Core, and the New York State Prekindergarten Foundation for the Common Core and will align evidence of their learning with these standards in a written analysis and reflection. Number of Credits: 3. Prerequisites and/or Special Considerations: EDL 690. Offered Fall semester.

EDL 693 Elementary Education Portfolio

The purpose of this course is to provide students with documentation of their growth and achievement throughout their Master’s program in Elementary Education. Emphasis will be on the creation of a professional portfolio which will include selection of specific artifacts that represent evidence of knowledge, application and reflective practice in planning, instruction, and assessment. Students will engage in an intensive study of the New York State P-12 Common Core Learning Standards and other appropriate standards. Students will align evidence of their learning with these standards in a written analysis and reflection. Number of Credits: 3. Prerequisites and/or Special Considerations. Offered Summer semester.

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ESP COURSE DESCRIPTIONS (SPECIAL EDUCATION/STUDENTS WITH DISABILITIES)

ESP 600 Foundations of Special Education

Historical, social, and legal foundations of special education are examined in this course. An overview of the characteristics and instructional needs of individuals with disabilities for children birth through 12 will be provided (including Autistic Spectrum Disorders) as identified in the present federal educational disability related legislation. Issues related to school, community and family collaborations for children with disabilities will also be examined including the New York State P-12 Common Core Learning Standards and Adaptive/Functional Curricula. Emphasis will be placed on trends, and legislation which affect the provision of services in school, home, and community settings with a focus on inclusion of individuals with disabilities in home and school settings.  Students will also study the use of assistive technology in schools. A minimum of 15 participation hours are required. Prerequisites and/or Special Considerations: None. Number of Credits: 3. Offered Spring, Summer, and Fall semesters.

ESP 602 Behavioral Strategies for Working with Students with Exceptionalities: Managing the Learning Environment

Catalog Description of Course: This course is intended to help teachers understand the assessment of and intervention for children, (infancy through adolescence) with emotional and behavioral disorders with an emphasis on school age settings.  A study of Autism Spectrum Disorder, as it relates to effective emotional and behavioral strategies will also be covered Theoretical and practical applications of behavioral analysis will be included with stress placed on the prevention of behavior problems while supporting the development of independence and positive social interaction skills.  This course will also focus on identifying, recording, evaluating, and effecting positive change in the social and academic behaviors of children with special needs, through the process of behaviorally-based instruction, functional behavioral assessments, and the development of behavior support plans.  The impact of diversity and assistive technology services on children with special needs in the school will also be addressed. The impact of culture and individual values on the assessment, perception, and response to children with emotional and behavioral disorders and their families will also be carefully considered. Prerequisites and/or Special Considerations: None. Number of Credits: 3. Offered Fall, Spring.

ESP 606 Assistive Technology in Special Education

Designed to help special educators develop an awareness of technology that can assist in the lives and learning of children birth through 12th grade, receiving special education. Technology for managing, assessing, and teaching across multiple computer operating systems will be covered as well as administrative applications of technology related to special education. Students will analyze the use of assistive technology devices that allow access to computers for children with physical challenges. Multicultural issues relating to technology access will be addressed in readings, lecture, and practicum. Three credit hours. Prerequisites: ESP 600; Students must co-register in ESP 604 or ESP 605. Offered Summer.

ESP 607 Professional, Family and Community Collaboration in Schools and Schooling

This course provides a comprehensive set of strategies and methods for involving general and special education teachers, other professionals, parents and the community in collaborative partnerships for the benefit of children and adolescents with disabilities. School relationships with families of children and adolescents with special needs and potential barriers to these contacts to include cultural and individual perceptions will be considered along with legal rights of families whose children and adolescents receiving special education services. A strong emphasis will be placed on a family-centered approach to education with a goal that teachers will become better able to analyze their own personal values, beliefs, and cultural biases in order to offer better support for families. Prerequisites and/or Special Considerations: None. Number of Credits: 3. Offered Summer.

ESP 608 Assessment of Students with Disabilities at the Childhood & Middle Childhood Level

The purpose of this course is to provide knowledge and develop skills in assessment and related program planning for elementary and middle school students with special needs. The class will emphasize an individualized, family-centered, and culturally competent approach to assessment.  A study of assessment procedures used in the referral, identification, and instructional phases of program planning for students with special needs in childhood and middle childhood education will be emphasized.  There will be an additional focus on those specific educational assessment methods and procedures used in decision making and program planning for students with disabilities to include those with culturally or linguistically diverse backgrounds and needing assistive technology. Prerequisites:  ESP 600. Number of credits: 3. Offered Summer semester.

