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Course Criteria
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0.00 Credits
This is a required course for anyone seeking New York state certification as a teacher. The purpose of this course is to provide prospective teachers with the information needed to act as a “mandated reporter” of childabuse or maltreatment. Preservice teachers will learn to recognize signs of child abuse and maltreatment and the correct reporting procedures. The violence prevention module will also be presented to students at this workshop. Open only to students enrolled in student teaching.
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3.00 Credits
This course is required of all students seeking New York state teacher certification in Childhood/Students with Disabilities (1-6). Students will view all children within a continuum of diversity for child learning, with acceptance for differences in learning styles and rates. A focus of the course will be on the history of special education within the larger context of American public schools. The course will also address characteristics and intervention strategies for students with special needs across the curriculum. Understanding family perspectives in child learning will be examined from an educational framework. Multiple intelligence theory will be explored. A required field practicum in a local school will provide the setting to observe and work with students from diverse backgrounds. Prerequisite: EDU 105.
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3.00 Credits
This is a required course for all teacher candidates preparing for the New York state certificate in Middle Childhood Specialist (5-9), T.E.S.O.L. (K-12), Adolescence (7-12) or Adolescence/Students with Disabilities (7-12). It involves students in examining, analyzing and developing theories of how students learn within a social, cultural and political contest, with attention given to the education of students with disabilities. Students see the application of these ideas in a required field experience in a local school which will provide the setting to observe and work with students from diverse backgrounds in a local middle or high school. Prerequisite: EDU 105.
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3.00 Credits
This course is required of all students seeking New York state teacher certification in Childhood/Students with Disabilities and Adolescence/ Students with Disabilities. Teachers in inclusive classrooms constantly make decisions regarding curriculum and instruction. Methods of formal and informal assessments for the Committee on Special Education process and school-based intervention teams will be discussed in detail. A case study of a student will be completed through a practicum. A required field experience in a local school will provide the setting to observe and work with students from diverse backgrounds. Prerequisite: EDU 205 or EDU 215.
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3.00 Credits
To fully comprehend urban education, sociologists and educators come together to study issues related to poverty, racism and linguistic, cultural and ethnic diversity. This course is designed to assist students in their understandings of urban education and sociology as they participate in service learning, (tutoring and classroom observations), at urban schools. Students enrolled in this course will become familiar with the significance of home, school and community connections for academic achievement and recognize the need for culturally relevant pedagogy. Literacy learning in schools is a major focus of this course, since reading, writing, listening, speaking and viewing skills provide the means for developing many potential abilities and talents. Most of the articles and the recommended text for this course are considered educational and sociological in nature. The required text was specifically written for urban literacy education. Assignments will assist future educators and sociologists as they confront urban diversity issues. Students will complete cultural self-analyses and cross-cultural analyses to learn the meanings of ethnocentricism and cultural conflicts. Additionally, they will study multicultural literacy teaching methods as they tutor youth in the schools, gather a bibliography of multicultural literature, materials, and resources and create strategic plans for establishing school environments that connect home, school and community for literacy learning. This course is required of students seeking New York state teacher certification in Adolescence (7-12), Adolescence/Students with Disabilities (7-12) and T.E.S.O.L (Teachers of English to Students of Other Languages) (K-12). Prerequisite: EDU 215. Corequisite: EDU 315.
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3.00 Credits
This course is required of all students seeking New York state teacher certification in Childhood/ Students with Disabilities (1-6), Middle Childhood Specialist (5-9) and T.E.S.O.L (K-12). This course is designed to prepare preservice teacher (grades 1-12) for the implementation of culturally relevant literacy instruction for inclusive urban, suburban and rural settings. It also offers a training process for reading, writing, listening, speaking and viewing instruction for diverse learners, such as those students with physically handicapping conditions, students with special cognitive and emotional needs, and students learning English as a second language. Studies will alternate between the College classroom and two hours of weekly observations and participation in school classrooms. During the time in the College classroom, the focus will be on the learning and teaching of reading, writing, listening, speaking and viewing in light of theoretical perspectives and belief systems. In the school classrooms, the focus will be on students and teachers during the literacy learning process. In both settings, the preservice teacher/researcher, will explore and observe effective methods and materials including electronic texts and literacy learning computer programs; discussion and reflection will be encouraged and reported. Finally, there will be an emphasis on the use of multicultural literature across the curriculum. Prerequisite: EDU 205. Corequisite: EDU 315.
