Early Childhood, Childhood Special Education
Full-Time Faculty: Julie Henry, Chair; Nicki Calabrese, Marya Grande, Ellen Hamm, Kelly Harper, Corinne M. Kindzierski, Kimberly Leavitt-Noble, Christopher Lopata, Michele Marable, Robert Nida, James Oigara, Marcus Thomeer, Ann Marie Tryjankowski, Nancy Wallace, George Wenner, Paul A. Young.
The Education Department offers teacher certification programs at a variety of levels. These programs include: Early Childhood Education (birth through grade 2); Childhood Education (grades 1 through 6); dual certification in Early Childhood/Childhood Education (birth through grade 6); dual certification in Students with Disabilities/Early Childhood (birth through grade 2); and dual certification in Students with Disabilities/Childhood Education (grades 1 through 6). Teacher candidates majoring in Childhood Education will be eligible to apply for a grade 7-9 certification extension in Middle Childhood. Each of these five programs requires candidates to select a 10-course academic concentration in one of eight disciplines: English, Mathematics, Music, Science, Social Studies, French, German or Spanish.
The professional sequences in Early Childhood, Childhood, and Students with Disabilities Education give the prospective teacher a thorough foundation in the many facets of modern American education and a gradually increasing exposure to the realities of the classroom. A broad range of field experiences, from observation and tutoring to a full semester of student teaching, is an essential part of the curriculum. Each program also includes an integrated sequence of subject-area courses offered by one or more of the academic departments at the college.
Learning Goals for the Education Department
Knowledge Goals
- Candidates demonstrate a depth of knowledge in their program of study and demonstrate the skills that derive from that knowledge.
- Candidates integrate theory, research and practice in coursework and practicum settings.
- Candidates engage in service in order to better understand the complexities of our educational, political and social environment and thus be better prepared to advocate for social justice.
- Candidates adapt to new environments, integrate knowledge and demonstrate cura personalis to interact effectively with students and families from diverse cultural backgrounds.
• Candidates are reflective practitioners able to critically question the ends, means and contexts of teaching and learning.Certification Requirements
- To obtain initial teacher certification, candidates must pass the examinations required by the New York State Education Department. These include the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the appropriate Content Specialty Tests(s) (CST). The LAST should be taken in the sophomore year or early in the junior year and the ATS-W and the CTS(s) in the senior year.
- Candidates must be cleared by the New York State Education Department through a fingerprint-supported criminal history background check.
- Candidates in teacher certification programs are required to take three credits of foreign language to meet New York State certification regulations. Canisius College accepts high school foreign language study for the foreign language proficiency requirement for those candidates successfully completing the appropriate Regents Exam with a grade of 85% or higher. For students who graduated from high schools outside New York state, three or more full year courses in a foreign language with grades of ‘B’ or higher are acceptable for the foreign language proficiency. Your proficiency will be evaluated during freshman orientation by the Director of Advisement. Candidates may also demonstrate the foreign language proficiency requirement by passing the appropriate CLEP test. Candidates that do not meet the foreign language proficiency through high school study are required to take a three credit foreign language course at the college level. Candidates that have no prior high school foreign language experience, should register for a 103 level foreign language course. Candidates that have prior high school foreign language experience, should register for a 115 level foreign language course.
- Academic Criteria for Endorsement and Completion of Program
• Cumulative GPA of 2.5 or higher
• Grade of ‘C’ or higher in pedagogical courses
• Satisfactory performance in field placements
• Successful portfolio review
Curriculum
1. Core Requirements
Students in all majors are expected to fulfill Core requirements. See pages 38-40 of this catalog for the Core Curriculum requirements. Please go to /core_curriculum/mission.asp for complete information about the Core Curriculum.
