SED 501 – Introduction to Children with Disabilities in Educational Settings • 3 credits
A course designed to provide students with an understanding of individuals with disabilities and exceptionalities, the similarities and differences that occur among individuals who are defined as exceptional, and how these variations relate to typical development. A focus on the 13 primary disability categories provided by IDEA and Part 200 is provided. Legal, historical and cultural perspectives of disability within our culture are provided as candidates evaluate current issues in the field. Topics related to working with families and children from diverse backgrounds, including those with limited English proficiency, earlyidentification of children with disabilities, and intervention models are included. The type and range of services available within national, state and local communities are examines, with a focus on home-school-communitiy partnerships. Content related to NYSED requirements for training on autism spectrum disorders is included in this courseA 10-hour field experience is required. Fingerprint clearance.Fall, Spring, Summer.
SED 512 – Approaches to Classroom Management and Individualized Behavior Support • 3 credits
A course designed to provide the student with a general overview of formal behavioral assessments, the use of functional behavioral assessment, and the development of behavior intervention plans. An additional emphasis is placed upon the diagnosis of students with disabilities, the establishment, and the evaluation of positive classroom environments through the use of applied behavior analysis and other techniques used to promote positive social interactions of students with disabilities. These techniques are rooted in the historical, social and legal foundations of special education. School-wide positive behavior supports will provide the framework for understanding the more individualized focus for students with more intensive needs. Content related to NYSED requirements for training on autism spectrum disorders is included in this course.A 15-hour field experience is required Prerequisite: Fingerprint clearance. Fall, Spring, Summer.
SED 517 – Adapting Instruction for Students in Inclusive Settings 1-8 • 3 credits
A course designed to provide the candidate with a comprehensive review of the various curricular and instructional accommodations for students in inclusive educational programs grades 1-8. The course focuses primarily on the characteristics and needs of learners with high incidence disabilities and research-based accommodations and modifications across content areas that have been shown to be effective for these students. The role of assistive technology in the inclusive classroom will be presented. Students will demonstrate the ability to work within collaborative partnerships to develop Individualized Education Plans (IEP) and to design instruction to meet the individual needs of students with disabilities in the general education setting. Accommodations will be made for students who need to integrate content and pedagogy. The principles of service learning will be embedded in course projects.A 15-hour practicum experience is required. Prerequisite:Fingerprint clearance. Fall, Spring, Summer.
SED 520 – Children and Youth with Emotional Disturbance and Behavior Disorders • 3 credits
A course addressing the characteristics, assessment, intervention and treatment of school-aged children identified as emotionally disturbed or behavior disordered. Prerequisite: SED 502 or a course in general psychology or approval of the instructor.
SED 530 – Instructional Practices for Students with Learning Disabilities • 3 credits
This course is designed to enable teacher candidates to design, deliver, and assess instruction at the course, unit, and lesson levels.A particular emphasis is placed on the various instructional strategies across domains of learning that can be used with students with disabilities who are in inclusive middle and high school classrooms as they pursue rigorous curricula in mathematics, science, and technology. Emphasis is placed on integration of content areas and the ability to design units and lessons in accordance with the New York State Learning Standards as well as professional group standards. Curriculum design for learners with a full range of needs and abilities will be considered and implemented. Evidence based practices for the acquisition, retention, and expression are applied to the content area. To allow for teachers to meet the executive and academic functioning needs. Research-based instructional strategies will provide the basis for student- centered and inquiry-based approaches in the planning, implementation and evaluation of instruction. Collaboration and consultation methods and models will be integrated in this course. Required field experience is 12 hours. Prerequisite: SED 519. Spring.
SED 539 – Instructional Practices in Special Education for Middle and High School • 3 credits
This course is designed to enable teacher candidates to design, deliver, and assess instruction at the course, unit, and lesson levels. A particular emphasis is placed on the various instructional strategies across domains of learning that can be used with students with disabilities who are in inclusive middle and high school classrooms as they pursue rigorous curricula in English, mathematics, science/technology, and social studies. Emphasis is placed on integration of content areas and the ability to design units and lessons in accordance with the New York State Learning Standards as well as professional group standards. Curriculum designed for learners with a full range of needs and abilities (including those with disabilities and English language learners) will be considered and implemented. Evidence based practices for the acquisition, retention, and expression are applied to the content area. Research-based instructional strategies will provide the basis for student- centered and inquiry-based approaches in the planning, implementation and evaluation of instruction. Collaboration and consultation methods and models will be integrated in this course. Required field experience is 12 hours.
SED 543 – Home-School-Community Relationships • 3 credits
This course traces the historical roots of home-school-community relationships and draws implications for current practice. Approaches for establishing and sustaining collaboration among professionals, parents, caregivers and community agencies on behalf of children will be explored. Techniques for involvement of each of these groups in assessment, education and program evaluation will be examined.
SED 550 – Developmental Assessment of Young Children – Identifying Special Needs • 3 credits
This course addresses assessment practices with young children in the cognitive, communication, social, motor and self-care domains. Emphasis is placed on observational methodologies, using developmental, criterion-referenced and standardized instruments as well as curriculum-based assessment. Information is linked to Individualized Education Plans and interventions. A 5-hour field experience is required. Prerequisites or co-requisites: EPY 545, SED 501 (for ECE majors), SED 512 (for Special Education Birth-Grade 2 majors). Fingerprint clearance required. Fall.
SED 568 – Assessment and Instructional Practices for Students with Moderate/Severe Disabilities • 3 credits
This course presents students with the practices and procedures necessary to complete individual student assessment, program development and implementation of effective instructional practices when educating students with significant disabilities. Emphasis is placed upon assessment procedures that incorporate family involvement and transdisciplinary teaming. Students will be involved in assessment procedures for the purpose of IEP development, as well as alternative assessment and measurement of student progress. Individual planning will include the use of New York State Learning Standard, modification of typical curriculum and the importance of social, communication and behavioral outcomes for successful inclusion in school and community settings. A 15-hour classroom practicum experience is required. Prerequisites or co-requisites: SED 512 and SED 517 or SED 519 or equivalent course in curriculum. Fall, Summer.
RDG 561 – Developmental Reading • 3 credits
Methods of teaching reading to elementary school children including pre-reading experiences, basic reading skills, vocabulary development and reading enrichment; emphasis on providing for individual differences.
RDG 572 – Diagnosis of Reading Problems • 3 credits
Prevention and detection of reading problems, theory, standardized and informal testing techniques and interpretation of data. Individualized diagnosis of reading disability case.
RDG 573 – Remediation of Reading Problems • 3 credits
Teaching techniques for prevention and correction of reading problems, instructional materials and individual treatment of a student.
RDG 576 – Reading Comprehension and Thinking • 3 credits
Procedures for teaching students to comprehend various types of materials.
RDG 577 – Corrective Reading in the Classroom • 3 credits
Specifically designed to assist classroom teachers with the identification and remediation of ordinary reading difficulties and the selection of appropriate reading materials.
RDG 580 – Reading and Writing • 3 credits
Techniques for improving writing instruction with emphasis on the relationship between reading and writing.
