| • Message
from the Program Directors
• Programs
Offered
• Program
Description
• Admissions
Policies
• Degree Requirements
• Course
Descriptions
• Faculty
• CASE
Survey Form
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Message From the Program Directors
You are entering teacher education during an exciting time
of change and progress, and we welcome you to the Education
programs at the Rockland Graduate Campus of Long Island University. We are a student-centered campus, and we pride ourselves on our commitment to students. Our coursework is offered at flexible times, and we are available to answer your questions, listen to your concerns, and support your efforts.
As of February 1, 2004, New York State has changed teacher certification requirements. All education programs at the Rockland Graduate Campus have been approved by the New York State Education Department and meet their requirements. Our programs have been designed to provide the highest quality in teacher education so that our students are prepared for the demands of the profession.
We offer a number of opportunities for our students. Our Best Practice Seminar series, scheduled each semester, features specialists and experts on topics of interest to students and professionals in the field. The series provides students with the latest high quality professional development in best practices. These seminars are designed to put theory into practice in order to focus classroom instruction, employ effective strategies, and support student achievement and success. Selected topics have included balanced literacy, differentiated instruction, shared inquiry using texts, guided writing, and Smart Board Technology.
Our Career and Counseling Center provides assistance to students in a number of areas, including resume writing. Once students develop a resume, copies are put into a publication which is provided to local school districts. Each year administrators from selected school districts provide a panel discussion for students which focuses on successfully obtaining a teaching position. Information from the panelists has included:
- what makes a resume attractive?
- what questions might be asked in an interview?
- what are districts looking for in their new teachers?
- what do districts expect new teachers to know and be able to do?
- what sample artifacts might be appropriate to bring to an interview?
The Campus also provides the following workshops required for obtaining certification: the 2-hour child abuse seminar, the 2-hour Project S.A.V.E. seminar, and the Health and Substance Abuse Seminar.
The Program Directors have regular office hours and are available in person during the day, at Open House and other events in the evening, and via email. Questions regarding Admissions can be directed to the Office of Admissions. A wide variety of scholarships are available to students, and information regarding both scholarships and financial aid can be obtained through the Financial Aid Office.
Come join us at the Rockland Graduate Campus. Expand your opportunities; Extend your possibilities.
Sincerely,
Elaine B. Geller, Program Director, Special Education and Literacy
Nancy T. Goldman, Ed.D., Program Director, Curriculum and Instruction
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| PROGRAM DESCRIPTION
 The
teacher education programs at the Rockland Graduate Campus
are committed to the importance of education in contributing
to an improved quality of life. Through our varied programs
of professional study, we prepare teachers and specialists
who have commitment and competence to help young people
achieve dignity, preserve individuality, develop democratic
values, and find self-fulfillment.
The Rockland Graduate Campus is committed to providing
professional experiences that are important aspects
of programs of study of professional educators. These
experiences bring the prospective teacher and specialist
face-to-face with the realities of the classroom, the
school and community, and also provide opportunities
for participation in the study, research and analysis
of contemporary problems in education.
|
| Adolescence
Education Grades 7-12 M.S. Ed.
The M.S. Ed. in Adolescence Education
is a 33 credit Master’s Degree Program that leads
to initial certification in New York State and New Jersey
in grades 7-12.
The Adolescence Education Program prepares change-of-career
professionals for the highly fulfilling career of teaching
at the intermediate and high school levels. The program
provides a thorough developmental and theoretical framework
while exploring the various methods of teaching English,
mathematics, social studies, or one of the sciences (biology, chemistry, earth science and physics).
Childhood Education
M.S.
(Grade 1 — Grade 6)
The Childhood Education Program prepares students for
the highly fulfilling career of teaching at the elementary
school level. This program will provide a thorough developmental
and theoretical framework while exploring various methods
of teaching literacy, mathematics, science, and the
social sciences. (39 credits)
Childhood/Childhood
Special Education M.S.
Prepare for a future in education which not only broadens
your scope of choices and expertise in childhood education,
but enables you with the skills to deal with diverse
populations of students. This program is designed for
those graduate students wishing to enter the teaching
profession who are interested in becoming dually certified
in Childhood Education (1-6) as well as Special Education
(1-6). (48 credits)
Childhood/Literacy B-6
M.S.
This dynamic program, which leads to dual New York State
Certification in Childhood Education and Literacy offers
those graduate students wishing to enter the teaching
profession some unique options as well as providing
them with highly desirable elementary credentials. Graduate
students enrolled in this program will not only become
skilled as childhood teachers but will also possess
literacy expertise which will enable them to be reading
consultants, as well. (48 credits)
Special Education M.S. Ed.