2. Major Requirements
| Early Childhood Education (Birth to Grade 2): | ||||
| 1. Concentration: English, Mathematics, Music, Science, Social Studies, French, German or Spanish |
||||
| 2. Pedagogical Core: | ||||
| EDE 100 Human Growth and Social Development: Birth-Childhood | 3 credits | |||
| EDE 121 Children’s Literature | 3 credits | |||
| EDU 122 Technology in Education | 3 credits | |||
| EDY 208 Infant/Toddler Care and Education | 3 credits | |||
| EDY 209 Developmentally Appropriate Practices in EC Classrooms: Playing to Learn |
3 credits | |||
| ECCH 221 Literacy I | 3 credits | |||
| ECCH 222 Literacy II | 3 credits | |||
| EDU 250 Foundations of Education | 3 credits | |||
| EDY 306 Music, Movement, and the Arts in EC Classrooms | 3 credits | |||
| EDY 310 Teaching Math/Science in EC Classrooms | 3 credits | |||
| EDY 313 Family and Community Involvement in EC EDUCATION | 3 credits | |||
| EDU 341 Inclusive Strategies | 3 credits | |||
| EDE 390 Cognition, Learning, and Assessment Birth-Childhood | 3 credits | |||
| EDY 433 Seminar in Teaching and Assessment-EC | 3 credits | |||
| EDY 450, 451, 452 Student Teaching Seminar | 1 credit | |||
| EDY 460 Student Teaching-EC | 12 credits | |||
Childhood Education (Grade 1-6):
| 1. Concentration: English, Mathematics, Music, Science, Social Studies, French, German or Spanish | ||||
| 2. Pedagogical Core: | ||||
| EDE 100 Human Growth and Social Development: Birth-Childhood | 3 credits | |||
| EDE 121 Children’s Literature | 3 credits | |||
| EDU 122 Technology in Education | 3 credits | |||
| ECCH 221 Literacy I | 3 credits | |||
| ECCH 222 Literacy II | 3 credits | |||
| EDU 250 Foundations of Education | 3 credits | |||
| EDE 311 Science in the Schools | 3 credits | |||
| EDE 317 Teaching Math in Elementary Schools | 3 credits | |||
| EDE 331 Teaching Social Studies in Elementary Schools | 3 credits | |||
| SPE 341 Inclusive Strategies | 3 credits | |||
| EDE 390 Cognition, Learning, and Assessment Birth-Childhood | 3 credits | |||
| EDE 412 Elementary Curriculum Development and Implementation | 3 credits | |||
| EDE 432 Seminar in Teaching and Assessment – Elementary | 3 credits | |||
| EDE 450 Student Teaching Seminar | 1 credit | |||
| EDU 451 Child Abuse Seminar | 0 credit | |||
| EDU 452 Prevention of School Violence Workshop | 0 credit | |||
| EDE 455 Student Teaching | 12 credits | |||
Dual Certification: Early Childhood/Childhood (Birth to Grade 6)
| 1. Concentration: English, Mathematics, Music, Science, Social Studies, French, German or Spanish | ||||
| 2. Pedagogical Core: | ||||
| EDE 100 Human Growth and Social Development: Birth-Childhood | 3 credits | |||
| EDE 121 Children’s Literature | 3 credits | |||
| EDU 122 Technology in Education | 3 credits | |||
| EDY 208 Infant/Toddler Care and Education | 3 credits | |||
| EDY 209 Developmentally Appropriate Curriculum in EC: Playing to Learn | 3 credits | |||
| ECCH 221 Literacy I | 3 credits | |||
| ECCH 222 Literacy II | 3 credits | |||
| EDY 310 Teaching Math/Science in Early Childhood Classrooms | 3 credits | |||
| EDU 250 Foundations of Education | 3 credits | |||
| EDY 306 Music, Movement and the Arts in EC Classrooms | 3 credits | |||
| EDE 311 Science in the Schools | 3 credits | |||
| EDE 317 Teaching Math: Elementary | 3 credits | |||
| EDE 331 Teaching Social Studies in Elementary Schools | 3 credits | |||
| SPE 341 Inclusive Strategies | 3 credits | |||
| EDE 390 Cognition, Learning, and Assessment Birth-Childhood | 3 credits | |||
| EDE 412 Elementary Curriculum Development and Implementation | 3 credits | |||
| EDE 432 Seminar in Teaching and Assessment – Elementary | 3 credits | |||
