student handbook graduate programs in special education · 2013-03-14 · and community programs...

STUDENT HANDBOOK Graduate Programs in Special Education

Masters Degree Programs Leading to

Initial/Professional Certification &

Post-Masters Advanced Certification Programs

Graduate Programs in Special Education: Department of Educational and Community Programs

Queens College, City University of New York 65-30 Kissena Boulevard

Flushing, NY 11367 http://www.qc.cuny.edu/Academics/Degrees/Education/ECP/SpecialEd/Pages/default.aspx

Spring, 2013

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Table of Contents

Welcome to the Education Unit of Queens College 3

Programs Offered 4

For More Information about the Programs 5

Introduction 6

Mission and Philosophy 7

Special Education Program Requirements 10

Requirements for Admission 10

Requirements for Retention 14

Requirements for Program Completion 15

Teacher Certification Requirements 15

Candidate Appeal Process 15

Administrative Guides 15

Scope & Sequence of Courses by Program Age-Level 17

MSED Early Childhood Special Education 19

MSED Childhood Special Education 21

MSED Adolescent Special Education 23

MAT Dual Certification Program in Elementary and Special Education 25

Post Masters, Advanced Certification Programs 27

Special Education Course Content & Descriptions 28

Elementary Education Course Content & Descriptions 33

TIPS for New Program Candidates 35

Important Resources and Contacts 36

Certification 37

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Welcome The Education Unit of Queens College

QueensCollege’smissionistopreparestudentstobecomeleadingcitizensofanincreasinglyglobalsociety.Itachievesthisbyofferingitsstudentsarigorouseducationintheliberalartsandsciencesandbyofferingthemavarietyofprofessionalprograms.Inparticular,itrecognizesandacceptsitshistoricresponsibilityofprovidinghighqualityprogramsforpre‐serviceandin‐serviceteachersandothereducationalprofessionals.TheQueensCollegeEducationUnitisdedicatedtopromotingEquity,Excellence,andEthicsinurbanschoolsandcommunities.Equityinvolvesbuildinginclusivecommunitiesthatnurtureandchallengealllearners.Excellenceencouragesprofessionalism,scholarship,andacommitmenttoevidence‐basedandreflectivepractice.Ethicsentailsvaluingdiversity,democracy,andsocialjustice.TheEducationUnitatQueensCollegeoftheCityUniversityofNewYorkpreparescompassionateandknowledgeableprofessionalstoworkindiverseurbaneducationalsettings.Ourmissionistopreparecandidatestobelife‐longlearnerscapableofreflection,problemsolving,synthesizing,evaluating,andapplyingknowledge.

Ourprogramsarebuiltoncontentknowledgeobtainedinacademicallyrigorouscoursesandprogramsintheliberalartsandsciences.Ourprogramscombinestrongphilosophicalfoundations,evidence‐basedbestpractices,andurbanculturallydiversefieldexperiences.Ourgraduatesaretaughttohavehighexpectationsforalllearnersandworkaschangeagentsinschoolstofosternurturingandchallenginglearningcommunitiesthatrespectandhonordiversityandpromotedemocraticpractices.

Aseducationalprofessionals,ourgraduatesarepreparedtonurtureandchallengealllearnersandbuildinclusivelearningcommunitiesthatproduceresponsible,productive,andcaringcitizenswithinourglobalcommunity.

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Programs Offered

MastersofScienceinEducation(MSED)DegreeprograminTeachingStudentswithDisabilitiesattheEarlyChildhoodLevel(birththroughgrade2)—36credits

MastersofScienceinEducation(MSED)DegreeprograminTeachingStudentswithDisabilitiesattheChildhoodLevel(grades1—6)—36credits

MastersofScienceinEducation(MSED)DegreeprograminTeachingStudentswithDisabilitiesattheAdolescentLevel(grades7through12)Generalist—36credits

MastersofScienceinEducation(MSED)andBCBAeligibility.TheBehaviorAnalystCertificationBoard,Inc.hasapprovedasequenceofcoursesintheMastersofScienceinEducationdegreeprogramsinSpecialEducationasmeetingthecourseworkrequirementsforeligibilitytotaketheBoardCertifiedBehaviorAnalystExamination.Thiscanbeappliedtoanyofthethreeagerangecertification(birththroughgrade2,grades1—6,grades7through12)—39credits

MastersofArtsinTeaching(MAT)DualCertificationPrograminTeachingStudentswithandwithoutDisabilitiesattheChildhoodLevel(grades1—6)—60credits

Post‐Masters,AdvancedCertificationPrograminTeachingStudentswithDisabilitiesattheEarlyChildhoodLevel(birththroughgrade2)—18credits

Post‐Masters,AdvancedCertificationPrograminTeachingStudentswithDisabilitiesattheChildhoodLevel(grades1—6)—18credits

Post‐Masters,AdvancedCertificationPrograminTeachingStudentswithDisabilitiesattheAdolescentLevel(grades7through12)—18credits

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For More Information about the Programs Peishi Wang, Ph.D., B.C.B.A. - D Program Coordinator Graduate Programs in Special Education Office: 033 Powdermaker Hall E-mail: peishi.wang@qc.cuny.edu Phone: (718) 997-5386 Administrative Assistant: Jaclyn Arroyo Office: 033 Powdermaker Hall E-mail: Jaclyn.arroyo@qc.cuny.edu Phone: (718) 997-5240

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Introduction TheGraduateProgramsinSpecialEducation(GPSE)areaccreditedbytheNewYorkStateEducationDepartmentandhavebeenawardedexemplarystatusbytheNationalCouncilfortheAccreditationofTeacherEducationandtheCouncilforExceptionalChildren.TheGPSEispartoftheDepartmentofEducationalandCommunityPrograms(ECP).ECPoffersgraduateprogramsinCounselorEducation,SchoolLeadership,SchoolPsychology,andSpecialEducation.Theseprogramspreparecounselors,supervisors,administrators,schoolpsychologists,andspecialeducatorstoworkintheschools.

AsspecifiedbyNYSED,candidatesforcertificationasspecialeducationteachersmustshowcompetencyinallthepedagogicalcoreareasidentifiedforgeneraleducationteachers,pluseightadditionalpedagogicalcoreareasuniquetodevelopingcomprehensiveknowledge,understanding,andskillsforteachingstudentswithmild,moderate,severe,andmultipledisabilities.Theseadditionalpedagogicalareasare:1 Thehistorical,socialandlegalfoundationsofspecialeducation,employment,and

independenceforindividualswithdisabilities.

2 Thecharacteristicsoflearnerswithdisabilities.

3 Managingbehaviorofstudentswithdisabilitiesandpromotingdevelopmentofpositivesocialinteractionskills.

4 Participatingincollaborativepartnershipsforthebenefitofstudentswithdisabilities,includingfamilystrengtheningpartnerships.

5 Assessment,diagnosis,andevaluationofstudentswithdisabilities.

6 Curriculumdevelopmentandresearch‐validatedmethodsofinstructingstudentswithdisabilities,includingmethodsofteachingreadingandmathematicsandmethodsofenrichmentandremediationinreadingandmathematics.

7 Useofassistiveandinstructionaltechnologyintheteachingofandlearningbystudentswithdisabilities.

8 Planningandmanagingteachingandlearningenvironmentsforindividualswithdisabilities,includingplanningforandsupportingstudentswithdisabilitiesingeneraleducationsettings.

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MissionandPhilosophy

ThemissionoftheGraduateProgramsinSpecialEducation(GPSE)istoprepareeducatorsandscholarstoeffectivelyteachandsupportpeoplewithdisabilitiestobeself‐determined,included,andrespectedmembersoftheirschoolsandcommunities.TheGPSEarealsocommittedtoinfluencingresearch,practice,andpolicyrelatedtopeoplewithdisabilitiesattheinternational,national,state,andlocallevels.