ESP 610 Integrative Practicum Seminars: Childhood

This course engages prospective special educators in a seminar process to share, analyze, and extend their professional experiences to include collaboration with professionals and parents and the development of co-teaching relationships in the school setting with attention to the elementary classroom. Support will also be given towards the development of individual systems of self-reflection and evaluation while working to refine teaching experiences and skills through group analysis to improve instruction and guide professional growth. One credit hour. Offered every semester.

ESP 611 Integrative Practicum Seminars: Middle Childhood

This course engages prospective special educators in a seminar process to share, analyze, and extend their professional experiences to include collaboration with professionals and parents and the development of co-teaching relationships in the school setting with attention to the middle school classroom. Support will also be given towards the development of individual systems of self-reflection and evaluation while working to refine teaching experiences and skills through group analysis to improve instruction and guide professional growth. One credit hours. Offered every semester.

ESP 612 Educating Students with Mild and Moderate Disabilities

This course analyzes the characteristics and educational difficulties of children and adolescents with a wide range of mild and moderate disabilities.  Key issues confronting educators of students with disabilities are explored as students discover the integration of general education and special education methodologies. Students will analyze the development and implementation of Individualized Education Plans for children and adolescents with mild to moderate disabilities.  The relevant legal and service mandates as per IDEA and ADA will be examined.  Assistive technology services of children with special needs in the school will also be addressed.  A minimum of 10 participation hours is required. Prerequisites and/or Special Considerations: ESP 600 or equivalent. Number of Credits: 3. Offered Fall, Spring.

ESP 613Educating Students with Severe and Multiple Disabilities

This course examines the characteristics of elementary, middle, and high school learners with severe or multiple disabilities.  It also examines the issues, problems, and trends affecting the development and implementation of community-based educational, recreational, work and living options and supports. Topics include least restrictive environment and inclusion, person-centered planning, family involvement, medical concerns as relevant to the classroom, advocacy, and teacher roles and responsibilities. The unique perceptions, educational, and social needs of families of children with severe and multiple disabilities will also be examined with sensitivity to culture and values.  Students will analyze the development and implementation of Individualized Education Plans.  A minimum of 10 participation hours is required. Number of Credits: 3. Prerequisites and/or Special Considerations: ESP 612 or equivalent.

ESP 618 Assessing Children (1st -6th Grade) with Exceptionalities

The purpose of this course is to provide knowledge and develop skills in assessment, diagnosis and remediation of children with special needs from birth through middle childhood.  The class will emphasize an individualized, culturally competent approach to assessment that identify children’s’ strengths and weaknesses. Students will demonstrate understanding of assessment tools and  procedures, the referral process, identification, and instructional phases of program planning for children with special needs from birth through middle childhood education,.  There will be additional focus on specific educational assessment methods and procedures used for students with disabilities to include those with culturally or linguistically diverse backgrounds and students needing assistive technology.  Prerequisites and/or Special Considerations: ESP 600, ESP 612, ESP 613. Number of Credits: 3. Offered Spring, Summer.

ESP 619 Assessing Children (7th-12th Grade) with Exceptionalities

The purpose of this course is designed to investigate and develop skills in assessment, diagnosis and remediation of children with disabilities in grades 7-12.  Students will learn program planning with an emphasis on individualized and culturally competent approaches to assessment.  Students will learn the process of identification, referral and assessment procedures used for the adolescent child in grades 7-12.  There will be specific focus on educational assessments geared for transitions from school to adult and programming that meets the needs of children and their families.  The appropriate use of assistive technology, modifications and accommodations as it relates to assessment will also be covered. Prerequisites and/or Special Considerations:  ESP 600 or equivalent, ESP 612, ESP 613. Number of Credits: 3. Offered Spring, Summer.

ESP 620 Differentiated Instruction in the Content Areas

This course is intended to provide students teaching 7-12th grade with the knowledge of curricular learning options for students with complex academic needs. Emphasis will be placed on modifications and adaptations to core content making it accessible for all students, while focusing on elements such as content, process and student product, as a means to guide instructional planning. Students will explore cognition and learning to uncover strategies that support growth and development in an academic setting. If students are pursuing the MSED-SWD a minimum of 25 participation hours are required. Three Credit hours. Prerequisites: ESP 600, ESP 612. Offered Summer. 

