Education
Courses (EDU)
103 Arts, Movement
& Music for the Young Child (3)
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. Students 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. Offered Each Year (Fall).
203 Learning Theory
(3)
Designed to provide a thorough
understanding of psychological concepts, principles, and theories central to
the teaching-learning process, including classroom problems encountered by
teachers. Offered Each Semester.
208 Art in the
Elementary School (3)
The purpose of this course is to provide elementary
education majors with an introduction to and examination of the nature of art;
children's developmental stages in art; the value of art education as an
essential part of the curriculum (discipline-based and other approaches to
educating through the arts); participation in creating art; and planning for
children's art education (experience with concepts, methods, and materials
utilized in teaching). Offered Each Year
(Spring).
217 Facilitating
Reading Literacy for Regular and Special Needs Learners at the Primary Level
(4)
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. Prerequisites: EDU 203
and EDU 237 or concurrent enrollment in EDU 203 and 237. A student must earn a
"C" or better in this course to continue in the certification
program. Offered Each Year (Fall).
218
Facilitating Reading Literacy for
Regular and Special Needs Learners at the
Intermediate Level (4)
This course extends the study completed in EDU 217 by
exploring in depth alterations/ modifications/ extensions of strategies which
further 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. Prerequisite: EDU 217. A student must earn a
"C" or better in this course to continue in the certification program. Offered Each Year (Spring).
237 Instructional
Design: Theory & Practice (3)
This course provides a comprehensive introduction to the
instructional process. The primary focus is on the introduction to 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 children
and youth. The relationship between theory and instructional design is covered
in depth. Prerequisites: EDU 203 or concurrent enrollment in 203 or permission
of instructor. A student must earn a "C" or better in this course to
continue in the certification program. A student may repeat this course no more
than once. Offered Each
Semester.
247 Selected Topics
in Elementary or Secondary Education (Variable Credit)
(See EDU 447) Offered As Needed.
267 Practicum in
Teaching Language Arts at the Elementary School Level (3)
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 by
planning, preparing, and presenting teaching-learning experiences in the area
of language arts within a classroom setting. Prerequisites: A grade of
"C" or better in EDU 217 and 237. Offered
Each Year (Spring).
301 Methods and
Materials: Art (Elementary) (3)
Introduction to the field of Art Education with emphasis on
the methods and materials best suited to the elementary school pupil's creative
growth and development. Field experiences will provide opportunities to work
with elementary school children on a teacher-learner basis. Prerequisite: A
grade of "C" or better in EDU 237. Offered As Needed.
302 Methods and
Materials: Art (Secondary) (3)
Continued study of learner's
developmental characteristics as guides for art program planning.
Examination of contemporary developments in junior and senior
high school art instruction. Emphasis will be placed on analysis of the
New York State art syllabi and approaches to the creative process. Field
experiences will provide opportunities to work with secondary school pupils on
a teacher- learner basis. Prerequisite: A grade of "C" or better in
EDU 237. Offered As
Needed.
303 Children's
Literature (3)
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. Prerequisite: EDU 217. Offered Each Year (Spring).
311 Methods and
Materials: Art (Middle) (3)
The focus of this course is on the development of
instructional design as it applies to the Middle Level Art Instructor. Emphasis
will be placed on intermediate lesson and unit planning, understanding the
characteristics of adolescent development, and classroom discipline and
methodology. Students will be responsible for completion of the field
practicum, designing teacher products, a reflective teaching journal and
reviews of local art exhibits. Prerequisite: A grade of "C" or better
in EDU 237. Offered As
Needed.
313 Foundations of
Education (3)
The purposes of this course are: 1) to provide an overview
of the historical, philosophical, 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. Prerequisite: EDU
203 or permission of instructor. Offered Each Semester.
