33 courses with the subject GESP, 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.
GESP 2410Classroom Organization and Management (Secondary)
Design of a positive classroom climate that facilitates learning for all students. Study of specific approaches to classroom management. Analysis of behavior from different theoretical perspectives and application of research validated strategies to decrease disruptive behaviors and establish positive behaviors. Ethical concerns and IDEA regulations related to behavior management. State mandated training in violence prevention. Field experiences required.
College supervised participation in teaching that addresses the full range of developmental and educational needs in the candidate’s area(s) of certification. Students teach for a full semester under the guidance of a mentor cooperating teacher in two placements (general education and special education), eight weeks per placement, five-days-a-week, all-day. Students will serve one placement in grades 1-3 and the other placement in grades 4-6. Students are expected to demonstrate competencies developed in all courses in their particular Master of Science (MST) teaching program.
Historical foundations and major legislation that underlie special education practice with a focus on the IEP process and current issues. Characteristics of children with special needs (i.e., disabilities, giftedness) in each of the following areas of development: biological, cognitive, language, perceptual, and social-emotional and the implications of those characteristics for educational intervention. Fieldwork required.
Characteristics of individuals with autism spectrum disorders and other low-incidence disabilities in the following areas of development: biological, cognitive, language, perceptual, and socio-emotional. Examination of assessment, identification, and placement procedures, curriculum and instructional approaches, specialized techniques, and assistive devices with an emphasis on teaching functional skills and adaptive behavior to students who require moderate to intensive levels of support. Fieldwork Required.
Research-based practices for effective instruction to develop students’ cognitive and academic skills. Examination of strategies for assessing students’ academic skills and monitoring progress, remedial strategies for teaching reading, writing, math skills, and learning skills, and procedures for consultation and collaboration with parents and professionals. Prerequisites: GESP 2603.
Effective teachers have used the process of reflection to guide self-evaluation and change to improve their ability to design learning environments that empower students in childhood and special education. This course is taken simultaneously with student teaching. Student teachers are encouraged to develop positive dispositions toward professional development so that they can become deep-rooted students of pedagogy and human learning. The culminating Action Research Project required for successful completion of the MST is embedded in the final product of this course.
(This will be completed during the Action Research and Evaluation course) Action-research is a long-term project that incorporates self-evaluation, professional development, and educational change. Teachers will use a research paradigm to solve classroom based problems and make decisions in childhood and special education.
College supervised participation in teaching that addresses the full range of developmental and educational needs in the candidate’s area(s) of certification. Students teach for a full semester under the guidance of a mentor cooperating teacher in two placements (general education and special education), eight weeks per placement, five-days-a-week, all-day. Students will serve one placement in grades 7-8 and the other placement in grades 9-12. Students are expected to demonstrate competencies developed in all courses in their particular Master of Science (MST) teaching program.
Effective teachers have used the process of reflection to guide self-evaluation and change to improve their ability to design learning environments that empower students in childhood and special education. This course is taken simultaneously with student teaching. Student teachers are encouraged to develop positive dispositions toward professional development so that they can become deep-rooted students of pedagogy and human learning. The culminating Action Research Project required for successful completion of the MST is embedded in the final product of
(This will be completed during the Action Research and Evaluation course) Action-research is a long-term project that incorporates self-evaluation, professional development, and educational change. Teachers will use a research paradigm to solve classroom-based problems and make decisions in childhood and special education.
Historical, social, and legal foundations of special education. Characteristics of culturally and linguistically diverse students with mild/moderate disabilities in the following areas of development: biological, cognitive, language, perceptual, and social-emotional. Study of theories that inform effective instructional practice. Culturally inclusive research-based practices in assessment, identification, placement, curriculum, and instructional models/approaches. Collaboration for effective instruction in generalized and inclusive learning environments. Fieldwork required.
Characteristics of culturally and linguistically diverse students with autism and low-incidence disabilities in the following areas of development: biological, cognitive, language, perceptual, and socio-emotional. Culturally inclusive research-based practices in assessment, identification, placement, curriculum, and instructional models/approaches. Strength-based and support-based models which address lifelong needs. Specialized techniques and assistive devices promote the educational progress and inclusion of students with autism and low-incidence disabilities. Fieldwork required.
Study of cognitive processes of perception, attention, memory, meta-cognition, and motivation in general education students and for students with mild disabilities. Application of cognitive principles to the acquisition of beginning reading skills, reading comprehension, studying, writing, mathematics, science, and problem solving. Current research related to cognitive processes and implications for instructions.
GESP 5309Collaboration Skills for the Special Educator
Study of the special educator’s role and interpersonal relationships with students, parents, professionals, and paraprofessionals in the inclusion of students with disabilities. Examination of collaboration, consultation, and teamwork in the context of these relationships. Research based strategies/models to develop collaborative skills. Community service agencies for students with disabilities.
GESP 5401Introduction to Autism Spectrum Disorders
Definitions, identification and evaluation procedures for Autism Spectrum Disorders. Characteristics of students with Autism Spectrum Disorders, in the following areas of development: biological, cognitive, language, perceptual, and socio-emotional. Impact on family. Overview of theoretical interpretations, research methods and
Description of the basic principles, philosophy, and procedures of Applied Behavioral Analysis. Behavioral research designs, methods, and applications. Assessment methods used to identify factors that contribute to behavioral problems. Research validated procedures used to improve behavior and performance in diverse learners with autism spectrum disorders. Fieldwork required. Prerequisite: GESP 5401.
Research validated curricular approaches for teaching students with autism spectrum disorders from early intervention through transition to adult services. Current issues and best practices in curriculum design, assessment and implementation, with a focus on integrating theoretical and practical concepts. Classroom organization and materials used to instruct students with autism. Fieldwork Required. Prerequisite: GESP 5401.
*Candidates are required to complete New York State teacher certification exams prior to the practicum. *Candidates are required to file an application.