GPSEpreparesteacherstoeffectivelyeducatechildrenandyouthwithdisabilitiesintheireducationalsettingandtosupportplacementsandprogramsintheleastrestrictiveenvironment,especiallygeneraleducationsettings.ThisisconsistentwithIndividualswithDisabilitiesEducationAct(IDEA),theUnit’sCoreValues,theviewsoffull‐timeandadjunctfaculty,andprogramobjectives.

BecauseGPSEcandidatesparticipateinahighlycoherentprogram,becausetheyareevaluatedineverycourse,becausetheyhavetodemonstratecompetencyinteachingandresearchandcollaboration,becausetheyaretaughthowtouseresearch‐validatedteachingandcurriculummethodsingeneralandspecialeducationsettings,andbecausetheyaretaughttomakeinstructionaladaptationsandmodifications,GPSEbelievesthatcandidates Graduatewithasolidunderstandingofhumandevelopment,abilitiesanddisabilities,

andinstructionalstrategiesandprocedures. Cansupportthesuccessofstudentswithdisabilitiesandtheirfamiliesacrossthe

cognitive,socialandemotional,behavioral,physical,self‐help,andcommunicationdomains.

Canworkeffectivelywithgeneraleducationpersonnel,relatedserviceproviders,educationalspecialists,andfamilies.

ProgramcandidatesgraduatewithasetofprofessionalbehaviorsanddispositionsthatarewoventhroughoutthecurriculumandarehighlyconsistentwiththecontentstandardsoftheCouncilforExceptionalChildrenforhighlyqualifiedteachersofspecialeducation.

Foundations(CECStandard1)

Candidatebehavioranddispositions:Areconsistentwithevidence‐basedprinciplesandtheories,relevantlaws,andpolicies.

Reflectunderstandingofdiversityandthehumanissuesthathavehistoricallyinfluencedandcontinuetoinfluencethefieldofspecialeducationandtheeducationofindividualswithdisabilities.Reflectunderstandingoftherelationshipsofspecialeducationtogeneraleducation.

Reflectunderstandingoftherelationshipsofspecialeducationtotheorganizationandfunctionsofschoolsandschoolsystems.

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DevelopmentandCharacteristicsofLearners(CECStandard2)

Candidatebehavioranddispositions:Demonstraterespectforstudentsasuniquehumanbeings.Demonstraterespectforthesimilaritiesanddifferencesinhumandevelopmentandthecharacteristicsbetweenandamongindividualswithandwithoutdisabilities.Demonstrateusageofthisknowledgerespondingtothelearningandbehavioralneedsofstudents.

IndividualLearningDifferences(CECStandard3)

Candidatebehavioranddispositions:Reflectunderstandingoftheimpactofdisabilityacrossthelifespan.

Reflectunderstandingofhowsupportsandservicestopromoteinclusionandparticipationchangeovertime.Demonstraterespectforthebeliefs,traditions,andvaluesacrossandwithinculturesandwithinandacrossfamiliesandstudents.Supportthedevelopmentofindividualizedinterventionstrategies,whichtakeintoaccountstudents’primarylanguage,culture,andfamilialbackgrounds.

InstructionalStrategies(CECStandard4)

Candidatebehavioranddispositions:Demonstrateusageofevidenced‐basedinstructionalstrategiestopromotelearningandtomodifylearningenvironments.Enhancethelearningofcriticalthinking,problemsolving,andtheacademicperformanceofstudentswithdisabilities.Increasestudents’self‐awareness,self‐management,self‐control,andself‐determination.

Supportstudents’skilldevelopment,maintenance,andgeneralizationacrossenvironmentsandsettings.

LearningEnvironmentsandSocialInteractions(CECStandard5)

Candidatebehavioranddispositions:Shapeandpromotestudents’independence,self‐motivation,andself‐direction.

Supportgeneraleducationcolleaguesincludestudentswithdisabilitiesandengagetheminmeaningfullearningactivitiesandsocialinteractions.

Language(CECStandard6)

Candidatebehavioranddispositions:Reflectanunderstandingoftypicalandatypicallanguagedevelopment.

Demonstrateusageofindividualizedstrategiestoenhancelanguagedevelopmentandteachcommunicationskills.Supporttheusageofaugmentative,alternative,andassistivetechnologiestosupportandenhancecommunication.

InstructionalPlanning(CECStandard7)

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Candidatebehavioranddispositions:Reflectusageofindividualizedinstructionalplansthatemphasizeexplicitmodelingandefficientguidedpractice.Supportengagementinmodifyinginstructionalinterventionplansbasedonongoinganalysisofstudents’learningprogresses.Supportusageofappropriatetechnologiestoenhanceinstructionalplanningandindividualizedinstruction.

Assessment(CECStandard8)

Candidatebehavioranddispositions:Reflecttheusageofassessmentresultstoidentifylearningneedsandtodevelopandimplementindividualizedinstructionalprograms.Reflectengagementinformalandinformalassessmentsofbehavior,learning,achievement,andenvironmentstodesigninstruction.Reflecttheusageofassessmentinformationtoidentifysupportsandadaptationsforstudentswithdisabilitiestoaccessthegeneralcurriculumandparticipateininclusiveenvironments.

ProfessionalandEthicalPractice(CECStandard9)

Candidatebehavioranddispositions:Reflectacommitmenttolifelonglearningandself‐reflection.

Reflectawarenessofhowattitudes,behaviors,andwaysofcommunicatinginfluencepracticerelatedtosupportingstudentswithdisabilities.Reflectactiveplanningandengagementinactivitiesthatfosterprofessionalgrowthandreflectiononevidence‐basedbestpractices.

Collaboration(CECStandard10)

Candidatebehavioranddispositions:Supporteffectivecollaborationwithfamilies,othereducators,relatedserviceproviders,andpersonnelfromcommunityagenciesinculturallyresponsiveways.Reflectanunderstandingofcollaborationasanimportantcomponentinmakingsurethatstudents’needsaremetinschoolandcommunityenvironments.Supportengagementinadvocacyfortheinclusion,supports,andtherightsofindividualswithdisabilitiesandtheirfamilies.Supportusageofcollaborationtofacilitatethesuccessfultransitionsofstudentsacrosssettingsandservices.

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SpecialEducationProgramRequirements

RequirementsforAdmissionMatriculationRequirementsforMSEDinSpecialEducation

ApplicantstotheMSEDgraduateprogramsinSpecialEducationmust:

Holdaninitial/provisionalcertificateingeneraleducationintheage/schoolrangeofthespecialeducationprogramtowhichtheyapply(Birth–Grade2;Grades1–6;Grades7‐12).

AnoverallGradePointAverage(GPA)of3.0orbetterfromtheirundergraduatestudies.

Writeawell‐organized,well‐conceptualizedessaythatclearlycommunicatestheirreasonsforpursuingadegreeinspecialeducation.Indicatethenatureoftheircurrentandpastexperienceswithpeoplewithdisabilities.

Providethreelettersofrecommendationfromprofessionalsources.Thelettersmustdemonstratetheapplicant’ssuperiorabilities,qualities,andpotentialasagraduatecandidateinspecialeducation.

AcademicPrerequisitesAdditionallyapplicantsfortheMSEDinAdolescentSpecialEducationGeneralistProgrammusthavehadanundergraduatecoursedistributioninthefollowingprerequisites: EnglishLanguageArts:Successfulcompletion(i.e.,agradeofCorbetterineach

course)of2Englishcourses(6credits),onemustbeEnglishComposition.

SocialSciences:Successfulcompletion(i.e.,agradeofCorbetterineachcourse)of2SocialSciencescourses(6credits).AtleastoneofthesecoursesmustbeaU.S.historycourse.

Math:Successfulcompletion(i.e.,agradeofCorbetterineachcourse)of2mathematicscourses(6credits).

Science:Successfulcompletion(i.e.,agradeofCorbetterineachcourse)of2sciencecourses(6credits).Oneofthesciencecoursesmusthavealabcomponent.

Theprerequisitesworksheetcanbefoundonpage13ofthishandbook.

ApplicantsfortheBoardCertifiedBehaviorAnalyst(BCBA)willhavetomeetadditionalrequirementstoqualityfortheBCBAexamination:

DeclaretheirintentiontocompletetheBCBAcoursesequencewithintheirfirstsemesterofmatriculation.