| EDE 450 Student Teaching Seminar | 1 credit | |||
| EDU 451 Child Abuse Seminar | 0 credit | |||
| EDU 452 Prevention of School Violence Workshop | 0 credit | |||
| EDE 465 Student Teaching-EC/CH | 12 credits | |||
Dual Certification: Students with Disabilities/Early Childhood: (Birth to Grade 2)
| 1. Concentration: English, Mathematics, Music, Science, Social Studies, French, German or Spanish | ||||
| 2. Pedagogical Core: | ||||
| SPE 100 Introduction to Special Education | 3 credits | |||
| EDE 100 Human Growth and Social Development: Birth-Childhood | 3 credits | |||
| EDE 121 Children’s Literature | 3 credits | |||
| EDU 122 Technology in Education | 3 credits | |||
| EDY 208 Infant/Toddler Care and Education | 3 credits | |||
| EDY 209 Developmentally Appropriate Curriculum in EC: Playing to Learn | 3 credits | |||
| ECCH 221 Literacy I | 3 credits | |||
| ECCH 222 Literacy II | 3 credits | |||
| EDU 250 Foundations of Education | 3 credits | |||
| SPE 281 Nature and Needs of EC Students with Learning Disabilities | 3 credits | |||
| SPE 282 Remedial Strategies for Teaching in the EC Content Areas | 1 credits | |||
| SPE 301 Nature and Needs of EC Students with Developmental Disabilities | 3 credits | |||
| SPE 302 Multidisciplinary Assessment and EC Teaching | 3 credits | |||
| EDY 306 Music, Movement and the Arts in EC Classrooms | 3 credits | |||
| SPE 320 Nature and Needs of EC Students with Behavior Disorders | 3 credits | |||
| SPE 325 Classroom Management in EC Classrooms | 3 credits | |||
| EDE 390 Cognition, Learning and Assessment Birth-Childhood | 3 credits | |||
| SPE 433 Seminar in Teaching and Assessment EC | 3 credits | |||
| SPE 450 Student Teaching Seminar | 1 credit | |||
| EDU 451 Child Abuse Seminar | 0 credit | |||
| EDU 452 Prevention of School Violence Seminar | 0 credit | |||
| SPE 460 Student Teaching EC | 12 credits | |||
Dual Certification: Students with Disabilities/Childhood (Grades 1-6)
| 1. Concentration: English, Mathematics, Music, Science, Social Studies, French, German or Spanish | ||||
| 2. Pedagogical Core: | ||||
| SPE 100 Introduction to Special Education | 3 credits | |||
| EDE 100 Human Growth and Social Development: Birth-Childhood | 3 credits | |||
| EDE 121 Introduction to Literacy, Children’s Literature and the Arts | 3 credits | |||
| ECCH 221 Literacy I | 3 credits | |||
| ECCH 222 Literacy II | 3 credits | |||
| EDU 250 Foundations of Education | 3 credits | |||
| SPE 291 Nature and Needs of CH Students with Learning Disabilities | 3 credits | |||
| SPE 292 Remedial Strategies for Teaching in the CH Content Areas | 3 credits | |||
| SPE 311 Nature and Needs of CH Students with Developmental Disabilities | 4 credits | |||
| SPE 312 Multidisciplinary Assessment and Teaching in CH | 3 credits | |||
| SPE 317 Teaching Math in Elementary Schools | 3 credits | |||
| SPE 320 Nature and Needs of EC Students with Behavior Disorders | 3 credits | |||
| SPE 330 Nature and Needs of CH Students with Behavior Disorders | 4 credits | |||
| SPE 335 Classroom Management of Childhood Classrooms | 3 credits | |||
| EDE 390 Cognition, Learning and Assessment Birth-Childhood | 3 credits | |||
| SPE 432 Seminar in Teaching and Assessment-CH/SPE | 3 credits | |||
| SPE 450 Student Teaching Seminar | 1 credit | |||
| EDU 451 Child Abuse Seminar | 0 credit | |||
| EDU 452 Prevention of School Violence Seminar | 0 credit | |||
| SPE 455 Student Teaching | 12 credits | |||
3. Free Electives
Courses/credits in addition to the Core Curriculum and major requirements sufficient to reach a minimum of 120 hours for graduation. Students may graduate with more but not less than 120 credit hours.
