EDUCATION

 

COURSE DESCRIPTIONS

 

Adolescence Education (AE)

AE 500           Dimensions of Learning and Teaching Methods - Content Specific (6)

This course provides a thorough review of the principles, concepts and theories used in teaching adolescents. The main focus will be on the five Dimensions of Learning that facilitate learning for adolescents.

 

AE 503           Assessment and Evaluation in Adolescence Education (3)

The purpose of this course is to provide an overview of current trends in normative, summative and criterion based, and informal methods of educational assessment and evaluation. The course will examine the considerations necessary for effective measurement of academic performance of students. 

 

AE 511           Adolescent Psychology (3)

This course discusses the psychological changes between childhood and adulthood, including the psychological correlation of physical maturation, cognitive changes and social challenges facing adolescents.

 

AE 513           Foundations of Education (3)

This course provides an overview of the historical, philosophical, and sociological foundations upon which pedagogical practice in the United States rests. In addition, educational statutes, legislation, and judicial decisions will also be addressed.

 

AE 515           Specific Methods of Teaching Secondary Subjects (6)

The primary purpose of this course is to provide an overview of general and specific methods used in teaching students in secondary schools. Instruction will focus on the New York State Learning Standards and include: policy curriculum requirements; assessment, evaluation and reporting; literacy and technology across the curriculum; and an observation module. Particular emphasis will be placed on the characteristics, definitions, standards, and trends in effective schools and the developments of relevant and meaningful teaching-learning experiences.

 

AE 524           Management Strategies for the Inclusive Secondary Classroom (6)

This course focuses on the development and the implementation of differentiated instruction, the skills necessary to prevent classroom misconduct, and the methods to improve classroom climate. In addition, this course provides information on the strategies necessary for working with students with disabilities in a mainstream classroom. Issues will include effective communication, management of an IEP, and understanding inclusive adolescents. The course will also include observations of some actual secondary classrooms.

 

AE 525           Literacy Theory at the Secondary Level (3)

This course focuses on the foundational concepts of reading and writing at the adolescent level. Reading instruction, literacy enrichment, and remediation will be explored.

 

AE 536           Literacy in the Content Areas (3)

This course connects English Language Arts standards to the content presented in a secondary core classroom. The main focus is on designing lessons which infuse reading, writing, speaking and listening into lessons and units.

 

AE 600           Research Methods in Education (3)

This course will emphasize direct investigation, methods, procedures, and reviews of research in education. The course will survey the various types of research that can be conducted and discuss the collection, analysis and reporting of finding based on sound methodological procedures.

 

AE 610           Seminar in Education/Action Research (3)

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

 

Childhood Education (CE)

 

CE 500           Dimensions of Teaching and Learning at the Primary Level (6)

The purpose of this course is to provide a thorough review of the principles, concepts and theories used in teaching children. The course also focuses on the five Dimensions of Learning that facilitate instruction for children.

 

CE 502           Language Arts Methods (3)

The purpose of this course is to provide an understanding of Language Arts and how to design, plan, and implement teaching-learning experiences in English/Language Arts that meet state goals/outcomes. The course will focus on methods of teaching, speaking, listening, reading, and writing at the elementary level and various techniques for teaching these skills to young children.

 

CE 503           Assessment and Evaluation in Childhood Education (3)

The purpose of this course is to provide an overview of current trends in normative, criteria, and informal methods of educational evaluation and assessment. The course will examine the validity, reliability and ethical considerations important for effective measurement of academic performance of students. These assessment materials will be aligned with state and district assessments that meet academic standards.

 

CE 505           Elementary Classroom Management (3)

The purpose of this course is to provide an extensive review of theories of classroom management at the elementary grade levels. The course will examine the development of classroom procedures, rules and consequences that allow a teacher to maintain effective control of his/her classroom. The course will also provide instruction in working with children with behavior problems and conducting functional behavior assessments and referrals as required by law for students with disabilities.

 

CE 507           Math, Science, Social Studies, and Technology Methods (6)

This course offers a comprehensive study of teaching methods for the areas of Mathematics, Science, Social Studies, and Technology with a focus on integrating the subject areas. Current issues and trends in instruction will be investigated. Attention will be given to state and national standards and assessments in Mathematics, Science, Social Studies, and Technology.

 

CE 512           Collaborative Approaches within Inclusive Programs (3)

This course is designed for the study of the teaching process with special emphasis on competencies necessary for effective communication. Specific emphasis will be given to the development of interpersonal skills required for various team members both in special and regular education. Issues explored will include: interpersonal relationships - the roles played by one's self-concept, perceptions, emotions; language, non-verbal communication, and listening versus hearing; intimacy and distance in relationships, improving communication climates, and managing interpersonal conflicts.

