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, Incl Adolescence Education, Math Sci Technology Educ, Special Education -Level: GraduateGAED-530 Diff Cur,Ins,Assess in MS (3)
This course focuses on curriculum, instruction, and assessment in schools that serve young adolescents, grades 5-9. Special emphasis is placed on: Middle-grade philosophy; organizational components such as interdisciplinary teams, academic clusters, advisory programs, and exploratory curriculum; middle level curriculum frameworks; the Common Core; and developmentally appropriate instruction. Practical application of theories and strategies to engage young adolescents and increase achievement, including research on motivation, self perceptions of abilities, and gender issues, will be stressed. This course is part of the Middle School Extension.
Attributes: TGAEGAED-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, Incl 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, Incl Adolescence Education, Math Sci Technology Educ, Special Education -Level: GraduateGAED-541 Diff Curr,Ins,Assess in SS (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: -
Restrictions: Including: -Level: GraduateGAED-542 Diff Cur,Ins,Assess in Eng (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: -
Restrictions: Including: -Major: Adolescence Education, Special Education -Level: GraduateGAED-543 Diff Curr,Ins,Assess-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: -
Restrictions: Including: -Major: Adolescence Education, Special Education -Level: GraduateGAED-544 Diff Curr,Ins,Assess:Math (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.
Attributes: TGAE
Pre-requisites: -GAED-545 DiffCurrInsAssess: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.
Attributes: TGAE
Pre-requisites: GAED-533 S AND GAED-534 Y SGAED-560 Res Con Area Ins & Prac (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 in each candidate’s respective content area of education will be determined mutually by professors and candidates. This is the final course in the MS in Education: Inclusive Adolescence, Grades 5-12 graduate program prior to the student teaching semester
Attributes: TGAE
GSED-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-508 Mgmt&Coll in Incl Class-Ch (3)
This course examines the principles of behavior and approaches to inclusive classroom management and reviews a number of topics related to research-based positive, proactive classroom and behavior management techniques for teachers that will work with all students, including those with backgrounds different from their own. The course explores positive approaches for the development of functional behavioral assessments and behavior intervention plans. Teacher candidates will explore the theory and practice of co-teaching and collaboration and creating lessons, which contain the New York Learning Standards and IEP goals that are implemented in the field with other teacher candidates. Teacher candidates will implement service learning by developing a partnership with a family to address educational concerns and generate possible solutions for a student with exceptional learning needs while participating and collaborating on a self-managed educational team that includes family input and participation. Hybrid, 7 weeks.
Attributes: TGSE
Pre-requisites: -
Restrictions: Including: -Level: GraduateGSED-512 Mgt&Collab in Incl Clsrm-Ad (3)
This course examines the principles of behavior and approaches to inclusive classroom management and reviews a number of topics related to research-based positive, proactive classroom and behavior management techniques for teachers that will work with all students, including those with backgrounds different from their own. The course explores positive approaches for the development of functional behavioral assessments and behavior intervention plans. Teacher candidates will explore the theory and practice of co-teaching and collaboration and creating lessons, which contain the New York Learning Standards and IEP goals that are implemented in the field with other teacher candidates. Teacher candidates will implement service learning by developing a partnership with a family to address educational concerns and generate possible solutions for a student with exceptional learning needs while participating and collaborating on a self-managed educational team that includes family input and participation. Hybrid, 7 weeks.
Attributes: TGSE
Pre-requisites: -
Restrictions: Including: -Level: GraduateGSED-515 Ed Tech (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-531 Diff Cur,Ins,Asses in STEM (3)
This course is a thorough and comprehensive study of national and state curriculum and assessment standards in mathematics, science, and technology. Candidates will study standards for teaching mathematics and science. Additionally, the relative merits of various modes of instructional deliveries, including inquiry-based lessons, lectures, demonstrations, activities, projects, small-group work, and large-group work, will be discussed and analyzed. Other instructional issues include effective use of time and establishing inquiry-based classroom discourse. Assessment issues include the purposes of assessment and methods of assessment. Candidates will be required to prepare a thematic mathematics, science, and technology unit of study.
Attributes: TGSEGSED-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-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-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 AND GSED-605 C
Restrictions: Including: -Level: GraduateGSED-630 Tch Students Sev/ Mult Dis (3)
This course introduces current issues in teaching students with severe or multiple disabilities with complex learning needs. Several topics are addressed, including historical contexts and perspectives on severe disability; benefits of, and barriers to, inclusive settings; relevant laws and legislation; characteristics of students with severe or multiple disabilities; classification processes and policies; issues of labeling; family issues; and the importance of early identification and intervention. Candidates will examine shifts in paradigms and practices; discuss the inclusion/standards debate; and analyze current trends and issues in the field.
