Marya Grande, PhD Associate Professor, Education / Undergraduate Special Education Program Coordinator
PhD in Special Education;
State University of New York at Buffalo
Years at Canisius: Since 2001
Why prospective students should attend Canisius
- SPE 100 Introduction to Exceptional Education
- SPE 291/292 & 281/292 Nature and Needs of Students with Mild Disabilities and Remedial Strategies for Teaching in the Content Areas
- SPE 341/541 Inclusive Strategies
- SPE 432/433 Seminar in Teaching and Assessment: Special Education
- SPE 499 Student Teaching
- EDCH 570 Seminar in Teaching & Assessment: Childhood
- EDU 250 Foundations of Education
Why prospective students should attend Canisius:
“Because of the size of our programs, we can give individualized attention to teacher candidates in the form of accurate advising, career coaching, in addition to interactive and dynamic classes. Full-time faculty teaching our methods courses place candidates in the field and then observe them so what candidates are learning in class is not only tied to research, but also to what they are experiencing in their classrooms.”
- The use of rubrics for writing assessment
- Students with learning disabilities and inclusive strategies
- The use of book talks with teacher candidates
- Increasing the willingness of teacher candidates to work in high need schools
- Culturally relevant pedagogy
- Online learning communities for new teachers
Leavitt-Noble, K.A., Marable, M.A., & Grande, M. (2010). Using literature and book talks in special education methods courses. Teacher Education and Special Education, 33 (2), 143-154.
Grande, M. (2008). Using dialogue journals and interest inventories with classroom volunteers. Teaching Exceptional Children, 41(2), 56-63.
Murray, R. Grande, M., DiCamillo, L., Henry, J., & Henry, D. (2008). The annotated unit: A systematic approach to documenting candidate effectiveness in facilitating P-12 student learning. Action in Teacher Education, 30(3), 74-87.
Burns, B. & Grande, M., & Marable, M. (2008). Factors influencing teacher candidates’ participation in a paid tutoring experience for urban students. Issues in Teacher Education 17(2), 101-116.
Grande, M., Burns, B., Schmidt, R., Wallace, N., & Marable, M. (2008). Impact of a paid tutoring experience on candidates’ willingness to work in urban schools. The Teacher Educator, 44(3), 188-203.
Grande, M. (2004). Increasing parent participation and knowledge with home literacy bags. Intervention in School & Clinic, 40(2), 120-126