Completeanadditional3‐creditcourse(ECPSE728AdvancedWorkshopinApplied

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BehaviorAnalysis),bringingthetotalcreditsintheMSEDprogramto39credits.

Completetheirinternshipinseveredisabilities(ECPSE725)atasitewheretheywillbesupervisedbyalicensedBoardCertifiedBehaviorAnalyst.

FormoreinformationonhowtobecomecertifiedasaBCBA,pleasevisittheBehaviorAnalystCertificationBoardwebsite:http://www.bacb.com/.

MatriculationRequirementsforMATDualCertificationPrograminChildhoodEducationandSpecialEducationApplicantstothedualcertificationMATgraduateprograminChildhoodEducationandSpecialEducationmust:

HaveanundergraduatemajorinLiberalArtsorSciencewithaminimumof30credits.

AnoverallGradePointAverage(GPA)of3.0orbetter.

Writeawell‐writtenessayexplainingwhytheapplicantchosetopursuedualcertificationinelementaryandspecialeducation.

Providethreelettersofprofessionalrecommendationthatdemonstratetheapplicant’ssuperiorabilities,qualities,andpromiseasaneducator.

AcademicPrerequisites

AdditionallyapplicantsfortheMATDualCertificationProgrammusthavehadanundergraduatecoursedistributioninthefollowingprerequisites:

EnglishLanguageArts:Successfulcompletion(i.e.,agradeofBorbetterineachcourse)of2Englishcourses,onemustbeEnglishComposition.

TheArts:Successfulcompletionof2Artcourses(i.e.,agradeofCorbetterinatleastoneofthesecourses).

SocialSciences:Successfulcompletion(i.e.,agradeofCorbetterineachcourse)of4SocialSciencescourses.AtleastoneofthesecoursesmustbeaU.S.historycourse.

Math,ScienceandTechnology:Successfulcompletion(i.e.,agradeofCorbetterineachcourse)of6creditsselectedfromtheareastypicallyclassifiedasmathematics,scienceandtechnology.Atleastoneofthesecoursesmustbealabsciencecourse.

ForeignLanguage:Successfulcompletionoftwosemestersofforeignlanguageatthecollegelevel(gradeofCorbetter)or3yearsofhighschoolstudyinthesamelanguagewithapassinggradeonNYSHighSchoolinRegentsinForeignLanguage.

MatriculationRequirementsforthePost‐Maters,AdvancedCertificationProgramsinSpecialEducation

ApplicantstothePost‐Maters,AdvancedCertificationProgramsinSpecialEducationmust:

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Havecompletedamaster’sdegreeineducation.

HaveanoverallGradePointAverage(GPA)of3.0orbetterintheirmaster’sprogram.

HaveNewYorkStateTeacherCertificationattheInitial(Provisional)and/orProfessional(Permanent)levelingeneraleducation(eitherinearlychildhoodeducation,childhoodeducation,orinasecondarycontentarea).

Writeawell‐organized,well‐conceptualizedessaythatclearlycommunicatestheirreasonsforpursuingadegreeinspecialeducation.

Providethreelettersofrecommendationfromprofessionalsources.Thelettersmustdemonstratetheapplicant’ssuperiorabilities,qualities,andpotentialasagraduatecandidateinspecialeducation.

Candidateswithmaster’sdegreesandexistingcertificationinearlychildhoodeducationareeligibleforeithertheearlychildhoodspecialeducationadvancedcertificateprogramorthechildhoodspecialeducationadvancedcertificateprogram.

Candidateswithmaster’sdegreesandexistingcertificationinchildhoodeducationareeligibleforeitherthechildhoodspecialeducationadvancedcertificateprogramortheearlychildhoodspecialeducationadvancedcertificateprogram.

Candidateswithmaster’sdegreesandexistingcertificationinasecondarycontentarea(e.g.,history,mathematics,chemistry,English)areeligiblefortheadolescentspecialeducationadvancedcertificateprogram.

AcademicPrerequisitesAdditionallyapplicantsforthePostMaster’sAdvancedCertificationinAdolescentSpecialEducationGeneralistProgrammusthavehadanundergraduatecoursedistributioninthefollowingprerequisites: EnglishLanguageArts:Successfulcompletion(i.e.,agradeofCorbetterineach

course)of2Englishcourses(6credits),onemustbeEnglishComposition.

SocialSciences:Successfulcompletion(i.e.,agradeofCorbetterineachcourse)of2SocialSciencescourses(6credits).AtleastoneofthesecoursesmustbeaU.S.historycourse.

Math:Successfulcompletion(i.e.,agradeofCorbetterineachcourse)of2mathematicscourses(6credits).

Science:Successfulcompletion(i.e.,agradeofCorbetterineachcourse)of2sciencecourses(6credits).Oneofthecoursesmusthavealabcomponent.

Theprerequisitesworksheetcanbefoundonpage13ofthishandbook.

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CANDIDATESMUSTFILLTHISOUT&SUBMITITWITHTHEIRAPPLICATION!YOURAPPLICATIONISCONSIDEREDINCOMPLETEWITHOUTCOMPLETINGTHISFORM.

QUEENS COLLEGE Department of Educational and Community Programs

Graduate Programs in Special Education

Adolescent Special Education Generalist (MSED & Post Master’s) Programs Prerequisites Worksheet

Candidate Name: _____________________________________________________________ Initial Certification Subject Area: ________________________________________________

Subject Area

Institution Semester & Year Taken

Course Number & Title

Credit Hours

Grade Must be C or better

English 6 credits

Writing course (Required)

Math 6 credits

Social Sciences 6 credits

US history (Required)

Science 6 credits

Science with laboratory (Required)

CANDIDATESMUSTFILLTHISOUT&SUBMITITWITHTHEIRAPPLICATION!YOURAPPLICATIONISCONSIDEREDINCOMPLETEWITHOUTCOMPLETINGTHISFORM.

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RequirementsforRetention

Allcandidatesonceadmittedareexpectedtodemonstrateprofessionalbehaviorsanddispositionsthatareconsistentwith(a)theCoreValuesoftheEducationUnitatQueensCollegeof“promotingEquity,Excellence,andEthicsinurbanschoolsandcommunities;”and(b)thecodeofethicsforspecialeducationprofessionals,asadoptedbytheDelegateAssemblyofTheCouncilforExceptionalChildren,April1983(http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/EthicsPracticeStandards/default.htm).

AdditionallyCandidatesmust:

ReceiveagradeofBorbetterinECPSE720andECPSE722toregisterforECPSE725,InternshipinSevereDisabilities.CandidatesshouldmeetwithfacultyadvisoriftheyreceiveagradelowerthanBinthesetwocourses.

Maintaina3.0GPAoveralltoregisterforinternshipcourseorresearchcourses.

Maintaina3.0GPAanddemonstrateprofessionaldispositionsandbehaviortoremainmatriculatedandtograduate.

MeetwithanadvisoriftheygetacoursegradelowerthanB‐oriftheydemonstratequestionableprofessionaldispositionsorbehavior.Acandidateandhis/heradvisorwillthenmakeaplantodetermine(a)howtorectifyanyacademicorbehavioraldeficiencies,and(b)theconditionsforcontinuingintheprogram.

ReceiveagradeofBorbetter(3.0)inthesummerinternship.

Purchaseandmaintainanelectronicportfolio,Chalk&Wireaccountfortheentiredurationofthedesignatedprogram(e.g.3yearsforMSEDprograms;1yearforPostMaster’sprograms).

Shouldanindividualizedplanneededtoaddressacademicorbehavioraldeficiencieswithinaninternshipsituation,acandidatemayberequiredtoparticipateinaguidedinternshipexperiences.ThecandidatewouldthenberequiredtoregisterforSupervisedInternshipinSpecialEducation(ECPSE754)tofulfilltherequirementsoftheindividualizedplan.

