29 courses with the subject EDS, 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.
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
Exploration of practices and policies appropriate to the needs of infants and preschool children who are disabled and/or at risk. The philosophy of early intervention, federal legislation related to early intervention, intervention strategies, service delivery approaches, development of children from birth-age 5, and awareness of the range of available Assistive Technology (AT) options and applications for young children with disabilities. The importance of the family structure and the cultural, linguistic, and social differences that affect the lives of young children.
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean.
Aspects of the development of listening, speaking, reading, writing, listening, and viewing and representing visually (media literacy), focusing on diverse learners, students who are at-risk, struggling, and/or identified as having Exceptional Learning Needs (ELN). Exploration of assessment, research-based best practices, Response to Intervention, materials, and techniques to promote literacy development. Examination of differentiation of curriculum and instruction in the Language Arts, with a focus on reading. Emphasis on multiple approaches: multi-sensory, phonemic awareness, alphabetic principle, fluency, vocabulary, comprehension, and reading as a lifelong pursuit.
This course provides a foundational understanding of the field of special education, including contemporary issues and controversies. It includes study of the disability classifications, needs of children and youth with disabilities, and significant state/federal legislation related to special education. Teacher candidates will learn about differentiated instructional and instructional practices to engage all students in meaningful learning activities.
Descriptions, definitions, and methods of identifying Autism Spectrum Disorder (autistic disorder, Asperger’s syndrome, childhood disintegrative disorder and pervasive developmental disorder, not otherwise specified). The symptoms and assessment instruments or techniques available to alert parents and providers to seek further evaluation by a child study team of the local school district and a developmental pediatrician. Gain a repertoire of resources from local, state, and national resources for parents and professionals. Align evidence-based practices to support the various academic, social, communication, and behavioral needs of young children with Autism Spectrum Disorder.
Evidence-based curricular programming and instructional practices for children and students from birth to Grade 12 identified as having or at risk of developing disabilities. Early childhood practices include developmentally appropriate practice and play-based instruction. Elementary-age and grades 7-12 practices include backward design, data-based decision-making, explicit and systematic instruction, embedded instruction of individualized goals, and evidence-based practices, criterion-based instructional procedures, and implementation of content area-specific instructional strategies. High Leverage Practices for Special Educators and the Universal Design for Learning framework will be emphasized. Semester(s) Offered: Spring, Summer
Felony Questionnaire Required
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean. Semester(s) Offered: Fall, Winter, Spring, Summer
Candidates will learn to select and evaluate informal and formal assessment tools, strategies, and procedures for students who are identified as a student with a disability or a student at-risk for a gap in academic achievement. Candidates will study how to interpret and use assessment results to make data-based decisions regarding student performance, instruction, curriculum needs, and educational placement outlined on an Individualized Education Plan (IEP). Candidates will also learn effective approaches for communicating assessment results, academic progress, and supports provided through specially designed instruction (SDI) to various stakeholders on a multi-disciplinary team.
Understand why challenging behavior occurs. Using the Positive Behavior Interventions and Supports framework and the High Leverage Practices for Students with Disabilities, students will learn proactive approaches to support positive behavior from Birth to Grade 12. Students will conduct a functional behavioral assessment for one focus learner to develop a behavior intervention plan to prevent, teach, and respond to challenging behaviors. Evaluate and implement culturally responsive, evidence-based practices and understand how biases result in school discipline disproportionality for marginalized populations. This course fulfills state-mandated requirements for the Dignity for All Students Act (DASA).
Practicum is a 6-week field experience full days for half the semester that focuses on understanding children’s instructional needs; candidates will focus on developing and delivering appropriate lesson plans; designing curriculum; delivering and evaluating instruction for learners with disabilities in school environments.
This course provides an introduction to the field of special education. It covers historical and contemporary issues, important legislation, categories and characteristics of disabilities and needs of learners with exceptionalities. Curriculum, placement options, and various types of student supports, and the roles of teachers in planning, delivering, and assessing appropriate education will be examined. Teacher candidates enrolled in this course will also learn about individualized and differentiated instructional practices to engage all students in meaningful learning activities.
Exploration of practices and policies appropriate to the needs of infants and preschool children who are disabled and/or at risk. The philosophy of early intervention, federal legislation related to early intervention, intervention strategies, service delivery approaches, and identification of children at risk. The development of children from birth-age 5, and the awareness of the range of services and programs will be explored as well as the importance of the family structure and the cultural, linguistic, and social differences that affect the lives of young children. Semester(s) Offered: Summer
The members of the special education program faculty strive to make a connective link across the disciplines, place specialties in a larger context, and highlight the student’s scholastic efforts in a revealing and meaningful way. The capstone project will provide students with the opportunities to examine the Council for Exceptional Children (CEC) Advanced Professional Standards and the Teacher Education Unit Outcomes and connect them to their courses and their practice. Semester(s) Offered: Fall, Spring
Exploration of the complexities of the field of learning disabilities; study of the sociological, psychological, educational, vocational, familial, and societal aspects of this exceptional condition; study of the precursors of specific learning disabilities and clinical teaching practices.
