Courses
GAED-528 The Adolescent (3)
This course focuses on the developing adolescent to provide knowledge for teachers who will work with students in late childhood and adolescence. The purpose of the course is to help candidates develop knowledge bases on how children and adolescents learn, including their cognitive and affective development; the relationship to and impact of these variables on learning; and knowledge acquisition and cultural influences on learning. Reviews of psychoanalytic theory, behaviorism, and cognitive theory will be included. Practical application of theories and strategies designed to engage all students will be stressed.
Attributes: TGAE
Restrictions: Including: -Major: Adolescence Education, Math Sci Technology Educ, Special Education -Level: GraduateGAED-533 Field Exp I-Adolescence (0)
This 50-hour field experience accompanies GAED 537, 538, or 539 to facilitate the analysis of the relationship between theory and practice. Candidates record their observations and use them in their content-specific methods courses. Candidates have opportunities to work directly with students in grades 7-12 individually and in small groups. Graded S/U.
Attributes: TGAE
Restrictions: Including: -Major: Adolescence Education, Math Sci Technology Educ, Special Education -Level: GraduateGAED-534 Field Exp II-Adolescence (0)
This 50-hour field experience accompanies GAED 541, 542, or 543 to continue/extend the analysis of the relationship between theory and practice. In addition to observing and working with students individually or in small groups, candidates have opportunities to plan and teach whole-class lessons. Graded S/U.
Attributes: TGAE
Restrictions: Including: -Major: Adolescence Education, Math Sci Technology Educ, Special Education -Level: GraduateGAED-535 C, I, & A in Mathematics (3)
New York State and National Council of Teachers of Mathematics (NCTM) learning standards will be presented to enable teacher candidates to select appropriate curriculum materials, plan lessons, and assess student learning effectively. This course will also include further development of candidates’ content knowledge. A 50-hour field experience in a local high school accompanies this course.
Pre-requisites: GAED-533 S AND GAED-534 Y SGAED-536 C, I, & A in Science (3)
New York State and Next Generation Science Standards (NGSS) learning standards will be presented to enable teacher candidates to select appropriate curriculum materials, plan lessons, and assess student learning effectively. This course will also include further development of candidates’ content knowledge. A 50-hour field experience in a local high school accompanies this course.
Pre-requisites: GAED-533 S AND GAED-534 Y SGAED-537 C, I & A in Social Studies (3)
New York State and National Council for Social Studies (NCSS) learning standards will be presented to enable teacher candidates to select appropriate curriculum materials, plan lessons, and assess student learning effectively. This course will also include further development of candidates’ content knowledge. A 50-hour field experience in a local high school accompanies this course.
Attributes: TGAE
Pre-requisites: GAED-533 Y S
Restrictions: Including: -Major: Adolescence Education, Special Education -Level: GraduateGAED-538 C,I&A in English Educ (3)
The New York State and National Council of Teachers of English (NCTE) learning standards will be presented to enable candidates to select appropriate curricular materials, plan lessons, teach in ways that are culturally relevant, and assess student learning effectively. The focus will be on designing classroom activities to support the development of students’ reading, writing, listening, speaking, and viewing skills. Candidates will have opportunities to enrich and expand their content and pedagogical knowledge, integrate instructional theories and best practices in classroom management, and use instructional strategies to enhance teaching and learning for all students. A 50-hour field experience in a local middle or high school accompanies this course.
Attributes: TGAE
Pre-requisites: GAED-533 Y S
Restrictions: Including: -Major: Adolescence Education, Special Education -Level: GraduateGAED-539 C,I&A in LOTE (3)
The New York State and American Council on the Teaching of Foreign Languages (ACTFL) learning standards will be presented to enable candidates to select appropriate curricular materials, plan lessons to teach in ways that are culturally relevant, and assess student learning effectively. Candidates will have opportunities to enrich and expand their content and pedagogical knowledge, integrate instructional theories and best practices in classroom management, and use instructional strategies to enhance teaching and learning for all students. A 50-hour field experience in a local middle or high school accompanies this course.