 

CE 600           Research Methods in Education (3)

The course will emphasize direct investigation, methods, procedures, and reviews of research in education. It will examine the various types of research that can be and are conducted and the collection, analysis and reporting of finding based on sound methodological procedures.

 

CE 610           Seminar in Education/Action Research (3)

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

 

Early Childhood (ECSE)

 

ECSE 521     Language/Communication Development and Intervention for Young Children with Special Needs (3)

This course will focus on the language and communication development of young children. Attention will focus on teaching candidates to design learning environments for infants and preschoolers that will enable, accommodate, and enhance the unique receptive and expressive modes of communication of children with special needs.

 

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

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

 

ECSE 524     Transdisciplinary Intervention and Family Involvement (3)

With the implementation of family-centered services and the inclusion of young children with special needs in naturalistic environments, personnel need to be able to work collaboratively as members of teams with family members, with others in their own disciplines, and with individuals from an array of other disciplines. The early childhood special educator must be knowledgeable about the philosophical base, methodological approaches, and terminologies of the discipline with which collaboration/consultation occur. In transdisciplinary team approaches, all team members share their expertise, and become sensitive to understanding boundaries of their professional disciplines to maximize what they can offer to the child and his or her family. Candidates 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 candidates in a cross-disciplinary model of intervention.

 

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

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

 

 

Special Education (SED)

 

SED 500        Educational Psychology (3)

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

 

SED 501        Introduction to Special Education (3)

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

 

SED 502        Special Education: Laws and Trends (3)

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

 

SED 503        Assessment and Evaluation of Students with Disabilities (3)

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

 

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

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

 

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

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

 

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

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

 

SED 512        Collaborative Approaches within Inclusive Programs (3)

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

 

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

The course will provide a thorough understanding of child development, psychological concepts, principles and theories involved in the teaching-learning process. This course will also cover current cognitive theories of learning and brain-based learning studies used in today’s classroom.

 

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

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

 

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

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

 

SED 519        Literacy Instruction and Students with Disabilities (3)

This course presents a variety of research-based methods and curricula currently used for teaching literacy skills for students with special needs.  Emphasis will be placed on the development and utilization of a broad spectrum of pedagogical methodologies designed to foster literacy.  Diagnostic, prescriptive and evaluative techniques appropriate to the child with disabilities will be addressed.  Critical assessment of commercial reading and other language arts materials/programs is included.

 

SED 522        Curriculum Adaptation/Modification in the Content Areas of Math, Science, Social Studies, and Technology (3)

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

 

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

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

 

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

This course provides a look at issues, the legal basis, and the functions of assessment of infants, toddlers and preschoolers with special needs. Assessment is an important and ongoing responsibility of professionals who work with young children with special needs and is necessary, not only to meet federal and state mandates, but also to plan appropriate intervention strategies and to monitor the effectiveness of services provided. Special emphasis will be placed on incorporating current research into the course objectives, including 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, candidates 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 caregivers; and then, based on the findings, develop and implement an intervention strategy and record the results. All phases of the process will be monitored and supervised by college and professional personnel.

 

SED 600        Research Methods in Special Education (3)

The course will emphasize direct investigation, methods, procedures, and reviews of research in special education. It will examine the various types of research that can be and are conducted and the collection, analysis and reporting of findings based on sound methodological procedures. Prerequisites: SED 502, 503, 506.

 

SED 602        Special Education Laws and Trends (3)

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

 

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

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

 

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

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

 

SED 610        Seminar in Education/Action Research (3)

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

 

SED 612        Quality Inclusion/Collaboration Methods  (3)

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

 

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

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

 

SED 635        Reading Diagnosis and Instruction  (3)

This course provides for advance skill development of competencies for successful assessment and instruction for problem readers. The course will cover specific informal and formal assessment methods used in reading.

 

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

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

 

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

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

 

 

SPECIALTY COURSES:

 

autism spectrum Disorders

 

SED 559        Introduction to Autism Spectrum Disorders (3)

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

 

 

EMOTIONAL AND BEHAVIOR DISORDERS

 

SED 540        Survey of Emotional and Behavior Disorders (3)

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

 

 

LEARNING DISABILITIES

 

SED 513        Survey of Learning Disabilities  (3)

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

 

 

Literacy

 

CE 504           The Reading Process and Students with Disabilities (3)

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

 

CE 530    Children's Literature (3)

Extensive survey of children's literature with special attention to standards of evaluation, principles of selections, and analysis of the reading interests of children. The student will also participate in a reading clinic working with young children experiencing reading delays.