Course Description: Introduction to the history, conceptions, etiology, instructional practices, and service delivery models related to educating students from B-12 with intellectual disability, autism spectrum disorder, and other low-incidence disabilities. This includes physical disabilities, blindness, deafness, deaf-blindness, and multiple disabilities. Legal issues, ethical practices, student-centered evidence-based practices to deliver specially designed instruction, individualized supports, and postsecondary transition planning will be examined. Semester(s) Offered: Fall
This course focuses on the historical, etiological, educational, societal, and psychological nature of emotional disability and current educational interventions. The Positive Behavioral Interventions and Supports framework and High Leverage Practices focused on the Social/Emotional/Behavioral domain will be discussed, emphasizing multidisciplinary approaches to support students experiencing internalizing or externalizing behaviors. Students will investigate evidence-based interventions to prevent, de-escalate, and respond to challenging behaviors. Semester(s) Offered: Winter, Summer
This course provides an in-depth examination of both state and federal litigation, and legislation that pertains to persons with disabilities. It includes an introduction to the historical legacy of advocacy for and by persons with disabilities, and their impact on legislation. The course will examine litigation that has advanced the educational opportunity for students with disabilities. Teacher candidates will learn about the main elements of the Individuals with Disabilities Education Act, required to become an educational advocate for infants, children, and young adults. Semester(s) Offered: Fall
Descriptions, definitions, and methods of identifying Autism Spectrum Disorder. The symptoms and assessment instruments or techniques available to alert parents and providers to seek further evaluation by a child study team of the local school district and a developmental pediatrician. Gain a repertoire of resources from local, state, and national resources for parents and professionals. Align evidence-based practices to support the various academic, social, communication, and behavioral needs of young children with Autism Spectrum Disorder.
Evidence-based curricular programming and instructional practices for children and students from birth to Grade 6 identified as having or at risk of developing disabilities. Early childhood practices include developmentally appropriate practice and play-based instruction. Elementary-age practices include backward design, data-based decision-making, explicit and systematic instruction, embedded instruction of individualized goals, and evidence-based practices, criterion-based instructional procedures, and implementation of content area-specific instructional strategies. High Leverage Practices for Special Educators and the Universal Design for Learning framework will be emphasized. Semester(s) Offered: Spring, Summer, Winter
Acquisition of knowledge and skills in curricular and instructional programming for children birth to Grade 2 who have been identified as having, or at risk of developing, developmental disabilities or other disabilities. The use of specific instructional techniques and practices as they apply to pre-elementary school levels or early elementary grades to facilitate success in elementary schools.
Evidence-based curricular programming and instructional practices for children and students from Grades 1- 6 identified as having or at risk of developing disabilities. Elementary-age practices include backward design, data-based decision-making, explicit and systematic instruction, embedded instruction of individualized goals, and evidence-based practices, criterion-based instructional procedures, and implementation of content area-specific instructional strategies. High Leverage Practices for Special Educators and the Universal Design for Learning framework will be emphasized. Semester(s) Offered: Spring, Summer, Winter
Evidence-based curricular programming and instructional practices for students from grades 7-12 identified as having disabilities. Instructional practices in grades 7-12 include backward design, data-based decision-making, explicit and systematic instruction, embedded instruction of individualized goals, and evidence-based practices, criterion-based instructional procedures, and implementation of content area-specific instructional strategies. Instructional practices that support successful middle school, high school, and postsecondary school transitions, including community-based instruction, service-learning, and cooperative learning, will be examined. High Leverage Practices for Special Educators and the Universal Design for Learning framework will be emphasized. This course addresses the procedures for reporting child abuse (Mandatory Reporter) and tools for preventing violence in the classroom and school (Safe Schools Act, S.A.V.E.). Felony Questionnaire Required Semester(s) Offered: Spring, Summer, Winter
This course focuses on philosophies, strategies, and approaches related to inclusion and collaboration versus mainstreaming, integration and consultation. Students will learn how to plan and implement instructional practices appropriate for all students in an inclusive school community. Students will also learn how to collaborate with various education professionals and families.
Evidence-based curricular programming and instructional practices for children and students from Pre-K to Grade 12 identified as having or at risk of developing disabilities. Early childhood practices include developmentally appropriate practice and play-based instruction. Elementary-age and grades 7-12 practices include backward design, data-based decision-making, explicit and systematic instruction, embedded instruction of individualized goals, and evidence-based practices, criterion-based instructional procedures, and implementation of content area-specific instructional strategies. High Leverage Practices for Students with Disabilities and the Universal Design for Learning framework will be emphasized. Students will have a minimum of 15 hours of field experience.
This experience centers on understanding adolescent’s instructional needs. Candidates will focus on developing and delivering appropriate lesson plans; designing curriculum; and, delivering and evaluating instruction for learners with disabilities in school environments. Students will complete a minimum of 50 hours in the field, with adolescents in grades 7-12.
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean. Semester(s) Offered: Fall, Spring, Summer
Source: SUNY College at Plattsburgh's catalog, linked per course · table learning_unit · CourseShelf publish 61