This program is specifically designed for those students
who already hold certification in childhood or elementary
education and are seeking to extend their scope of knowledge
and expertise in the field of Special Education (grades
1-6). Preparing teachers with the knowledge, strategies
and skills to work with growing populations of special
needs and learning disabled students is the focus of
this course of study which leads to professional New
York State Teacher Certification. (30 credits)
Literacy - Birth - Grade
6 M.S. Ed.
Designed for students who already hold childhood or
elementary certification, this M.S. program has two
primary purposes; to prepare individuals to work in
school and/or clinical settings as reading specialists,
and to help teachers meet requirements for New York
State professional certification as reading teachers
B-6. Students enrolled in this program will gain expertise
in conducting reading assessments and evaluations, designing
programs to accommodate specific needs, and selecting
and organizing materials for enrichment and remedial
instruction. (30 credits)
Special Education with Concentration in Autism M.S.Ed.
The new "C.A.S.E." program, Concentration in Autism in Special Education, is a 30-credit Master’s degree program that leads to an M.S.Ed. in Special Education with a Concentration in Autism. This program leads to NYS Teacher Certification in Students with Disabilities. The C.A.S.E. program has been designed for those already holding a teaching certificate and will provide the requisite course work for educators to work in teams with psychologists, social workers and families to respond to the special needs of this student population.
This program is designed to prepare highly specialized educators to work with special education students, most particularly those with autism spectrum disorder. It also prepares educators to work in teams with psychologists, social workers, and families to respond to the special needs of this unique population. The C.A.S.E. Program is one of a few such programs in the nation and the only one of its kind in the Hudson Valley. Candidates admitted for study must possess initial teaching certification and will complete 30 semester hours of specialized coursework including a practicum in special education/autism. This program will lead to an M.S.Ed in Special Education.This program is designed to nurture the development of the requisite knowledge, skills, and dispositions that characterize an effective special educator in such areas as assessment and diagnosis, behavior management, communication development, diagnosis and treatment, and curriculum-based assessment and instruction.
Certificate Extension - Gifted Education
The Rockland Graduate Campus is offering
two courses in gifted education to provide
teachers with the opportunity to obtain their extension
in gifted education. Starting in September 2006, teachers
not currently working in gifted and talented or challenge
programs are required to complete two courses in
the area of gifted education in order to obtain such
positions in the schools. The Rockland Graduate Campus
of Long Island University is one of only a very few
New York State universities offering this extension
program.
The two courses, Differentiated Instruction
and Nature and Needs of the Gifted Learner, are offered
in alternate semesters, thereby enabling participants to obtain
the certification extension from the New York State Education Department.
These two courses will be of special interest to teachers
who want to work with students who have been identified
for placement in special programs in their school districts
and for teachers who are working in districts which
support differentiated instruction for students.
For more information contact Dr. Nancy Goldman at nancy.goldman@liu.edu
or Admissions at Rockland@liu.edu. |
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ADMISSIONS POLICIES
Education Programs
 All
applicants for admission to the Master of Science in Childhood,
Childhood & Literacy and Childhood & Special Education
must have completed a baccalaureate degree from an accredited
institution of higher education. This shall include a concentration
in one of the liberal arts and sciences and college-level
work in English, mathematics, science, social studies, and
a language other than English. If the applicant has completed
an undergraduate major in an area other than education or
the liberal arts, he or she will be admitted as a fully matriculated
graduate student providing that the major is deemed appropriate
for continued study at the graduate level and has sufficient
depth and breadth in the major area of the baccalaureate degree.
Such majors include, but are not limited to, fine arts, accounting,
business, communications, engineering, and the health sciences.
In addition, they shall have completed 3 credits of
college-level study in a language other than English. If a
student’s grade point average falls below the stated
requirements or if deficiencies in a student’s liberal
arts background exist which affect liability for New York
State Certification, the individual may be admitted on a limited
matriculation basis. In addition, applicants for the Literacy
or Special Education programs must possess a provisional/initial
teacher certification.
Note: For the Special Education with a Concentration in Autism,
admissions requirements include a 1-2 page personal statement
describing your commitment to working with children on the autistic
spectrum. An interview with the Program Director may also be required.
Exceptions
Should the student decide to apply for N.Y.S. certification
independently, it will be that student’s responsibility
to meet the requirements in effect at that time.