ESP 621 Methods for Content Area Instruction - Students with Disabilities Grades 1-6

This course provides a foundation for the development of differentiated instructional planning, the use of curricular adaptations, technology, assessment, and instructional strategies intended to support elementary learners with diverse learning needs in Grades 1-6. Students will design unit and lesson plans and assessments using these methods and align them with the New York State P-12 Common Core Learning Standards. The use of technology, including assistive technology, will be integrated into instruction.  Prerequisites and/or Special Considerations:  ESP 612, ESP 613. Number of Credits:  3

ESP 622 Methods for Content Area Instruction - Students with Disabilities Grades 7-12

This course provides a foundation for the development of differentiated instructional planning, the use of curricular adaptations, technology, assessment, and instructional strategies intended to support adolescent learners with diverse learning needs in Grades 7-12. Students will design unit and lesson plans and assessments using these methods and align with the New York State Common Core Learning Standards. Number of Credits:  3. Prerequisites and/or Special Considerations:  ESP 612, ESP 613.

ESP 688P INTEGRATIVE PRACTICUM I: 1st-3rd GRADE

This course provides students seeking Students with Disabilities certification (1st-3rd grade) with experience in educating children who have been identified as needing special education services. Students will demonstrate their ability to provide differentiated instruction and apply appropriate teaching strategies that meet the specific needs of children with disabilities. Students will gain experience in administering assessments, developing IFSP/ IEP’s/504 plans and planning and delivering instruction in a tutorial setting. Students will prepare reports for shared collaboration with parents and other professionals directly involved with the child’s educational progress. Through involvement in the practicum, students will acquire a realistic perspective of special education and develop the knowledge, skills, and aptitudes needed for entry into Students with Disabilities educator positions. Three Credit hours. Offered every semester. 

ESP 688J INTEGRATIVE PRACTICUM I: 4th-6th GRADE

This course provides students seeking Students with Disabilities certification (4th-6th grade) with experience in educating children who have been identified as needing special education services. Students will demonstrate their ability to provide differentiated instruction and apply appropriate teaching strategies that meet the specific needs of children with disabilities. Students will gain experience in administering assessments, developing IFSP/ IEP’s/504 plans and planning and delivering instruction in a tutorial setting. Students will prepare reports for shared collaboration with parents and other professionals directly involved with the child’s educational progress. Through involvement in the practicum, students will acquire a realistic perspective of special education and develop the knowledge, skills, and aptitudes needed for entry into Students with Disabilities educator. Three Credit hours. Offered every semester. 

ESP 689A INTEGRATIVE PRACTICUM II: 7th-9th GRADE

This course provides students seeking Students with Disabilities (7th - 9th grade) with experience in educating children who have been identified as needing special education services. Students will demonstrate their ability to provide differentiated instruction and apply appropriate teaching strategies that meet the specific needs of children with disabilities. Students will gain experience in administering assessments, developing IEP’s/504 plans and planning and delivering instruction in a tutorial setting. Students will prepare reports for shared collaboration with parents and other professionals directly involved with the child’s educational progress. Through involvement in the practicum, students will acquire a realistic perspective of special education and develop the knowledge, skills, and aptitudes needed for entry into Students with Disabilities educator positions. Three Credit hours. Offered every summer. 

ESP 689S INTEGRATIVE PRACTICUM II: 10th - 12th GRADE

This course provides students seeking Students with Disabilities educator certification (10th - 12th grade) with experience in educating children who have been identified as needing special education services. Students will demonstrate their ability to provide differentiated instruction and apply appropriate teaching strategies that meet the specific needs of children with disabilities. Students will gain experience in administering assessments, developing IEP’s/504 plans and planning and delivering instruction in a tutorial setting. Students will prepare reports for shared collaboration with parents and other professionals directly involved with the child’s educational progress. Through involvement in the practicum, students will acquire a realistic perspective of special education and develop the knowledge, skills, and aptitudes needed for entry into Students with Disabilities educator positions. Three Credit hours. Offered every summer. 

