M.S. in Special Education Course Descriptions

GEDU 501 - Issues in Student Health and 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). The course will run over a three-day period (18 clock hours), 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.

GEDU 520 - History and Philosophy of Education (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 also will cover the major aspects of SoE's Conceptual Framework. The intent of this class is to provide candidates with an understanding of the: roots of the American educational system; influence of culture and race on education; and context for the SoE's Conceptual Framework. Additionally, candidates will be exposed to the information technologies through faculty demonstrations.

GEDU 526 - Diversity, Social Justice and 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 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, and student assessment; the use of technology; and the inclusion of families and communities in the education of their children.

GSED 500 - Critical Issues and Trends in Special Education and Literacy (3)

Designed as the opening course for both the Special Education and the Literacy programs where candidates research, discuss, and reflect on current issues in each field. The course presents a comprehensive survey of current theory, research, changes, and innovations in each of the respective fields. 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.

SED 501 - Special Education 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 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. GSED 501 is a prerequisite for all other courses in the Initial Certification Special Education programs.

GSED 502 - Methods and Strategies for Teaching Students with Exceptional Learning Needs (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.

GSED 505 - Behavior Management in the Inclusive Classroom (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.

GSED 516 - Assessment, Diagnosis, and Evaluation of Students with Special Needs (3)

By reviewing the legal provisions in current federal and 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 over representation 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.

GSED 555/556 - Field Experience III: Childhood Special Education or Adolescence Special Education (0)

This 50-hour fieldwork 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 appropriate level: childhood or adolescence. They will provide initial certification candidates the opportunity to practice integrating technology, classroom knowledge and skills under the guidance of practicing school-based educators.

GSED 585/586 - Student Teaching Seminar Special Education and Childhood or Adolescence (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 get 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.

GSED 590 - Student Teaching Special Education and Childhood (6)

Student teaching is the 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 and 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.

GSED 591 - Student Teaching Special Education and Adolescence (6)

Student teaching is the 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 and 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.

GCED 522 - Research in Teaching, Learning, and Motivation in Childhood Education (3)

Candidates will study the current research that underlies methods and practices that address the needs of all learners. Candidates will learn how to access a wide range of technology, utilize library services and databases, and conduct research to inform practice. Topics will include but not be limited to: excellence and equity in education; cognitive, emotional, and social development; diversity in teaching and learning styles; best practices in research, teaching, and learning; and the use of technology and information literacy to support teaching and learning.

GCED 525 - Methods and Assessment: Social Studies (3)

Emphasis is on the cyclical components of planning, implementing and assessing effective social studies instruction for a diversely populated technological classroom. Assessment and reflection are underscored as the tools to indicate student learning and inform future instruction. Candidates will make links between and among the National Council for Social Studies themes, New York State Standards in Social Studies and local curricula in order to enhance pedagogy and improve student learning. Candidates will learn to introduce social studies to students with a focus on active citizenship. In addition, because this course will also emphasize the use of critical literacy to aid social studies instruction, the New York State Standards for the English Language Arts will be addressed. The course also will feature best practices in classroom management, instructional strategies to help all students learn, and the use of technology to enhance teaching and learning for all students.

GCED 531 - Field Experience I: Childhood (0)

During the 50-hour field experience, candidates observe various aspects of school and classroom settings that include a wide range of instructional and administrative elements with a small group of students. These experiences will provide candidates with a chance to work with students in grades 1–6 at varying levels of development and from diverse backgrounds. Candidates will develop a clear understanding of the elements of field experiences as established by New York State and national standards.

GCED 532 - Field Experience II: Childhood (0)

During the 50-hour fieldwork experience, candidates observe various aspects of school and classroom settings that include a wide range of instructional and administrative elements with a whole group of students. These experiences will provide candidates with a chance to work with students in grades 1–6 at varying levels of development and from diverse backgrounds. Candidates will develop a clear understanding of the elements of field experiences as established by New York State and national standards. Prescribed courses are to be taken concurrently with the field experience in order to help candidates integrate theory and practice, and the use of technology.

GAED 522 - Research in Adolescence Education (3)

In this course, candidates will study the current research that underlies contemporary teaching methods and practices. Candidates will learn how to access a wide range of library services and databases, and use research to inform practice. Topics will include but not be limited to: equal educational opportunity; cognitive, emotional, and social development; teaching diverse populations with different learning styles; best practices in research, teaching, and learning; and the use of technology and information literacy to support teaching and learning.

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 different 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. A review of psychoanalytic theory, behaviorism, and cognitive theory will be included. Practical application of theories and strategies designed to engage all students will be stressed.

GAED 533 - Field Experience I: Adolescence (0)

This 50-hour field experience is taken concurrently and is directly connected to GAED 537, 538, or 539 to facilitate the analysis of the relationship between theory and practice. Candidates are to record their observations and use them as required in their content-specific methods courses. Candidates will have opportunities to work directly with students in grades 7-12, individually and in small groups.

