This course is designed to provide teacher candidates with an understanding of how exceptional learning needs may impact human development and learning. It will address the historical development and legal framework for special education service delivery within public education. Teacher candidates will become familiar with the provisions of the federal law known as IDEA, as well as Part 200 of the Regulations of the New York State Commissioner of Education. Candidates will discuss the 13 classifications of disability covered by IDEA. The manner in which disability impacts the family system, issues related to cultural diversity and the needs of English Language Learners will also be a focus of study. Candidates will analyze case material to identify violations of the special education law and to develop a framework for understanding the assessment process as it relates to instructional planning, They will also conduct a multi-faceted study of an area of disability. Students will complete 15 hours of field experience in a setting that serves children with disabilities. Fulfills diversity requirement. Fall, Spring
Additional AM time outside of class is required for 18-hour field experience.
Undergraduate Courses
Course Delivery DEFINITIONS:
- Online Courses: In online teaching, 100% of instruction takes place online via Canvas and with supplemental platforms like Zoom. There are two types of online courses: asynchronous and synchronous.
- Asynchronous online: Course is fully online, with lessons, assignments, and activities posted in Canvas with due dates. Students complete coursework, engage in discussions, etc., based upon their own schedules, but are required to meet posted deadlines.
- Synchronous online: Online course that includes real-time class meetings using technology (e.g. Zoom). The number of required meetings varies based upon the particular class, but meetings take place during the scheduled class times. Faculty will inform students of the schedule for real-time meetings in their courses.
- Hybrid Courses: Hybrid courses combine both in-person, on-campus meetings with online instruction. All face-to-face activities take place during the regularly-scheduled meeting times in the rooms assigned on the course listing. The number of in-person meetings varies by course. Faculty will notify students of the exact meeting schedule for their courses.
If your class is not listed as online or hybrid, it will meet fully face-to-face following the noted class schedule.
This course is designed to provide teacher candidates with an understanding of how exceptional learning needs may impact human development and learning. It will address the historical development and legal framework for special education service delivery within public education. Teacher candidates will become familiar with the provisions of the federal law known as IDEA, as well as Part 200 of the Regulations of the New York State Commissioner of Education. Candidates will discuss the 13 classifications of disability covered by IDEA. The manner in which disability impacts the family system, issues related to cultural diversity and the needs of English Language Learners will also be a focus of study. Candidates will analyze case material to identify violations of the special education law and to develop a framework for understanding the assessment process as it relates to instructional planning, They will also conduct a multi-faceted study of an area of disability. Students will complete 15 hours of field experience in a setting that serves children with disabilities. Fulfills diversity requirement. Fall, Spring
Additional AM time outside of class is required for 18-hour field experience.
This course is designed to provide students with understanding of individuals with disabilities (grades Pre-K-6), the similarities and differences that occur among individuals who are defined as having disabilities, and how these variations relate to diagnosis and remediation. An overview of the 13 primary disability categories provided by IDEA and NYS Part 200 is provided but emphasis is given to high incidence disabilities within this course. The legal, historical, sociological and cultural context for special education services and inclusive practices will be examined so that students will come to understand their roles and responsibilities for collaboration, co-teaching and teaming among special educators, related service personnel, administrators, and family members. The process for pre-referral interventions in a multi-tiered system of support, referral to the Committee on Special Education, and the development and implementation of Individual Education Plans will be examined. The implementation of positive behavioral supports and interventions will also be examined to assist students in addressing social, behavioral and classroom management needs. Major emphasis will be given to how general education teachers can promote the participation and progress of students with disabilities in the general education curriculum through the use of Universal Design for Learning, and incorporate accommodations and adaptations across a range of individualized needs. Pre-requisite or co-requisite with EDU 245. A 15-hour field experience arranged by the instructor is required. Fall, Spring
X'd w/ SED 515 X1, 15 extra hours of field experience req Option to complete 10 of 15 hours through Friday Knights Program from 5:30-8:15PM For Music, Art, Technology, and Childhood majors
This course is designed to provide students with understanding of individuals with disabilities (grades Pre-K-6), the similarities and differences that occur among individuals who are defined as having disabilities, and how these variations relate to diagnosis and remediation. An overview of the 13 primary disability categories provided by IDEA and NYS Part 200 is provided but emphasis is given to high incidence disabilities within this course. The legal, historical, sociological and cultural context for special education services and inclusive practices will be examined so that students will come to understand their roles and responsibilities for collaboration, co-teaching and teaming among special educators, related service personnel, administrators, and family members. The process for pre-referral interventions in a multi-tiered system of support, referral to the Committee on Special Education, and the development and implementation of Individual Education Plans will be examined. The implementation of positive behavioral supports and interventions will also be examined to assist students in addressing social, behavioral and classroom management needs. Major emphasis will be given to how general education teachers can promote the participation and progress of students with disabilities in the general education curriculum through the use of Universal Design for Learning, and incorporate accommodations and adaptations across a range of individualized needs. Pre-requisite or co-requisite with EDU 245. A 15-hour field experience arranged by the instructor is required. Fall, Spring
X'd w/ SED 515 X2 & SIE 365 X1; Additional field hours required outside of class time; For Adolescence Education majors only
This course addresses the characteristics and needs of individuals with autism spectrum disorders (ASD). The diversity of abilities and needs of individuals with ASD is addressed in the areas of communication, sensory, social-emotional, behavioral, self-regulatory, motor, and academics. Candidates will examine theories of etiology, diagnostic criteria, classroom-based assessment procedures, interventions, instructional methods, and a variety of program models used through the life span thorough weekly readings and reflections. Candidates will be involved in the delivery of small group social tutoring for students with autism spectrum disorders which requires assessment, lesson planning, self-reflection, progress monitoring and summative progress reports at the end of the semester. Observation in school-based settings for evidence-based practices is also required. Collaboration with families, schools and co-teaching partners is an important outcome of this course. 10 hour field experience. Prerequisites: SED 146, SEE 245, SEE 249, SED 347 or equivalent courses. Interview and permission of instructor is required. Fall.
