This course is designed to provide students with an understanding of individuals with disabilities and exceptionalities, the similarities and differences that occur among individuals who are defined as exceptional, and how these variations relate to typical development. A focus on the 13 primary disability categories according to IDEA and NYSED Part 200 is provided. Legal, historical and cultural perspectives of disability within our culture are provided as candidates evaluate current issues in the field from the perspective of those identified with disabilities. Topics related to working with families and children from diverse backgrounds, including those with limited English proficiency, early identification of children with disabilities, and intervention models are included. The type and range of services available within national, state and local communities are examined, with a focus on home-school-community partnerships. Content related to NYSED requirements for training on autism spectrum disorders is included in the course. A 10-hour field experience and fingerprint clearance are required.
10 Field hours outside of class. Online. Fingerprinting required.
Graduate 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 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.
Fingerprinting required. ONLINE: Asynchronous; x'd w/ SED 225 ELX. x/d w/SED 501. 15 Field hours outside of class.
This course prepares teachers of students with disabilities to effectively plan for and support students moving from school to adult life. This entails skill development in the area of planning process, vocational training, support development, developing functional skills and the preparation of Individualized Transition Plans (ITP). The Individuals with Disabilities Education Act require that a systematic plan for movement from school to adult life be developed for all students with disabilities. Emphasis in this course will be upon youngsters with intellectual and developmental disorders (IDD) and will include assessment procedures that incorporate family involvement as well as the student and consider academic and functional skills across various levels of development. Curriculum development includes the areas of academics with an emphasis on literacy, communication, social-emotional, vocational and life-long community participation. The transition process assures that the necessary adaptations and supports are in place so that students with disabilities successfully transition to adult life. The special education teacher is the linchpin of this transition process and this course will provide graduates with the base of knowledge and skills needed to effectively manage the transition process for their future students. Candidates will also review the Part 200 Regulations from NYSED and develop an IEP while enrolled in this course. Required field experience is 12 hours. Prerequisite: Fingerprint clearance, SED 506. Summer.
Cross-listed with SED 549 ELX & SED 568 ELX. ONLINE: Asynchronous and Synchronous-8 weeks. Synchronous meetings recorded.
A course designed to provide students with methods and strategies for assessing and teaching young children (ages 0-7) in home, educational and community settings. Emphasis is placed on teachers working as members of a transdisciplinary team of service providers that includes families. Physical, communication, social, cognitive and self-help areas of development and intervention will be addressed. A 15-hour field experience is required. Prerequisites:Â SED 512 or equivalent course in behavior. Fingerprint clearance required. Summer.
Cross-listed with SED 529 ELX & SED 568 ELX. ONLINE: Asynchronous and Synchronous-8 weeks. Synchronous meetings recorded.
This course presents theory and practice for teaching children and youth who present social, emotional and behavioral challenges. A primary emphasis is placed on strategies to meet the needs of youngsters with both identified and non-identified emotional and behavioral disorders, mental health conditions, Autism Spectrum Disorders, and those within the prison system. The historical background of the field and evolution of conceptual models of treatment will be examined. Students will develop an understanding of biological and social-cultural factors and current issues in schools and communities (drugs, gangs, bullying, trauma, suicide) that place youngsters at risk. The course will emphasize preventive models that are implemented school-wide, trauma informed practices, effective classroom interventions, individualized programs, and how to utilize community resources to support children and families. Students will critique programs and curricula available to assist children and youth in developing social emotional competence, self-regulation and executive function skills. Content related to NYSED requirements for training on autism spectrum disorders is included in this course.  Required field experience is 9 hours. Pre-requisite or co-requisite SED 512, or SEE 249, or SED 260, SED 366 or equivalent. Spring.Â
Additional 9 hours field experience outside class. Finger printing needed. HYBRID.
This course presents students with the practices and procedures necessary to complete individual student assessment, program development and implementation of effective instructional practices when educating students with intellectual and developmental disorders (IDD). Emphasis is placed upon assessment procedures that incorporate family involvement and transdisciplinary teaming. Students will be involved in assessment procedures for the purpose of IEP development, as well as alternative assessment and measurement of student progress. Individual planning will include the use of New York State Learning Standard, modification of typical curriculum and the importance of social, communication and behavioral outcomes for successful inclusion in school and community settings. A 15-hour classroom practicum experience is required. Prerequisite: Fingerprint clearance required. Summer.
Cross-listed with SED 529 ELX & SED 549 ELX. ONLINE: Asynchronous and Synchronous-8 weeks. Synchronous meetings recorded.
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. HYBRID.
Independent Study Application Required.