4. Concentration Requirements
Students who major in any of the early childhood, childhood, or students with disabilities programs listed above must also complete one of the concentrations listed below:
English
| ENG 300 Intro to English Studies | 3 credits |
| American Literature I: Pre-Civil War Period (300/400) | 3 credits |
| American Literature II: Post-Civil War Period (300/400) | 3 credits |
| ENG 322 or 323 Shakespeare | 3 credits |
| One course each from 3 of 4 historical periods: I. Medieval - Early 17th Century II. Restoration - 18th Century III. 19th Century IV. 20th Century |
9 credits |
| Writing CMP 405 Grammar for Teachers or EDU 405 Teaching Writing in the Schools or ENG 385,387, 389, 394, 401,or 403 |
3 credits |
French
| FRC 115 Advanced Introductory I | 3 credits |
| FRC 116 Advanced Introductory II | 3 credits |
| FRC 215 Intermediate I | 3 credits |
| FRC 216 Intermediate II | 3 credits |
| FRC 323 Advanced Conversation I | 3 credits |
| FRC 324 Advanced Conversation II | 3 credits |
| FRC 331 Substance and Style I | 3 credits |
| FRC 332 Substance and Style II | 3 credits |
| FRC Electives: Two courses | 6 credits |
German
| GER 103 Advanced Introductory I | 3 credits |
| GER 104 Advanced Introductory II | 3 credits |
| GER 215 Intermediate I | 3 credits |
| GER 216 Intermediate II | 3 credits |
| GER 323 Advanced Conversation I | 3 credits |
| GER 324 Advanced Conversation II | 3 credits |
| GER 331 Substance and Style I | 3 credits |
| GER 332 Substance and Style II | 3 credits |
| GER Electives: Two courses | 6 credits |
Mathematics
| MAT 111 Calculus I | 4 credits |
| MAT 112 Calculus II | 4 credits |
| MAT 211 Calculus III | 4 credits |
| MAT 219 Linear Algebra | 4 credits |
| MAT 222 Differential Equations or MAT elective | 4 credits |
| MAT 230 Bridge to Abstract Math | 4 credits |
| MAT 311 Abstract Algebra | 3 credits |
| MAT 331 Intro. to Modern Geometry | 3 credits |
| MAT 351 Statistics or MAT 141 | 3-4 credits |
| CSC 110 or 111 Intro. To Computing/Programming or BIF 101, CSC 108, CSC 109 |
3-4 credits |
Music
| FAM 119 Masterpieces of Music | 3 credits | |
| FAM 210 Keyboard Musicianship | 3 credits | |
| FAM 230 & Lab Music Theory I | 4 credits | |
| FAM 240 & Lab Music Theory II | 4 credits | |
| FAM 330 & Lab Music Theory II | 4 credits | |
| FAM 340 & Lab Music Theory II | 4 credits | |
| Music Literature Courses (choose two from) FAM 118, FAM 120, FAM 121, FAM 122, FAM 217 |
6 credits | |
| Music Literature Courses (choose one from) FAM 123, FAM 124, FAM 130 |
3 credits | |
| Music Elective: FAM 250 recommended | 3 credits |
Science
| GEO 325 Physical Geography | 3 credits | |
| BIO 101, BIO 101 Lab Intro to Cellular/ Subcellular Biology |
4 credits | |
| BIO 102, BIO 102 Lab Organismal Biology | 4 credits | |
| CHEM 111, CHEM 111 Lab General Chemistry I | 4 credits | |
| CHEM 112, CHEM 112 Lab General Chemistry II | 4 credits | |
| PHY 129 or 130 Intro to Astronomy/Geology | 3 credits | |
| BIO 201, BIO 201 Lab Evolution, Ecology, and Population Biology |
4 credits | |
| Science Electives (3 courses) | 9-12 credits |
Social Studies
| HIS 107 History of Modern Europe to 1815 or HIS 111 Men and Ideas in History |
3 credits | |
| HIS 108 History of Modern Europe Since 1815 or HIS 113 The Twentieth Century | 3 credits | |
| HIS 109 History of Asia to 1800 or HIS 110 History of Asia Since 1800 |
3 credits | |
| HIS 123 History of the U.S. to 1877 | 3 credits | |
| HIS 124 History of the U.S. 1877 to Present | 3 credits | |
| PSC 103 or PSC 104 Political Science | 3 credits | |
| ECO 101 Principles of Macroeconomics or ECO 102 Principles of Microeconomics |
3 credits | |
| History of Europe or History of Asia, Africa & Latin America (1 course) |
3 credits | |
| History of the U.S. (2 courses) [HIS 382: New York State History strongly recommended] |
6 credits |
Spanish
| SPA 115 Advanced Introductory I | 3 credits |
| SPA 116 Advanced Introductory II | 3 credits |
