|
New Special Education Brochure pdf
Course Catalogue Description and Requirements
The Graduate Division of Education offers a program leading to a Certificate of Advanced Studies (CAS) in Special Education. The CAS may qualify candidates for special education certification in grades 1-6 or 7-12 provided all other New York State certification requirements are met.
The CAS in Special Education is open to students who hold a baccalaureate degree from an accrediting institution and have completed a M.S. in Education from an accrediting institution.
Application
Students who seek the CAS in Special Education must complete the application process. One of the requirements is to have maintained an overall GPA/QPA of 3.0 during master’s work.
The CAS in Special Education Program
The program consists of 24 hours of coursework. Fieldwork in various formats is also a requirement.
The program will accept six graduate credit hours that may be transferred in and are required pre-requisites. The six graduate prerequisite credit hours or their equivalents are:
EDU 528 Multiculturalism in Education
EDU 539 Characteristics of Students with Exceptional Needs
(If you do not have these two required pre-requisite courses you will be required to take them in addition to the 24 hours of coursework.)
All courses are required. No substitution is allowed without the written consent of each candidate’s education advisor.
Special Education Courses CAS Special Education Program
EDU 565 Assessment of Students with Exceptionalities
This course provides teachers with knowledge of various assessment practices, skills in the assessment of learners with disabilities and an understanding of the legal, moral and social issues associated with assessment in special education.
EDU 745 Advanced Classroom Management: Theory and Practice
This course is designed to provide candidates with the various theories, principles and practical applications of behavioral strategies as they relate to the diverse nature of students that represent schools today. Specific techniques drawn from various theories and principles will provide a framework for exploration, discussion and analysis. Candidates will be required to observe and analyze both student and teacher behaviors within the classroom. Based upon the observation, classroom and/or individual behavior management plans will be developed.
EDU 746 Individuals with Moderate/Severe Disabilities
This course is designed to focus on a cross-categorical model for providing services to individuals with a variety of disabilities, behavioral disorders and physical impairments. Curricula and instructional methodologies relevant to support students with diverse needs in the least restrictive environment are covered. Through field work and projects, the needs of individuals with moderate/severe disabilities and their families will be explored.
EDU 747 Consultation and Collaboration in Special Education
This course is designed to provide candidates with advanced knowledge and application of consultation as a service delivery model for students with diverse needs and the application of collaboration as a framework for working in inclusive settings. The course focuses on pedagogical theories, skills for consultation and collaboration through field work and best practices for working as an effective educational consultant and collaborator.
EDU 768/770 Methods of Teaching Children with Disabilities
This course is designed to guide practicing teachers through the exploration of recent special education research and teaching practices. Participants will become familiar with specific issues including the use of assistive and adaptive technology, curriculum adaptation and individualization, IEP development and implementation and collaboration among family and related service professionals for students with special needs. Teacher who take EDU 768/770 are required to complete 75 hours of field work in classes where students with disabilities attend. These could be resource room, consultant teaching classrooms, blended classrooms, inclusionary classrooms and/or self-contained settings.
EDU 794 Seminar in Special Education
This course is designed to provide the teacher with knowledge and understanding of the competencies that are essential in meeting the needs of students with disabilities. The seminar focuses on topics such as classroom management, diversity in the classroom, effective research based strategies, issues in special education, etc. The course is structured to address the NBPTS and CEC Standards for teachers of students with disabilities. This course is taken in concert with EDU 795.
EDU 795 Practicum in Special Education
This field experience course of 100 hours takes place in a classroom composed of students with disabilities who have Individual Education Programs (IEPs). Students may be enrolled in resource rooms, consultant teaching classrooms, blended classrooms, inclusionary classrooms and/or self-contained settings. Teachers are expected to demonstrate attitudes, knowledge and skills essential to teaching children with exceptional needs. Supervision of the teaching experience is conducted by a college supervisor and mentor of the participating teacher’s choice.
The following course also comprises the course requirements of the program:
EDU 572 Reading Difficulties: Identification and Intervention
This course is designed to help practicing teachers develop greater effectiveness in teaching reading diagnostically in K-12 classrooms. Teacher participants will examine a variety of factors that influence literacy acquisition, discuss and identify various reading problems, learn to conduct a diagnostic assessment of a student’s reading performance, analyze the assessment, and plan for appropriate reading instruction.
Two official start dates begin the block of courses candidates take. The two start dates are Summer and Spring. It is anticipated that a candidate could finish the program in one year.
Summer Starters:
Summer Sessions
EDU 565 Assessment of Exceptional Learners
EDU 747 Consultation and Collaboration
EDU 745 Advanced Classroom Management: Theory to Practice
Fall Semester
EDU 768/770 Methods of Teaching Students with Disabilities
EDU 746 Individuals with Moderate/Severe Needs
Spring Semester
EDU 572 Reading Difficulties: Diagnosis and Intervention
EDU 794 Seminar in Special Education
EDU 795 Practicum in Special Education
Additionally, two (2) three hour courses would serve as prerequisites to the program and and must be taken or transferred in. The course are:
EDU 539 Characteristics of Students with Exceptional needs
EDU 528 Multiculturalism in Education
Spring Starters:
Spring Semester
EDU 565 Assessment of Exceptional Learners
EDU 572 Reading Difficulties: Diagnosis and Intervention
EDU 747 Consultation and Collaboration
Summer Sessions
EDU 768/770 Methods of Teaching Students with Disabilities
EDU 745 Advanced Classroom Management: Theory to Practice
Fall Semester
EDU 794 Seminar in Special Education
EDU 795 Practicum in Special Education
EDU 746 Individuals with Moderate/Severe Needs
Additionally, two (2) three hour courses would serve as prerequisites to the program and and must be taken or transferred in. The course are:
EDU 539 Characteristics of Students with Exceptional needs
EDU 528 Multiculturalism in Education
Other Starters
Those who wish to begin the program in fall must see their faculty advisor to plan the certification program based upon the schedules above.
Advisor: Dr. Kozen - akozen@niagara.edu - 716-286-7386
Special Educators in today’s world are dedicated professionals who want to make a difference in the lives of children with disabilities. They are committed to the field of special education. They appreciate and embrace the diverse range of students’ needs. They remain lifelong learners as they seek out and implement validated practices supported by research in the field. They are able to work effectively within a variety of settings, situations and personalities. Special education teachers are able to assess and evaluate student progress; make appropriate accommodations and deliver individualized instruction that is based upon each student’s individual educational program. Finally, special educators are constant agents of positive change in a demanding yet exciting field.
| 
