Candidates in the dual majors of Special Education/Childhood Education and ASPIRE programs will have an opportunity during their first year or semester on campus to learn about the professional and service learning opportunities available to them while engaged in the study of their major. An overview to program requirements and expectations for professionalism will be examined. Fall, Spring.
Meets one time only; Jan 28, 2022 X'd w/IEC 100 X1 Face-to-face 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.
Candidates enroll in this workshop concurrently with their first course in the major. An overview of the portfolio process is introduced to candidates along with guidelines for the standards and criteria used in portfolio evaluation. This workshop provides candidates with expectations for portfolio development early in the program so that they can begin collecting and organizing data as they progress through their courses and field experiences. Candidates should enroll concurrently with SED 146 or SEE 245. Fall, Spring
Online: Asynchronous; assignment due by March 1, 2022 X w/SEE 506
This course is designed for Childhood Education/Special Education (SEED) majors to develop knowledge and skills in the development of curriculum and instruction. Emphasis is placed on New York Learning Standards, the impact of these standards on instruction, and instructional design to meet the needs of culturally diverse populations and children with the full range of abilities found in today's schools. Candidates engage in the development of goals and instructional objectives, Individual Education Plans, lesson plans and thematic units that address all domains. The integration of technology as a teacher resource and as an instructional tool will be covered. Appropriate formal and informal assessment tools will be included within the context of unit and lesson plans. Research-based instructional models, strategies, methods and procedures are introduced and linked to theoretical and factual knowledge of learning processes and human development. Assessment of learner progress, appropriate classroom accommodations and modifications for students with the full range of abilities, and the development of collaborative teaching partnerships are also examined. One credit is earned through participation in, and implementation of, class content within a 15-hour supervised field experience. Pre- or Co-requisite: SED 146. Fall, Spring.
X w/EDU 245-X1: Fingerprinting needed 15 hours of field experience required outside of class. Hybrid includes face-to-face class and asynchronous. Asynchronous learning activities also
The course will address 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 behavior challenges. Emphasis is placed upon the classroom management techniques that will enhance both individual and group learning in a safe and well-organized environment. Interventions will be presented that assist the future teacher in providing positive learning environments that support students’ academic and social skills development. Attention will be given to school-based models to address behavior including positive behavior supports (PBS) and response to intervention (RTI) programs as well as curricula and interventions 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 also develop social learning activities and lessons for individual and group instruction. Candidates also implement social learning activities and lessons for individual and group instruction. One credit is earned through a required 15-hour field experience. Prerequisite: SED or SIE 146. Fall, Spring.
Additional 15 hours of field needed outside of class This section for 7-12 ASPIRE Secondary Edu/Special Edu Hybrid-Face-to-face Thursday class. Tuesday asynchronous classwork.
The course will address 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 behavior challenges. Emphasis is placed upon the classroom management techniques that will enhance both individual and group learning in a safe and well-organized environment. Interventions will be presented that assist the future teacher in providing positive learning environments that support students’ academic and social skills development. Attention will be given to school-based models to address behavior including positive behavior supports (PBS) and response to intervention (RTI) programs as well as curricula and interventions 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 also develop social learning activities and lessons for individual and group instruction. Candidates also implement social learning activities and lessons for individual and group instruction. One credit is earned through a required 15-hour field experience. Prerequisite: SED or SIE 146. Fall, Spring.
Additional 15 hours field experience outside of class. This section for SEED Students (Childhood Edu/Special Edu) Hybrid-Face-to-face Thursday class. Tuesday-Asynchronous classwork.