 

CE 534    Reading in 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 and materials.

 

SED 535    Reading Diagnosis and Instruction (3)

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

 

 

MATHEMATICS Specialization

 

CE 515           Diagnosis and Remediation of Students with Difficulties in Mathematics (3)

This course is designed to explore assessment instruments and methods for use with students experiencing difficulty with mathematics.  Emphasis is placed on the development and utilization of a broad spectrum of pedagogical methodologies for developing skills and understanding of mathematics. Also discussed will be current research on attitudes and equity issues in mathematics.

 

CE 520           Mathematics for the Teacher (3)

This course allows teachers of mathematics at the elementary level the opportunity to explore the mathematics they teach. The emphasis is on building content knowledge. In the process, participants will also explore various theories of learning, approaches to curriculum, standards-based instruction, instructional strategies, technology, and methods of assessment.

 

CE 531           Practicum in Teaching Math, Science and Technology (3)

The purpose of this course is participation in a professional teaching situation for the content areas of Mathematics, Science and Technology that includes 50 clock hours. The college instructor will supervise this practicum.

 

 

 

Additional Elective by Advisement

 

CE/SED 527    Teaching to the Standards (3)

This course is intended to provide an advanced level of training to candidates regarding the use of the state learning standards and how specifically children with disabilities will meet these seven standards. The course will also examine methods of instruction, evaluation and content related to assisting the learner. Candidates will also participate in a PEER review process using Academy of Learning protocol.

 

 

STUDENT TEACHING

 

AE 579/AE 580         Student Teaching & Seminar at the Middle and High School

Level (6)

Candidates will have one professional laboratory experience at the middle school level (grades 7-9) and one at the high school level (grades 10-12). This includes observations of classroom situations with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with a college supervisor. Prerequisites: AE 500, 503, 511, 524, 525.

 

CE 575    Student Teaching & Seminar in Childhood Education (6)

Professional practicum experience at the elementary grade level that includes observations of regular classroom activities with gradually increasing responsibility through participation under supervision of a master teacher. Student teachers are also required to attend periodic seminars with the college supervisor during the semester.         Prerequisites: CE 500, 502, 503, 505, 507, 512.

 

ECSE 570     Student Teaching & Seminar in Early Childhood Special Education (B–2) (3)

One professional laboratory experience covers observation of special education classroom situation with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic seminars with the ECSE 570 college supervisor. Prerequisites: All ECSE core courses.

 

SED 570        Special Education Student Teaching and Seminar for Children with Disabilities (3)

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

 

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

This course is designed to provide candidates with comprehensive classroom teaching experiences, which serve to culminate the professional sequence of teacher preparation and other related courses. Student teachers will be presented with the opportunity to observe, practice, discuss, evaluate, and modify teaching strategies and methods in intermediate childhood special education classroom settings (grades 4-6). Within the professional laboratory experience, candidates will be provided with gradually increasing lesson presentation and teaching responsibilities with the ultimate outcome of attending to all of the details that comprise a full day and week(s) of teaching.

 

MASTER'S PROJECT

 

AE/CE/ECSE/SED 699      Research Project in Education (3)

This course is a culminating project, taught by full-time faculty and approved by the department chair, for selected graduate candidates seeking the Master’s degree in special education.  Each candidate must complete a thesis project in partial fulfillment of degree requirements.  Under the direction of a faculty advisor, the candidate will demonstrate the capacity to complete independent research that he/she facilitates, organizes, and expresses in both oral and written form of an original thought or questions that relate to his/her professional skills or interests in the field of special education.  Prerequisites: Core courses and specialization courses.

 

 

Faculty

 

Faculty listed below teach courses in the Master of Science Program. They are joined on a regular basis by a diverse group of highly talented adjunct instructors who offer lecture and laboratory sessions as guest speakers in their area of specialization.

 

Kimberli B. Andrews joined the faculty in 2005 to teach special education. She has taught in several colleges and universities in Western New York. Dr. Andrews has credentials in Special Education and a Ph.D. in Early Childhood Education from the University at Buffalo.

 

Joe Argenio has been a member of the Education faculty since 1992, teaching Instructional Design and various methods courses. He holds an M.A. in Social Studies Education from the University at Buffalo. He has experience as a building principal and as a staff development specialist for Erie 1 BOCES. Currently Joe is the Director of Auxiliary Programs in Education at Daemen.