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DEGREE REQUIREMENTS
|
M.S. Ed. IN ADOLESCENCE EDUCATION
|
| Core/Pre-Requisite
Courses – 24 credits |
| Course # |
Title |
| EDI 551 |
Psychology of the Adolescent
Student |
| EDI 601 |
Social Foundations of
Education |
| EDS 600 |
Introduction to Study
of Exceptional Child |
| EDS 618 |
Literacy Assessment and
Instruction for Diverse Learners: Grades 5 – 12 |
| EDI 643 |
Race, Class, and Gender:
Teaching Diverse Populations |
| EDI 677 |
Curriculum & Assessment
for Classroom Teachers |
| EDS 640 |
Reading in the Content
Area |
| EDI 700 |
Introduction to Educational
Research |
One of the following courses must be completed –
3 credits |
EDS 614
Or
EDI 658 |
Literacy & Adolescent
Literature
Teaching English in Secondary School |
| EDI 655 |
Teaching Science in Secondary
School |
| EDI 659 |
Teaching Mathematics
in Secondary School |
| EDI 660 |
Teaching Social Studies
in Secondary School |
Student
Teaching & Research – 6 credits |
| EDI 712 |
Supervised Student Teaching
and Seminar: Adolescence |
Total
33 Credits |
Culminating Experience
Final Project (Teaching Portfolio) |
Other
requirements for New York State certification:
Fieldwork – 10 -20 hours required
per course (100 hours total)
Child Abuse Seminar
SAVE – Schools Against Violence Education Act Seminar
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Completion of LAST, ATS-W, CST (Area of concentration) |
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|
CHILDHOOD
EDUCATION (Certificate in Grades 1 — 6)
|
|
Core/Pre-Requisite Courses — 15 credits
* All core courses
must be taken prior to co-related courses and pedagogical
core courses
|
| Course # |
Title |
|
EDI 600
|
Psychological and Developmental Foundations of Education
|
|
EDI 601
|
Social Foundations of Education
|
EDI 643
|
Race, Class, and Gender: Teaching Diverse Populations
|
|
EDI 677
|
Curriculum & Assessment for Classroom Teachers
|
| EDI 700 |
Introduction to Educational
Research |
Co-Related Core Requirements — 9 credits |
| EDS 610 |
Literacy Teaching and Learning:
Birth — Grade 6 |
|
EDS 611
|
Literacy Assessment and Instruction for Diverse Populations:
Birth — Grade 6
|
| EDS 633 |
Accommodating Learners with Special Needs in Inclusive Settings (Including Technology and Inclusion) |
Pedagogical Core — 9 credits* |
|
EDI 612
|
Teaching Social Studies in Grade 1-6
|
|
EDI 613
|
Teaching Mathematics in Grade 1-6
|
|
EDI 614
|
Teaching Science in Grade 1-6
|
Student Teaching — 6 credits |
|
EDI 709
|
Supervised Student Teaching and Seminar for Grade 1-6
Completion of the required teaching portfolio. |
|
39 — 42 Credit Total
Other requirements for NY State certification:
• Fieldwork
— 10 hours required per course
• Health/Substance
Abuse
• Child
Abuse
• SAVE
— Schools Against Violence Education Act
• Fingerprinting
|
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|
CHILDHOOD EDUCATION 1-6/LITERACY B-6 (Dual Certification
Program)
|
| Curriculum & Instruction
Courses: |
| Course
# |
Title |
|
EDI 600
|
Psychological and Developmental Foundations of Education
|
|
EDI 601
|
Social Foundations of Education
|
|
EDI 612
|
Teaching Social Studies in Grade 1-6
|
|
EDI 613
|
Teaching Mathematics in Grade 1-6
|
|
EDI 614
|
Teaching Science in Grade 1-6
|
|
EDI 677
|
Curriculum & Assessment for Classroom Teachers
|
|
EDI 910
|
Supervised Student Teaching & Seminar Grades 1-6
|
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Special Education & Literacy Courses: |
| Course
# |
Title |
|
EDS 600 |
Introduction to the Study of the Exceptional Child
|
|
EDS 610
|
Literacy Teaching & Learning: Birth-Grade 6
|
|
EDS 613 |
Literacy Through Children’s Literature: Birth-Grade
6
|
|
OR
|
|
EDS 619 |