AsperQueensCollegegraduatestudentgovernancepolicy,“amatriculatedgraduatestudentwhoisdismissedmustremainoutoftheCollegeforatleastonesemester.Toreturn,thestudentmustfileaformalapplicationforreentryandpayanon‐refundablereentryfeebytheappropriatedeadline.ThestudentmustalsopetitiontheOfficeofGraduateStudiesforpermissiontoreenter.Requestsforreentrywillbereviewedonanindividualbasis.Permissiontoreenterfollowingsuspensionmaybegrantedonetimeonly”.(GraduateBulletin2002—2004,p.31)

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RequirementsforProgramCompletion

Tograduate,allGPSEcandidatesarerequiredtomeetthefollowingrequirements:

Maintaina3.0GPAandcompleteallcoursework.

Performsuccessfullyonallprogram‐levelandunit‐levelassessments.

Applyforgraduationinthespringofthesemestertheywillgraduate.

CandidatesreceivingMSEDandMATdegreesmustalso:

Successfullycompletearesearchprojectdevelopedwith,supervised,andsupportedbyafacultymember.

TeacherCertificationRequirementsCandidateswhomeettheserequirementsforgraduation,andwhohavecompletedallrequiredNewYorkStateseminarsandhavetakentheContentSpecialtyTest(CST)inStudentswithDisabilities,willberecommendedtotheNewYorkStateEducationDepartmentbytheQueensCollegeOfficeofTeacherCertificationforextensionstotheirlicensesinTeachingStudentswithDisabilitiesattheappropriateage/gradelevel.

CandidateAppealProcessCandidateshavetherighttoappealalldecisionsregardingacademicperformance,personaland/orprofessionalbehavior.

Acandidateshouldfirstattempttosuccessfullyresolveanyconflictordisputewiththecourseprofessor.

Thecandidateshouldthenputhisorhergrievanceinwritingandsubmitittohis/heradvisor.

Shouldthesestepsnotresultinasatisfactoryresolution,candidatesshouldmakeaformalwrittenappealtotheECPScholasticStandardsCommitteethroughtheChairoftheDepartment.

ShouldtheappealneedtocontinuebeyondtheDepartment,thecandidateshouldsubmitawrittenappealtotheDeanofGraduateStudiesandtotheGraduateScholasticStandardsCommittee.

ADMINISTRATIVEGUIDES

Advisement&Registration AllcandidatesinGPSE,withtheexceptionofPostMaster’scandidatesareassignedtoa

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facultyadvisor.Duringtheregularsemester,eachfulltimefacultyhasweeklyofficehours.Candidatesshouldsetupappointmentwiththeiradvisorsanddiscussanyprogramrelatedissues.

CourseregistrationiscompletedonlineviaCUNYfirst.Thespecialeducationofficewill

registerfornewstudentsintheirfirstsemester. Itisveryimportantthatstudentsregisterfortheirclassesduringthepriorsemester

andpaythebursarbillontime.Failuretopaythebursarwillresultinbeingdroppedfromcourses.Whilere‐enrollmentispossiblebeforethesemesterbegins,beingtemporarilydroppedfromacoursesometimescreatesasituationwherethecourseisunder‐enrolledandatriskforbeingcancelled.Pleasenotifytheprogramcoordinatorifyouwillbepayingorregisteringlateforacourseorifyouaredroppedfromacoursebutintendtotakeit.Thiswillenabletheactualenrollmenttobeaccuratelydetermined.

IncompleteCoursework

Thecollegeallowsoneyeartocompletetherequirementsforacoursewhenagradeof“Incomplete”hasbeengiven(i.e.anincompletefromtheFallsemestermustberemovedbytheendofthefollowingFallsemester).Candidatesareresponsibleforensuringthattheirtranscriptshavebeenadjustedoncecompletedworkhasbeensubmittedtoinstructor(s).Thisisespeciallyimportantforgraduatingstudentssinceincompleteswilldelayissuanceofdiplomasandcouldleadtoadditionaltuitionfees.

Graduation CandidatesareresponsibleforfilinggraduationonlinewiththeRegistrar’sOffice(JeffersonRoom100)duringtheirfinalsemesterandforensuringthatallrequirementshavebeenmet.Itisadvisablethatstudentsbeginthisprocessearlyinthelastsemestertoallowforinadvertentdelays.Incompletesmustberesolvedandampletimemustbeallowedforprocessingthechangeofgradeforms.Itisthecandidate’sresponsibilitytofollowuptoensurethatallpaperworkisprocessedintimeforgraduation.

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Scope&SequenceofCoursesbyProgramAge‐Level

TheGPSEofferthreespecializationsorprogramsleadingtoMastersofScienceinEducation(MSED)DegreesinTeachingStudentswithDisabilities:

EarlyChildhoodSpecialEducation(BirthtoGrade2)

ChildhoodSpecialEducation(Grades1‐6)

AdolescentSpecialEducation—Generalist(Grades7‐12)

Theseprogramspreparecandidatestoteachawiderangeofdisabilitieswithineachage/schoollevel—frommildtoseveredisabilities.Eachofthese36‐creditprogramspreparescandidates—bothgeneraleducationandspecialeducationteachers—toworkwithstudentswithintheirspecificagerangeacrossthespectrumofdisabilitiesandeducationalsupportneeds.

CandidatesintheMSEDprogramsarestronglyencouragedtocompletetheirprograminthreeyears.Thecoursesequencereflectsa3‐yearprogram.However,ifacandidateisastrongstudent(asdemonstratedbyhisorherundergraduateGPAof3.5orbetter)andisnotworkingfulltime,heorshemaycompletetheprogramintwoyears.Thecandidatemustmeetwithhisorheradvisorandobtainapprovaltofollowa2‐yearcoursesequence.

Additionally,TheBehaviorAnalystCertificationBoard,Inc.hasapprovedasequenceofcoursesintheMastersofScienceinEducationdegreeprogramsinSpecialEducationasmeetingthecourseworkrequirementsforeligibilitytotaketheBoardCertifiedBehaviorAnalyst(BCBA)Examination.Candidatesinthe39‐creditMSEDandBCBAprogramhavetomeetadditionalrequirementstoqualityfortheBCBAexaminationandmust(a)declaretheirintentiontocompletetheBCBAcoursesequencewithintheirfirstsemesterofmatriculation,(b)completeanadditional3‐creditcourse(ECPSE728AdvancedWorkshopinAppliedBehaviorAnalysis),and(c)completetheirinternshipinseveredisabilities(ECPSE725)atasitewheretheycanbesupervisedbyanlicensedBoardCertifiedBehaviorAnalyst.

FurthermoretheGPSEincollaborationwiththeDepartmentofElementaryandEarlyChildhoodEducation(EECE)offersa60‐creditdual‐certificationprograminelementaryeducationandspecialeducation(grades1to6)leadingtoMastersofArtsinTeaching(MAT)DegreesinTeachingStudentswithandwithoutdisabilitiesatthechildhoodlevel.

TheGPSEalsooffersthree18‐creditpost‐mastersadvancedcertificationprogramsleadingtoNewYorkStateTeacherCertificationinTeachingStudentswithDisabilitiesforindividualswhoalreadyhaveamaster’sdegreeandNewYorkStateTeacherCertification:

Post‐Masters,AdvancedCertificationPrograminTeachingStudentswithDisabilitiesattheEarlyChildhoodLevel(birththroughgrade2)

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Post‐Masters,AdvancedCertificationPrograminTeachingStudentswithDisabilitiesattheChildhoodLevel(grades1—6)

Post‐Masters,AdvancedCertificationPrograminTeachingStudentswithDisabilitiesattheAdolescentLevel(grades7through12)

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MSEDEarlyChildhoodSpecialEducation(3‐yearSequence)

Year Semester Course# CourseName Credits

Year1 Fall ECPSE700 FoundationsofSpecialEducation 3

ECPSE712 LanguageandLiteracy:PrinciplesandPracticesinEarlyChildhoodSpecialEducation

3

Spring ECPSE701 IntroductiontoAssessmentinEarlyChildhoodSpecialEducation

3

ECPSE708 CollaborationwithFamiliesandSchool‐basedTeams

3

Year2 Fall ECPSE722 AppliedBehaviorAnalysis&PositiveBehavioralSupports

3

ECPSE730 CurriculumandInstructionforEarlyChildhoodSpecialEducation

3

Spring ECPSE720 TrendsandIssuesintheEducationofStudentswithSevereDisabilities

3

ECPSE731 AdvancedSeminarinEarlyChildhoodSpecialEducation

3

Summer ECPSE725 InternshipinSevereDisabilities 6

Year3 Fall ECPSE746 ResearchinSpecialEducation 3

Spring ECPSE748 AdvancedResearchinSpecialEducation

3

TotalCredits 36*

* BCBA candidates must also complete ECPSE 728, Advanced Workshop in Applied Behavior Analysis (3-credits), in Year 3, Spring semester, bringing the total number of credits to 39-credits.