Attributes: TGAE
Pre-requisites: GAED-533 Y S
Restrictions: Including: -Major: Adolescence Education, Special Education -Level: GraduateGAED-541 Effec Prac: Social Studies (3)
The course is the second methods course focusing on curriculum, instruction, and assessment in social studies education. The purpose of this course is to prepare future social studies teachers with the knowledge, skills, and dispositions to teach all students in diverse classrooms and settings in grades 7-12. Candidates will gain a clear understanding of the elements of social studies education, as defined by the National Council for the Social Studies (NCSS) themes and the New York State learning standards. They will also work collaboratively within a community of learners to become knowledgeable concerning the local community, state, nation, and world, discussing critical issues and the responsibilities of productive citizens living within those arenas. Candidates will identify a wide variety of social studies data sources, materials, and resources and develop plans to teach in ways that are culturally relevant. Candidates will have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices, including classroom management, and instructional strategies to enhance teaching and learning for all students. Candidates will also have multiple opportunities to develop and implement lesson plans and a unit plan appropriate to the needs, interests, and abilities of grade-specific students. A 50-hour field experience in a local middle or high school accompanies this course.
Attributes: TGAE
Pre-requisites: GAED-534 Y S
Restrictions: Including: -Level: GraduateGAED-542 Effec Prac: English Educ (3)
This course is the second methods course focusing on curriculum, instruction, and assessment in English education. The purpose of this course is to prepare future English teachers with the knowledge, skills, and dispositions to teach all students in diverse classrooms and settings in grades 7-12. Candidates will have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices including classroom management, instructional strategies to help all students learn, and the use of technology to enhance teaching and learning for all students. Candidates will gain a clear understanding of the elements of English education, as defined by the National Council of Teachers of English (NCTE) and the New York State learning standards. Candidates have opportunities to enrich and expand their content knowledge and develop instructional theories and practices for the classroom. Candidates will identify a wide variety of materials and resources, including information technologies, and develop plans for use in diverse classrooms. Candidates will also have multiple opportunities to develop and implement lesson plans and a unit plan appropriate to the needs, interests, and abilities of grade-specific students. A 50-hour field experience in a local middle or high school accompanies this course.
Attributes: TGAE
Pre-requisites: GAED-534 Y S
Restrictions: Including: -Major: Adolescence Education, Special Education -Level: GraduateGAED-543 Effec Prac: LOTE (3)
The course is the second methods course in the program, focusing on curriculum, instruction, and assessment in LOTE education. Candidates will work to further develop the knowledge, skills, and dispositions to teach all students in diverse classrooms and settings. The course will focus on knowledge related to the target language, its literature, and its culture appropriate to the developmental needs and interests of candidates. Candidates will explore and demonstrate knowledge of second language instructional methods and resources that support critical and creative thinking. Candidates will have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices, including classroom management, instructional strategies to help all students learn, and the use of technology to enhance teaching and learning for all students. Candidates will gain a clear understanding of the elements of foreign language education, as defined by the American Council on the Teaching of Foreign Languages (ACTFL) and the New York State Learning Standards. They will also identify a wide variety of materials and resources, including information technologies, and develop plans for their use in diverse classrooms. Candidates will also have multiple opportunities to develop and implement lesson plans and a unit plan appropriate to the needs, interests, and abilities of grade-specific students. A 50-hour field experience in a local middle or high school accompanies this course.
Attributes: TGAE
Pre-requisites: GAED-534 Y S
Restrictions: Including: -Major: Adolescence Education, Special Education -Level: GraduateGAED-544 Effec Prac: Mathematics (3)
The course is the second methods course focusing on curriculum, instruction, and assessment in mathematics education. The purpose of this course is to prepare future mathematics teachers with the knowledge, skills, and dispositions to teach all students in diverse classrooms and settings in grades 7-12. Candidates will gain a clear understanding of the elements of mathematics education, as defined by the National Council of Teachers of Mathematics (NCTM) themes and the Common Core State Standards for mathematics. Candidates will have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices, including classroom management, and instructional strategies to enhance teaching and learning for all students. Candidates will also have multiple opportunities to develop and implement lesson plans and a unit plan appropriate to the needs, interests, and abilities of grade-specific students. A 50-hour field experience in a local middle or high school accompanies this course.
