student handbook graduate programs in special education · 2013-03-14 · and community programs...
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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: [email protected] Phone: (718) 997-5386 Administrative Assistant: Jaclyn Arroyo Office: 033 Powdermaker Hall E-mail: [email protected] 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.
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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.
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ImportantResourcesandContacts
SpecialEducationFull‐TimeFacultyMembers&Advisors
Name Telephone# E‐mail
ProfessorPeishiWang,ProgramCoordinator
718‐997‐5386 [email protected]
ProfessorFreddaBrown 718‐997‐5243 [email protected]
ProfessorAnneDilts 718‐997‐5266 [email protected]
ProfessorDeniseFerrara 718‐997‐5247 [email protected]
ProfessorSunAKim 718‐997‐4892 [email protected]
ProfessorChristopherOliva 718‐997‐5268 [email protected]
ProfessorSaraB.Woolf 718‐997‐5267 [email protected]
EducationalandCommunityProgramsDepartmentalContacts
Name Telephone# E‐mail
LynnHowell,DepartmentChairperson 718‐997‐5250 [email protected]
DollyMathura,Secretary 718‐997‐5250 [email protected]
JaclynArroyo,Secretary 718‐997‐5240 [email protected]
VictoriaDell’Era,FieldPlacementCoordinator
718‐997‐5250 [email protected]
AdditionalCollegeContactsName Telephone# E‐mail
CraigMichaels,DeanofEducation 718‐997‐5220 [email protected]
MarioCaruso,DirectorofGraduateAdmissions
718‐997‐5200 [email protected]
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
DirectorofTeacherCertification,ClinicalExperiences,CareerPlacement,&TitleII
CoordinatorDelanyG10
37