Special Education: Students with Disabilities

Designed to provide an overview of the field of exceptionality. Topics include the identification, characteristics, and classification of exceptional individuals; the psychology of disabilities; legal issues; and the strategies needed to maximize personal, social, and educational intervention. 

Field experience required.

Provides the student with a repertoire of differentiation strategies essential to effective collaborative instruction in inclusive settings as well as Response to Intervention (RTI) and Universal Design for Instruction (UDI). Designed to facilitate a co-teaching philosophy for childhood and adolescence educators who are responsible for educating exceptional individuals in the general education class-room. Exposure to the NYS Learning Standards. 

Field experience required.

Course focuses on the etiology, nature, and needs of the learner with behavioral and intellectual challenges. The roles of legislation and advocacy as they affect the academic, behavioral, social, and emotional issues involved with transition planning for this population will be emphasized.

Field experience required.

A study of assessment techniques necessary for identifying the learning strengths and deficits of the exceptional learner. This course will provide experiences in both formal and informal assessment techniques, task analysis, and the interpretation of psycho-educational data for students with learning problems. The required field component includes experience in development of a case history; selection, administration, and evaluation of testing instruments; and completion of comprehensive school and family reports. 

Field experience required.

Examines contemporary learning research, appropriate teaching and learning strategies, and supportive materials and technology to promote success in the least restrictive environment for the exceptional learner. Includes development, implementation, and evaluation of an I.E.P. based on data acquired from SE 441, with focus on NYS Learning Standards. 

Field experience required.

Supervised observation and student teaching in an approved, age-appropriate special education placement. Student will spend 8 weeks in a self-contained classroom, resource room, or inclusive environment, in addition to 8 weeks in a general education setting. Gradual movement from observation to total responsibility for planning and implementing instruction; refinement of teaching skills. Written logs, lesson plans, video or audio taping, self-reflection, individual conferences, and involvement with all aspects of instruction, including I.E.P. development, are required. 

Candidates for student teaching must advise the Coordinator of Field Placements by September 20th for the following spring semester placement and by February 1st for the following fall semester placement.

Supervised observation and student teaching in an approved, age-appropriate special education placement. Student will spend 8 weeks in a self-contained classroom, resource room, or inclusive environment, in addition to 8 weeks in a general education setting. Gradual movement from observation to total responsibility for planning and implementing instruction; refinement of teaching skills. Written logs, lesson plans, video or audio taping, self-reflection, individual conferences, and involvement with all aspects of instruction, including I.E.P. development, are required. 

Candidates for student teaching must advise the Coordinator of Field Placements by September 20th for the following spring semester placement and by February 1st for the following fall semester placement.