Literacy Through Literature Across the Curriculum:
Birth-Grade 6
|
|
EDS 640
|
Literacy Through the Content Area: Birth-Grade 6
|
|
EDS 642 |
Literacy/Language Arts Communities: Birth-Grade 6
|
| EDS 615 |
Practicum I. Literacy Assessment & Intervention: Birth-Grade 6 |
|
EDS 616 |
Practicum II. Overcoming Literacy Difficulties: Birth-Grade
6 (Supervised Clinic)
|
|
EDS 703 |
Practicum III. Literacy Difficulties: Birth-Grade 6
(Supervised Clinic)
|
|
EDS 622 |
Contemporary Issues and Research in Literacy: Birth-Grade
6
|
|
Culminating Experience: Teaching Portfolio (48 Credit Total)
Other requirements for NY State certification:
• Fieldwork
— 10 hours required per course
• Health/Substance
Abuse
• Child
Abuse
• Project
S.A.V.E. — Schools Against Violence Education Act
• Fingerprinting
|
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| CHILDHOOD
EDUCATION AND CHILDHOOD SPECIAL EDUCATION 1-6
(Dual Certification Program) |
|
Curriculum & Instruction Courses:
|
| Course
# |
Title |
|
EDI 600
|
Psychological and Developmental Foundations
of Education
|
|
EDI 601
|
Social Foundations of Education
|
|
EDI 612
|
Teaching Social Studies in Grade 1-6
|
|
EDI 613
|
Teaching Mathematics in Grade 1-6
|
|
EDI 614
|
Teaching Science in Grade 1-6
|
|
EDI 677
|
Curriculum & Assessment for Classroom
Teachers
|
|
EDI 710 |
Supervised Student Teaching & Seminar
Grades 1-6
|
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Special Education and Literacy Courses |
| Course
# |
Title |
|
EDS 600
|
Introduction to the Study of the Exceptional
Child
|
|
EDS 610
|
Literacy Teaching & Learning: Birth-Grade
6
|
|
EDS 617
|
Literacy for Children with Disabilities:
Birth-Grade 6
|
|
EDS 630
|
The Assessment & Instruction of
Students with Mild Disabilities
|
|
EDS 631
|
The Assessment & Instruction of
Students with Severe Disabilities
|
|
EDS 632
|
The Assessment, Instruction & Classroom
Management for Children with Emotional & Behavioral
Problems
|
|
EDS 633
|
Accommodating Learners with Special
Needs in Inclusive Settings (Includes Technology &
Inclusion)
|
|
EDS 712
|
Supervised Student Teaching in Special
Education
|
|
EDS 624
|
Contemporary Issues and Research in
Special Education/Culminating Experience
|
Culminating Experience: Teaching Portfolio (48 Credit Total)
Other Requirements for NY State
certification:
• Fieldwork
— 10 hours required per course
• Health/Substance
Abuse 2-hr. seminar
• Child
Abuse 2-hr. seminar
• Project
S.A.V.E. (Schools Against Violence Education Act) 2-hr.
seminar
• Fingerprinting
|
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DEPARTMENT OF SPECIAL EDUCATION AND
LITERACY
|
Plan of
Study – Stand Alone Master’s in Literacy—Birth—Grade
6
(For Students certified in Education) |
| Course # |
Title |
| EDS 610 |
Literacy Teaching and
Learning: Birth—Grade 6 - 3 Cr.
(Elective, if comparable course has been taken within
past 5 years) |
Electives: Summer Institute |
| EDS 617 |
Literacy for Children
with Disabilities - 3 Cr. |
| EDS 618 |
Literacy Assessment
and Instruction for the Classroom Teacher - 3 Cr. |
| |
| EDS 600 |
Introduction to the Study
of Exceptional Child - 3 Cr.
(Elective, if comparable course has been taken within
past 5 years) |
| |
| Electives |
EDS 630, 632 or 633 |
| |
| EDS 613 |
Literacy and Children’s
Literature: Birth—Gr. 6 - 3 Cr. |
| EDS 619 |
Literacy and Literature-based
Reading Instruction: Birth-Grade 6 - 3 Cr. |
| EDS 640 |
Literacy in the Content
Areas: Birth—Grade 6 - 3 Cr. |
| EDS 642 |
Literacy & Language
Arts Instruction: Birth—Grade 6 - 3 Cr. |
| EDS 615 |
Practicum I. Literacy
Assessment & Intervention:
Birth—Grade 6 (Supervised Clinic) - 3 Cr. |
| EDS 616 |
Practicum II. Literacy
Intervention: Birth—Grade 6 - 3 Cr.
