Education

Academic Programs

Courses

EDUC 503: Competency in the Teaching of Literacy

Credits 3
Study of theories of literacy development and strategies appropriate to teaching literacy in the early childhood, childhood, and adolescent classroom. Topics covered include strategies for teaching emergent literacy, word identification, phonics, phonemic awareness, meaning, comprehension, instructional materials, and identifying instructional needs.

EDUC 505: Literacy in the Content Areas

Credits 3
The emphasis is on the application of literacy to subject area learning. It takes a balanced approach, providing a realistic and practical treatment of literacy as related to text review. Literacy strategies in content areas and study techniques are examined.

EDUC 570: Literacy Seminar & Field Experience

Credits 3 6
Emphasis is placed on the selection of literacy materials, grouping practices and literacy strategies for small and large groups of students (including students with disabilities) in a public school setting. This experience coordinates the literacy curriculum with various school personnel and stresses the development of parental programs at the early childhood, childhood, and adolescent levels. Those seeking a SWD all grades require 100 field experience hours, 20 of which are with SWD, while those seeking a LIT require100 hours.

EDUC 604: Diagnostic and Remedial Techniques in Literacy

Credits 3
Provides students with in-depth knowledge of procedures for assessing specific literacy problems, and strategies for the correction of reading difficulties of students within a broad range of disabilities, including dyslexia. At the conclusion of this course, teachers should be able to administer and interpret several diagnostic instruments and communicate these results to parents and be able to design literacy programs at all areas of literacy at the early childhood, childhood levels, and adolescent levels.

EDUC 605: Literacy in the Content Areas

Credits 3
The emphasis is on the application of literacy to subject area learning. It takes a balanced approach, providing a realistic and practical treatment of literacy as related to text review. Literacy strategies in content areas and study techniques are examined.

EDUC 613: Literature for Children and Adolescents

Credits 3
A practical approach to the study and selection of literature from early childhood through secondary education. The riches of classical and contemporary writings are overviewed for classroom use. Various approaches to working with students and literature are introduced, as well as how literature can be integrated into the early childhood, childhood, and adolescent curriculum.

EDUC 620: School Violence Prevention and Intervention Workshop (SAVE)

Credits 0
This workshop provides teacher candidates with training in school violence prevention and intervention. Topics include: the warning signs that relate to violence or signal precursors to violent behavior in children; the statutes, regulations and policies relating to a safe, nonviolent school climate; academic supports and management strategies that promote a nonviolent school climate; methods for integrating social skill development and problem-solving skills into ongoing curriculum and instruction; intervention techniques for addressing violent situations; and, referral processes for students with violent behaviors. This course must be completed prior to student teaching.

EDUC 622: Dignity for All Students Workshop (DASA)

Credits 0
This workshop fulfills the training requirement on harassment, bullying, and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act and reporting requirements for educators and more. This course must be taken prior to student teaching.

EDUC 695: Master's Research

Credits 3
Designed to be a culminating project for those who have completed the majority of coursework in the program. May be designed with special research or practical orientation.

SPED 541: Inclusion and Students with Autism

Credits 3

This course provides a comprehensive examination of the assessment, diagnosis, and evaluation of students with mild, moderate and multiple disabilities, with a special focus on Autism. Students explore the etiology, prevalence, and characteristics of learners across this spectrum, developing foundational knowledge and practical skills for supporting neurodiversity through evidence-based instructional methodologies. The curriculum focuses on instructional design that promotes communication, socialization, and the generalization and maintenance of skills within the general and special education environment. Special focus will include the use of research-based best practices related to positive behavioral supports, functional behavioral assessments, and behavioral intervention plans, alongside the effective use of assistive technologies. Further emphasis is placed on fostering collaboration between the home, school, and community. During this course, students seeking dual certification (Elementary Education 
(1-6) and Special Education (All Grades)) will complete 15 hours in a 7–12 Special Education classroom.

SPED 542: Collaboration and Advocacy with Schools and Families

Credits 3
Provides methods for working collaboratively with families and interagency personnel. Strategies for collaboration and professional advocacy related to the law and legal issues as well as instructional practice in order to create and sustain inclusive learning environments.

SPED 556: Introduction to Inclusive Schooling and Development

Credits 3
This course involves understanding the characteristics of the range of disabilities, and specific instructional strategies and methods linked to learning processes and human development. Historical, philosophical, legal, cultural and ethical foundations of educating students with disabilities are examined.

SPED 557: Inclusive Curriculum & Instruction for Special Educators (all grades)

Credits 3
Provides students an opportunity to explore and apply current pedagogy and trends in the education of students with disabilities (all grades). Students will learn about and engage in the collection and use of educational data to assess and teach students with disabilities. Educational planning, material adaptation, and curriculum development are also addressed. Emphasis is placed on creating access to curriculum and supporting students within the inclusive classroom, specifically within the content areas of reading, mathematics, social studies, and science.

SPED 559: Multimodal Lit-Inclusv Classrm

Credits 3
This course examines an expanded definition of text to include multimedia and visual texts. Using formal and informal assessment tools and assistive technology, methods of teaching literacy skills to SWD across content areas is taught.

SPED 564: Environmental Design and Humanistic Supports

Credits 3
This course involves understanding the effects of classroom environment on student behavior and the development of positive behavioral supports including problem solving and conflict resolution strategies. Assignments include behavioral observation, assessment and intervention.

SPED 570: Special Education Practicum (all grades)

Credits 3 6
This practicum involves understanding the characteristics of children with disabilities and the instructional strategies and methods used to facilitate their learning process. Students complete at least 70 days or 50 hours (depending on NYS exemption requirements) designing and delivering instruction to students with disabilities in pk-6 and 7-12 educational settings. The accompanying seminar provides opportunities for integration of experiences. The graduate program portfolio is a requirement of the course.

SPED 645: Teaching Students with Learning Disabilities

Credits 3
This course involves a study of a range of learning disabilities. Historical, philosophical and legal, foundations provide context for the examination of specific instructional strategies linked to the learning processes of students with learning disabilities.

SPED 658: Managing Students with Disabilities in an Inclusive Classroom

Credits 3
This course involves understanding the effects of classroom environment on student behavior and the development of positive behavioral supports including problem solving and conflict resolution strategies. Assignments include behavioral observation, assessment and intervention.

SPED 671: Assessing and Evaluating Students with Disabilities

Credits 3
This course focuses on the process of identifying, assessing, and diagnosing students with disabilities, including selecting, administering, and analyzing test data to develop individualized educational plans that are both culturally responsive and developmentally appropriate.