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MSEDEarlyChildhoodSpecialEducation(2‐yearSequence)

Year Semester Course# CourseName Credits

Year1 Fall ECPSE700 FoundationsofSpecialEducation 3

ECPSE712 LanguageandLiteracy:PrinciplesandPracticesinEarlyChildhoodSpecialEducation

3

ECPSE722 AppliedBehaviorAnalysis&PositiveBehavioralSupports

3

Spring ECPSE701 IntroductiontoAssessmentinEarlyChildhoodSpecialEducation

3

ECPSE708 CollaborationwithFamiliesandSchool‐basedTeams

3

ECPSE720 TrendsandIssuesintheEducationofStudentswithSevereDisabilities

3

Summer ECPSE725 InternshipinSevereDisabilities 6

Year2 Fall ECPSE730 CurriculumandInstructionforEarlyChildhoodSpecialEducation

3

ECPSE746 ResearchinSpecialEducation 3

Spring ECPSE731 AdvancedSeminarinEarlyChildhoodSpecialEducation

3

ECPSE748 AdvancedResearchinSpecialEducation

3

TotalCredits 36*

Candidatesmustmeetwithafacultyadvisorandobtainapprovalto

followthe2‐yearcoursesequence!

* BCBA candidates must also complete ECPSE 728, Advanced Workshop in Applied Behavior Analysis (3-credits), in Year 2, Spring semester, bringing the total number of credits to 39-credits.

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MSEDChildhoodSpecialEducation(3‐yearSequence)

Year Semester Course# CourseName Credits

Year1 Fall ECPSE700 FoundationsofSpecialEducation 3

ECPSE713 LanguageandLiteracy:PrinciplesandPracticesinChildhoodSpecialEducation

3

Spring ECPSE702 IntroductiontoAssessmentinChildhoodSpecialEducation

3

ECPSE708 CollaborationwithFamiliesandSchool‐basedTeams

3

Year2 Fall ECPSE722 AppliedBehaviorAnalysis&PositiveBehavioralSupports

3

ECPSE710 CurriculumandInstructionforChildhoodSpecialEducation

3

Spring ECPSE711 AdvancedSeminarinChildhoodSpecialEducation

3

ECPSE720 TrendsandIssuesintheEducationofStudentswithSevereDisabilities

3

Summer ECPSE725 InternshipinSevereDisabilities 6

Year3 Fall ECPSE746 ResearchinSpecialEducation 3

Spring ECPSE748 AdvancedResearchinSpecialEducation

3

TotalCredits 36*

* BCBA candidates must also complete ECPSE 728, Advanced Workshop in Applied Behavior Analysis (3-credits), in Year 3, Spring semester, bringing the total number of credits to 39-credits.

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MSEDChildhoodSpecialEducation(2‐yearSequence)

Year Semester Course# CourseName Credits

Year1 Fall ECPSE700 FoundationsofSpecialEducation 3

ECPSE713 LanguageandLiteracy:PrinciplesandPracticesinChildhoodSpecialEducation

3

ECPSE722 AppliedBehaviorAnalysis&PositiveBehavioralSupports

3

Spring ECPSE702 IntroductiontoAssessmentinChildhoodSpecialEducation

3

ECPSE708 CollaborationwithFamiliesandSchool‐basedTeams

3

ECPSE720 TrendsandIssuesintheEducationofStudentswithSevereDisabilities

3

Summer ECPSE725 InternshipinSevereDisabilities 6

Year2 Fall ECPSE710 CurriculumandInstructionforChildhoodSpecialEducation

3

ECPSE746 ResearchinSpecialEducation 3

Spring ECPSE711 AdvancedSeminarinChildhoodSpecialEducation

3

ECPSE748 AdvancedResearchinSpecialEducation

3

TotalCredits 36*

Candidatesmustmeetwithafacultyadvisorandobtainapprovalto

followthe2‐yearcoursesequence!

* BCBA candidates must also complete ECPSE 728, Advanced Workshop in Applied Behavior Analysis (3-credits), in Year 2, Spring semester, bringing the total number of credits to 39-credits.

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MSEDAdolescentSpecialEducation(3‐yearSequence)

Year Semester Course# CourseName Credits

Year1 Fall ECPSE700 FoundationsofSpecialEducation 3

ECPSE714 LanguageandLiteracy:PrinciplesandPracticesinAdolescentSpecialEducation

3

Spring ECPSE703 IntroductiontoAssessmentinAdolescentSpecialEducation

3

ECPSE708 CollaborationwithFamiliesandSchool‐BasedTeam

3

Year2 Fall ECPSE722 AppliedBehaviorAnalysis&PositiveBehavioralSupports

3

ECPSE740 CurriculumandInstructionforAdolescentSpecialEducation

3

Spring ECPSE720 TrendsandIssuesintheEducationofStudentswithSevereDisabilities

3

ECPSE741 AdvancedSeminarinAdolescentSpecialEducation

3

Summer ECPSE725 InternshipinSevereDisabilities 6

Year3 Fall ECPSE746 ResearchinSpecialEducation 3

Spring ECPSE748 AdvancedResearchinSpecialEducation

3

TotalCredits 36*

* BCBA candidates must also complete ECPSE 728, Advanced Workshop in Applied Behavior Analysis (3-credits), in Year 3, Spring semester, bringing the total number of credits to 39-credits.

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MSEDAdolescentSpecialEducation(2‐yearSequence)

Year Semester Course# CourseName Credits

Year1 Fall ECPSE700 FoundationsofSpecialEducation 3

ECPSE714 LanguageandLiteracy:PrinciplesandPracticesinAdolescentSpecialEducation

3

ECPSE722 AppliedBehaviorAnalysis&PositiveBehavioralSupports

3

Spring ECPSE703 IntroductiontoAssessmentinAdolescentSpecialEducation

3

ECPSE708 CollaborationwithFamiliesandSchool‐BasedTeam

3

ECPSE720 TrendsandIssuesintheEducationofStudentswithSevereDisabilities

3

Summer ECPSE725 InternshipinSevereDisabilities 6

Year2 Fall ECPSE740 CurriculumandInstructionforAdolescentSpecialEducation

3

ECPSE746 ResearchinSpecialEducation 3

Spring ECPSE741 AdvancedSeminarinAdolescentSpecialEducation

3

ECPSE748 AdvancedResearchinSpecialEducation

3

TotalCredits 36*

Candidatesmustmeetwithafacultyadvisorandobtainapprovalto

followthe2‐yearcoursesequence!

* BCBA candidates must also complete ECPSE 728, Advanced Workshop in Applied Behavior Analysis (3-credits), in Year 2, Spring semester, bringing the total number of credits to 39-credits.