314 Promoting
English Language Arts Across the Content Areas (3)
The primary purpose of this course is to provide secondary
education students with the tools necessary to infuse English Language Arts
skills into their content specific courses. Students will participate in
classroom discussions, prepare and present demonstrations, and create original
projects. Background information will be presented in short lectures.
Prerequisites: EDU 203 and EDU 237. Offered
Each Year (Spring).
316 Elementary
Education Methods – Social Studies (3)
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. A field experience is provided. Prerequisite: Upper
division status. Offered Each Year (Fall).
319 Assessment
Methods in Education (3)
Assessment methods in education are intended to provide
students 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. Prerequisite: Upper division status. Offered Each Year (Spring).
320 Elementary
Education Methods - Mathematics, Science, and Technology (3)
This course provides and 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. A field experience is provided. Prerequisite: A grade of
“C” or better in EDU 267 or permission of instructor; and upper division status
or permission of instructor. Offered Each
Year (Spring).
321 Foundations in
Early Childhood Education (3)
This introductory/survey course examines the role of infant
stimulation, nursery school and kindergarten programming in the early formal
educative process. Stressed are the professional responsibilities of the
teacher/educator, with special emphasis on planning and organizing skills.
Experiences are designed to help the student 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. Offered
Each Year (Fall).
326 Planning
and Managing the Teaching and Learning Environment with Assistive Technology
(3)
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 students 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. Offered Each Year (Spring).
327 Teaching to the
Standards (3)
This course is designed to familiarize the student 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 seven 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 incorporate the New York State
content standards. Implications of these standards with respect to individuals
with disabilities will also be addressed. To be taken concurrent with Student
Teaching. Offered As
Needed.
336 Language/Literacy
Development for the Adolescent Learner (3)
This interdisciplinary course will allow secondary education
students 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. Students will participate in classroom
discussions, prepare and present demonstrations, and create original projects.
Prerequisites: EDU 203 & 237. Offered
Each Year (Fall).
337 Practicum in Implementing Teaching Learning
Strategies at the Secondary
School Level (7-12) (3)
The primary purpose of this course is to assist in the
development of a competent, professional secondary school 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 secondary education majors with: 1) a
foundation in the aspects of an early secondary or secondary school classroom;
2) a field experience with an opportunity to work directly with secondary level
students; and 3) opportunities for the students to apply the fundamentals
learned in EDU 237 by planning, preparing, and presenting teaching-learning
experiences within a classroom setting. Prerequisite: A grade of "C"
or better in EDU 237. This course should be taken during the semester prior to
student teaching. Offered
As Needed.
402 Methods in
Classroom Management for Secondary Education (3)
Cross-listed as SED 402.
General objectives of this course include: the development and implementation
of classroom rules, procedures and consequences to enhance instruction, skills
necessary to prevent classroom misconduct, the diagnosis and remediation of
chronic misconduct, methods to assure that allocated time is closely aligned
with productive time, and methods to improve quality of classroom climate.
Prerequisites: EDU 203, 237. Offered As Needed.
412 Student
Teaching and Conference at the Elementary and Secondary School Levels (K-12) (Art) (12)
Two professional laboratory experiences in Art include
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: EDU 301 and 302. Non-traditional students may register for this
course for variable credit, with the permission of the department chairperson. Offered As Needed.
436 Promoting
Reading and the Other Language Arts Across the Content
Areas (3)
The primary purpose of this course is to assist in the
development of a competent, professional classroom teacher, who is sensitive to
the interdisciplinary cohesive nature of learning through speech, language and
communication. In this regard, the participants will be able to: (1) list the
major components of a language arts program across the grade levels; (2)
utilize all content areas to develop and reinforce language skills; (3) explore
multiple strategies and a variety of instructional materials utilized to teach
language arts in a cross-disciplinary approach; (4) critique innovations in
teaching the language arts; (5) evaluate commercially prepared language arts
and language arts related programs/ materials. Offered Each Year (Spring).
