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 people in classrooms is limited by social distancing requirements, and 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 with proper social distancing following the noted class schedule.
This course is designed to provide students with understanding of individuals with disabilities (grades 7-12), 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 general educators, 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 SEC 515. A 15-hour field experience is required. Fall.
Face-to-Face Course; X'd w/ SIE 365-X1 15 Field hours required outside of class meetings
Candidates will identify the ways in which teaching and learning are informed by assessment theory, research and data. They will understand methods and strategies for monitoring, analyzing, and interpreting assessment for the purposes of responding to the factors that impact teaching and learning at the adolescent level. Students will examine both standardized and non-standardized methods of assessment. Half of the course will be devoted to 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 an Individualized Education Plan (IEP). Students will examine and use formative and summative evaluation of learners with and without disabilities, such as curriculum based measures and continuous progress monitoring in relation to Response to Intervention for data-driven classroom decision-making. Students will conduct comprehensive assessments and formal assessment reporting. A 5-hour field experience is required. Fall, Summer.
Meets on 9/10&11, 10/22&23, and 11/12&13 Face-to-Face Course X'd w/ SED 566 X1. Additional time required for 5 hours field experience.
This is a culminating field experience, which includes two placements: grades 7-9 and grades 10-12. Students will be placed with both a special education teacher and a general education teacher during the semester in two of the following three options: inclusive education, special education, and secondary education. The student will observe, participate, teach, and assume responsibility within the classroom, under the guidance of the cooperating teachers and College supervisors. Prerequisites: good standing in the School of Education; completion of all education course work and workshops, except SED 590; grade of B or better in all required course work. Students must register for SIE 582 and SIE 584 concurrently. Open only to CSR Majors. Fall, Spring.
Arranged Take concurrently with SIE 582 and SIE 584
This course is designed to provide academic support during the on-site professional student teaching experience. The seminar deals with issues relevant to the teaching profession, particularly inclusive, special education and general education settings. Topics are selected to complement the student teaching experience. This course gives students an opportunity to discuss issues that relate to teaching as a profession in general, as well as those that relate to individual classroom situations. Emphasis is on supporting students' reflective process of their role in the classroom and the continuation of their professional development. Open only to students who have met requirements for SIE 580. Students must register for SIE 580 and SIE 584 concurrently. Fall, Spring.
Blend of in-person and online meetings. Take concurrently with SIE 580 and SIE 584. x/d w/ SEE 485, SEE 505
This course is designed to support and facilitate the final evaluation of students in the dual Adolescence Education/Special Education Adolescence program (both Transitional and Capstone Portfolios). Students present exemplary lessons, instructional plans, teacher-made materials, modified materials, students' works (used with their permission) for evaluation by teams of faculty members and school professionals. Competency is documented according to standards established by the department. These competencies align with subject areas, professional organizations, the Council for Exceptional Children (CEC) and INTASC. Only open to students who have met requirements for SIE 580. Students must register for SIE 508 and SIE 582 concurrently. Fall, Spring.
Take concurrently with SIE 580 and SIE 582. x'd w/SEE 482, SEE 486, SEE 583 Dates and Locations TBA