This course is designed to prepare candidates to evaluate and develop children's literacy in primary grade classrooms in accordance with standards for the English Language Arts established by New York State and other professional organizations. Emphasis is placed on identifying approaches to literacy and the ways in which various approaches foster the development of young students phonics, fluency, vocabulary, comprehension, and composition. Additional emphases include strategies for early diagnosis and intervention, evaluating developmentally appropriate childrens literature, and fostering optimal learning environments for all learners. A variety of assessment methods, teaching strategies and materials will be critiqued and used in an effort to address the needs of heterogeneous learners including pupils with exceptional skills, pupils with disabilities, and pupils who are English Language Learners. A 15-hour supervised field experience is required for this course. Students must have fingerprinting clearance from The New York State Department of Education to complete the required field experience. Prerequisites: EPY 244 or 245. Pre- or co-requisites ECE 253, SEE 245, or EDU 245. Prerequisite CSD 235 (SEED majors). Fall, Spring
Addit'l time outside of class required for field experience x'd w/ EDU 360 X1; writing intensive; fingerprinting needed Hybrid-Face-to-face plus asynchronous
This course is designed to prepare candidates to evaluate and develop children's literacy in primary grade classrooms in accordance with standards for the English Language Arts established by New York State and other professional organizations. Emphasis is placed on identifying approaches to literacy and the ways in which various approaches foster the development of young students phonics, fluency, vocabulary, comprehension, and composition. Additional emphases include strategies for early diagnosis and intervention, evaluating developmentally appropriate childrens literature, and fostering optimal learning environments for all learners. A variety of assessment methods, teaching strategies and materials will be critiqued and used in an effort to address the needs of heterogeneous learners including pupils with exceptional skills, pupils with disabilities, and pupils who are English Language Learners. A 15-hour supervised field experience is required for this course. Students must have fingerprinting clearance from The New York State Department of Education to complete the required field experience. Prerequisites: EPY 244 or 245. Pre- or co-requisites ECE 253, SEE 245, or EDU 245. Prerequisite CSD 235 (SEED majors). Fall, Spring
Addit'l time outside of class required for field experience x'd w/ EDU 360 X2; writing intensive Hybrid-Face-to-face plus asynchronous
This course addresses literacy instruction for grades 1-3 in accordance with English Language Arts standards established by New York State and other professional organizations. Candidates will examine early literacy program models, instructional materials, and assessments. Candidates will conduct early literacy assessments with a pupil in grades 1-3.Students who transfer in a course that is equivalent to SEE 360 for 3 credits must also take SEE 362 for 1 credit.
Face-to-face meetings on February 4, 4:30-7:30 and February 5, 9:00-3:30.
This course prepares teacher candidates to effectively instruct, assess, and remediate children’s literacy development in the intermediate grades in alignment with New York State Next Generation Learning Standards, as well as standards of other professional organizations such as IRA, CEC, and ACEI. Candidates will develop a practical and theoretical understanding of teaching reading comprehension, writing and academic language across the disciplines. Candidates will critique and use a variety of assessment methods, teaching strategies and materials, including developmentally appropriate literature, in an effort to address the needs of diverse learners including English Language Learners and those with exceptionalities. A 15-hour supervised field experience is required for this course. Teacher candidates must have fingerprinting clearance from the New York State Department of Education to complete the required field experience. Prerequisites SEE 360. Fall, Spring.
Writing Intensive; x'd w/ EDU 380 x1 Addit'l time outside of class required for field experience Face-to-face class
This course is designed to provide students with theory and practice related to teaching the required elementary content areas of English Language Arts and Social Studies in inclusive classrooms grades 1-6. Emphasis is placed on the candidate’s ability to design instructional plans and lessons in accordance with New York State Next Generation Learning Standards. Evidenced-based instructional practices will provide the basis for planning and implementation of lessons. Candidates will implement a variety of assessment methods and technology throughout their lessons. Through extensive field work candidates will development and implement an instructional plan and lessons to meet the needs of diverse learners in inclusive settings. A 35-hour supervised field experience in a partner elementary school is required for this course. This course must be taken concurrent with SEE 386. Prerequisite: SED 347. Fall, Spring.
SEED majors only. Students meet off campus for 10 weeks. Students must also register for SEE 386-01 Face-to-face meetings Additional asynchronous learning activities: Course fee $10
This course is designed to provide candidates with theory and practice related to teaching the required elementary content areas of mathematics, science, and technology in inclusive classrooms grades 1-6. Emphasis is placed on the integration of content areas and the ability to design lessons and units in accordance with New York State Next Generation Learning Standards. Research-based instructional practices will provide the basis for student-centered, constructivist, inquiry-based approaches, and the principles of service learning in the planning, implementation, and evaluation of instruction. Examination of formal and informal assessment methods will be included. The integration of technology as a teacher resource and instructional tool will be covered. The connection among mathematics, science, technology, and other content areas will be examined. The development and use of a repertoire of instructional practices and assessment techniques to meet the needs of a wide variety of learners is fostered through substantial work in inclusive elementary classrooms. Curriculum modifications for learners with a full range of needs and abilities will be considered and implemented in inclusive classrooms. A 35-hour supervised field experience in an elementary school is required for this course. This course must be taken concurrently with SEE 385. Prerequisites: SED 347. Fall, Spring.