447 Selected Topics
in Elementary or Secondary Education (Variable Credit)
Current topics in education are explored. Students may
register for either EDU 247 or 447. Offered As Needed.
451 Comparative
Programs in Early Childhood Education (3)
Provides an insight into the various early childhood
programs developed in other countries: England (British Primary), Russia,
Germany, Italy, etc. Survey of programs for the disadvantaged
(Head Start, Early Push, Follow Through), bilingual children, and exceptional
children. Prerequisites: EDU 321 and 322 or permission of instructor. Offered Alternate Years (Fall).
457 Research in
Elementary or Secondary Education (Variable Credit)
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. Offered As
Needed.
458 Independent
Study in Elementary or Secondary Education (Variable Credit)
An examination by an individual student 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.
Prerequisite: Permission of department chairperson and instructor required. Offered As Needed.
471 Student Teaching and Seminar at the
Preschool and Primary School Level
(Birth-PreK)
(6)
For students in the Early
Childhood/Early Childhood Special Education program.
One professional laboratory experience includes observations of young children,
birth through age five, with gradually increasing responsibility through
participation under supervision. Individual student teachers are guided by
periodic conferences with the College supervisor. Prerequisites: EC 321 and
322; EDU 217, 319, and 237. Permission of the department chairperson required.
472 Student Teaching and Seminar at the
Preschool and Primary School Level
(PreK-Grade
2) (6)
For students 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: EC 321 and
322; EDU 217, 319, and 237. Permission of the department chairperson required.
473 Student
Teaching and Seminar at the Primary School Level (1-3) (6)
One professional laboratory experience at the elementary
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: EDU 217, 218, 313, 316, 317, 318, and concurrent
registration in 474; SED 270, 371. Permission of the department chairperson
required. Offered Each
Semester.
474 Student
Teaching and Seminar at the Intermediate Level (4-6) (6)
One professional laboratory experience at the elementary
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: EDU 217, 218, 313, 316, 317, 318,
and concurrent registration in 473; SED 270. Permission of the department
chairperson required. Offered
Each Semester.
475 Student
Teaching and Seminar at the Childhood Level (1-6) (6)
For dual certification majors.
One professional laboratory experience includes observations of regular
elementary classroom situations (K-6) with gradually increasing responsibility
through participation under supervision. Individual student teachers are guided
by periodic conferences with the College supervisor. Prerequisites: EDU 217,
218, 316; SED 270, 363, 364, 371, and 401; and concurrent registration in SED
476. Permission of the department chairperson required. Offered Each Semester.
477 Student
Teaching and Seminar at Elementary School Level: Art (K-6) (6)
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 student teachers are guided by periodic conferences with the College
supervisor. Prerequisites: EDU 301 and 302. Permission of the department
chairperson required. Offered
Each Semester.
478 Student
Teaching and Seminar at the Secondary School Level: Art (7-12) (6)
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
student teachers are guided by periodic conferences with the College
supervisor. Prerequisites: EDU 301 and 302. Permission of the department
chairperson required. Offered
Each Semester.
479 Student
Teaching and Seminar at the Early Secondary School Level (7-9)
Business, English, French, Mathematics,
Natural Sciences (Biology, Chemistry, General Science), Social Studies, and
Spanish. One professional laboratory experience at the early
secondary level (7-9) includes observations of regular classroom situations
with gradually increasing responsibility through participation under
supervision. Student teachers are guided by periodic conferences with the
College supervisor. Prerequisites: EDU 313, 337, and concurrent registration in
480; and SED 270. Offered
Each Semester.
480 Student
Teaching and Seminar at the Secondary School Level (10-12)
Business, English, French, Mathematics,
Natural Sciences (Biology, Chemistry, General Science), 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.
Student teachers are guided by periodic conferences with the College
supervisor. Prerequisites: EDU 313, 337 and concurrent registration in 479; and
SED 270. Offered Each
Semester.