ESP 691 Portfolio For Students With Disabilities Practice

The purpose of this course is to provide students with documentation of their growth and achievement throughout their Master’s program in Students with Disabilities. Emphasis will be on the creation and selection of specific artifacts that represent evidence of knowledge, application and reflective practice in teaching students with disabilities. The course will also cover leadership in inclusive classrooms and the role of students with disabilities educators in the collaborative process. Included in the course, will be the development and implementation of an informational workshop/presentation to peers, educators and other professionals, highlighting an area of concern in students with disabilities education. Three Credit hours. Prerequisite: Must be taken with ESP 688 or ESP 689. Offered Fall.

 

ESP 695 Student Teaching – Students with Disabilities (Grades 1-6)

Student teaching provides teacher candidates with a culminating clinical experience consisting of one seven-week placement, specializing in a Students with Disabilities setting (Grades 1-6).  Teacher candidates will gain experience using the New York State P-12 Common Core Learning Standards and the New York State Learning Standards in each of the content areas.  Throughout the experience, teacher candidates will be mentored and evaluated by an Associate Teacher and College Supervisor. Prerequisites and/or Special Considerations: 3.0 cumulative GPA. Number of Credits:  3

 

ESP 696 Student Teaching – Students with Disabilities (Grades 7-12)

Student teaching provides teacher candidates with a culminating clinical experience consisting of one seven-week placement, specializing in a Students with Disabilities setting (Grades 7-12).  Teacher candidates will gain experience using the New York State P-12 Common Core Learning Standards and the New York State Learning Standards in each of the content areas.  Throughout the experience, teacher candidates will be mentored and evaluated by an Associate Teacher and College Supervisor. Prerequisites and/or Special Considerations: 3.0 cumulative GPA. Number of Credits:  3

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EPD COURSE DESCRIPTIONS (EDUCATION PROFESSIONAL DEVELOPMENT)

EPD 560 Literature for Children

This course explores the role of children’s literature in the elementary literacy program.  Students will explore the various genre of literature both in the areas of fiction and nonfiction, narrative and expository.  Students will read and develop activities using various types of trade books. Three credit hours. Prerequisites: None.

EPD 668 Classroom Management Techniques

This course is designed to provide students with a variety of management techniques that can be effectively used within grades 7-12.  Emphasis will be placed upon a teacher’s ability to enhance the teaching and learning environment.  The course also includes mini-workshops on Child Abuse, and Project SAVE – Schools Against Violence Education.  Also covered are Drug and Alcohol Prevention and Personal and Family Issues.  Three credit hours. Prerequisites: None.

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ECI COURSE DESCRIPTIONS (CURRICULUM AND INSTRUCTION)

ECI 510 Research in Education

This online course provides the graduate student with an overview of action research in today’s classroom while navigating through a virtual experience.  Students will study and apply qualitative, quantitative, and data analysis skills while researching current issues in education at the New York State and local school district levels.  This affords students the opportunity to analyze current issues in education as they relate to student learning and teaching.  At the completion of this course, students will have investigated state and district procedures, reviewed school district websites for policies, procedures, curriculum plans, analyzed data from a state document such as the New York State Report Card, studied the action research model, as well as conducted research on a current issue in education.  All material will be reviewed in relation to NYS P-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites: None. Offered Fall and Spring semesters.

ECI 535 Culturally Responsive Pedagogy: Fostering Culturally Inclusive Classrooms

This course will focus on theoretical and practical issues of diversity in the classroom. In alignment with the New State Dignity for All Students Act, students will analyze and discuss issues related to race, ethnicity, class, gender, exceptionalities, sexual orientation, religion, bullying/cyber-bullying and language.   Further, students will be challenged to think critically and analytically about their own beliefs, confronting their opinions with realistic findings and theories.  Additionally, students will engage in dialogues that connect theory, reflection, thoughts, action, and practice. All material will be reviewed in relation to NYS P-12 Common Core Learning Standards. Number of Credits: 3. Prerequisites: None. Offered Spring and Summer semesters.

ECI 610 Transitions from Education’s Roots to the Present

This course covers the various foundations of education.  It provides a bridge from the works of past theorists and practitioners to current ideas and innovative teaching procedures of present day educators.  The works of core influential thinkers, such as Socrates, Locke, Dewey, Skinner, Rogers, Piaget, Freire, Giroux, hooks, McLaren, and Gardner will be used.  Lessons will be aligned with the NYS PK-12 Common Core Learning Standards.  Credits 3. Prerequisites: None. Offered Summer and Fall semesters.

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