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3.00 Credits
This course is required of all students seeking New York state teacher certification. Teacher candidates will become proficient in designing and analyzing curriculum, assessment techniques and curriculum materials with special emphasis on developing units of instruction and lesson plans. Students will learn to demonstrate effective instructional methods for students in inclusive settings. Specific teaching strategies that foster success along with strategies for management of behavior in inclusive classrooms will be presented. Field work experience in a school is an integral part of this course and students are expected to spend time each week in a school setting. Successful demonstration of teaching skills on a final videotape is required for formal acceptance into the Dual Childhood/Special Education certification program. Prerequisites: EDU 205 or EDU 215. Prerequisite or corequisite: EDU 303 or EDU 305.
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3.00 Credits
This course is required for all students seeking New York state certification in Adolescence (7-12) and Dual Adolescence/Special Education (7-12). The focus of the course is on tools and strategies that can be used by special educators and general educators at the secondary levels to ensure appropriate curriculum planning, instruction and assessment for all students. The goal of this information is that strategies will be integrated in order to meet the various needs of all students in both general and special education settings. Emphasis will be placed on cooperative planning with a multidisciplinary team and on developmentally appropriate teaching strategies that are consistent with a student’s cultural and ethnic environment. Various types of special needs will be addressed including disabling conditions; gifted, talented and creative children; limited English-proficient children; and cultural and ethnic minority children. Specific teaching strategies that foster success along with strategies for management of behavior in inclusive classrooms will be presented. Attention will be given to working with parents and ancillary personnel and making appropriate referrals. A required field experience in a local school will provide the setting to observe and work with students from diverse backgrounds. Prerequisite: EDU 315. Corequisite: EDU 335.
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3.00 Credits
This course is required of all students seeking New York state teacher certification in Middle Childhood Specialist (5-9). The focus of this course is on tools and strategies that can be used by general educators at middle level to ensure appropriate curriculum planning, instruction and assessment for all students. The goal of this information is that strategies will be integrated in order to meet the various needs of all children in inclusive settings. Emphasis will be placed on cooperative planning with a multidisciplinary team and on teaching strategies that are consistent with the student’s developmental and/or cultural and ethnic environment. Various types of special needs will be addressed including disabling conditions; gifted, talented and creative children; limited English-proficient children; and cultural and ethnic minority children. Specific teaching strategies that foster success along with strategies for management of behavior in inclusive classrooms will be presented. Attention will be given to working with parents and ancillary personnel and making appropriate referrals. Preservice teachers in this course will be placed in a field placement. Prerequisite: EDU 315. Corequisite: EDU 335.
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3.00 Credits
This course is required of all students seeking New York state teacher certification in Middle Childhood Specialist (5-9), Adolescence (7-12), Adolescence/Students with Disabilities (7-12). Teachers in today’s content area classrooms not only prepare and guide their students to learn key concepts and information, through reading, writing, listening, speaking, and viewing, but also lead their students toward independent learning. These content area classroom settings, based on the constructivist approach, encourage inquiry learning and cooperative learning. In this course, using the constructivist perspective, future content area teachers will learn how to encourage students to learn through literacy activities. They will analyze the processes of connecting known information to new information, formulating questions, discussing issues, and discovering unique perspectives and possibilities. Diagnosis, evaluation and assessment of all students will be discussed especially through content area resources and materials including electronic texts and computer programs. Prerequisite: EDU 303 and EDU 315.
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