| SPA 215 Intermediate I | 3 credits |
| SPA 216 Intermediate II | 3 credits |
| SPA 323 Advanced Conversation I | 4 credits |
| SPA 324 Advanced Conversation II | 4 credits |
| SPA 331 Substance and Style I | 3 credits |
| SPA 332 Substance and Style II | 3 credits |
| SPA Electives: 2 courses | 6 credits |
Middle Childhood Extension for Candidates in Childhood, Childhood/Early Childhood, Childhood/ Special Education Childhood Candidates wishing to obtain an extension to teach grades 7-9 in their area of concentration must take the EMC 352 and EMC 391 in addition to the courses listed above. Also, candidates must pass the CST in their concentration area.
COURSES 2009 – 2011
ECCH 221 Literacy I 3 credits
Examines theories of language development and implications for practice. Strategies are presented to facilitate emergent and developing literacy skills in young children and to develop fluent readers and writers throughout the elementary years. Includes twenty pages of polished prose including a literature review, literature project and lesson plans.
ECCH 222 Literacy II 3 credits
Examines effective methods for assessing children’s literacy skills and for developing targeted instruction that reinforces, remediates and/or enriches literacy learning. Issues related to the literacy learning of all children, including children with disabilities and children from linguistically and culturally diverse backgrounds are examined. Research-based early intervention programs will be examined. Includes 40 hours of field experience in grades PreK-6.
EDE 100 Human Growth and Development - Birth through Childhood 3 credits
Introduces multiple dimensions of development including influence of family, culture and society. Examines physical, cognitive, emotional and behavioral theories and emphasizes education’s role in promoting wellness. Fall/Spring
EDE 121 Introduction to Literacy, Children’s Literature & The Arts 3 credits
Focuses on the uses of children’s books across all curriculum areas. Multicultural literature, authors, illustrators, genres and age-appropriateness are explored. Discusses basic approaches to literacy and the use of children’s books in developing literacy. Emphasizes integrating the arts into the total curriculum. Fall/Spring
EDE 311 Science in the Schools 3 credits
Addresses objectives, curriculum, strategies, materials and evaluation necessary for teaching science. Emphasizes content, inquiry skills, problem solving and scientific attitude highlighting the NY State Standards. Fall/Spring
EDE 317 Teaching Math in Elementary Schools 3 credits
Addresses objectives, curriculum, strategies, materials and evaluation necessary for teaching mathematical concepts. Emphasizes content, inquiry skills and problem solving highlighting the NY State Standards. Fall/Spring
EDE 331 Teaching Social Studies in Elementary Schools 3 credits
Addresses the objectives, curriculum, strategies, materials and evaluation necessary for teaching social studies content. Emphasizes historic, geographic, economic, political and social concepts highlighting the NY State Standards. Fall/Spring
EDE 390 Cognition, Learning and Assessment - Birth through Childhood 3 credits
Investigates theories of learning, and current brain research. Integrates emotion and motivation and the neurological basis for learning. Analyzes formal and informal procedures for reporting student progress. Fall/Spring
EDE 412 Managing the Elementary Classroom 3 credits
Develops understanding of how to build classroom communities and organize the classroom for student success. Discusses the importance of a proactive approach to prevent behavior problems and investigates a variety of classroom management strategies. Strategies for collaborating with diverse families and other professionals will be exposed including strategies for co-teaching. Fall/Spring
EDE 432 Seminar in Teaching and Assessment 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the childhood level. Requires 50 hours of field placement. Fall/Spring