Pre-requisites: GAED-533 S AND GAED-543 Y SGAED-545 Effec Prac: Science (3)
The course is the second methods course focusing on curriculum, instruction, and assessment in science education. The purpose of this course is to prepare future science teachers with the knowledge, skills, and dispositions to teach all students in diverse classrooms and settings in grades 7-12. Candidates will gain a clear understanding of the elements of science education, as defined by the National Science Teachers Association (NSTA) and the Next Generation Science Standards (NGSS). Candidates will have opportunities to enrich and expand their content and pedagogical knowledge and integrate instructional theories and best practices, including classroom management, and instructional strategies to enhance teaching and learning for all students. Candidates will also have multiple opportunities to develop and implement lesson plans and a unit plan appropriate to the needs, interests, and abilities of grade-specific students. A 50-hour field experience in a local middle or high school accompanies this course.
Pre-requisites: GAED-533 S AND GAED-534 Y SGAED-561 Research Social Studies Ed (3)
This course will present an overview of quantitative, qualitative, and action research methods and clear examples of each. Following a consideration of the range of research and its significant results, candidates will identify and conduct individualized projects as their culminating experiences in their graduate programs. Appropriate topics in Social Studies education will be determined mutually by professors and candidates. This is the final course in the Adolescence Education program prior to the student teaching semester.
Attributes: TGAE ZRESGAED-562 Research in English Educ (3)
This course will present an overview of quantitative, qualitative, and action research methods and clear examples of each. Following a consideration of the range of research and its significant results, candidates will identify and conduct individualized projects as their culminating experiences in their graduate programs. Appropriate topics in English education will be determined mutually by professors and candidates. This is the final course in the Adolescence Education program prior to the student teaching semester.
Attributes: TGAE ZRES
Restrictions: Including: -Program: MS Special Ed & English Cert, MSED Adoles Ed EnglishGAED-563 Research in LOTE Education (3)
This course will present an overview of quantitative, qualitative, and action research methods and clear examples of each. Following a consideration of the range of research and its significant results, candidates will identify and conduct individualized projects as their culminating experiences in their graduate programs. Appropriate topics in LOTE education will be determined mutually by professors and candidates. This is the final course in the Adolescence Education program prior to the student teaching semester.
Attributes: TGAE ZRES
Restrictions: Including: -Program: MS Special Ed & French Cert, MS Special Ed & Spanish CertGAED-564 Research in Mathematics Ed (3)
This course will present an overview of quantitative, qualitative, and action research methods and clear examples of each. Following a consideration of the range of research and its significant results, candidates will identify and conduct individualized projects as their culminating experiences in their graduate programs. Appropriate topics in mathematics education will be determined mutually by professors and candidates. This is the final course in the Adolescence Education program prior to the student teaching semester.
Attributes: ZRESGAED-565 Research in Science Ed (3)
This course will present an overview of quantitative, qualitative, and action research methods and clear examples of each. Following a consideration of the range of research and its significant results, candidates will identify and conduct individualized projects as their culminating experiences in their graduate programs. Appropriate topics in science education will be determined mutually by professors and candidates. This is the final course in the Adolescence Education program prior to the student teaching semester.
Attributes: ZRESGAED-586 Student Teach Sem: ADOL (0)
The Student Teaching Seminar is a required class that meets regularly during the student teaching semester. It provides an opportunity for student teachers to share insights and experiences, as well as to get feedback and guidance to enhance the student teaching experience. The seminar will also bring in field experts from diverse backgrounds to engage candidates in a variety of timely topics including but not limited to effective planning, instruction, assessment, and classroom management; social justice in education; integrating technology to enhance teaching and learning; and critical issues related to the learning needs of all students. Graded S/U.
Attributes: TGAE
Restrictions: Including: -Major: Adolescence Education, Math Sci Technology Educ, Special Education -Level: GraduateGAED-591 Student Teach: ADOL (6)
Student teaching is the culminating field experience of the program. Candidates will develop their knowledge, skills, and dispositions gained in courses, field experiences, and their working with diverse students. They will have the opportunity to develop curriculum materials, plan lessons, teach in ways that are culturally relevant, integrate technology to support student learning, and assess learning effectively. Candidates are expected to demonstrate proficiencies that support learning by all students and skills for working with colleagues, parents, families, and communities. Student teaching consists of 14 weeks of full-time work in local schools. One of the seven-week placements must be in a high-needs school. Graded S/U.
