23 courses with the subject SE, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Designed to provide an overview of the field of exceptionality. Top- ics 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
Behavioral Challenges (3) 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 emo- tional issues involved with transition planning for this population will be emphasized. Field experience required.
Designed to enable the student to demonstrate receptive and expres- sive mastery of targeted, context-specific commands, questions, state- ments, and dialogue, using the manual alphabet and American Sign Language. This course is also designed to give students an under- standing regarding the Deaf Community and the educational impli- cations of having a hearing loss.
the Exceptional Learner (Student enrolls in ONE of the following courses) ED 465 (EN 465) Teaching English 3 (Adolescence Education) OR ED 466 (MA 466) Teaching Math 3 (Adolescence Education) OR ED 467 (SS 467) Teaching Social Studies 3 (Adolescence Education) OR ED 468 (BI 468) Teaching Biology 3 (Adolescence Education)
for planning and implementing instruction; refinement of teaching skills. Written logs, lesson plans, video or audio taping, self-reflec- tion, individual conferences. Involvement in all aspects of school life relevant to teaching. No credit will be awarded until the 16-week student teaching experience is completed. Candidates eligible for stu- dent 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 environ- ment, 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 confer- ences, 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. Co-requisite: ED 472B. (See ED 473).
Introduction to the area of child/adolescent/ adult exceptionality, focusing on the educational, historical, sociological, philosophical, legal, ethical, and psychological issues involved in definition and clas- sification. The student has the opportunity to understand his/her own feelings about exceptionality and to interact indirectly and di- rectly with exceptional individuals in schools and work sites. Field experience required.
Provides the prospective teacher with a repertoire of evidence-based, instructionally –focused differentiation strategies for students with challenging behaviors. Incorporates Response to Intervention and Universal Design for Learning principles that facilitate inclusive prac- tices in the resource room, self-contained and mainstreamed class- room environments. Field experience in special education classrooms required. Prerequisite: SE 510 or equivalent.
Challenges (3) This needs-based, deliverable strategy-oriented course focuses on teaching the learner with academic and/or behavioral challenges in early childhood/childhood/middle childhood/adolescence. Various etiologies and methodologies are examined and implemented. Im- portance of legislation and advocacy related to academic, social, behavioral, and emotional issues, as well as importance of transition planning for appropriate IEP goal delivery. Field experience required.
Students will demonstrate receptive and expressive mastery of tar- geted, context specific commands, questions, statements and dia- logue, using the manual alphabet and signing Exact English. Students will develop cross-cultural skills and understanding of the deaf com- munity. Offered as a hybrid/online course.
Assessment techniques necessary for identifying strengths and deficits in the learner with disabilities. Course provides experiences in both formal and informal assessment techniques, task analysis, and the interpretation of psychoeducational data for students with learning problems. The field experience is the development of a case history: selection, administration, and evaluation of testing instruments appropriate to either early childhood, childhood, middle childhood, or adolescence, and completion of comprehensive school and family reports. Field experience required.
Students with Disabilities (3) Examines educational research, appropriate teaching and learning strategies, and supportive materials and technology to maximize edu- cational achievement for the early childhood/childhood/middle childhood/adolescent student with disabilities. Major project is de- velopment, implementation, and evaluation of an IEP based on data gathered from SE 541, with focus on NYS learning standards, and addressing the appropriate developmental level of the disability certi- fication area. Field experience required. 176 |
Presents an overview of research design as applicable to students with disabilities, including those with multiple and severe disabilities and visual impairments/blindness. Students utilize remote library databases as a research tool. Students prepare an action research proposal with a focus on an issue pertinent to their current or future employment interests. Offered as a hybrid/online course.
Student teaching assignment with developmentally appropriate learn- ers for area of certification being sought. Seminar addresses elements of accessible pedagogy, including: community building and positive behavior approaches, culturally relevant curriculum, multiple intelli- gences, flexible grouping and cooperative learning, multilevel curric- ulum, and active learning. Focus is on developing IEPs that align with general education curriculum and strategies that include all learners. Field experience required.
Students with Health and/or Physical Disabilities (3) Addresses the needs of students with physical and/or health impair- ments in order to promote optimal participation in the educational setting. Skills in positioning and physical handling techniques, meth- ods for developing daily living skills competence, modification and adaptation of curriculum and instructional materials, and teaming ef- forts with related service providers are addressed. Offered as an online course. Field experience required.
Provides students with knowledge and skill to work effectively as members of an instructional team in diverse and heterogeneous class- rooms. Students will study effective team design, routines and inter- actions, and evaluate team experiences in view of standards of inter- active efficiency. Models of co-teaching, team teaching, and consult- ant teaching will be considered. Relationships of teacher to para-ed- ucator, related service providers, family, and community members will be addressed. Field experience required.
Application of behavioral principles and paradigms utilized in the classroom including Positive Behavior Supports, Applied Behavior Analysis and TEACCH; intervention and scheduling; changing, maintaining, and transferring new behaviors. Assessing behavior in environmental context and utilizing positive practices for prevention of behavioral excesses. Offered as a hybrid/online course. Field experience required.
Students (3) Provides students with alternative assessment strategies and teacher designed assessment strategies applicable to students with disabilities who do not participate in standardized assessments. Emphasis on rela- tionship of assessment to curriculum development and implementa- tion aligned to the general education curriculum. Use of assessment tools to inform and refine curriculum design in a standards-based classroom. Offered as a hybrid/online course. Field experience required.
Review of development of communication skills and an examination of communication options and alternatives for learners who are una- ble to meet their daily communication needs through natural modes such as speech, gesture or handwriting. Addressed are gestural and touch cues, tangible communication systems, graphic communication systems, communication boards, electronic and other augmentative communication devices as well as functional and beginning literacy skills and technology to support these. Field experience required.
Centered Planning (3) Provides students with skills and knowledge to develop person- cen- tered plans based on a capacity view of individuals with disabilities. Students will develop skills in creating M.A.P.S., P.A.T.H. and a Person Centered Plan for an early childhood, childhood, middle childhood, or adolescent student with moderate to severe disabilities. Field experience required.
Source: Dominican University New York's catalog, linked per course · table learning_unit · CourseShelf publish 61