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MATDualCertificationPrograminElementaryandSpecialEducation(Grades1‐6)

Year Semester Course# CourseName Credits

Year1 Fall EECE702 SocialFoundationsofEducation 3

EECE711 EcologicalPerspectivesonDevelopment—TheChildhoodYears

3

EECE520 LanguageDevelopmentandEmergentLiteracy

3

ECPSE700 FoundationsofSpecialEducation 3

Spring EECE545 SocialStudiesintheElementarySchool 3

EECE550 MathematicsintheElementarySchool 3

EECE525 LanguageandLiteracyLearningintheElementaryYears

3

EECE555 ScienceintheElementarySchool 3

Year2 Fall EECE566 StudentTeachinginElementaryEducation 6

ECPSE722 AppliedBehaviorAnalysisandPositiveBehavioralSupports

3

Spring ECPSE702 IntroductiontoAssessmentinChildhoodSpecialEducation

3

ECPSE708 CollaborationwithFamiliesandSchoolBasedTeams

3

ECPSE720 TrendsandIssuesintheEducationofStudentswithSevereDisabilities

3

ECPSE742 FoundationsofAssistiveandInstructionalTechnology

3

Year3 Fall ECPSE710 CurriculumandInstructionforChildhoodSpecialEducation

3

ECPSE746or

EECE780

ResearchinSpecialEducation

IntroductiontoEducationalResearch

3

Spring ECPSE725 InternshipinSevereDisabilities 6

ECPSE748or

AdvancedResearchinSpecialEducation

3

25

EECE781 InquiryintoTeaching

TotalCredits 60

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Post‐Masters,AdvancedCertificationProgramsEarlyChildhoodSpecialEducation

Semester Course# CourseName Credits

Fall ECPSE700 FoundationsofSpecialEducation 3

ECPSE722 AppliedBehaviorAnalysisandPositiveBehavioralSupports

3

Spring ECPSE730 CurriculumandInstructionforEarlyChildhoodSpecialEducation

3

ECPSE701 IntroductiontoAssessmentinEarlyChildhoodSpecialEducation

3

Summer ECPSE725 InternshipinSevereDisabilities 6

TotalCredits 18

ChildhoodSpecialEducationSemester Course# CourseName Credits

Fall ECPSE700 FoundationsofSpecialEducation 3

ECPSE722 AppliedBehaviorAnalysisandPositiveBehavioralSupports

3

Spring ECPSE710 CurriculumandInstructionforChildhoodSpecialEducation

3

ECPSE702 IntroductiontoAssessmentinChildhoodSpecialEducation

3

Summer ECPSE725 InternshipinSevereDisabilities 6

TotalCredits 18

AdolescentSpecialEducationSemester Course# CourseName Credits

Fall ECPSE700 FoundationsofSpecialEducation 3

ECPSE722 AppliedBehaviorAnalysisandPositiveBehavioralSupports

3

Spring ECPSE740 CurriculumandInstructionforAdolescentSpecialEducation

3

ECPSE703 IntroductiontoAssessmentinAdolescentSpecialEducation

3

Summer ECPSE725 InternshipinSevereDisabilities 6

TotalCredits 18

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SpecialEducationCourseContent&Descriptions

ECPSE700:FoundationsofSpecialEducation.Educationandpsychologyinspecialeducationarestressedwithemphasisondevelopingabroadbackgroundofknowledgeaboutstudentswithvariousdisabilitiesandstrategiesforcreatingaccesstothegeneraleducationcurriculum.Thehistoricalandsociologicaltreatmentofpeoplewithdisabilities,specialeducationlawandprograms,advocacyandcollaboration,andbuildingclassroomcommunitiesthatsupportthefulldiversityoflearnersarealsoaddressed.Twentyhoursoffieldworkfocusingonspecialeducationprogramsisrequired.ECPSE701:IntroductiontoAssessmentinEarlyChildhoodSpecialEducation.Thepurposeofthiscourseistoprepareearlychildhoodspecialeducationteacherstoengageinreflectivedecision‐makingandresearch‐validatedprofessionalpracticethatwillresultinthecreationofeffectiveinstructionalprogramsforallstudents,includingthosestudentswhoareclassifiedforspecialeducationservicesandsupportswithmild,moderateandseveredisabilities.Theemphasisisonfamiliarizingcandidateswithawiderangeofassessmentapproachesandinstruments,providingthemwithknowledge,skills,anddispositionsassociatedwiththeapplicationofassessmentinformationtoindividualstudentandprogramevaluation,aswellastoclassroomandcurriculumplanning.ECPSE 702: Introduction to Assessment in Childhood Special Education. The purpose of this course is to prepare childhood special education teachers to engage in reflective decision-making and research-validated professional practice that will result in the creation of effective instructional programs for all students including those students who are classified for special education services and supports with mild, moderate, and severe disabilities. The emphasis is on familiarizing candidates with a wide range of assessment approaches and instruments, providing them with knowledge, skills and dispositions associated with the application of assessment information in individual student and program evaluation, as well as, to classroom and curriculum planning. ECPSE703:IntroductiontoAssessmentinAdolescentSpecialEducation.The purpose of this course is to prepare secondary special education teachers to engage in reflective decision-making and research-validated professional practice that will result in the creation of effective instructional programs for all students including those students who are classified for special education services and supports with mild, moderate, and severe disabilities. The emphasis is on familiarizing candidates with a wide range of assessment approaches and instruments, providing them with knowledge, skills and dispositions associated with the application of assessment information in individual student and program evaluation, as well as, to classroom and curriculum planning. ECPSE708:CollaborationwithFamiliesandSchool‐BasedTeams.Thiscourseoffersintensivepracticalexposuretotheory,research,andexemplarypracticeincollaborativeprocessandteamdevelopmentwithparticularemphasisonworkingwithfamiliesandmultipleschoolandcommunitypartners.Candidatesexaminespecificpracticestoenhancecross‐disciplinary,cross‐cultural,andcross‐constituentpartnershipswithininclusive

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school,community,andothersettings.Candidateswillapplyknowledgetostudentswithmild,moderateandseveredisabilities.Throughactiveandguidedparticipation,candidatesacquireenhancedcommunication,problem‐solving,facilitationandleadershipskillsnecessarytodevelopintegratedspecialeducationandrelatedservices.Co‐teachingwithanotherteacherorrelatedserviceprofessionalisarequiredfield‐basedassignment.ECPSE710:CurriculumandInstructionforChildhoodSpecialEducation.Theoryandresearchaboutchildrenwithmild,moderateandseveredisabilitiesatthechildhoodlevel(grades1‐6)andexemplarypracticesininformalassessment,curriculumdesign,adaptations,effectiveinstruction,andsupportivelearningenvironments,withadditionalfocusontheuseofinstructionalandassistivetechnology.Fieldexperienceofatleast15hoursinvolvesprogramcandidatesinassessment,curriculumadaptations,andteachingasmallgroupofchildrenwhoexhibitlearningproblems.Reflectiononpracticeinvolvesananalysisoflearningandbehaviorchange.ECPSE711:AdvancedSeminarinChildhoodSpecialEducation.Thisadvancedseminarwillexplorecriticalissuesrelatedtoassessment,curriculum,instruction,andresearch‐validatedbestpracticesinchildhoodspecialeducationforstudentswithmild,moderateandseveredisabilities.ThisadvancedseminarwillfocuscriticallyonthecorevaluesoftheQueensCollegeEducationUnitrelatedtopromotingEquity,Excellence,andEthicsinurbanschoolsandcommunities.ECPSE712:LanguageandLiteracy:PrinciplesandPracticesinEarlyChildhoodSpecialEducation.This course examines developmental and pedagogical principles of language and literacy development and explores best practices in curriculum and instruction for promoting language and literacy skill acquisition. Specifically, techniques and strategies are presented for addressing the diverse language and literacy needs of students with disabilities, English Language Learners, and students at risk for school failure at the early childhood level. Candidates will also examine reading and writing levels, formative evaluation strategies, motivational influences, and individual and group strategies for supporting language and literacy skill development. ECPSE713:LanguageandLiteracy:PrinciplesandPracticesinChildhoodSpecialEducation.This course examines developmental and pedagogical principles of language and literacy development and explores best practices in curriculum and instruction for promoting language and literacy skill acquisition. Specifically, techniques and strategies are presented for addressing the diverse language and literacy needs of students with disabilities, English Language Learners, and students at risk for school failure at the childhood level. Candidates will also examine reading and writing levels, formative evaluation strategies, motivational influences, and individual and group strategies for supporting language and literacy skill development. ECPSE714:LanguageandLiteracy:PrinciplesandPracticesinAdolescentSpecialEducation.This course examines developmental and pedagogical principles of language and literacy development and explores best practices in curriculum and instruction for promoting language and literacy skill acquisition. Specifically, techniques and strategies are presented for addressing the diverse language and literacy needs of students with disabilities, English

