Curriculum (1-6)

Master's Degree Program (40 credit-hours)

Teaching Students with Disabilities: Childhood Grades 1-6 (100% Online)

Special Education Planning Guide Grades 1-6

Required Foundations Courses

12 credit hours

This course focuses on language acquisition and early literacy development. Candidates will examine current theories and research including typical and atypical development, the impact of medical impairments, the influence of family and community, and media. Planning developmentally appropriate environments and instruction for inclusive instruction is emphasized.

Credit Hours: 3

This introductory course focuses on an overall introduction to individuals with developmental disabilities (life-long and manifesting themselves prior to age 22). Within a broad scope, topics cover historical factors and attitudes, specific developmental disabilities, causes, legislation, specialized services and supports, education, vocational training and life-span planning. 25 hours of field work are an additional requirement in this course.

Credit Hours: 3

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.

Credit Hours: 3

This course is designed to introduce graduate students to the principles of research in education. Students will become effective consumers of educational research by analyzing the literature in a particular area of study and synthesizing the results into material that can be applied to diverse educational settings. Students will also develop practical research skills that they might use to assist them in their own professional development. Preservice teachers and practitioners enrolled in this course will complete a field-based research project pertaining to their area of study.

Credit Hours: 3

Required Advanced Courses

15 credit hours

This course is designed to help practicing teachers develop greater effectiveness in teaching reading diagnostically in K-12 classrooms, especially in individualized or small group settings. 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.

Credit Hours: 3

This course provides an overview of ways technology can be used to facilitate the education of learners with disabilities. It also offers advance study of various technological devices that assist individuals with disabilities in performing functional tasks and achieving independence. The course emphasizes the integration of assistive technology into the home, community, school, and workplace. The course also provides opportunities in the use of software such as word processing, database management, graphics, and electronic spreadsheet to enhance the personal productivity of special educators.

Credit Hours: 3

The intent of this course is to provide 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. The course will focus on the assessment of the following four areas: intelligence, achievement, behavior, and social-emotional well-being. Teachers will work in teams to prepare an Individualized Education Plan for a student for whom all four types of assessments have been performed.

Credit Hours: 3

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 providea 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.

Credit Hours: 3

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 children with special needs. Teachers in this course must complete field work in an elementary special education setting.

Credit Hours: 3

Required Field Courses

6 credit hours

Taken concurrently with EDU 795

This seminar is designed to enable practicing teachers to analyze and evaluate the teaching of students with special needs. Practicing teachers will reflect on their teaching practices as they perform the activities of a special education teacher in inclusion situations. Practicing teachers are expected to demonstrate attitudes, knowledge and skills commensurate with effective, reflective teaching in multiculturally sensitive and gender equitable classrooms.

Credit Hours: 3

Taken concurrently with EDU 794

This course is designed to enable the practicing teacher to develop competence in teaching students with special needs. Practicing teachers will be observed by university-designated supervisors as they perform the activities of a special education teacher in inclusion, self-contained and consultant contexts. Practicing teachers are expected to demonstrate attitudes, knowledge and skills commensurate with effective teaching for all students.

Credit Hours: 3   /   Prerequisites: EDU 768

Advised Supplemental Electives

6 credit hours

This course investigates the current state of Autism and the unique nature of Asperger's Syndrome. Topics under study include history of autism and Asperger’s syndrome, theoretical perspectives, characteristics, identification and assessment, associated learning styles, various strengths and weaknesses, and various evidence-based strategies. Resources for agency workers and parents will also be addressed. three semester hours

Credit Hours: 3

This course is designed to develop effective teachers of literacy for learners in the intermediate grades 3-6, examining both theory and practice. Practicing teachers will examine effective instructional practices that address the New York State Standards and Ontario Expectations, integration of the language arts, the diverse needs of students, the use of technology for literacy learning, and assessment.

Credit Hours: 3

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.

Credit Hours: 3

The course examines divergent perspectives on critical issues or questions in the field of special education. The course is designed to enhance reflective thought on current topics in special education including, but not limited to: inclusion, collaborative and consulting teacher models, technology, legal aspects of special education including revisions to the IDEA Act, the IEP, dual diagnosis, transition services, and noncategorical approaches to teaching.

Credit Hours: 3

This course serves as an introduction to the basic concepts and principles inherent to applied behavior analysis. Upon completion of the course, candidates will be able to explain and behave in accordance with the philosophical assumptions of behavior analysis, define and provide examples of behavior, stimuli, conditioning, interactions, and reinforcement in accordance with the BACB Foundational Task List FK 10 through FK 42, distinguish between the verbal operants, and discriminate between and apply the basic measurement concepts as related to the measurable dimensions of behavior. three semester hours

Credit Hours: 3

This course provides a comprehensive overview of contemporary ethical and professional standards in the practice of applied behavior analysis. In accordance with the Professional Disciplinary and Ethical Standards and the Guidelines for Responsible Conduct for Behavior Analysis set forth by the Behavior Analyst Certification Board, candidates will acquire awareness of key issues related to professional conduct and representation of professional ability, scope of practice, use of evidence based assessment and intervention practices, confidentiality, and the protection of clients. three semester hours

Credit Hours: 3

Functional behavior analysis provides candidates with comprehensive instruction in functional behavioral assessment / analysis. Candidates will learn to appropriately define behavior, design and implement behavior assessment and functional assessment procedures, and design corresponding behavior intervention plans for students. Particular attention will be dedicated to the application of functional assessment data in the selection of intervention strategies, as well as generalization, maintenance, management, and evaluation of the behavior program.

Credit Hours: 3

This course provides an advanced survey of the elements of behavior change, specific behavior-change procedures, and behavior change systems. Particular attention will be paid to verbal behavior in this course. Candidates will also receive instruction on principles related to the implementation, management, and supervision of behavioral intervention programming for clients.

Credit Hours: 3

Credit Hours: 3

Required Culminating Experience

1 credit hour

This course is designed to assist candidates in the advanced graduate programs in the College of Education as they develop their comprehensive portfolios that evidence the knowledge, skills, and dispositions recognized by the highest national and international professional organizations within their program areas. The course will explore the general and specific directives of portfolio preparation including format and composition. Personal guidance will be provided by the instructor through regular meetings.

Credit Hours: 1

Total Graduate Hours: 40