Special
Education Courses (SED)
102 American Sign
Language I (3)
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 developing 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. Offered As Needed.
106 American Sign
Language II (3)
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: SED 102. Offered As Needed.
247 Selected Topics
in Special Education (Variable Credit)
See SED 447. Offered As Needed.
270 Introduction
to the Nature and Educational Needs of Children with Disabilities (3)
A comprehensive survey of factors related to individuals
with disabilities, including those who have learning disabilities, mental
retardation, 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,
educational implications, ancillary services, relevant legislation and
litigation, and current issues and trends in special education. Offered Each Semester.
340 Inclusive
Education for Children with Emotional/Behavioral Disorders (3)
This course will provide an understanding and knowledge of
current terminology and definitions of students with emotional/behavioral
disorders (E/BD); social characteristics; 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 will examine programs for inclusion of
E/BD while addressing career/vocational and transition issues; promote understanding
of the use and selection of specific management techniques for individuals with
E/BD and the special educators’ role as a collaborator and/or consultant to
assist with reintegration of students with E/BD into the classroom.
Prerequisite: SED 270. Offered
As Needed.
363 Inclusive
Education for Children with Learning Disabilities (3)
This course provides a historical and contemporary overview
of mild disabilities (learning disabilities, mental retardation, behavior
disorders and emotional disorders) and learning theories, methods, and
instructional strategies for educating these children in the least restrictive
environment. Prerequisite: SED 270. Offered
Each Year (Fall).
364 Inclusive
Education for Children with Moderate/Severe Disabilities (3)
The purpose of this course is to provide an overview of the
historical and present management of the physically disabled in the educational
environment. It will deal primarily with the treatment of cerebral palsy, spina bifida, muscular dystrophy, rheumatoid arthritis,
congenital abnormalities, and chronic health impairments. Other areas will be
addressed. Emphasis will be placed on resource room intervention techniques.
Prerequisites: EDU 203 and SED 270. Offered
Each Year (Spring).
371 Classroom Management
Techniques for Individuals with Disabilities (3)
Writing Intensive.
This course covers the skills and competencies needed in order to design,
implement, and evaluate behavior management programs for individuals with
behavior disorders, emotional handicaps, mental retardation, 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. A 30-hour practicum
is included to provide students 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. Prerequisite: EDU 203. Offered Each Year (Spring).
401 Methods of
Inclusive Special Education (3)
This course provides a study of commercial and teacher-made
materials appropriate for children with disabilities, particularly with
reference to individuals with mild and moderate disabilities. Emphasis is given
to selective evaluation and application of a wide variety of media/materials.
Learning experiences are provided for developing teaching materials appropriate
to the maturational, learning, and social levels of children in special
education settings. Prerequisite: SED 270; Concurrent registration: EDU 316 and
363. Offered Each
Semester.
402 Methods in
Classroom Management for Secondary Education (3)
The primary purpose of this course is to provide secondary
education 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. Students 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. Offered As Needed.
447 Selected Topics
in Special Education (Variable Credit)
Current topics in special education are explored. Students
may register for either SED 247 or 447. Offered As Needed.
457 Research in
Special Education (Variable Credit)
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. Offered As
Needed.
458 Independent
Study in Special Education (Variable Credit)
An examination by an individual student 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. Offered As Needed.
476 Student
Teaching and Seminar at the Childhood Level 1-6 Inclusive Education (6)
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: EDU 316, 320
and concurrent registration in EDU 475 and SED 270, 363, 364, 371, and 401.
Permission of the department chairperson required. Offered Each Semester.
Early
Childhood Special Education Courses (ECSE)
221 Language/Communication Development for the
Young Child
An introduction to language and
communication development of young children.
Attention will focus on teaching students to design learning environments for
infants and preschoolers which will enable, accommodate, and enhance the unique
receptive and expressive modes of communication of children with special needs.
Offered Each Year (Fall).