GAED 534 - Field Experience II: Adolescence (0)

This 50-hour field experience is taken concurrently and is directly connected to GAED 541, 542 or 543 to facilitate the analysis of the relationship between theory and practice. In addition to observing and working with students individually or in small groups, candidates will have opportunities to plan and teach whole-class lessons.

GAED 537 - Curriculum, Instruction and Assessment in Social Studies Education (3)

The New York State learning standards and National Council for the Social Studies (NCSS) themes will be presented to enable teacher candidates to select appropriate curricular materials, plan lessons, teach in ways that are culturally relevant, and assess student learning effectively. Through the use of case studies and other instructional modalities, candidates will develop an understanding of how and why collecting and analyzing student data to assess student learning informs practice. The course also will also focus on: effective alignment of curriculum, instruction and assessment; best practices in classroom management; and instructional strategies to enhance teaching and learning for all students. In addition, this course will include further development of candidates' content knowledge. A 50-hour field experience in a local middle or high school accompanies this course.

GAED 538 - Curriculum, Instruction and Assessment in English Education (3)

The New York State and National Council of Teachers of English (NCTE) learning standards will be presented to enable teacher 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 the opportunity 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.

GAED 539 - Curriculum, Instruction and Assessment in Languages Other Than English (LOTE) (3)

The New York State and American Council on the Teaching of Foreign Languages (ACTFL) learning standards will be presented to enable teacher candidates to select appropriate curricular materials, plan lessons to teach in ways that are culturally relevant, and assess student learning effectively. Candidates will have the opportunity 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.

GAED 541 - Effective Practice in Social Studies Education (3)

The course is the second in the series of methods courses 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 establish 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 the opportunity to enrich and expand their content and pedagogical knowledge, integrate instructional theories and best practices including classroom management, and instructional strategies to enhance teaching and learning for all students. In this course candidates will 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.

GAED 542 - Effective Practice in English Education (3)

The course is the second in the series of methods courses 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 the opportunity 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 establish 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 will have the opportunity 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. In this course candidates will 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.

GAED 543 - Effective Practice in Languages Other Than English (LOTE) (3)

The course is the second in the series of methods courses in the program, focusing on curriculum, instruction, and assessment in LOTE education. In the class, the 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 establish a clear understanding of the elements of foreign language education, as defined by 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. In this course candidates will 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.

GRDG 507 - Teaching Reading to Learners with Special Needs: Adolescence(3)

This course will review current and seminal research related to the cognitive and psycho-sociolinguistic models of literacy development and their implications for educating children with special needs in middle and secondary grades. Attention will be given to the provision of appropriate assessment and instruction for diverse learners experiencing difficulty in acquiring and applying literacy in home and school contexts. The course will also emphasize the provision of literacy services to students in compensatory or special education programs. Candidates will consider how to use technology in ways that expand educational opportunities and benefit all students.

GRDG 534 - Literacy Instruction in the Content Area (3)

This course is designed to highlight the role of literacy learning and application within the content areas. Literacy strategies and skills that can be incorporated with content area teaching are presented in conjunction with the New York State Learning Standards. An additional focus of this course is to help literacy and subject area teachers address the needs of diverse learners through culturally relevant pedagogy and curriculum, the use of multicultural materials, alternative and adaptive methods, and the use of technology.

GRDG 535 - Assessment Based Literacy Instruction: Birth - Grade 6 (3)

This course will examine the nature and function of formal and informal assessment processes in literacy instruction for children through Grade 6. The course will also include an examination of best practices for students in diverse school settings, and a review of assessment strategies designed to enhance literacy instruction through the use of technology. A field experience component in a local school or clinic is required.

GRDG 550 - Literacy Methods and Materials

The focus of this course is on current research-supported methods and materials used in developing the listening, speaking, reading, and writing skills of children and adolescents. An additional focus of the course will be to help literacy and subject area teachers address the needs of diverse learners through the use of multicultural materials, and alternative and adaptive methods, including the use of technology. Candidates will examine models of literacy instruction, as well as commercially published materials and programs.

GMST 535–Curriculum, Assessment, and Instruction in Math, Science, and Technology (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, candidates will discuss and analyze the relative merits of various modes of instructional deliveries (inquiry-based lessons, lectures, demonstrations, activities, projects, small group work, and large group work). Other instructional issues include use of time (time on task, allocated time, management, student attentiveness) and establishing inquiry-based classroom discourse (cueing, wait time, student talk, teacher talk, transforming classroom discourse). Assessment issues include the purposes of assessment (diagnostic, instructional, grading, general achievement, mathematical/scientific disposition, e.g. flexibility, perseverance, valuing mathematics/science), and methods of assessment (observation, performance-based exams, small-group discourse, whole-class discourse, journal writing, homework, group work, rubric development, extended activities/projects, oral presentation, self-assessment, and portfolios). Candidates will be required to prepare a thematic mathematics, science, and technology unit of study.

Note: This course can not be taken by GMST majors.