Attributes: TGAE
Pre-requisites: GAED-586 Y C
Restrictions: Including: -Major: Adolescence Education, Math Sci Technology Educ, Special Education -Level: Graduate
GSED-500 Critical Issues Inclu Educ (3)
Candidates research, discuss, and reflect on current issues in each field. The course presents a comprehensive survey of current theory, research, changes, and innovations. Topics cover areas such as inclusive schooling, diversity, and social justice. This course also provides candidates with fundamental skills in conducting a review of the literature in a specialized area and the use of technology. Formerly titled: Critical Issues in Special Education.
Attributes: TGSE
Restrictions: Including: -Level: GraduateGSED-501 Incl Ed in Today’s Schools (3)
Designed as an overview of special education, this course will examine the etiologies and characteristics of the various disability categories. Candidates will study topics such as the right to an education, inclusion and collaboration, federal legislation, disability and the family, disability and diversity, assistive technology, and transition and preparation for adult life. Candidates will begin to focus on integrating educational technologies in the classroom.
Attributes: TGSE
Restrictions: Including: -Level: GraduateGSED-502 Methods & Strategies (3)
This course will examine methods for teaching students with learning differences and diverse backgrounds. Although the methods presented in the course will be appropriate for students in a variety of settings, emphasis will be placed on inclusive teaching. Topics include foundation support and collaboration, academic instruction, adaptations, building a classroom community, responding proactively to students’ emotional and behavioral challenges, and building family partnerships. All candidates will know and understand how to use technology in culturally and politically responsible ways.
Attributes: TGSE
Pre-requisites: GSED-516 C
Restrictions: Including: -Level: GraduateGSED-508 Behavior Mgmt – Childhood (3)
This course is designed around the importance of constructing and implementing general and individual management strategies to learners with special needs. It will focus on establishing a caring, stimulating, and safe community for learning where democratic values are fostered, diversity is embraced, and students assume responsibility for learning. Beginning with theoretical foundations of classroom management, it will examine the causes of student misbehavior and the development of proactive, problem-solving approaches. Candidates will explore instructional strategies to enhance teaching and learning for all students.
Attributes: TGSE
Pre-requisites: GSED-501 C
Restrictions: Including: -Level: GraduateGSED-512 Behavior Mgmt-Adolescence (3)
This course is designed around the importance of constructing and implementing general and individual management strategies to learners with special needs. It will focus on establishing a caring, stimulating, and safe community for learning where democratic values are fostered, diversity is embraced, and students assume responsibility for learning. Beginning with theoretical foundations of classroom management, it will examine the causes of student misbehavior, and the development of proactive, problem-solving approaches. Candidates will explore instructional strategies to enhance teaching and learning for all students.
Attributes: TGSE
Pre-requisites: GSED-501 C
Restrictions: Including: -Level: GraduateGSED-515 Ed Tech B-6 (3)
The use of technology to improve instructional practice is an essential skill for all teachers. This course is designed to support teacher candidates in developing a knowledge and skill base in educational and assistive technology. The long term goal is to ensure future teachers can make effective use of available technologies to enhance cognitive and physical development, differentiated instruction and planning, to improve personal productivity, and to support all students, including students with ELN, fully in a learning environment. This course teaches students to locate, use and adapt a variety of assistive technology devices and software tools and to apply these technologies in a wide range of integrated educational settings. The use of assistive technology as it relates to education, communication, social engagement, recreation, and mobility for individuals with disabilities will be explored.
Attributes: TGSEGSED-516 Assessment Diag & Eval (3)
By reviewing the legal provisions in current federal and New York State regulations and guidelines regarding assessment of individuals with disabilities, candidates will come to understand their moral and professional responsibilities as special educators. Topics that will be reviewed include the use of technology and assessment tools appropriate for screening, pre-referral, referral, identification, and classification of children and adolescents with special needs. Topics related to the overrepresentation of students of color in certain disability categories will be explored. The application and interpretation of various other types of assessment strategies will also be covered to assist candidates in making appropriate instructional decisions.
