Graduate Courses

A supervised student teaching experience in which theory is applied to direct practice in the field. The experience allows the candidate to engage in curriculum development, implement curriculum-based assessment, engage in various instructional and classroom management strategies, develop materials based on assessed learner needs, and use technology to enhance learner comprehension of concepts and evaluate learner outcomes. Student teaching placement is aligned with the level reflected in the candidate's certification program. Application must be made by February 1 for the Summer and Fall semesters; by October 1 of the preceding Fall semester for a Spring student teaching placements. Prerequisites for Masters candidates: good standing in the School of Education; completion of SED 506, core courses, two advanced pedagogy courses, one literacy course, and all workshops; grade of B or better in all required course work, fingerprint clearance.  Prerequisites for certification only candidates:  SED 501, SED 512, SED assessment course, SED curriculum course, all with grade of B or better, workshops and fingerprint clearance.  Must register for SED 505 concurrently. Fall, Spring, Summer 2. 

Students must also register for SED 505. Application required by 2/15/23. Arranged.

A required seminar for all majors in Special Education who are currently enrolled in SED 504 On-site Professional Experience. The seminar deals with those concepts that are relevant to on-site professional experiences, including service learning. Open only to those students who meet the requirements for SED 504. Must register for SED 504 concurrently. Fall, Spring, Summer.

Students must also register for SED 504.

This course examines current issues in education and their influence on special education practices. The historical development and foundations of special education and its research practices, using both qualitative and quantitative methods, are a central focus of the course. Research methodologies are investigated through the lens of specific disabilities as teacher candidates examine the evidence-based practices related to techniques used for specific learning difficulties. The candidate will become a reflective and knowledgeable consumer of research in the field of special education and develop a literature review of a specific issue of interest while under the guidance of the instructor. It is recommended, and may be required, that this course is taken in the first 12 credits of graduate study. Students enrolled in 5-year BS-MSED programs must have completed 85 credits prior to enrolling in this course. Fall, Spring.

The course addresses the range of behavioral differences observed in typical children and youth as well as the challenges seen among youngsters with mental health issues, disabilities and other behavior challenges.  Emphasis is placed upon multi-tiered systems of school-wide positive behavior supports (PBS) and classroom management techniques that will enhance both individual and group learning in a safe and well-organized environment. The focus on trauma informed practices and methods of discipline that support students’ academic and social-emotional development are provided. This includes curricula to assist children and youth in developing social emotional competence, self-regulation and executive function skills. Candidates complete a functional behavior assessment and behavior intervention plan based on a semester long process of observing one child, collecting data, and analyzing the data.  Candidates develop and implement activities and lessons for individual and group instruction at each tier of behavior support. Content related to NYSED requirements for training on autism spectrum disorders is included in this course. A 15-hour field experience is required. Prerequisite: Fingerprint clearance. Spring.

Hybrid: in-person and asynchronous online activities. Cross-listed with SEE 249-X1.

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 ELE 580 for childhood and ECE 538 for early childhood. A 15-hour field experience is required. Fall, Spring.

ONLINE: Asynchronous. Cross-listed with SED 225-ELX. 15 field hours required outside of class time. Fingerprinting required.

A course designed to provide the candidate with a comprehensive review of the various curricular and instructional accommodations for students in inclusive educational programs as they pursue rigorous curricula in English, mathematics, science/technology, and/or social studies. The course focuses on research-based accommodations and modifications across content areas that have been shown to be effective for learners with a full range of needs and abilities (including those with disabilities and English language learners). The role of assistive technology in the inclusive classroom will be presented. Students will demonstrate the ability to work within collaborative partnerships to develop Individualized Education Plans (IEP) and to design instruction to meet the individual needs of students with disabilities in general education settings aligned with the Next Generation NYS Learning Standards. Collaboration and consultation models will be integrated into this course. A 15-hour practicum experience is required. Prerequisite: Fingerprint clearance. Fall.

ONLINE: Synchronous meetings on 9/7 & 10/26 only; the rest is asynchronous. 15 field hours required outside of class. Fingerprinting required.