Attributes: TGSE
Pre-requisites: GSED-631 Y C AND GSED-632 Y CGSED-631 Assess & Trans Planning (3)
This course prepares teacher candidates in the area of assessment, diagnosis and evaluation of students with severe or multiple disabilities, from early identification through transition to adulthood. Several topics are addressed including legal policies and practices in assessment; informal, formal and alternative assessment; outcomes-based assessment; role of diagnostician/assessor on CSE planning teams; collaborative partnerships with families for the benefit of students with severe or multiple disabilities; interagency collaboration birth through transition; self-determination and person-centered planning through school; transition legislation and policy; and post-secondary education, employment, community living and human service supports.
Attributes: TGSE
Pre-requisites: GSED-630 Y C AND GSED-632 Y CGSED-632 Comm Supp, Interv, & Tech (3)
This course prepares teacher candidates in the area of communication supports for students with severe or multiple disabilities. The focus is on full academic and social inclusion in school, home and community. Several topics are addressed including language development; roles of, and collaboration with, speech and language professionals; total communication systems; augmentative and alternative communication; assistive and instructional technology; seating and mobility supports; building social relationships; cooperative learning; self-advocacy; and current issues in the field.
Attributes: TGSE
Pre-requisites: GSED-630 Y C AND GSED-631 Y CGSED-633 Curr, Inst and IEP Dev (3)
This course prepares teacher candidates to develop and provide varied inclusive, standards-based instruction for students with severe or multiple disabilities with complex support needs in the general education setting, with access to the general education curriculum. Several topics are addressed, including working as part of an integrated team; family-centered planning; adaptation, modification and development of instructional methods and materials; integrating creative arts in instruction; integrating developmental therapies in instruction; accessing typical school and community activities; building peer relationships; and cooperative learning.
Attributes: TGSE
Pre-requisites: GSED-630 C AND GSED-631 C AND GSED-632 C AND GSED-634 Y C AND GSED-635 Y CGSED-634 Pos Beh Supp & Interv (3)
This course prepares teacher candidates to provide positive behavioral supports and interventions for students with severe or multiple disabilities. Several topics are covered, including the PBIS model and research; legal and ethical considerations; planning and managing learning environments; conflict resolution; peer mediation; prosocial behavior; skill streaming; cooperative learning; mental health supports and interventions; trauma informed care; crisis situations; and collaboration with families.
Attributes: TGSE
Pre-requisites: GSED-630 C AND GSED-631 C AND GSED-632 C AND GSED-633 Y C AND GSED-635 Y CGSED-635 Practicum in Sev or Mult (3)
Candidates will complete a college-supervised practicum (minimum of 50 clock hours) in a setting teaching students with severe or multiple disabilities. Teaching activities to be completed include planning and instruction of students; management of classroom; collaboration with other professionals and families for the benefit of students with severe or multiple disabilities. In addition, an action research project will be conducted. The final paper and project will be presented in an evaluative forum. This practicum is graded S/U.
Attributes: TGSE
Pre-requisites: GSED-630 C AND GSED-631 C AND GSED-632 C AND GSED-633 Y C AND GSED-634 Y CGSED-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 includes specific trainings and workshops required by the New York State Department of Education (NYSED) for any individual applying for initial teacher certification. The first three listed are taken through BOCES as required by NYSED. These include: Child Abuse and Maltreatment Identification and Reporting (CAIR), School Violence Prevention and Intervention (SAVE), the Dignity for all Students Act training (DASA). Additionally, there is fire safety education, information on preventing alcohol, tobacco and drug abuse, educator resources provided by the Center for Missing and Exploited Children, information about Title IX, ed-Law 2-d, obtaining NYS fingerprinting clearance and setting up a TEACH account. Each training or workshop is offered in module format online.
Graded S/U.
Attributes: TGED
Restrictions: Including: -Level: GraduateGEDU-502 Diff Cur, Ins & Assessment (3)
This course will examine theories of teaching and learning and thoroughly investigate the instructional cycle of planning, instruction, and assessment for various learning needs. Candidates will become familiar with lesson planning and instructional design. Candidates will study the Response to Intervention (RtI) model, data-driven instruction, brain-based learning, multidisciplinary school-based intervention teams, legal provisions and ethical practices of assessment. Formal assessments, and the evaluation process for special education services under IDEIA will be covered extensively, including IEP development. Classroom management theory and practice is introduced.
Attributes: TGEDGEDU-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: GraduateGEDU-596 Independent Study (1 TO 3)
Attributes: TGED
Restrictions: Including: -Major: Adolescence Education, Childhood Education -Level: Graduate