EDU 500S Technology for Special Education (1)

Students will be introduced to a variety of computer applications and assistive technology designed for use by individuals with disabilities and teachers in the field of special education. Computer technology will be shown to be of use as an adjunct in the instruction of students with disabilities and as an aid in their daily functioning. A variety of hardware and software will be demonstrated and reviewed.

EDU 580 Introduction to Special Education (3)

This introductory course will acquaint students with the basic concepts of individual diversity and the impact of variation on interactions with the family, school, community society and the work place. A social systems perspective will be applied to address the unique development experienced by learners with disabilities. Characteristics of learners with mild, moderate, severe and multiple disabilities with be emphasized. The historical, social and legal roots from which special education has evolved will be examined. Field work investigations are required.

EDU 581 Instruction in the Content Areas for Students with Special Needs (3)

This course emphasizes the application of practical, relevant instructional approaches derived from theory and research to the education of learners with special needs in regular or special education classrooms Three broad objectives underpin this course. The first is to direct attention to the necessity for effective teaching methods that will result in the learning of specific skills and concepts. The second is to introduce students to content area curricula as presented in the New York State learning standards. The third is to apply knowledge of methods and the standards to the design of appropriate instruction for remediation or enrichment in the content areas for students with special needs.

EDU 582 Applied Behavior Analysis (3)

This course is designed to prepare teachers and behavior specialists to analyze and manage the behavior and social interaction skills of children who have developmental disabilities. Functional analysis of behavior (single-subject data collection and analysis, behavior program design, implementation and appraisal). Characteristics of learners with moderate, severe, and multiple disabilities will be emphasized. Includes field work.

EDU 583 Educational Interventions for Young Students with Disabilities (3)

The theories of developmental appropriateness and constructivism will be the organizing forces of this course and will be applied to the acquisition, remediation and enrichment of literacy, numeracy and social skills of students with disabilities. The New York State standards will be used as the basis for the design of appropriate instructional lessons in the areas of language arts, social studies, science and math. A field work component is included.

EDU 584 Educational Interventions for Middle and High School Students with Disabilities (3)

The focus of this course is the practical application and implementation of research based practices with adolescents with mild disabilities in special education or regular education settings in the school and community. In order to prepare these students for the postsecondary work environments of the twenty first century, effective instructional methods, models, and materials in the literacy, math and social skills will be explored. The NYS standards will be used as the basis for the design of instructional plans and units. A field work component is included in this course.

EDU 585 Collaboration and Consultation in Special Education (3)

Both special education enabling legislation (IDEA) and civil rights nondiscriminatory legislation (Section 504) mandate that students have a right to a free and appropriate public education (FAPE) in the least restrictive environment (LRE). The inclusion of students with special needs in general education classrooms and students placed in self contained settings require a team approach to educational programming. Educators must collaborate with professionals, parents and support personnel to maintain the overriding goal of successful educational outcomes for each student. This course will introduce students to the theoretical structure and methods of collaboration and consultation in the school and home setting in order to achieve that goal. Field work requirement.

EDU 613 Assessment Techniques (3)

The focus of this course is on the construction and analysis of educational measurement and research instruments. Students will critically examine the standardization process, basic statistical concepts, norm and criterion referenced testing, and the interpretation and reporting of testing data. Evaluation techniques in the areas of special education, reading, and general classroom assessments (K-12) will be addressed.

EDU 661 Diagnostic / Prescriptive Techniques for Use with Exceptional Students (3)

This course focuses on the use of practical diagnostic instruments in order to design an appropriate instructional program for students with disabilities. Participants will use information collected from assessment instruments to guide them in the selection of instructional methods and curricula that will be effective in meeting the individual needs of students with disabilities.

EDU 662 Teaching Students with Learning Disabilities (3)

This course is designed to provide an overview of the condition of specific learning disabilities in students. The emphasis will be on disorders in the basic psychological processes that often underlie learning disabilities as well as the indicators of learning disabilities that manifest themselves in skill acquisition, content area achievement and social / emotional development. Diagnostic, remedial and evaluative strategies will be explored as well as methods of instruction aligned with the New York State learning standards and adapted for students with special needs. Includes field work assignment.

EDU 663 Teaching Students- with Emotional / Behavioral Disorders (3)

This course will focus on the etiology, characteristics, identification, and behavioral and educational strategies associated with students classified as emotionally and / or behaviorally disordered. The legal mandates, the procedures for assessment and placement, family issues, social skills and interactions, and classroom (regular or special education) interventions with a special emphasis on behavior management strategies will be examined.

EDU 664 Research in Special Education (3)

This course is designed to prepare graduate students to become competent consumers of research in the area of special education. Students will become acquainted with current research, the research process, and the tools of research.

EDU 668A Practicum - Adolescence Level (3)

This course provides conditions under which the student can demonstrate competencies by working with students with disabilities at the adolescence level under the supervision of a qualified teacher. This course provides experience in administering assessments, designing instructional plans (IEPs), data collection and analysis and instructional adaptations of content area subjects.

EDU 668C Practicum in Special Education (Childhood Level) (3)

This course provides conditions under which the student can demonstrate instructional competencies by working with young children (grades 1-6) with disabilities under the supervision of a qualified teacher. This course provides experience in diagnostic techniques, the design of IEPS, data collection and analysis and instructional adaptations. A minimum of 20 days of field work is required.

EDU 700A Analysis of Teaching and Learning Behaviors (3)

The focus of this course is the use of action research as a method to guide teacher decision making and planning in an educational setting. Students will examine the potential, the problems and the impact of action research and then generate areas of teaching and learning behaviors appropriate for an in-depth analysis. A plan will be developed to address the action or strategy that has been chosen for analysis and will include: implementation strategy, timetable, data collection and method of analysis.

EDU 800 Thesis Project (3)

The thesis research project serves as a culminating experience for master's degree students in Elementary Education, Reading and Special Education. During this semester, students will be assigned to a faculty mentor who will provide guidance towards the completion of the original thesis work.