 

Sarah Avtzon joined Daemen’s Brooklyn program in collaboration with Testing and Training International (TTI) in September 2005 as a full time faculty member. Prior to working at Daemen, Sarah was Educational Director of a Headstart UPK and Inclusion program. Sarah established a sensory clinic in the preschool and developed a sensory-based curriculum to assist teachers in carrying over goals and interventions to the classroom daily routine and activities. In addition, Sarah was a workshop leader and consultant for over 60 preschools in New York City, training teachers in implementing a developmentally appropriate curriculum and using a transdisciplinary approach to intervention with children with special needs. Sarah holds a B.A. in Psychology and Early Childhood Education, a master’s in Elementary Education and Supervision, an M.S. Ed in Instructional Technology - concentration Special Needs, and is currently completing her Ed.D.

Ruth Berry joined the Education Department in 2008. Prior to her appointment at Daemen College she held a faculty position at the University at Buffalo. Dr. Berry earned her Ph.D. in Special Education from Michigan State University. She has 14 years of teaching experience in grades kindergarten through sixth grade with both general and special education students in schools in Nigeria, Arizona, and Kansas. She has published a number of research-based articles on the topic of inclusion.

Mark Brown received his doctorate in Special Education from the University of Cincinnati in 1995.  Dr. Brown has taught special education classes at Miami University and Eastern Illinois University prior to joining the Education faculty at Daemen. Currently, he teaches undergraduate courses in the areas of educational assessment, transdisciplinary interventions, managing the early childhood learning environment and supervising practicum students. He also teaches graduate courses in curriculum modifications and inclusionary practices. He has most recently published a co-edited college textbook entitled There’s Room for Everybody: Accommodations, Supports and Transitions - Infancy to Postsecondary.

 

Felicia Coombs has been with Daemen College since January 2008.  She has a doctorate from Nova Southeastern University in the area of Child and Youth Studies, a specialist degree in Reading, a master’s degree in Special Education, and a bachelor's degree in Elementary Education. She is a National Boards Certified teacher in the area of Special Education with students from birth to age 21. She has taught students with disabilities for twelve years both at the elementary and secondary levels and specializes in educating students in self-contained and inclusion settings.  While working with colleagues, Dr. Coombs not only conducts workshops to familiarize and teach others of various modifications to use in the classroom to meet the academic needs of students, but also adapts and modifies the curriculum to meet the academic and social needs of students with disabilities in order to help them be more successful in the general education classroom. Dr. Coombs is a member of Council of Exceptional Children and the International Reading Council.

Marybeth Fortune joined the faculty in 2006 as an adjunct instructor in the Canadian Scholars Teacher Education Program, and was appointed as full-time faculty in 2007. Marybeth has worked in secondary schools as a teacher and as a cross-curricular head of literacy, assessment, and evaluation. She was also a vice-principal. Marybeth has been involved in publishing five mathematics textbooks and teacher resource books, serving in the roles of author and reviewer. In addition, she has worked with the Ministry of Education of the Provincial Government of Ontario to develop four assessment and evaluation policy documents, and six provincial curriculum policy documents, serving in the capacities of project manager and/or writer. Marybeth holds a B.A. in Mathematics and English, a B.Sc. in Psychology, a B.Ed, and an M.Ed. in Educational Administration. She is currently completing a Ph.D.

Mary H. Fox is the Chairperson of the Education Department. Dr. Fox moved from Tallahassee, Florida to Daemen College in August 1994 to develop and then direct the Early Childhood Special Education. While working at Daemen, Dr. Fox has served on the Board of the Western New York Association for the Education of Young Children and has also assumed the position of Vice President and then President of the New York Division for Early Childhood of the Council for Exceptional Children. Dr. Fox has served on numerous College committees and briefly assumed the duties of the Director of the Core Curriculum until returning to the Education Department, eventually to assume the duties of Chair. In addition, Dr. Fox is the campus Coordinator for CIEL (Consortium for Innovative Environments in Learning). Information on CIEL may be accessed at http://www.cielearn.org. She received her Ph.D. in Early Childhood Special Education (ECSE) from Florida State University, her Master of Arts in Education and Human Development from George Washington University, and her Bachelor of Arts from the University of Maryland, College Park. She teaches courses in the core curriculum, in early childhood, and both undergraduate and graduate courses in special education.