29

Language Learners, and students at risk for school failure at the secondary level. Candidates will also examine reading and writing levels, formative evaluation strategies, motivational influences, and individual and group strategies for supporting language and literacy skill development. ECPSE720:TrendsandIssuesintheEducationofStudentswithSevereDisabilities.Thiscourseisdesignedtoacquaintprogramcandidateswiththecharacteristics,assessmentstrategies,methodsofteaching,teamapproaches,andcurrentresearchandlifespanissuesrelatedtotheeducationoflearnerswithsevereandmultipledisabilities,andlearnersontheautismspectrum.Emphasisisplacedonresearch‐basedmethodology,languagedevelopment,andteachingskillsthatincreaseself‐determinationandqualityoflifeforstudentsandtheirfamilies.ECPSE722:AppliedBehaviorAnalysisandPositiveBehavioralSupports.Programcandidateswilllearnandexamineenvironmentalinfluencesonstudentbehavior.Additionally,candidateswilllearnaboutassessmentofbehaviorproblems,variouseducativeandpositivebehavioralstrategies,andtheuseofsinglesubjectdesignstoevaluatebehaviorchangeinappliedsettingsforstudentswithmild,moderateandseveredisabilities.Fieldexperiencesofabout5hoursinvolvecandidatesinmeasurementandanalysisofstudentbehavior.ECPSE725:InternshipinSevereDisabilities.Supervisedteachingofstudentswithseveredisabilitieswithinacandidate’scertificationareawithafocusonstudentsontheautismspectrum.Candidateswillbeplacedinaclassroomwithstudentswithintensivesupportneeds,wheretheywillbeprovidedtheopportunityandguidancetoparticipateinapplicationoftheoriesandpracticesdiscussedinprerequisitecourses.Clinicalcomponentconsistsoffull‐timeparticipationandteachingfortheentiresemester.Seminarssupplementtheclinicalexperience.EntryintothisinternshiprequiresaBorbetterinbothECPSE720andECPSE722.ECPSE730:CurriculumandInstructionforEarlyChildhoodSpecialEducation.Thiscourseisdesignedtointroduceprogramcandidatestocriticalissuesincurriculumandinstructionforworkingwithchildrenwithmild,moderateandseveredisabilities(birththroughageeight)andtheirfamiliesininclusiveenvironments.Candidateswillbeprovidedwithanunderstandingofdevelopmentallyappropriateprogramsandpracticesforyoungchildrenwithdisabilities.Emphasiswillbeonthehistorical,educational,philosophical,andlegalfoundationsthathaveguidedpracticeandpolicyinearlychildhoodspecialeducationandearlyintervention.Fifteenhoursoffieldexperiencewillincludeobservationandanalysisofyoungchildren,andschoolenvironments.ECPSE731:AdvancedSeminarinEarlyChildhoodSpecialEducation.Thisadvancedseminarwillexplorecriticalissuesrelatedtoassessment,curriculum,instruction,andresearch‐validatedbestpracticesinearlychildhoodspecialeducationforstudentswithmild,moderateandseveredisabilities.ThisadvancedseminarwillfocuscriticallyonthecorevaluesoftheQueensCollegeEducationUnitrelatedtopromotingEquity,Excellence,andEthicsinurbanschoolsandcommunities.

30

ECPSE740:CurriculumandInstructionforAdolescentSpecialEducation.Theoryandresearchaboutyoungadultswithdisabilitiesandexemplarypracticesininformalassessment,curriculumdesignandadaptation,effectiveinstruction,person‐centeredplanning,self‐determination,supportivelearningenvironments,andinstructionaltechnologyforstudentswithmild,moderate,andseveredisabilities.Fieldexperiencesofatleast15hoursinvolveprogramcandidatesinassessment,curriculumadaptation,planning,andimplementinganinterventiontoassistayoungadultachievehis/hergoals.Reflectiononpracticeinvolvesananalysisofself‐determination,empowerment,learning,communityparticipation,andbehaviorchange.ECPSE741:AdvancedSeminarinAdolescentSpecialEducation.Thisadvancedseminarwillexplorecriticalissuesrelatedtoassessment,curriculum,instruction,andresearch‐validatedbestpracticesinadolescentspecialeducationforstudentswithmild,moderate,andseveredisabilities.ThisadvancedseminarwillfocuscriticallyonthecorevaluesoftheQueensCollegeEducationUnitrelatedtopromotingEquity,Excellence,andEthicsinurbanschoolsandcommunities.ECPSE742:FoundationsofAssistiveandInstructionalTechnology.Theory,research,andpracticeinidentifying,implementing,andevaluatingassistiveandinstructionaltechnologyforstudentswithdisabilities.Candidateswilldevelopknowledge,skills,anddispositionsto:(a)integratetechnologyinplanningandmanagingtheteachingandlearningenvironment,(b)usetechnologytoconductassessments,and(c)makeappropriatetechnology‐relatedadaptationsforstudentswithdisabilities.Thecourseisdesignedtoprovideabroadknowledgebase,ratherthandisability‐specificinformationwiththegoalofassistingcandidatesdeveloptechnologycompetenciesthattheycanapplywithstudentswithdisabilitieswithintheiragespecialization(elementaryoradolescent)withinspecialeducationandgeneraleducationclassrooms.ECPSE746:ResearchinSpecialEducation.Study,understandingandevaluationofbasicresearchdesignandmethodologyinspecialeducationandinterpretingresearchresultsforclassroominstruction.ProgramcandidateswillpreparealiteraturereviewanddesignresearchmethodologythatwillbeimplementedinaresearchstudyinECPSE748.Researchtopicswillbereferencedtoclassroomneedsasindividuallydeterminedbyeachcandidate’seducationalplacementandtheirareaofinterest.ECPSE748:AdvancedResearchinSpecialEducation.Thecontinuedstudy,understanding,andevaluationofresearchdesignandmethodologyinspecialeducation.Eachprogramcandidatewillimplementanindependentfield‐basedprojectbasedontheliteraturereviewedandmethodologydevelopedinECPSE746.Researchtopicsarebasedonneedsofcandidates’classroomandtheirresearchinterests.Aresearchpaperisrequired.Thispaperservesasthethesisandculminatingproject.ECPSE728:Advanced Workshop in Applied Behavior Analysis. This advanced workshop on applied behavior analysis is offered to graduate students in special education who are also interested in perusing their Board Certified Behavior Analyst (BCBA) certification. Candidates who take this advanced workshop must have already successfully completed ECPSE 722

31

(Applied Behavior Analysis and Positive Behavior Supports), ECPSE 720 (Trends and Issues in the Education of Students with Severe Disabilities), and ECPSE 725 (Summer Internship in Severe Disabilities). This advanced workshop focuses on enhancing candidates knowledge, skills and dispositions related to applied behavior analysis grounded in the ten content areas established by the Behavior Analyst Certification Board: 1) ethical considerations; 2) definition and characteristics, 3) principles, processes and concepts; 4) behavioral assessment; 5) experimental evaluation of interventions; 6) measurement of behavior; 7) displaying and interpreting behavioral data, 8) selecting intervention outcomes and strategies; 9) behavior change procedures, and 10) systems support.

