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.
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
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
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
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
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
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.