SEED Majors only. Students meet off campus for 10 weeks. Students must also register for SEE 385-01. Face-to-face meetings Tues/Thurs 8:00-2:00. Additional synchronous learning activities; Course fee $10
This is a required course for all Early Childhood Education/Special Education majors who are enrolled in student teaching. The seminar deals with issues relevant to the teaching profession, particularly inclusive settings. Topics are selected to support and complement the student teaching experience. It is a pass/fail course, which allows opportunities for the student teacher 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. Only open to students who have met requirements for SEE 492. Students must register for SEE 482 and SEE 492 concurrently. Fall, Spring.
Must register for SEE 492 and SEE 482 concurrently. Online; Synchronous and Asynchronous
No seminar on portfolio meeting dates of 2/11, 4/1, 4/15 & 5/6
This is a required course for all Early Childhood Education/Special Education majors who are enrolled in student teaching. The portfolio development and presentation process is presented to candidates early in the semester to facilitate the final evaluation of candidate performance in the Early Childhood Education/Special Education program. Teams of faculty will evaluate materials presented by students such as exemplary lessons, units, teacher-made materials, and children's works (used with permission). Only open to candidates who have met requirements for SEE 492. Students must register for SEE 481 and SEE 492 concurrently. Fall, Spring.
Must register for SEE 492 and SEE 482 concurrently. Portfolio meetings TBD Online; Asynchronous and synchronous
This course is required of all Special Education / Childhood Education teacher candidates during the student teaching semester. The course will provide support for candidates throughout the weeks of student teaching. It will provide the opportunity for group discussion about student teaching issues, and the analysis of instructional experiences. Guidance in the completion of all assignments related to student teaching and direction for the application for teacher certification will also be provided through the weekly seminar. In each placement, candidates will plan and teach a sequence of 3-5 lessons and use pre and post assessment data to analyze the impact of their instruction. The lessons prepared and taught in the Special Education setting will be videotaped and used in the development of the EdTPA, a certification requirement, which must be submitted to New York State for evaluation. Prerequisites : All courses in the major. Co-requisites: SEE 486 and 495
Students must register for SEE 486 and SEE 495 concurrently. Seminar dates TBD Online: Synchronous and asynchronous
This course is required of all Childhood Education/Special Education teacher candidates during the student teaching semester. The course will provide support for candidates as they complete their developmental portfolio by selecting evidence from their past coursework to demonstrate their proficiency in four areas critical to teaching: Planning and delivering instruction, Assessment, Classroom and Behavior Management and Professionalism. Using a Chalk & Wire electronic platform, they will showcase and analyze their work as guided by reflection prompts. Prerequisites: All courses in the major. Co-requisites: SEE 485 and 495.
Students must register for SEE 485 and SEE 495 concurrently Portfolio meetings dates TBD Online: Synchronous and asynchronous
This course is a culminating field experience required of all candidates in the Early Childhood Education/Special Education: Birth-Grade 2 program. Candidates will be placed with both a special education teacher and a general education teacher in PreK or Kindergarten setting and grade 1 or 2 setting during the semester in two of the following three options for a minimum of 7 weeks in each setting: inclusive education, special education, general education. The candidate will observe, participate, teach, and assume responsibility within the classroom, under the guidance of the cooperating teachers and College personnel. Prerequisites: SEE 106, EPY 245, SED 146, EDU 252, ECE 230, ECE 231, SEE 328, SEE 260, SED 340, SEE 350, SEE 360, ECE 385, CSD 235; all required field experiences; a substance abuse workshop; HIV/AIDS, communicable diseases, and safety workshop; the child abuse and abduction workshop; the violence prevention workshop; and final approval of the application by the program faculty. Students must register for SEE 481 and SEE 482 concurrently. Applicants for student teaching must attend an application meeting early in the semester prior to the student teaching semester. Applications for student teaching must be submitted by February 1 for a Fall semester placement and by October 1 for a Spring semester placement. Fall, Spring.
Application required Must register for SEE 481 and SEE 482 concurrently
This practicum is designed to provide teacher candidates with a semester long, full time experience as a teacher in a classroom setting. Candidates will complete 7 weeks in a primary level classroom and 7 weeks in an intermediate level classroom. One placement will be in a general education setting and one in a special education setting. Candidates will gradually assume greater levels of responsibility in the classroom, culminating in a full week of solo teaching. Written lesson plans and journal reflections are required throughout the experience. Prerequisites : All courses in the major Co-requisites: SEE 485 and 486 *An application for student teaching must be submitted to The Field Placement and Advisement Office.
Application required. Students must register for SEE 485 & SEE 486 concurrently
Students must submit application with proposal for study prior to registering.
Independent Study form required