Includes work with social groups Prior approval of instructor to enroll
This experience is open to candidates interested in volunteering as an aide in the Social Intervention Program in the Emery Clinic. Candidates must complete a face-to-face interview with the program director, attend an opening orientation session and attend weekly sessions. A 10-hour practicum experience is required. Fall, Spring. Interview and instructor approval is required.
X w/SED 533-X1 Prior approval of instructor to enroll
This course is designed to provide teacher candidates with methods and strategies, including assistive and augmentative technology, for assessing and teaching young children with disabilities (Birth-Grade 2) in home, school and community settings. Emphasis is placed on teachers working within a family-centered transdisciplinary team of service providers. Physical, communication, social-emotional, cognitive, and adaptive (self-help) domains of development and inclusive interventions will be addressed. Prerequisites for Inclusive Early Childhood Majors: IEC 230, IEC 146, EPY 245, CSD 235, IEC 231. IEC 253, EPY 350, Co-requisite: SED 366. Prerequisites for Early Childhood Special Education Majors: SED 146, EPY 245, CSD 235, and SEE 350. 21 supervised field experience hours are required for this course. Students must obtain fingerprint clearance prior to beginning field experience.
Additional time outside of class will be required for 21-hour field experience.
A course designed to provide candidates with methods and strategies for assessing and teaching pupils with who are identified as having autism, an intellectual disability, or multiple disabilities in inclusive and/or other special education settings. Emphasis is placed upon assessment procedures that incorporate family involvement and consider academic, social, communication, and functional skills across various levels of development. The curriculum and instruction portion of the course focuses on evidenced based instructional practices that align with the Next Generation learning standards and individual student need. Transdisciplinary teaming and planning, the use of assistive technology, and the alternative performance indicators for the NYSAA are also addressed. A 21-hour field experience is required as candidates implement course content in the field. Prerequisite: SEE 249. Fall, Spring.
Extra 21 hours field experience required outside of class
This course emphasizes the roles of the speech-language pathologist working with children from birth to age 21 in public educational settings. Coordination of school-based speech, language and hearing services is explored with emphasis on developing the knowledge, skills and attitudes necessary for students to facilitate the successful participation of pupils with disabilities in their educational programs. The content will include the legal, historical, and cultural context for special education and inclusive practices in New York State, and effective practices for planning and designing co-teaching models through collaboration with regular and special education teachers, related service personnel, administrators and families. Students will understand the continuum of services in New York State including providing services to students through general education as well as mandated services. Students will understand the categories of disabilities, the variation between and across disability classifications, and the impact of the disability on classroom performance. Students will understand the process of pre-referral and referral to the Committee on Special Education, and the development and implementation of Individual Education Plans to framework individualized instruction that could include environmental, curricular, instructional, and assessment modifications and accommodations. Students will understand service delivery options, grouping of students in special education, and clinical decision making based on evidence based practice and strong ethical value. Student will learn to apply positive behavioral supports and interventions to address student and classroom management needs. Fall, Spring, Summer.
This course emphasizes the roles of the speech-language pathologist working with children from birth to age 21 in public educational settings. Coordination of school-based speech, language and hearing services is explored with emphasis on developing the knowledge, skills and attitudes necessary for students to facilitate the successful participation of pupils with disabilities in their educational programs. The content will include the legal, historical, and cultural context for special education and inclusive practices in New York State, and effective practices for planning and designing co-teaching models through collaboration with regular and special education teachers, related service personnel, administrators and families. Students will understand the continuum of services in New York State including providing services to students through general education as well as mandated services. Students will understand the categories of disabilities, the variation between and across disability classifications, and the impact of the disability on classroom performance. Students will understand the process of pre-referral and referral to the Committee on Special Education, and the development and implementation of Individual Education Plans to framework individualized instruction that could include environmental, curricular, instructional, and assessment modifications and accommodations. Students will understand service delivery options, grouping of students in special education, and clinical decision making based on evidence based practice and strong ethical value. Student will learn to apply positive behavioral supports and interventions to address student and classroom management needs. Fall, Spring, Summer.
Students must submit application with proposal for study prior to registering.
Independent Study Application Required