(Supervised Clinic) |
| EDS 703 |
Practicum III. Overcoming
Literacy Difficulties:
Birth—Grade 6 (Supervised Clinic) - 3 Cr. |
| EDS 622 |
Contemporary Issues in
Literacy Research:
Birth—Grade 6 - 3 Cr. |
|
TOTAL CREDITS 30
N.Y.S. Requirements: Tests: L.A.S.T., A.T.S.W.,
Child Abuse & Violence Seminar
|
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|
Plan of Study- Master’s in Special Education (1-6) with a Concentration in Autism |
| Course # |
Title |
| SPH 681 |
Communication Development and Language Disorders in Children with Autism - 3 Cr. |
| EDS 600 |
Intro to the Study of Exceptional Child - 3 Cr. |
| EDS 617 |
Literacy for Children with Disabilities - 3 Cr. |
| EDS 620 |
Assessment and Diagnosis of Children with Disabilities - 3 Cr. |
| EDS 625 |
Contemporary Issues in Autism Spectrum Disorders - 3 Cr. |
| EDS 630 |
Curriculum Based Assessment and Instruction of Students with Mild Disabilities - 3 Cr. |
| EDS 631 |
Curriculum Based Assessment and Instruction of Students with Severe Disabilities - 3 Cr. |
| EDS 635 |
Behavior Management for Children with Autism & Development Disabilities - 3 Cr. |
| EDS 750 |
Diagnosis and Treatment of Autism and Related Disorders throughout the Lifecycle - 3 Cr. |
| EDS 704 |
Supervised Practicum in Autism - 3 Cr. |
TOTAL CREDITS 30
Comprehensive exam at the completion of course work
N.Y.S. Requirements: Tests: L.A.S.T., A.T.S.W., CST-Special Education, Child Abuse & Violence |
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DEPARTMENT OF SPECIAL EDUCATION AND LITERACY
|
|
Plan of Study – Stand Alone Master’s in
Special Education (1-6)
(For Student certified
in Education)
|
| Course # |
Title |
| EDS 600 |
Introduction to the Study of Exceptional
Child - 3 Cr.
(Elective, if comparable course has been taken within
past 5 years)
Elective: Summer Institute |
| EDS 620 |
Assess. & Diagnosis of Children
with Disabilities - 3 Cr. |
| EDS 617 |
Literacy for Children with Disabilities:
Birth-Gr. 6 - 3 Cr. |
| EDS 630 |
Curriculum Based Assess. & Inst.
of Students - 3 Cr.
with Mild Disabilities (Field Experience 15 hours) |
| EDS 631 |
Curriculum Based Assess. & Inst.
of Students - 3 Cr.
with Severe Disabilities (Field Experience 15 hours) |
| EDS 632 |
Instruction & Classroom Management
for Children - 3 Cr.
with Emotional & Behavior Problems (Field Experience
10 hours) |
| EDS 633 |
Accommodating Learners with Special
Needs - 3 Cr.
in Inclusive Settings (Field Experience 10 hours) |
| EDS 702 |
Supervised Practicum in Special Education 3 |
| EDS 624 |
Contemporary Issues & Research
in Special Education EDU Elective in Special Education - 3 Cr. |
|
TOTAL CREDITS 30
N.Y.S. Requirements: Tests: L.A.S.T., A.T.S.W.,
Child Abuse & Violence Seminar
|
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COURSE DESCRIPTIONS
|
| Education Courses |
EDI 600 Psychological Foundations of Education
Offered on rotation
This course is designed to introduce students to psychological
theories and principles which affect teaching, learning and development.
Students will have the opportunity to observe student and teacher
behavior, as well as classroom environments, in order to identify
operative psychological theories and principles.
Three credits.
EDI 601 Social Foundations of American Education
Offered on rotation
This course introduces students to the social, economic, political
and intellectual foundations of American education. It describes
the development of the American school system in a rapidly changing
environment, with emphasis on the relationship between education
and society. Main topics to be explored are the structure and
purposes of schooling, the professionalization of teaching, educational
policy making and school social factors influencing teaching and
learning, and the relationship between education and work. Class
discussions will be based upon both primary and secondary sources.
Three credits.
EDI 612 Teaching Social Studies in Grades 1 - 6
Offered on rotation
Social Studies curriculum development through examination
of theory and current practices in the school. Inquiry approach,
model development, organizational patterns and teaching strategies
will be examined through current research.
Three credits.