Attributes: TGSE
Pre-requisites: GSED-501 C
Restrictions: Including: -Level: GraduateGSED-555 Field Exp III: Child SPED (0)
This 50-hour field experience is designed to introduce candidates to working with diverse learners with exceptional learning needs in the context of full-class inclusive and/or special education settings at the childhood level. It will provide initial certification candidates the opportunity to practice integrating technology, classroom knowledge, and skills under the guidance of practicing school-based educators. Graded S/U.
Attributes: TGSE
Pre-requisites: GSED-501 C
Restrictions: Including: -Level: GraduateGSED-556 Field Exp III: Adol SPED (0)
This 50-hour field experience is designed to introduce candidates to working with diverse learners with exceptional learning needs in the context of full-class inclusive and/or special education settings at the adolescence level. It will provide initial certification candidates the opportunity to practice integrating technology, classroom knowledge, and skills under the guidance of practicing school-based educators. Graded S/U.
Attributes: TGSE
Pre-requisites: GSED-501 C
Restrictions: Including: -Level: GraduateGSED-557 Field Placement Grades 7-9 (0)
This 25-hour observation experience is designed to introduce candidates to working with diverse learners with exceptional learning needs in the context of full-class inclusive and/or special education settings at the adolescence level. It will provide initial certification candidates the opportunity to practice integrating technology, classroom knowledge, and skills under the guidance of practicing school-based educators. Graded S/U.
Attributes: TGSE
Restrictions: Including: -Level: GraduateGSED-558 Field Placement Grde 10-12 (0)
This 25-hour observation experience is designed to introduce candidates to working with diverse learners with exceptional learning needs in the context of full-class inclusive and/or special education settings at the adolescence level. It will provide initial certification candidates the opportunity to practice integrating technology, classroom knowledge, and skills under the guidance of practicing school-based educators. Graded S/U.
Attributes: TGSE
Restrictions: Including: -Level: GraduateGSED-585 Stu Teach Sem:Child SPED (0)
The Student Teaching Seminar is a required class that meets weekly during the student teaching semester for a minimum of one and a half hours per week. It provides an opportunity for student teachers to share insights and experiences, as well as feedback and guidance to make the student teaching experience most successful. The seminar will also bring in field experts from diverse backgrounds to engage candidates in a variety of timely topics, including but not limited to effective planning, instruction, assessment, and classroom management; social justice in education; integrating technology to enhance teaching and learning; and critical issues relating to the learning needs of students from diverse backgrounds. Graded S/U.
Attributes: TGSE
Pre-requisites: GSED-590 Y S
Restrictions: Including: -Level: GraduateGSED-586 Stu Teach Sem:Adol SPED (0)
The Student Teaching Seminar is a required class that meets weekly during the student teaching semester for a minimum of one and a half hours per week. It provides an opportunity for student teachers to share insights and experiences, as well as feedback and guidance to make the student teaching experience most successful. The seminar will also bring in field experts from diverse backgrounds to engage candidates in a variety of timely topics, including but not limited to effective planning, instruction, assessment, and classroom management; social justice in education; integrating technology to enhance teaching and learning; and critical issues relating to the learning needs of students from diverse backgrounds. Graded S/U.
Attributes: TGSE
Pre-requisites: GSED-591 Y S
Restrictions: Including: -Level: GraduateGSED-590 Stu Teach:SPED/Childhood (6)
Student teaching is a culminating practical experience of the program. The purpose of student teaching is to provide an opportunity for candidates to learn, apply, and demonstrate their knowledge, skills, and dispositions in a variety of settings appropriate to the content and level of their program. Candidates are expected to demonstrate proficiencies that support learning by all students; skills for working with colleagues, parents, families, and communities; and the use of technology and information literacy to support instruction and learning. Student teaching consists of 14 weeks of full-time work in local schools. Candidates will have two assignments: one in a general education setting and one in a special education setting. One assignment will be in grades 1-3 and the other in grades 4-6. One of the seven-week placements must be in a high-needs school. Graded S/U.
