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
Fingerprinting required. ONLINE: Asynchronous; x'd w/ SED 515 ELX. X'd w/SED 501. 15 Field hours outside of class.
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.
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.
Fingerprinting required. Cross-listed with SED 529 ELX & SED 549 ELX & SED 568 ELX. ONLINE: Asynchronous and Synchronous-8 weeks. Synchronous meetings recorded.
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.
Summer 1 only. 6-week course. ONLINE ASYNCHRONOUS.