222 Infant
Development & Intervention with Assistive Technology (3)
This course will prepare students to understand and
appreciate the complex developmental issues and comprehensive interdisciplinary
service needs of infants who are disabled or are at risk for a disability, and
their families. From an educational perspective, it is impossible to view the needs
and goals for the young child apart from those of the family. Early
intervention (EI) services are now found throughout the United States, and
recent research on brain development highlights the unique characteristics and
needs of infants and the critical role of their caregivers in fostering optimal
growth and development. The transactional model of EI emphasizes the importance
of the continual and progressive interactions between the infant and the
environment and is an essential position of the course objectives. Current
research on the use of assistive technology in facilitating the infant’s
interactions with the environment will also be explored and incorporated into
class discussions and assignments. A field experience is provided. Offered Each Year (Spring).
279 Typical
& Atypical Child Development and Intervention Strategies for Preschoolers
with Special Needs: Part I (3)
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. Part I 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 cognitive development. Due to the unique
instructional needs of young children with special needs, a field-based,
college-supervised observational and teaching experience in an early childhood
setting is required. Offered Each Year (Fall).
280 Typical
& Atypical Child Development and Intervention Strategies for Preschoolers
with Special Needs: Part 2 (3)
Fulfills 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, emotional and
social development, a brief overview of assessment, implementing Individual
Family Service Plans and Individual Education Plans, the role and use of
technology, and effective use of paraprofessionals and volunteers in early
intervention programs. As in the previous course, a field-based,
college-supervised observational and teaching experience in an early childhood
setting is required. In addition, students 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. Prerequisite: SED 270. Offered Each Year (Spring).
324 Transdisciplinary Intervention and Family Involvement (3)
With the implementation of family-centered services and the
inclusion of young children with special needs in naturalistic environments,
personnel need to be able to work collaboratively as members of teams with
family members, with others in their own disciplines, and with individuals from
an array of other disciplines. The early childhood special educator must be
knowledgeable about the philosophical base, methodological approaches, and
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. Offered Each Year (Spring).
325 Early
Childhood Assessment Methods for Mild/Moderate Disabilities: A Practicum (3)
This course provides an overview of issues, the legal basis,
and the functions of assessment of infants, toddlers and preschoolers with
special needs. Assessment is an important and ongoing responsibility of
professionals who work with young children with special needs and is necessary
not only to meet federal and state mandates but also to plan appropriate
intervention strategies and to monitor the effectiveness of services provided.
Special emphasis will be placed on incorporating current research into the
course objectives, including recognition of the high priority now placed on
family-centered assessment and intervention, on assessment in the natural
environment, and on the importance afforded to the role of interdisciplinary
assessment strategies. After reviewing assessment issues and instruments in
class, students will select one or more authentic and performance-based
assessment tools; conduct an assessment of a young child in a natural
environment, using both informal and formal assessment methods; review the
child’s records; interview significant care givers; and then, based on the
findings, develop and implement an intervention strategy and record the
results. All phases of the process will be monitored and supervised by college
and professional personnel. Prerequisites: SED 270 and ECSE 279 and 280, or
permission of instructor. Offered Each
Year (Fall).
473 Student Teaching and Seminar at the
Preschool Level for Students with
Disabilities (Birth-PreK) (6)
For students in the Early Childhood/Early
Childhood Special Education program. One professional
laboratory experience includes observations of young children with
disabilities, birth through age five, with gradually increasing responsibility
through participation under supervision. Individual student teachers are guided
by periodic conferences with the College supervisor. Prerequisites: ECSE 221,
222, 275, and 276, 324, and 325; SED 371. Permission of the department
chairperson required.
474 Student
Teaching and Seminar at the Primary School Level for Students with Disabilities
(PreK-Grade 2) (6)
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 student
teachers are guided by periodic conferences with the College supervisor.
Prerequisites: ECSE 221, 222, 275, and 276, 324, and 325; SED 371. Permission
of the department c