EDE 450 Student Teaching Seminar 1 credits
Includes mandatory training by NY State Education Department and professional reflection. Training includes drug abuse, tobacco health issues, child abduction, AIDS and prevention of school violence. Prerequisites: Signature; concurrent registration in Student Teaching. Fall/Spring
EDE 455 Student Teaching - CH 12 credits
Highlights knowledge, skills, and dispositions of professional educators. Two full-time 7-week placements in childhood classrooms require candidates to become the instructional leader under the supervision of cooperating teachers and college faculty. Prerequisites: Signature; concurrent registration in EDE 450. Fall/Spring
EDE 465 Student Teaching - EC/CH 12 credits
Highlights knowledge, skills, and dispositions of professional educators. One full-time 7-week placement in each childhood and early childhood classroom requires candidates to become the instructional leader under the supervision of cooperating teachers and college faculty. Prerequisites: Signature, concurrent registration in EDE 450. Fall/Spring
EDU 122 Technology in Education 3 credits
Explores applications of technology in education. Emphasizes evaluation and selection of software, high and low-tech devices, distance learning and state of the art technologies that impact teaching. Fall/Spring
EDU 250 Foundations of Education 3 credits
Addresses social, philosophical, legal, historical, organizational, theoretical perspectives on education, including multicultural perspectives. Highlights rights and responsibilities of teachers, students and others involved in education. Fall/Spring
EDU 451 Child Abuse Workshop 0 credits
Mandatory training by NY State Education Department for teacher certification. Occurs during the student teaching seminar. Fall/Spring
EDU 452 Prevention of School Violence Workshop 0 credits
Mandatory training by NY State Education Department for teacher certification. Occurs during the student teaching seminar. Fall/Spring
EDY 208 Infant/Toddler Care and Education 3 credits
This course utilizes developmental theory and research findings to examine issues of attachment, perception, motor skills, cognition, language, emotions and social skills in children birth through age three. An emphasis is placed on understanding children in the context of family and culture. Requires 15 hours of field placement: infant/toddler. (EDY 208 & EDY 209 must be taken together during the first semester of the sophomore year.) Fall
EDY 209 Developmentally Appropriate Curriculum in Early Childhood Classrooms 3 credits
Emphasizes research-supported practice for enhancing children’s physical, cognitive, social, emotional and behavioral development within the framework of the NY State standards. Focuses on developmentally appropriate learning opportunities. Requires 15 hours of field placement: Grades 1-2. (EDY 208 & EDY 209 must be taken together during the first semester of the sophomore year.) Fall
EDY 306 Music, Movement and the Arts in Early Childhood Classrooms 3 credits
Emphasizes the integration of music, movement, and the arts into the curriculum in K-6 classrooms. Explores various media and materials utilized to enrich learning and stimulate children’s creativity. Spring
EDY 310 Teaching Math/Science in Early Childhood Classrooms 3 credits
Focuses on inquiry methods, problem solving, and diagnostic teaching addressing the NY State standards. Emphasizes hands-on materials, visuals and other multi-model experiences in math/science learning in the early years. Requires 15 hours of field placement: PreK-K. Spring.
EDY 313 Family and Community Involvement in Early Childhood 3 credits
Explores theory and research to identify family and community characteristics and the many influences on them. Emphasizes skills needed to support and empower families through respectful and reciprocal relationships. Spring.
