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
Hybrid Course-Online synchronous, asynchronous & in-person. 18 hours required for field experience outside class. For Dual Childhood-Special Ed Majors and IEC majors. Fingerprinting needed.
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 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.
Pass/Fail class. x'd w/ SED 591 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.
Pass/Fail course. x'd w/ SED 591 X2.
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
15 hours of field experience outside class. Fingerprinting needed. x'd w/ SED 515 ELX. ONLINE fully ASYNCHRONOUS.
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.
21 hours of field experience required outside of class. Finger printing needed. x'd w/ SED 347 X1.
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.
21 hours of field experience required outside of class. Finger printing needed. Face-to-face class. x'd w/ SED 340.
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.
21 hours of field experience required outside of class. Fingerprinting needed. Face-to-face. HYBRID course.
This course will address the social, emotional, and behavioral development of young children by examining the range of abilities and challenges that are observed in home and school settings. Attention will be given to the range of developmental differences observed in young children as well as specific mental health concerns, disabilities and behavior challenges that all teachers must address in their classrooms. Specific methods for assessing behavioral differences, understanding the function of the behavior, and determining appropriate strategies to guide and manage challenging behavior in home and school settings will be explored. School-based models for addressing behavior such as positive behavior supports (PBS) and response to intervention (RTI) programs will be explored as well as curricula and interventions to assist young children in developing social emotional competence and self-regulation. Prerequisites for Inclusive Early Childhood Majors: IEC 230, IEC 146, EPY 245, CSD 235, IEC 231, IEC 253, EPY 350. Co-requisite SED 340. Prerequisites for Early Childhood-Special Education Majors: ECE 253, SED 146, EPY 245, CSD 235. 18-field experience hours are required for this course. Students must obtain fingerprint clearance prior to beginning field experience. Spring.
18 hours required for field experience outside class. Fingerprinting needed. HYBRID course.
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.
ONLINE Asynchronous
The teacher candidate will teach in a special education or inclusive education setting at the preschool level as a special education professional. This course is a culminating field experience required of all teacher candidates in the Inclusive Early Childhood Education Birth-Grade 2 program. The candidate will observe, participate, teach, and assume responsibility within the classroom, under the guidance of the cooperating teachers and College personnel. It is expected that teacher candidates will complete an Instructional Plan/Assessment Project with a pupil with disabilities during their student teaching experience. Prerequisites: education coursework and additional requirements for student teaching including all required field experiences; a substance abuse workshop; HIV/AIDS, communicable diseases, and safety workshop; the child abuse and abduction workshop, the Dignity for All students workshop; the violence prevention workshop; and final approval of the application by the program faculty. Students must register for SED 495 and IEC 490 concurrently. Applicants for student teaching must attend an application meeting early in the semester prior to the student teaching semester. Program prerequisites: IEC 230, IEC 146, EPY 245, CSD 235, IEC 231, IEC 253, IEC 350, EPY 350, SED 366, SED 340, IEC 360 and IEC 385. 10 weeks Spring.
Must register for IEC 328, IEC 490, SED 495 concurrently. Application required.
This is a required course for all Inclusive Early Childhood Education majors who are enrolled in SED 494 for student teaching. The seminar deals with issues relevant to the teaching profession. Topics are selected to support and complement the student teaching experience. It is a pass/fail course, which allows opportunities for the teacher candidate to come together with colleagues and the instructor to discuss issues that relate to teaching as a profession, in general, as well as those that relate to individual classroom situations. This course gives prospective teachers an opportunity to reflect critically on the profession and their role in the classroom, to explore alternatives, to consider consequences (intended and unintended) of various classroom actions, and to begin to assume responsibility for their own continuing professional development. Teacher candidates are responsible for maintaining a reflective journal and completing an Instructional Plan/Assessment Project with a pupil with disabilities during their student teaching experience. Co-requisite: SED 494 and IEC 490. Only open to candidates who have met all prerequisites and requirements for student teaching (SED 494). Spring.
Must register for IEC 328, IEC 490, SED 494 concurrently. ONLINE SYNCHRONOUS & ASYNCHRONOUS meetings. Meets for 10 weeks from 2/21/23-5/2/23.
Students must submit application with proposal for study prior to registering.
Independent Study Application required.