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Course Criteria
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3.00 Credits
Development of practice skills in the use of appropriate, creative methods and materials for integrated education of young children; emphasis on the use of play and hands-on activities as well as planned experience and instruction that provide students with opportunities to explore and manipulate ideas and concepts as they explore and manipulate the world; practical implementation of integrated instruction in the curricula areas noted in course description for EDU 311. Pre or corequisite: EDU 201. 3 credits.
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3.00 Credits
The uses of oral language (building vocabulary, expression and comprehension of the spoken word), general cognitive skills (attention, memory, use of symbols, self-regulation), the concepts underlying reading and writing, and specific literacy skills (such as symbol to symbol correspondence) as the context of and initial steps toward literacy for young children. Motivational issues that pertain to the development of reading skills are explored. Emphasis on meeting the needs of young children, including those with limited proficiency in English, who enter day care, nursery school, and other early childhood and early intervention programs with inadequate literacyrelated knowledge and skills. Pre- or corequisite: EDU 201. 3 credits.
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2.00 Credits
Creation of language-rich environments and holistic approaches to reading instruction that meet the needs of children with varying language preparation and aptitudes as well as children from diverse backgrounds. Use of a range of teaching and learning modalities. Attention to connections between speech sounds and spellings; the alphabetic principle and recognition of words through letter-sound relations; achieving fluency and comprehension; spelling conventions. Emphasis on language-related experiences at home as well as school and the importance of frequent opportunities to write. Identification of services needed for children who are not making adequate progress in reading, and the importance of coordination of efforts among general educators, special educators, and reading specialists. Discussion of approaches used with languageminority children, including the conditions under which greater or lesser emphasis is placed on reading in the native language. Pre- or corequisite: EDU 201. 3 credits. SpEd 313 Developmental ly Appropr iate Learning Exper iences for Young Except ional Chi ldren Introduction to educational programs for infants, toddlers, pre-schoolers, kindergarten students, and first and second graders with disabilities. Review of developmentally appropriate integrated curriculum content; materials and activities in language arts, books, music, art, blocks sand, water play, cooking, books and other play activities; parents as collaborators. Comparison of early intervention and early childhood special education programs reflected in Individualized Family Service Plan (IFSP) and Individualized Education Plan (IEP). Comparison of least restrictive environment and natural environment approaches. Prerequisite: EDU 311 or EDU 312 and EDU 316 or EDU 317. 3 credits. SpEd 314 Addressing Chal lenging Behaviors of Young Except ional Chi ldren Setting up and managing play and learning activities in safe and developmentally appropriate environments for infants, toddlers, pre-schoolers, kindergarten students, and first and second graders with disabilities. Understanding temperament and its impact on the parent-child and teacher-child relationship; supporting positive parent-child interactions. Role of the teacher in guiding young children in the development of self-discipline and communication and social skills necessary for constructive peer relations and group living; interventions for prevention and management of challenging behaviors. Prerequisite: EDU 311 or EDU 312 and EDU 316 or EDU 317. 3 credits.
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50.00 Credits
Students complete 50 hours of field experience in general education with one of the three following developmental groups: birth - pre-K, K, and grades 1- 2 (combined field experience/student teaching in general education must cover all three developmental levels). Students also complete one 20-day student teaching experience in general education with one of the three developmental groups. For field experience, students work with appropriately certified cooperating teachers at school sites to gradually assume increased teacher-related responsibilities in the classroom. Field experience includes scheduled meetings, supervised by the Coordinator of Student Teaching or another assigned faculty member. Logs of hours and activities are maintained by all students, to be reviewed by the Coordinator. Written assignments require careful observation of cooperating teachers and children as well as reflection on the application of course work to the classroom. For student teaching, student teachers are supervised by appropriately certified cooperating teachers. Students are also observed and evaluated by a Touro faculty member. Student teaching placements are made in which students can increasingly take responsibility for teaching activities, including reaching the point of presenting academic lessons and activities independently. Students keep logs of their hours and experiences. Student teaching experiences are accompanied by regularly scheduled classes. Instruction is provided and discussion encouraged on professional issues ranging from creating lesson plans to arranging a professional portfolio and resume. Particular emphasis is placed on self-awareness and analysis of one's own teaching performance. Prerequisite: completion of education courses, approval of Education Chair, passing the STAT (Student Teaching Admissions Test). 2 credits. SpEd 418 Field Exper ience and Student Teaching I I Students complete 100 hours of field experience in special education with one of the three developmental groups (combined field experience/student teaching in special education must cover all three developmental levels). Students also complete two 20-day student teaching experiences in special education with one or two of the three developmental groups. Students are observed and evaluated by a Touro faculty member. Prerequisite: completion of education courses, approval of Education Chair, passing the STAT exam, B or higher in EDU 318. 3 credits. Course Descr ipt ions, Speci f ic Pedagogical Core in Special Educat ion:
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3.00 Credits
Introduction to educational use of computers and specialized technologies that facilitate learning, communication and mobility for all students, including those with special needs. Assistive technologies will be explored. Instructional applications of computer hardware and software will be examined. Students will be encouraged to research and adapt new technologies for educational use. Prerequisite: MCO 122. 3 credits. EdSE 600 History and Phi losophy of Educat ion and Special Educat ion Historical and philosophical underpinnings of modern educational theory and practice. Study of: ancient Greek literature; early Jewish, Christian, and Muslim writings; philosophical developments in the Renaissance, Reformation, and revolutionary periods; social, cultural and ideological forces which have shaped educational policies in the United States; current debates on meeting the wide range of educational and socio-emotional needs of students from diverse communities. Prerequisite: Upper div. status, Dept. approval. 3 credits. SpEd 602 Int roduct ion To Teaching Students Wi th Disabi l i t ies The historical background to current approaches to teaching children with disabilities; special education and the Individuals with Disabilities Education Act; current theories and methodologies in special education; inclusion and the concept of the least restrictive environment; early intervention; special education programs, curricula, classroom management and technologies; educational challenges and approaches with children whose disabilities are associated with mental retardation, physical and sensory impairments, language delays, emotional disturbance, and learning disabilities; introduction to approaches and debates on reading and language arts instruction for native English speakers and English language learners. Prerequisite: Upper div. status, Dept. approval. 3 credits. EdSE 640 Assessment of Individual Di f ferences in General Educat ion and Special Educat ion: A Socio-Cul tural Perspect ive Assessment in general education and special education of individual differences in intelligence, learning potential, personality, motivation, and school achievement; management of data from assessment and monitoring of student progress; characteristics of standardized tests; the role of educational testing in informing instruction; assessment of young children; use of achievement tests; relationship between assessment and program design; introduction to dynamic (or interactive) assessment; differences between static and dynamic assessment; the use of teacher-made, informal tests; opportunity to observe and practice use of achievement tests, curriculum-based assessment, and curriculum-oriented dynamic assessment approaches in classrooms. Prerequisite: Upper div. status, Dept. approval. 3 credits.
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0.00 Credits
Seminar on the nature of substances of abuse, including legal as well as illegal drugs; factors associated with avoidance of and resistance to use and abuse of substances; risk factors; research on effective school-based substance abuse prevention programs. Current literature on substance abuse and school based prevention programs is distributed. 0 credits.
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0.00 Credits
Seminar on the identification and reporting of child abuse and neglect; signs and symptoms to look for; ways to approach children; understanding the variety of ways children may convey that they are being abused or neglected; the teacher's fear of reporting abuse or neglect; rationalizations for not reporting; working with systems; the aftermath of reporting abuse or neglect. 0 credits.
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0.00 Credits
Educat ion, Prevent ion of Chi ld Abduct ion, and Fi re and Arson Prevent ion Basic principles of child safety education; understanding particular safety issues and risk factors for different ages; using developmentally appropriate methods and materials to convey safety principles; proper use of materials and environments with attention to safety hazards, including fire; refusal skill instruction including those related to fire and arson prevention as well as child abduction. 0 credits.
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2.00 Credits
Prevent ion and Intervent ion This two hour, non credit seminar includes instruction on: statutes, regulations and policies relating to a safe, nonviolent school climate; effective classroom management techniques and academic supports that promote a nonviolent school climate and enhance learning; social and problem-solving skill development for students within the regular school curriculum; warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; intervention techniques to address a school violence situation; and how to participate in an effective school/community referral process for students exhibiting violent behavior. A booklet on violence prevention and intervention will be distributed and discussed. 0 credits. Preparat ion Seminars for NYSTCE Exams Twelve hours of seminars to help students prepare for New York State Teacher Certification Exams are offered free each semester. 0 credits Course Descr ipt ions, Speci f ic Pedagogical Core in SPECIAL Educat ion:eARLY cHILDHOOD Educat ion
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3.00 Credits
A two-semester survey of Western history from the rise of Greek civilization through the nineteenth century. The first semester covers Classical Greece, the Roman Republic and the Empire, the Early Middle Ages, the High Middle Ages, Medieval Society, the Late Middle Ages, the Renaissance and the Age of Discovery, and the Reformation. The second semester deals with Constitutionalism and Absolutism, the thought and culture of the 16th century, the Old Regime, the Enlightenment, the French Revolution, the Napoleonic Era, Nationalism, Liberalism and Conservatism, economic advance and social conflict, and the Age of Nation States. 3 credits each.
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