EDI 613 Teaching Mathematics in Grades 1 – 6
Offered on rotation
Educational and psychological dimensions of learning and teaching
mathematics in grades K-6 will be examined in the context of current
trends in mathematics education. The development of mathematics
concepts and understandings will be explored through relevant
activities and materials. Model programs and teaching approaches
will be discussed in light of current recommendations for mathematics
education.
Three credits.
EDI 614 Teaching Science in Grades 1 - 6
Offered on rotation
Examination of existing programs, materials and problems of
science education in the light of current psychological and philosophical
theories. Development of science activities with emphasis on the
process of science, conceptual understanding, meeting individual
differences, discovery approach and utilization of inexpensive
easily available materials for experiments and demonstrations.
Three credits.
EDS 600 Introduction to the Study of the Exceptional Child
Offered on rotation
To be taken within initial 12 credits of study.
A basic introduction to exceptionality. A consideration of
emotional, neurological, and physically based etiologies as
they relate to exceptionality. Specific reference will be
given to an overview of disability and impairment and to a
system of classification and criteria of classification.
Three credits.
EDS 610 Literacy Teaching and Learning: Birth - Grade
6
Offered on rotation
A study of strategies and resources in childhood language
acquisition and the teaching of literacy for elementary school
children. The newest techniques and research findings will
be discussed. Students will observe, plan, and instruct sample
literacy lessons.
Three credits.
EDS 613 Literacy and Children's Literature: Birth to Grade
6
Prerequisite: EDS 610
Offered on rotation
A survey of the literature for the school child with emphasis
on the quality and characteristics of reading materials suitable
for various groups. The changing characteristics of children's
reading interests and the presentation of books through various
media will be included. A reading file will be developed for
a particular age group.
Three credits.
EDS 618 Practicum I. Literacy Assessment and Intervention
(Birth to Grade 6)
(Supervised Clinic)
Prerequisite: EDS 610
Offered on rotation
Lecture: The course will stress diagnostic procedures
for reading disabilities; observation and interview procedures;
diagnostic instruments; standardized and informal tests; report
writing and materials of instruction in these areas. Causative
factors contributing to specific reading problems will also
be explored and discussed.
Clinic: Students will develop case studies with individual
clients.
Three credits.
EDS 616 Practicum II. Literacy Intervention (Birth to
Grade 6)
(Supervised Clinic)
Prerequisites: EDS 610, 613, 615, 617, 640 & 642
Offered on rotation
May be taken concurrently with EDS 617. Applications for
this course must be filed by October 1 for the Spring semester
and by February 14 for the Fall.
Lecture: The course will stress eight corrective procedures,
planning and management for children with reading disabilities.
Major creative techniques and clinical remedial procedures
will be included.
Clinic: Students will work with individual clients
for a minimum of 20 hours under clinical supervision.
Three credits.
EDS 617 Literacy for Children with Disabilities: Birth
to Grade 6
Offered on rotation
This course covers theory, research, and effective practices
for teaching students with significant reading problems. Specifically,
graduate will become immersed in the assessment of literacy
problems in the use of assessment results to provide effective
instruction. Both formal and informal instruments will be
discussed for determining children's strengths and needs.
A variety of instructional approaches will be considered for
developing reading strategies and skills in children with
disabilities.
Three credits.
EDS 619 Literature and Literacy based Reading Instruction:
Birth to Grade 6
Prerequisite: EDS 610 & 613
Offered on rotation
Included are the background and description of the various
types of literature-based reading programs. This course will
be concerned with planning, developing and implementing such
instruction. The assessment procedures used by the classroom
teacher and the implication of literature-based reading instruction
upon the total school program will also be discussed.
Three credits.
EDS 625 Contemporary Issues and Research in Special Education/Autism (Culminating Experience)
Offered on rotation
This course, an advanced seminar in current issues facing the field of special education, is designed to provide an opportunity for students to research, discuss and understand the topics that are impacting the field and its theoretical basis.
Three credits.
EDI 643 Race, Class and Gender - Teaching Diverse Populations
Offered on rotation
The principles and practices of multicultural education are
studied in this course which provides a practical approach
to implementation of a culturally diverse curriculum. Major
issues covered include: human rights, involvement of parents
and the community, criteria for multicultural curricula, assessment
and evaluation strategies, global issues in education, and
formulating an agenda for educational and social action.
Three credits.
EDS 620 Assessment and Diagnosis of Children with Disabilities
Offered on rotation
An introduction to instruments and evaluation strategies used
in assessing children with disabilities and the environmental
conditions, which contribute to their problems in learning.
