Graduate Courses

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. 

Hybrid course: Asynchronous and in-person meetings. 15 Field Hours required outside of class meetings. Fingerprinting required.

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 an Individualized Education Plan (IEP). Students will examine and 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 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, and in-person meetings. Weekends: Sept. 8-19, Sept 29-30, and Nov. 3-4. Fridays 5:00 - 9:30PM, Saturdays 9:00AM - 5:00PM on days listed here.

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. Application required. 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. 

Hybrid. Take concurrently with SIE 580 and SIE 584. Cross-listed with SEE 481, 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 the Association for Advancing Quality in Educator Preparation (AAQEP. Only open to students who have met requirements for SIE 580. Students must register for SIE 508 and SIE 582 concurrently. Fall, Spring.

Dates and location TBA. Take concurrently with SIE 580 and SIE 582. Cross-listed with SEE 482, SEE 486, & SEE 583.