Attributes: TGSE
Pre-requisites: GSED-585 Y S
Restrictions: Including: -Level: GraduateGSED-591 Stu Teach:SPED/Adolescence (6)
Student teaching is a culminating practical experience of the program. The purpose of student teaching is to provide an opportunity for candidates to learn, apply, and demonstrate their knowledge, skills, and dispositions in a variety of settings appropriate to the content and level of their program. Candidates are expected to demonstrate proficiencies that support learning by all students; skills for working with colleagues, parents, families, and communities; and the use of technology and information literacy to support instruction and learning. Student teaching consists of 14 weeks of full-time work in local schools. Candidates will have two assignments: one in a general education setting and one in a special education setting. One assignment will be in grades 7-9 and the other in grades 10-12. One of the seven-week placements must be in a high-needs school. Graded S/U.
Attributes: TGSE
Pre-requisites: GSED-586 Y C
Restrictions: Including: -Level: GraduateGSED-595 Research in SPED-Capstone (3)
In this course, candidates will examine a variety of research approaches in the field of special education. The purpose of the capstone project is to guide teachers toward reflective practice so they regularly analyze and evaluate the quality of their practice. The project should reflect the standards in the candidate’s program of study and demonstrate that the candidate has a clear understanding of the SoE’s conceptual framework of social justice and the five interlocking tenets of diversity, compassion, knowledge, service, and achievement. Where possible, the candidate should demonstrate or provide evidence that he or she has acquired facility in the use of technology and information literacy to support instruction and learning. They are expected to work collaboratively and independently with the intention of improving schools and to advance knowledge through action research. Graded S/U.
Attributes: TGSE ZCAP ZRES
Pre-requisites: GSED-500 C
Restrictions: Including: -Level: GraduateGSED-601 Found & Policy in SPED (3)
No other area of practice in education is more influenced and controlled by public policy, law, and litigation. Administrators are often asked to adjudicate on matters about special education referrals and consider placement, provision, and extent of special education services to students who may qualify under the Individuals with Disabilities Education Improvement Act. All of these highly-impactful decisions are governed by federal and state law through court decisions. This course is an advanced study of federal and state legislation with discussion on litigation involving with students with disabilities between the ages of birth-21 years. Students will be exposed to historical and current legislation used as a basis for providing special education services. Students will become knowledgeable about the legal precedence for relevant topics in the field of special education.
Attributes: TGSE
Pre-requisites: -
Restrictions: Including: -Level: GraduateGSED-602 Eval Incl Pract, Clrms, PD (3)
The Individuals with Disabilities Education Act 20 U.S.C.& 1400,et.seq (2004), the federal law which governs special education, places a high priority on inclusive practices by mandating a least restrictive environment for students with disabilities. The reality of inclusion for students with disabilities is that instructional practices and services are defined and delivered differently from school to school. Therefore, it is essential that administrators have a deep understanding of the philosophy of inclusion and be able to effectively research and weave inclusion into the fabric of the school culture. This course is a study of the interaction between curriculum pedagogy, instructional delivery, and professional development to allow prospective or current leaders the opportunity to practice evaluating the effectiveness of inclusion in a school. Students will critically examine the quality of instructional practice, environments, and in-service programs that are sustained by district-level planning in order to enhance the capacity to maintain more inclusive environments for students with disabilities.
Attributes: TGSE
Pre-requisites: -
Restrictions: Including: -Level: GraduateGSED-605 Mangment of St. with Disab (3)
Schools have a legal responsibility to ensure that all students receive a safe and appropriate education. Specific to students with disabilities, these guidelines are defined by the most recent Individuals with Disabilities Education Act, 20 U.S.C ? 1400 (2004) and regulated by the New York State Education Department in the Regulations of the Commissioner of Education Parts 1 and 2 . School leaders must be aware of the vast complexity of student discipline cases and have knowledge about federal laws and state regulations that inform district supports and discipline procedures for students with disabilities. This course is a review of the New York State Education Department regulations that address procedural safeguards for students with disabilities subject to discipline. Students will become familiar with district-wide initiatives used to support student behavior and examine data and literature to determine effectiveness of those approaches. Students will be exposed to complex student behavioral challenges that warrant administration intervention and will learn best practices for responding and building capacity to support an inclusive, culturally-responsive school environment
Attributes: TGSE
Pre-requisites: -
Restrictions: Including: -Level: GraduateGSED-617 Seminar in SPED Leadership (3)
This course is designed to provide educators an opportunity to gain direct experience in areas related to special education leadership. The course requires students to complete a 50 hour field work experience in a school district with a school leader responsible for special education programming. In addition, students are expected to participate in an online seminar offered concurrently with the field experience. The seminar offers additional instruction and feedback to support the field work experience. The main goals of the seminar are to: 1) strengthen skills in the areas of problem analysis, data collection; 2) experience key challenges in the field such as CSE management, behavioral challenges, related services, placement of students with disabilities; and 3) improve school/community relations. Additionally, the seminar will offer opportunities to practice interpretation and use of statistical data particularly for school improvement planning, curriculum development, student and program evaluation, staff development, scheduling, and the uses of technology.