Practice in administration of test interpretation of results,
with suggested remedial and therapeutic interventions, is
an important facet of this course.
Three credits.
EDI 677 Curriculum Assessment for Classroom Teachers
Offered on rotation
This course will examine principles of curriculum construction,
planning, development and justification in relationship to
historical, theoretical and practical considerations of purpose,
content, and the organization of educational experiences.
Consideration will be given to principles of curriculum research
and evaluation. The course will embrace concerns of the school
and non-school settings for educational experiences.
Three credits.
EDS 640 Literacy in the Content Areas: Birth to Grade 6
Offered on rotation
This course will review expository and narrative materials
in the content areas as well as those skills unique to each
content field. Readability of texts will be explored and means
of adapting instruction to a variety of levels in reading
will be discussed. Schema development and direct instruction
will be emphasized.
Three credits.
EDS 642 Literacy and Language Arts Instruction: Birth
to Grade 6
Prerequisite or co-requisite: EDS 610
Offered on rotation
This course will enable teachers to develop a conceptual framework
for the teaching of reading and written communication skills
in our schools, focusing on composition, syntax, writing,
spelling, and handwriting as interrelated elements of written
expression. Instructional practices and materials will be
presented, analyzed and evaluated for classroom implementation.
Three credits.
EDS 630 Curriculum-based Assessment and Instruction of
Students with Mild Disabilities
Offered on rotation
The course will examine the complexity of the issues inherent
in the teaching-learning process with particular reference
to students with mild disabilities in inclusive settings.
The instructional dimensions that create the conditions of
failure for students with learning problems will be characterized.
A framework and practical strategies for the use of assessment
procedures that focus on effective instructional planning
and that can reverse the cycle of failure for students with
mild disabilities will be emphasized. An assessment model
that generates information for the design of an instructional
program and provides for the continuous monitoring of student
progress in academic areas (such as reading, writing and math)
and in content areas (such as social studies and science),
will be outlined. Effective instructional strategies and elements
of teaching practice that supports the learning and growth
of students with mild disabilities will also be addressed.
Three credits.
EDS 631 Curriculum-based Assessment and Instruction of
Students with Severe Disabilities
Offered on rotation
This course focuses on methodologies of (1) assessment, (2)
curriculum development, (3) individualized educational planning,
and (4) instructional programming for children with severe
developmental disabilities aged 6-12. Emphasis will be given
to curriculum-based assessment as it relates to instructional
planning. Assistive technology to support the learning process
will be addressed. Accommodations to facilitate the successful
inclusion of students with severe disabilities in general
education classrooms will be covered. Attention will be directed
toward developing skill in task analysis, IEP preparation,
and lesson planning. Case presentations will be utilized to
highlight team building and interdisciplinary collaboration
in educating children with severe disabilities. Field experience.
Three credits.
EDS 632 Instruction and Classroom Management for Children
with Emotional & Behavior Problems
Offered on rotation
Focus in this course will be on program development, which
will include prescriptive remediation based on diagnostic
assessment. A consideration of instructional techniques and
resources will be of central focus. Fundamental skills in
classroom management and in dealing with maladaptive behavior
in both inclusive and non-inclusive educational settings will
also be surveyed.
Three credits.
EDS 633 Accommodating Learners with Special Needs in
Inclusive Settings (Includes Technology & Inclusion)
Inclusion represents one of the most significant challenges
facing education in recent years. It requires critical changes
in attitudes and practice for both general and special educators.
This course will explore the concept of inclusion; discuss
it from both a theoretical and practical perspective, and
present strategies necessary for it to be successful. Included
will be discussions of historical and current perspectives,
collaboration among professionals, practical classroom administration,
instructional adaptations, etc. One specific mechanism to
facilitate inclusion will be the use of assistive and instructional
technologies with an emphasis on those that can assist in
the integration of students with disabilities.
Three credits.
EDS 635 Behavior Management for Children with Autism &
Developmental Disabilities
Offered on rotation
This course provides an introduction to the principles of
applied behavior analysis (ABA) and its application
for children with autism and other developmental disabilities.
Procedures applicable to both individuals, and groups will
be studied with particular attention to the area of autism.
Skill building techniques and strategies will be covered with
attention devoted to data collection for assessment, evaluation
and record keeping. Procedures to improve skills and behaviors
as well as to reduce maladaptive and/or stereotypic behaviors
will be covered. Opportunities to implement ABA procedures
will occur in class, as well as outside of class.
Three credits.