EDY 433 Seminar in Teaching and Assessment 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the early childhood level. Requires 50 hours of field placement: Grades 1-2. Fall/Spring
EDY 450 Student Teacher Seminar 1 credits
Includes mandatory training by NY State Education Department and professional reflection. Training includes drug abuse, tobacco health issues, child abduction, AIDS and prevention of school violence. Prerequisite: Signature; concurrent registration in Student Teaching. Fall/Spring
EDY 460 Student Teaching - Early Childhood 12 credits
Highlights knowledge, skills, and dispositions of professional educators. Two full-time seven -week placements in early childhood classrooms require candidates to become the instructional leader under the supervision of cooperating teachers and college faculty. Prerequisites: Signature; concurrent registration in EDY 450. Fall/Spring
EMC 352 Human Growth and Social Development: Middle Childhood 3 credits
Major concepts, principles, theories and research related to the intellectual, emotional, physical, social and moral development of young adolescents. Fall/Spring
EMC 391 Cognition, Learning, Assessment and Diagnostic Teaching: Middle Childhood 3 credits
Concepts, standards and research related to middle level curriculum development stressing the importance of a curriculum that is relevant, challenging, integrative and exploratory. Interdisciplinary middle level curriculum standards and models will be introduced in addition to assessment strategies that promote the continuous intellectual, social and physical development of all young adolescents. Fall/Spring
GEO 325 Introduction to Physical Geography 3 credits
Physical geography focuses on the reshaping of the Earth’s surface through the many interactions that occur between the atmosphere, hydrosphere, lithosphere and biosphere. It entails an examination of the terrestrial and aquatic character of the Earth, its climate and biodiversity and the sources of energy that promote change. Ultimately, physical geography provides a panoramic view of our relationship to a physical setting that is undergoing constant modification. Fall/Spring
SPE 100 Introduction to Special Education 3 credits
Presents the definitions, causes, psychological and behavioral characteristics of disabilities outlined in the IDEA. Emphasizes assessment procedures, multicultural issues, family involvement and the referral process. Fall/Spring
SPE 281 Nature and Needs of EC Students with Learning Disabilities 3 credits
Describes the effect of mild disabilities on early childhood. Focuses on collaborative strategies for parental involvement. Highlights the CPSE process, placement options and instructional strategies through second grade. Requires 20 hours field placement. Prerequisite: SPE 100. Concurrent enrollment in SPE 282. Spring
SPE 282 Remedial Strategies in the EC Content Areas 3 credits
Describes developmentally appropriate techniques and materials for instruction to students with disabilities and those at risk of failure. Emphasizes assistive technology for students in early childhood classrooms across the curriculum. Prerequisite: SPE 100. Concurrent enrollment in SPE 281. Spring
SPE 291 Nature and Needs of CH Students with Learning Disabilities 3 credits
Describes the effect of mild disabilities on childhood. Focuses on collaborative strategies for parental involvement. Highlights the CSE process, placement options and instructional strategies in grades one to six. Requires 20 hours field placement. Prerequisite: SPE 100. Concurrent enrollment in SPE 292. Spring
SPE 292 Remedial Strategies in the CH Content Areas 3 credits
Describes appropriate techniques and materials for instruction to students with disabilities and those at risk of failure. Emphasizes assistive technology for students in childhood classrooms across the curriculum. Prerequisite: SPE 100. Concurrent enrollment in SPE 291. Spring
SPE 301 Nature and Needs of EC Students with Developmental Disabilities 3 credits
Describes the effect of Mental Retardation and other developmental disabilities on early childhood. Focuses on collaborative strategies for parental involvement. Highlights the CPSE process and placement options through second grade. Requires 20 hours field placement. Prerequisites: SPE 281 and 282. Concurrent enrollment in SPE 302. Fall
SPE 302 Multidisciplinary Assessment and EC Teaching 3 credits
Emphasizes a multidisciplinary approach to meet the assessment and learning needs of early childhood students with disabilities. Explores home-based and center-based models and strategies that promote family collaboration. Prerequisites: SPE 281 and 282. Concurrent enrollment in SPE 301. Fall