Attributes: TGSE ZCLX ZEXL
Pre-requisites: GSED-601 C AND GSED-602 C
Restrictions: Including: -Level: GraduateGSED-650 Practicum SPED:Childhood (3)
This 50-clock-hour practicum is designed to have the teacher candidate working with students with special needs in grades 1-6 from diverse backgrounds and to help candidates integrate theory and practice and the use of technology. The experience may take place either in an inclusive classroom or a special education setting where candidates have the opportunity to practice classroom knowledge and skills under the guidance of practicing school-based educators. Graded S/U.
Attributes: TGSE
Pre-requisites: GSED-502 C
Restrictions: Including: -Level: GraduateGSED-651 PracticumSPED:Adolescence (3)
This practicum is designed to have the teacher candidate working with students with special needs in grades 7-12 from diverse backgrounds and to help candidates integrate theory and practice and the use of technology. The experience may take place either in an inclusive classroom or a special education setting where candidates have the opportunity to practice classroom knowledge and skills under the guidance of practicing school-based educators. Graded S/U.
Attributes: TGSE
Pre-requisites: GSED-500 C AND GSED-501 C AND GSED-502 C AND GSED-512 C AND GSED-512 C
Restrictions: Including: -Level: GraduateGSED-696 Independent Study (1 TO 3)
An opportunity to explore an area not regularly offered in the program. Independent Study Authorization form is required.
Attributes: TGSE
Pre-requisites: -
Restrictions: Including: -Level: Graduate
GEDU-501 Issues in Health & Safety (0)
This course fulfills the New York State requirement for instructing candidates in the prevention of child abduction (Child Abduction Prevention); preventing alcohol, tobacco, and other drug abuse (Drug and Alcohol Awareness for Educators); instructing safety education; and instructing fire and arson prevention (Violence Prevention and Intervention). This is a three-day course, with half of the program devoted to recognition and reporting of child abuse (Identification and Reporting of Child Abuse and Maltreatment), safety education, and child abduction; the remaining hours will be devoted to drug abuse recognition and prevention. Those who can document completion of equivalent preparation will be exempt from GEDU 501. Graded S/U.
Attributes: TGED
Restrictions: Including: -Level: GraduateGEDU-520 Hist & Phil of Educ (3)
This course provides an overview of the history of education in the United States along with an emphasis on the educational philosophies and social justice issues and events that have influenced and continue to shape the major educational movements in this country. The course will also cover the major aspects of the SoE’s Conceptual Framework. The intent of this class is to provide candidates with an understanding of the roots of the American educational system and its impact on diverse populations. Additionally, candidates will be exposed to the information technologies through faculty demonstrations.
Attributes: TGED
Restrictions: Including: -Level: GraduateGEDU-526 Div, Soc Just & Schooling (3)
This course will provide an in depth exploration of the theory and practice of teaching diverse and heterogeneous populations, and will provide opportunities for candidates to explore the ways in which educational and socio-cultural practices and ideologies have worked to undermine learning opportunities for some students. As a foundation for building an understanding of contemporary issues of diversity, candidates will explore the ways in which culture and experience influence the construction and deconstruction of knowledge. Throughout the course, candidates will discuss issues related to social justice, and investigate the ideologies and discourses that create inequity in schools and society and result in several forms of social oppression including but not limited to: racism; classism; sexism; heterosexism; and ableism. They will also be introduced to a variety of conceptual frameworks that support effective teaching and learning of diverse populations, including students with disabilities; and best practices for instruction, classroom management, curriculum development, student assessment; the use of technology; and the involvement of families and communities in the education of their children.
Attributes: TGED
Restrictions: Including: -Level: Graduate