This course is designed to enable the candidate to design, deliver, and assess instruction at the course, unit, and lesson levels. A particular emphasis is placed on the various instructional strategies across domains of learning that can be used with students with disabilities who are in inclusive secondary (grades 7-12) school classrooms as they pursue rigorous curricula in English and social studies. Emphasis is placed on integration of content areas and the ability to design units and lessons in accordance with the Next Generation NYS Learning Standards as well as professional group standards. Curriculum designed for learners with a full range of needs and abilities (including those with disabilities and English language learners) will be considered and implemented. Evidence based practices for the acquisition, retention, and expression are applied to the content area. Research- based instructional strategies will provide the basis for student- centered and inquiry- based approaches in the planning, implementation and evaluation of instruction. Collaboration and consultation methods and models will be integrated in this course. Required field experience is 20 hours. Prerequisite: Fingerprint clearance. Fall.

Fingerprinting required. 20 hour field experience required outside of class.

This course addresses the characteristics, definitions and theories of etiology proposed for individuals with autism spectrum disorders. Students will review assessment procedures, interventions, instructional methods and programs used through the life span, while considering the diversity of abilities and needs of individuals with autism spectrum disorders. Emphasis is given to social-emotional, communication, sensory, self-regulatory, behavioral and academic needs. Evidence-based and promising interventions and practices are reviewed in this course.  A 10-hour field-experience is arranged during class-time where students provide instruction in social learning and self-regulation to children and youth with ASD from the community. Parental contact and communication with school and community partners is an essential component of the field experience. Content related to NYSED requirements for training on autism spectrum disorders is included in this course. Prerequisites: SED 512 or equivalent course in behavior. Meet with instructor prior to start of course. Fingerprint clearance required. Fall. 

Fingerprinting required. Includes work with social groups-10 hrs on campus field exp. INSTRUCTOR SIGNATURE APPROVAL REQUIRED

This experience is open to candidates interested in volunteering as aides 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 field experience is required. Prerequisites: Interview and instructor approval are required; fingerprint clearance. Fall, Spring.

Fingerprinting required. 10 hour field experience on campus. INSTRUCTOR SIGNATURE APPROVAL REQUIRED

This course is designed to provide the candidate with a comprehensive review of the various curricular and instructional accommodations for students in inclusive educational programs as they pursue rigorous curricula in English, mathematics, science/technology, and/or social studies. The course focuses on research-based accommodations and modifications across content areas that have been shown to be effective for learners with a full range of needs and abilities (including those with disabilities and English language learners). will be considered and implemented. The role of assistive technology in the inclusive classroom will be presented. Students will demonstrate the ability to work within collaborative partnerships to develop Individualized Education Plans (IEP) and to design instruction to meet the individual needs of students with disabilities in the general education settings aligned with the Next Generation NYS Standards. Collaboration and consultation methods and models will be integrated in this course. Required field experience is 12 hours. Prerequisite: Fingerprint clearance. Fall.

ONLINE: Synchronous meetings on 9/7 & 10/26 only; the rest is asynchronous. 15 field hours required

This course addresses assessment practices for young children (Birth-Grade 2) in the physical, social-emotional, cognitive, communication, adaptive (self-help) domains. The emphasis is placed on using systematic observation, documentation and other appropriate assessment tools and approaches, including norm-referenced, criterion-referenced and curriculum-based assessment as a means of making decisions about infants and young children’s development and learning and monitoring progress of children with exceptionalities. Information is linked to Individualized Family Service Plans (IFSP’s ), Individual Education Plans (IEP’s) and the role of the family in the assessment process. A 5-hour field experience is required. Prerequisites or co-requisites: EPY 545, SED 501 (for ECE majors), SED 512 (for Special Education Birth-Grade 2 majors). Fingerprint clearance required. Fall.

Fingerprinting required. Field hours required outside of class.

Candidates will identify the ways in which teaching and learning are informed by assessment theory, research, and data. They will identify methods and strategies for monitoring, analyzing, and interpreting assessment for the purposes of responding to the factors that impact teaching and learning. Students will examine both standardized and non-standardized methods of assessment. Emphasis is placed on the role of assessment and its application to the identification of learners with disabilities, the diagnosis and the plan for use of evidence-based practices for remediation of specific learning problems through the development of Individualized Education Plan (IEP). Students will examine and use formative and summative evaluation of learners with disabilities, such as curriculum-based measures and continuous progress monitoring in relation to Response to Intervention for data driven instructional decision-making.. Students will conduct informal assessments and analyze formal assessment reporting. A 5-hour field experience is required. Fall, Summer.

