Special Education - Courses

本课程旨在为特殊教育专业学生提供理论和研究知识以及咨询技能, 与其他专业人士合作，与父母、专业人士和社区成员合作，帮助有特殊需要的学习者. 本课程为参与者提供与其他专业社区成员沟通所需的技能，这些专业社区成员与有特殊需要的学习者一起工作. 它包括在学校以及与特殊教育委员会(CSE)和教学支援小组(IST)的沟通。, including models of collaboration used when working with families and other professional colleagues. Particular attention is given to program goals of affirming diversity and ethics. Students will be prepared to manage the paperwork of Special Education, as well as develop the skills and predispositions to collaborate with parents/ guardians in preparing the documents. This course will also include 25 Investigative Field hours.

This course covers the evolution of special education (e.g., historical, legal, sociological, and political aspects). 注意解构残疾，以便更好地理解政策决定对教育实践的影响. Attention is given to self-exploration of society’s assumptions about teaching and learning. Characteristics of diverse learners, including academically diverse students, culturally diverse students, students who are English Language Learners, and students across all 13 disability categories are reviewed. 探索学校如何促进所有残疾学生的包容性实践.

This course explores digital technology as a tool to facilitate learning for all students. Students will explore the use of technology as "mind tools" to stimulate and engage student interest and participation in learning; students also consider the use of technology and adaptive technology to scaffold learning for all students. The class features hardware, software, and networks that are typical in today's schools, including Smart boards, cameras, data projectors, office packages, content-specific software, web-based inquiry and collaborative multimedia projects, as well as various assistive technology (at) devices used in classrooms and how to support learners in their use. Attention is given to devices and services for students with low-incidence disabilities, as well as use of at devices to gain access to the general education curricula. Students will consider issues and opportunities with emerging technologies, with an emphasis on media literacy and opportunities to further literacy with technology. Using research methods they have learned, students gather data and analyze results to further their understanding of technology impact.

本课程提供响应性的教学实践，以满足高发残疾学生的学习目标, including ASD. 它包括为轻度/中度残疾学生提供年级水平课程的循证实践. 成果包括制定规范性的个人教育计划，以帮助学生掌握共同的核心标准(整合技术), adapting curricula, program accommodations). Certification students are expected to complete and document 25 hours of field experience along with this class*.

本课程介绍了应用行为分析的有效运用，为表现出挑战性问题行为的学生制定行为计划, including the use of reinforcement, schedules of reinforcement, task analysis, as well as observation skills. 它提供了对生态考虑和环境控制问题的见解，以防止学生的行为问题(例如.g. eliminating failure, modification of instruction and materials, social skills training, and utilization of management strategies). 它侧重于创建适当的评估设备，以帮助在各种交付环境中为表现出一系列攻击行为的学生制定全面的行为支持计划, and also includes systems-wide efforts to prevent violence and disruption.

This course is centered upon assessment as a multi-faceted tool for special education teachers. 课程材料将侧重于在所有13种联邦残疾分类的特殊教育过程中的不同角色和最佳评估实践. Participants will examine and carry out IDEA assessment procedures (pre-referral interventions, screening, eligibility decisions, prescriptive decision-making), as well as creating capacities for using appropriate assessments to drive classroom instruction. Participants will make decisions based on norm-referenced/criterion-referenced test results, and informal/formal classroom assessments, standardized and non-standardized assessments, and learn how to adapt assessment techniques to accommodate students with moderate and severe disabilities. The course will focus on the use of technology to manage, and provide access to input and output. Additionally, they will determine appropriate test modifications and/or provide alternate assessment practices (authentic assessments, growth-based assessments) for students who have a variety of different needs: multiple deficits, physical disorders, behavioral disorders, cognitive impairments, neurological impairments, or communication deficits. Last, students will leave this course with the ability to make decisions regarding the NYS Alternate Assessment process, as well as to decipher and communicate diagnostic/prescriptive assessments specifically for students with involved needs.

Effective collaboration is critical for meeting the needs of students with disabilities, and particularly essential for those with moderate and severe disabilities. This course examines the specializations that come into play for designing, and effectively implementing, appropriately responsive programming for students with disabilities, particularly those with multiple/severe disabilities; issues related to cooperation across agency and institutional boundaries; training and managing paraprofessionals; collaborative/ teaming practices for delivering instruction; team leadership; and involving parents and caretakers; special consideration is given to how a child with a disability impacts the family structure. Students seeking Initial Certification is Special Education must complete 25 hours of field work*.

本课程提供响应性的教学实践，以满足中度/重度残疾学生的学习目标. 它还包括为有复杂和复杂需求的学生提供年级水平课程的循证实践. 结果包括制定规范的个性化教育计划，以掌握共同核心标准(调整课程), assistive and adaptive technologies, program accommodations). Certification students are expected to complete and document 25 hours of field experience along with this class*.

This course presents skills and strategies that can be applied to reading in Science, Social Studies, and Math. The focus will be on reading to learn. Topics will include preparing students to read content area texts and trade books, comprehension of narrative and expository text, determining what is important while reading, organizing collected information, integrating reading with other subjects, and assessing student learning. Students will develop a repertoire of teaching strategies that support students as they read to learn, as well as supporting mastery of Common Core standards.

本课程的重点是通过不同阶段、不同残疾和非残疾条件下与语言发展相关的认知发展. 参与者将回顾当前关于儿童语言发展和习得的理论，以建立语言及其发展如何受到影响以及如何影响学术和社会发展的背景. Topics will include processing, storing, and retrieval of symbolic information, and assessment measures for diagnosis and remediation of metalinguistic difficulties across the broadest range of learners, including those with mild, moderate, severe or multiple disabilities.

本课程旨在向学生介绍批判性地回顾与特殊教育研究相关的文献的过程. 学生将对与特殊教育相关的兴趣领域的研究进行回顾，为硕士论文或项目做准备. Topics will include quantitative and qualitative Research Design. 作业提供了准备文献综述的机会，这将成为硕士论文或项目的第二章.

This course is the second of two research courses for the Special Education Master’s thesis or project study requirement. At the completion of this course, students will have written and refined the first three of five chapters for the thesis study or project study. Students will build upon existing knowledge, 从入门研究课程中获得的技能和性格，以进一步了解当前的研究, refine their own research focus, and design a study or project that will meet the criteria for the Master’s thesis or project.

本课程包括学生教学实习(将运行约7周)和每周一次的研讨会课程，与学生教学实习平行. Weekly seminar meetings must be offered in conjunction with the pre-determined timeframe of each student’s practicum.