EDI 700 Introduction to Educational Research
Offered on rotation
The primary purpose of this course is to help teachers and
other education professionals become more informed consumers
and producers of educational research relative to their areas
of expertise. The course will introduce the major principles
which govern the conduct of action or evaluation research.
It will examine elements common to different types of research
design and criteria appropriate to the evaluation of published
research. The course will also review measurement principles
relevant to teaching.
Three credits.
EDS 704 Supervised Practicum in Autism
Offered on rotation
The Supervised Practicum in Autism is a structured college-supervised learning experience for a student in a special education teacher program in which the student practices the skills being learned in the program of study through direct experiences with individual students or groups of students on the autism spectrum. Development of individualized educational plans and application of effective teaching practices will be reinforced. Emphasis on becoming a reflective practitioner will be provided through seminar discussions and assignments related to the fieldwork.
Three credits.
EDS 713 Supervised Student Teaching in Special Education
Prerequisites: Refer to academic advisor for eligibility requirements.
Offered on rotation
Six credits.
EDI 709 Supervised Student Teaching and Seminar for Grades
1 – 6
Prerequisites: EDI 600, 601, 602, 612, 613, 614, 616 + six credits in reading
Offered on rotation
Systematic, extended observation and student teaching
experience under supervision in a selected private or public
school. Half of the experience being in a kindergarten through
grade 3, and the other half in grades 4 through 6. A minimum
of 360 hours of observation and student teaching and participation
in appropriate staff and school activities are required. Students
must spend at least 110 of those 360 hours in actual teaching,
the balance being given to related activities. A weekly seminar
integrates theory with practice and provides orientation to
the teaching profession.
Six credits.
EDS 703 Literacy Practicum III. Literacy Difficulties: Birth – Grade
6
(supervised Clinic)
Prerequisites: EDS 610, 613, 615, 616, 617, 640 & 642
Offered on rotation
To be taken within last 12 credits.
Applications for course must be filed by October 15 for Spring
Semester and by February 14 for Summer and Fall. (Open only to
students in reading specialization.)
Students will have full responsibility for diagnosis, correction,
and remediation of clients with various types of reading problems.
Case studies will be developed and instruction will take place
under supervision in the University clinic. A minimum of 30 contact-hours
will be required in addition to weekly seminars.
Three credits.
EDS 622 Contemporary Issues and Research in Literacy: Birth-Grade 6
(Culminating Experience)
Offered on rotation
This course involves the study of critical issues in literacy
education. Theory, research, and practice will be explored
through a vast body of knowledge and field of inquiry related
to the perspectives of psychology, sociology, linguistics,
and other pertinent areas. Specifically, a wide variety of
important topics will be addressed, including balanced reading
instruction, phonemic awareness and phonics, multicultural
perspectives and literacy learning, basal materials and literature-based
resources, traditional and invented spelling practices, process
writing, emergent literacy, content literacy, struggling literacy
learners, and literacy assessment. Within this context, a
diversity of positions and opinions will be considered as
students formulate their own views by engaging in activities
that encourage critical analysis and independent thinking.
Three credits.
EDS 624 Contemporary Issues and Research in Special Education/Culminating
Experience
Offered on rotation
This course, an advanced seminar in current issues facing
the field of special education, is designed to provide an
opportunity for students to research, discuss, and understand
the topics that are impacting our field and their theoretical
base.
Three credits.
EDS 750 Diagnosis and Treatment of Autism and Related Disorders Throughout the Lifecycle
Offered on rotation
This course is designed to introduce the student to an array of psychopathology that children with autism and related disorders present during the developmental period. Special emphasis is placed on building a working competency in differentiating autism from other forms of severe psychopathology, such as childhood schizophrenia, severe language disorders, borderline syndromes of childhood, or severe behavior disorders. In addition, the awareness of co-morbidity of other disorders with autism (e.g., Attention Deficit Hyperactivity Disorder) will be emphasized. The multimodal and interdisciplinary approaches to treatment of these disorders will be stressed. This course will have didactic sessions, readings, video presentations, and case studies.
Three credits.
SPH 681 Communication Development and Language Disorders in Children with Autism
Offered on rotation
This course provides information on the pathology and communicative characteristics of children with autism or pervasive developmental disabilities. The course will cover the areas of prevalence, identification, diagnostic assessment and intervention, as well as social, emotional and cognitive aspects of communication and language development in individuals who demonstrate a spectrum of symptoms and behaviors that are collectively known as autism.
Three credits.
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