SPE 311 Nature and Needs of CH Students with Developmental Disabilities 3 credits
Describes effects of MR and other developmental disabilities on childhood. Focuses on collaborative strategies for parental involvement. Highlights instructional strategies for grades 1-6 across the continuum of services. Requires 20 hours field placement. Prerequisites: SPE 291 and SPE 292. Concurrent enrollment in SPE 312. Fall
SPE 312 Multidisciplinary Assessment and CH Teaching 3 credits
Emphasizes a multidisciplinary approach to meet the assessment and learning needs of childhood students with disabilities. Explores assessment and evaluation using the NYS Standards for Severe Disabilities and the Alternative Performance Indicators. Prerequisites: SPE 291 and SPE 292. Concurrent enrollment in SPE 311. Fall
SPE 320 Nature and Needs of EC Students with Behavioral Disorders 3 credits
Describes the effect of Emotional and Behavioral Disorders on young children and their families. Highlights CPSE, placement options, collaboration and instructional strategies to address academic and behavioral issues through second grade. Requires 20 hours field placement. Prerequisites: SPE 301, 302. Concurrent enrollment in SPE 325. Spring
SPE 325 Classroom Management in Early Childhood Classrooms 3 credits
Discusses implications of behavior management and importance of a proactive approach to prevent behavior problems. Emphasizes developmentally appropriate classroom structure that supports children with E/BD. Prerequisites: SPE 301, 302. Concurrent enrollment in SPE 320. Spring
SPE 330 Nature and Needs of CH Students with Behavioral Disorders 3 credits
Describes the effect of Emotional and Behavioral Disorders on children and their families. Highlights NYSED Regulations, collaboration and instructional strategies to address academic and behavioral issues. Requires 20 hours of field placement. Prerequisites: SPE 311, 312. Concurrent enrollment in SPE 335. Spring
SPE 335 Classroom Management in Childhood Classrooms 3 credits
Discusses implications of behavior management and importance of a proactive approach to prevent behavior problems. Emphasizes appropriate classroom structure, and individual and group contingencies to support children with E/BD in grades 1-6. Prerequisites: SPE 311, 312. Concurrent enrollment in SPE 330. Spring
SPE 341 Inclusive Strategies 3 credits
Highlights best practices in general education for students with disabilities. Illustrates current developments in special education. Emphasizes collaboration to meet the diverse needs of learners. Fall/Spring
SPE 432 Seminar in Teaching and Assessment 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the special education-childhood level. Requires 50 hours of field placement. Fall/Spring
SPE 433 Seminar in Teaching and Assessment 3 credits
Includes practica and seminars that focus on professional reflection and topics related to classroom management, increasing family involvement, teaching to higher standards and assessment at the special education-early childhood level. Requires 50 hours of field placement. Fall/Spring
SPE 450 Student Teaching Seminar 1 credits
Includes mandatory training by NY State Education Department and professional reflection. Training includes drug abuse, tobacco health issues, child abduction, AIDS and prevention of school violence. Prerequisites: Signature; concurrent registration in Student Teaching. Fall/Spring
SPE 455 Supervised Student Teaching 12 credits
Highlights knowledge, skills and dispositions of professional educators. One full-time 7-week placement in each childhood and special education-childhood classroom requires candidates to become the instructional leader under the supervision of cooperating teachers and college faculty. Prerequisites: Signature; overall G.P.A. of 2.50 to date: “C” in each required subject area course (modern language majors must also pass proficiency examination); “C” in each required Education course; interview; concurrent registration in SPE 450. Some schools may require certain health tests. Fall/Spring
SPE 460 Supervised Student Teaching 12 credits
Highlights knowledge, skills and dispositions of professional educators. One full-time 7-week placement in each early childhood and special education-early childhood classroom requires candidates to become the instructional leader under the supervision of cooperating teachers and college faculty. Fall/Spring