32

ElementaryEducationCourseContent&Descriptions

EECE702:SocialFoundationsofEducation.Providesaforumforthebeginningteachertofurtherinvestigatecultural,social,philosophical,andhistoricalelementsofeducation.Buildingonearlierstudiesineducationalfoundations,thecourseexploresequityinschooling,schoolreforms,educationalphilosophy,andtherelationshipbetweenschoolsandsociety,amongothertopics.Throughreadings,courseassignments,andfieldexperiences,studentsstudyareflectivedecision‐makingmodel.EECE520:LanguageDevelopmentandEmergentLiteracy.RequiredcourseforMATstudents;openonlytoMATstudents.Studentsexaminehowlanguagedevelopsinyoungchildren,therelationbetweenlanguageandcognition,andthesocioculturalfactorsthatimpingeuponlanguagelearning.Amongthemajortopicsare:languageassessment,languagediversity,andemergentliteracy.Emphasizedthroughoutareteachingstrategiesandclassroomexperiencesthatfosterlanguagedevelopmentintheyoungchild.EECE525:LanguageandLiteracyLearningintheElementaryYears.RequiredcourseforMATstudents;openonlytoMATstudents.Studentsbuilduponearlierstudiesofemergentliteracytoplaneffectiveprogramsindiverse,inclusiveelementarysettings.Studentsdevelopknowledgeoftheoriesofliteracydevelopment,designandimplementeffectivestrategiesforteachingreadingandwritingininclusiveelementarysettings,andexaminechildren’sliteraturetobeusedacrossthecurriculum.Prospectiveteachersimplementstrategiesinthefieldandanalyzetheirteachingwiththesupportoftheteacher‐researchcommunity.EECE711:EcologicalPerspectivesonDevelopment—theChildhoodYears.Thiscourseprovidesacontextuallybasedstudyofdevelopment,focusingonchildrenduringtheelementaryschoolyears.Highlightingtheongoinginterplaybetweencognition,language,affectandsocialfunctioning,studentsexamineindividualdifferencesinabilities,learningstyles,andacademicperformance,withattentiontoecologicallyvalidassessmentstrategiesforlinguisticallyandculturallydiversepopulations.Studentsexploretheimpactoffamilydysfunction,stress,poverty,andviolenceondevelopmentandacademicperformance.Strategiesforcreatingclassroomsthatsupportpro‐socialdevelopmentandlearningarediscussed.EECE545:SocialStudiesintheElementarySchool.RequiredcourseforMAT,Grades1–6students;openonlytostudentsinthisprogram.Preserviceelementaryteachersexaminetheteachingofsocialstudiesintheprimaryandintermediategrades.Emphasisisonthetheoreticalbasisunderlyingtheteachingofsocialstudiesanditsapplicationintheelementaryclassroom.Topicsincludethesocialstudiesdisciplines,methodologies,andapplicationsintheclassroom.EECE550:MathematicsintheElementarySchool.RequiredcourseforMATGrades1–6students;openonlytostudentsinthisprogram.Thiscourseexamineskeyconcepts,strategies,andskillsintheelementaryschoolcurriculum.Topicsincludeestimationand

33

mentalcomputation,placevalue,developmentofalgorithms,algebraicreasoning,fractionsanddecimals,probabilityanddataanalysis,andmeasurementandgeometricconcepts.Therewillbeanemphasisonproblem‐solving,reasoningandproof,communication,andrepresentationofideas.Thecoursealsoaddressesstateandnationalstandardsinelementaryschoolmathematics,anddiscussesusesoftechnologyintheclassroom.EECE555:ScienceintheElementarySchool.RequiredcourseforMAT,Grades1–6students;openonlytostudentsinthisprogram.Studentslearnaboutstateandnationalstandardsinelementaryschoolscience.Theyrelatecurrentresearchtotheeffectiveteachingofscience.

EECE566:StudentTeachinginElementaryEducation.Elevenweeksofsupervisedobservationandstudentteachingattwogradelevels:Grades1—3andGrades4—6.EECE780:IntroductiontoEducationalResearch.Studentsareintroducedtobasicprinciplesofquantitativeandqualitativeresearchdesignineducationalsettings.Emphasisisgiventoanexaminationofinterdisciplinaryperspectivesoneducationalandsocialissuesandtotheintegrationofresearchevaluationwithprofessionaldecision‐making.EECE781:InquiryintoTeaching.Thisculminatingcoursesynthesizestheoryandpracticethroughastudent‐designedteacher‐researchproject.Ongoingsharingofthisclassroom‐basedresearchprovidesaforumfordiscussionofkeyfeaturesofsuccessfulteaching.Thecoursealsoaddressestheinterviewingprocessandpreparationforentryintotheteachingprofession.

34

TIPSforNewProgramCandidates Meetwithyouradvisorforprogramplanningatleastonceeachyear—andmake

suretojuststopbynowandthentosay“hello!”

Whenyouhaveanimportantmattertodiscussinpersonwithaprofessor,makeanappointmenttobesureyouhavetime;donotrelyonofficehoursforthiskindofcommunication.

Ifanassignmentseemstoodifficultorcomplicated,speakwithotherstudentsand/orwithyourprofessor—chancesareyouhavemisinterpretedit.

Beorganizedandkeepcopiesofallprogramandclassmaterials(e.g.,acceptanceletter,advisementmaterials,papers,classnotes,syllabi).

Makecopiesofyourpapersandprojectsbeforehandingthemin.

Taketheopportunitytodeveloprelationshipswithotherstudents—andbesuretoshareyourtelephonenumbersande‐mailaddresseswitheachother.

Besureifyouregisterforthecourseandsection—therearefinancialpenaltiesfordroppingcoursesafterspecificdatesduringthesemester.

IfyouhavenotalreadydonesogetaQueensCollegeIDCardandactivateyourQueensCollegeCAMSaccount,youwillalsoneedtogetaQueensCollegeE‐mailaddress.

YouwillneedtousetheCUNYfirstsystemforregistering,checkingyourgrades,andpayingyourbills.

35

ImportantResourcesandContacts

SpecialEducationFull‐TimeFacultyMembers&Advisors

Name Telephone# E‐mail

ProfessorPeishiWang,ProgramCoordinator

718‐997‐5386 peishi.wang@qc.cuny.edu

ProfessorFreddaBrown 718‐997‐5243 fredda.brown@qc.cuny.edu

ProfessorAnneDilts 718‐997‐5266 anne.dilts@qc.cuny.edu

ProfessorDeniseFerrara 718‐997‐5247 denise.ferrara@qc.cuny.edu

ProfessorSunAKim 718‐997‐4892 sun.kim@qc.cuny.edu

ProfessorChristopherOliva 718‐997‐5268 christopher.oliva@qc.cuny.edu

ProfessorSaraB.Woolf 718‐997‐5267 sara.woolf@qc.cuny.edu

EducationalandCommunityProgramsDepartmentalContacts

Name Telephone# E‐mail

LynnHowell,DepartmentChairperson 718‐997‐5250 lynn.howell@qc.cuny.edu

DollyMathura,Secretary 718‐997‐5250 dolly.mathura@qc.cuny.edu

JaclynArroyo,Secretary 718‐997‐5240 jaclyn.arroyo@qc.cuny.edu

VictoriaDell’Era,FieldPlacementCoordinator

718‐997‐5250 victoria.dellera@qc.cuny.edu

AdditionalCollegeContactsName Telephone# E‐mail

CraigMichaels,DeanofEducation 718‐997‐5220 craig.michaels@qc.cuny.edu

MarioCaruso,DirectorofGraduateAdmissions

718‐997‐5200 mario.caruso@qc.cuny.edu

BursarOffice 718‐997‐4517

Registrar 718‐997‐4432

OfficeforStudentswithDisabilities 718‐997‐5870

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Certification

NewYorkStateCertificationGraduateswhomeetallrequirementsoftheirdegreeprogram,andwhocompletetherequiredapplicationforms,willberecommendedtoNewYorkStatefortheirProfessionalCertificateinTeaching.Visithttp://www.highered.nysed.gov/tcert/certificate/certprocess.htmformoreinformation.

OfficeofTeacherCertification,ClinicalExperiencesandCareerPlacementMs.ChristineHoward

718‐997‐5547

christine.howard@qc.cuny.edu

DirectorofTeacherCertification,ClinicalExperiences,CareerPlacement,&TitleII

CoordinatorDelanyG10

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