Hybrid course: Asynchronous, synchronous, and in-person meetings. Weekends: Sept. 8-9, Se[t 29-30, and Nov. 3-4. Fridays 5:00 - 9:30PM, Saturdays 9:00AM - 5:00PM on days listed here.

A supervised student teaching experience in which theory is applied to direct practice in the field. The experience allows the candidate to engage in curriculum development, implement curriculum-based assessment, engage in various instructional and classroom management strategies, develop materials based on assessed learner needs, and use technology to enhance learner comprehension of concepts and evaluate learner outcomes. Student teaching placement is aligned with the level reflected in the candidate's certification program and consists of two experiences (grades 7-9 and grades 10-12) over a 10-week period. Application must be made by February 1 for the Summer and Fall semesters; by October 1 of the preceding Fall semester for a Spring student teaching placements. Prerequisites for Master's candidates: good standing in the School of Education; completion of SED 506, core courses, two advanced pedagogy courses, one literacy course, and all workshops; grade of B or better in all required course work, fingerprint clearance. Must register for register for SED 575 concurrently. Fall, Spring, Summer 2. 

Students must also register for SED 575. Application required by 2/15/23. Arranged.

A required seminar for all majors in Special Education who are currently enrolled in SED 574 On-site Professional Experience. The seminar deals with those concepts that are relevant to on-site professional experiences, including reflections and a culminating project. Open only to those students who meet the requirements for SED 574. Must register for SED 574 concurrently. Fall, Spring, Summer 2. 

Students must also register for SED 574.

This seminar is completed at the conclusion of the program and deals with issues and concepts relevant to the field of special education. Students are required to conduct research related to special education or students with disabilities. Research is conducted with the input and guidance of the seminar instructor. Completed research is then presented in the form of a research report and seminar presentation. Students enrolled in the dual certification programs in childhood education and special education and adolescence education and special education will complete an analysis of the connection of their research to their course work in the MSED program in fulfillment of their capstone requirements. Prerequisites: successful completion of SED 506, core course work, advanced pedagogy courses and advisor approval. Fall, Spring.

Cross-listed with LRC 590-X1.

This course is designed for peer tutors to earn a notation on their transcript for coaching scholars who display difficulty with the skills necessary to succeed in college. These skills include planning and prioritizing (i.e., deciding on a goal and a plan to meet it), time management (i.e., knowing what to do and when to do it to meet deadlines), and task initiation (i.e., starting projects without procrastination or avoidance). An initial setup session where the tutors coach the scholars on how to complete assignments requiring multiple steps will be followed by ongoing weekly sessions to check in on scholar assignment management and provide instruction in study strategies including note-taking, test-taking, managing time, writing papers, and reading for understanding.

Cross-listed with SED 191-X1.

This course is designed for peer tutors to earn a notation on their transcript for coaching scholars who display difficulty with the skills necessary to succeed in college. These skills include planning and prioritizing (i.e., deciding on a goal and a plan to meet it), time management (i.e., knowing what to do and when to do it to meet deadlines), and task initiation (i.e., starting projects without procrastination or avoidance). An initial setup session where the tutors coach the scholars on how to complete assignments requiring multiple steps will be followed by ongoing weekly sessions to check in on scholar assignment management and provide instruction in study strategies including note-taking, test-taking, managing time, writing papers, and reading for understanding.

Cross-listed with SED 191-X2.

Candidates participate in a full-time mentored internship in special education in inclusive and other special education settings for one academic year. Responsibilities include teaching, assessment and curricular planning and service learning for students with disabilities. Application required. Interns must complete minimum of 18 credits prior to beginning their internship. Prerequisite: Fingerprint clearance. Fall, Spring, Summer.

Students must also register for SED 595. ARRANGED--Application Required.

This seminar is completed concurrently with Internship in Special Education (SED 594). This course focuses on current issues in the field of special education and their application to the inclusive classroom. Research is conducted with the input and guidance of the seminar instructor. Students present their research in a formal seminar presentation and a written research report. Prerequisite: SED 506. Co-requisite: SED 594.

Students must also register for SED 594. Cross-listed with SED 505-ELX and SED 575-ELX.

Independent Study Application Required.