 

Susan Krickovich, who is serving as interim co-chair of the Education Department, joined the faculty in 2005. She has held several district-wide positions, including director of staff development, curriculum and design. Prior to her full-time faculty appointment, Dr. Krickovich was an adjunct instructor at Daemen. She earned her Ph.D. from the University at Buffalo.  Dr. Krickovich serves as the lead instructor for all literacy courses offered in the department.

 

Edward J. McMahon has over 40 years of teacher training experience at the undergraduate and graduate levels. He has developed, taught and evaluated the majority of the courses offered in our core requirements, along with prerequisite courses. Dr. McMahon holds an Ed.D. from the University at Buffalo.

 

Rona Miles received her Psy.D. from Yeshiva University in school psychology. She has worked extensively in the Head Start domain conducting parent and teacher trainings, as well as coordinating special education and related services for preschool children through the Department of Education. Dr. Miles’s clinical and research interests include assessment and diagnosis of learning disabilities, autism spectrum disorders, and anxiety in children. Prior to completing her doctoral degree, she taught mathematics in junior high and high school for 12 years.

 

Joanne T. Sadler joined the faculty in 2003, teaching in the Childhood Education and Early Childhood programs. Previously she worked in the Buffalo City School District as a Supervisor of Curriculum Development. She has expertise in multicultural education and teaching students of diverse backgrounds. She has taught in grades kindergarten through fifth. Dr. Sadler holds a B.S., M.S., and Ph.D. from the University at Buffalo. 

 

Dennis Scheitinger received his bachelor’s, master’s, and doctorate from the University at Buffalo.  Dr. Scheitinger was a classroom teacher for twenty years.  In addition, he developed consultant services for Western New York school districts, was the Director of the Erie 1 BOCES Institute for Professional Advancement, and was a Coordinator in the New York State Mentor Internship Program.  Dennis is in demand as a keynote speaker and staff developer for school districts in Western New York.  Dr. Scheitinger teaches in the Weekend Program.  

 

Bruce A. Shields joined the faculty in 2001 to teach principally in the area of special education. He has held various teaching, professional and administrative positions working for organizations that provide service to people with disabilities and their families in Missouri and New York State. He earned his Ph.D. at the University at Buffalo and holds two master’s degrees, an M.A. in Special Education and an M.Ed. in Educational Administration.

Pessy Sloan joined the Education Department in 2008. Dr. Sloan earned her Ph.D. in Clinical and School Psychology from Hofstra University. She brings with her many years of experience as a school psychologist, clinician and researcher. Dr. Sloan has had extensive teaching experience at the elementary and university levels.  She has presented at numerous conferences and has published a number of articles on the topics of gifted and special needs children.

Andy Steck joined the faculty in 2008.  He earned his B.S. in Education from Bowling Green University, his M.S. in Education from SUNY Geneseo, and is earning his Ed.D. from D’Youville College in Buffalo.  He has taught in area colleges and has served as a principal in Batavia and Dansville, NY.  He is certified as a School District Administrator (SDA Certificate), as well as in Elementary and Special Education.

G.E. Washington is an assistant professor of Art Education. In 2005, Dr. Washington earned his doctorate in art education from Pennsylvania State University. He has created artworks for galleries, nightclubs, churches, and other public spaces throughout Washington, DC, Pennsylvania and New York. He has designed and implemented community-based as well as arts-based curriculum projects with organizations in West Virginia, Washington, DC, Chicago, Pittsburgh, and several locations in Arizona. Dr. Washington has extensive teaching experience at the elementary, secondary and university level. In his research work, he hyphenates the line between life and aesthetics in order to investigate everything that we do “as” performance. In teaching, life becomes the starting point for student learning in his courses.

Donald Wheeler received his doctorate in Education from Syracuse University in April 2007 and his Ph.D. from the International Graduate Center in July 2006.  His teaching and research interests focus on educational assessment, classroom instruction, and curriculum alignment.  Dr. Wheeler's professional experience includes work as an English teacher, Special Education teacher, curriculum consultant, and District Office Administrator.

 

Elizabeth Wright joined the Education faculty in 2006. She serves as the Executive Director of the Thomas Reynolds Center for Special Education and After-School Programs. She also teaches Special Education Law and Trends to graduate candidates. Ms. Wright earned her Juris Doctorate and Master of Social Work from the University at Buffalo in 1997. Prior to serving as Executive Director of the Center, Ms. Wright, then a partner at Goldstein, Ackerhalt & Pletcher, LLP, practiced law in the areas of special education law and estate planning for families with children who have special needs. She is admitted to practice law in both New York State and Federal District Court.