CSS 500 CURRICULUM PARADIGMS AND ISSUES
This course explores different curriculum paradigms and frameworks, and the particular issues related to those paradigms. Throughout the course, particular attention will be focused on two areas. The first relates to an analysis of the conceptual frameworks, principles, and modes of inquiry of different disciplines. The second concerns an investigation of past and present issues of teaching and learning, such as assessment, core curriculum, grouping practices, and conceptions of cognition for the purpose of examining their relationship to curriculum frameworks. 3 credits.
CSS 510 REFLECTIVE TEACHING AND LEARNING
This course will focus on the dimensions of the reflective process as it is integrated into the philosophy of educational leaders as a worthwhile professional attribute and pivotal in the teaching process. Descriptions of this process as well as guiding principles of the Masters, will be presented. The fundamental elements and tools of reflective process will be modeled and integrated. This course is related to the Research Methods Course where students will probe situations related to teaching, curriculum, behavior and learning to discover realistic problems for examination and investigation, as a result of learning precisely designed models of reflective processes. Students will learn, through reflection, how problems are formed as well as designing appropriate solutions. They will also learn how to reflect on their own behavior while reviewing the underlying dynamics of situations, problems, and issues. 3 credits.
CSS 520 LEADERSHIP: COLLABORATIVE PROCESS AND STAFF DEVELOPMENT
This course focuses on the development of collaborative leadership skills. Students will learn how to become effective liaisons with the local and greater school community serving as resource persons between parents, staff, and community. Students will study and develop a variety of collaborative models to be used in designing and implementing staff development, parent involvement, and community integration. 3 credits.
CSS 530 RESEARCH METHODS
This course in educational research is designed for the prospective producer of research. Emphasis will be placed upon two basic goals: to expose students to the principles of basic educational research methodology and to have students plan and design a research project. The role of research will be explored with the birth to grade 12 literacy teachers or birth to grade 12 special education teachers in mind. It is expected that students striving to be professionals in the field of literacy or special education will acquire the knowledge and skills necessary to distinguish between the legitimate claims and conclusions of research findings and ill-founded ones. 3 credits.
CSS 540 ISSUES IN SEVERE DISABILITIES
This foundational course provides students with an understanding of individuals who have been diagnosed with severe or multiple disabilities. This course will take a life-span perspective by focusing on childhood, adolescents, and adults, and will include discussions of individuals who have multiple/severe disabilities including those who demonstrate significant behavior challenges and/or autism as well as those who have health care issues. Students will study the psychological, social, and physical characteristics of individuals with severe disabilities. The need for collaboration between teachers, service providers, and families will be emphasized. Theoretical and philosophical foundations underlying current practice will be explored. Students will observe and implement research-based strategies for students with severe disabilities in inclusive schools and community settings. Students will learn to conduct ecological assessments of students. This course requires 10 practicum hours. 3 credits.
CSS 550 ASSESSMENT: A PRACTICAL APPROACH
This course will cover comprehensive assessment, including formal, informal, and alternative methods that will be used to develop and plan educational programs for students with mild, moderate, and severe disabilities. Students will use psychometrics and descriptive statistics to evaluate and select tests to be used for the measurement of intelligence, personality, achievement, individual interests, and special aptitudes. Students will also develop and use alternative methods of evaluation for students with severe disabilities. Students will use assessment results to plan and design instruction. Students will complete a comprehensive evaluation of a child and write a formal evaluation report that will include interpretation and recommendations in accordance with a standards-based classroom. This course requires 5 practicum hours in childhood or adolescent special education and 5 hours with students who have severe disabilities. 3 credits.
CSS 560 ADAPTIVE, ALTERNATIVE, AND TECHNOLOGICAL METHODS FOR THE INSTRUCTION OF STUDENTS WITH HEALTH AND/OR PHYSICAL IMPAIRMENTS
This course addresses the needs of students with physical and/or health impairments to promote optimal participation and learning in the educational settings. The students will explore a variety of adaptive teaching methodologies and accommodations including modification and adaptation of curriculum and instructional materials. An examination of assistive technological devices and alternatives will be addressed through sign, touch cues, tangible communication systems, graphic communication systems, electronic boards and augmentative communication devices as well as the technology to support these systems. Skills in positioning, handling techniques, motor skills, developing daily living skills, and community skills will be addressed. Opportunities will be provided for practicing the collaborative model while implementing appropriate communication skills. Students will be required to work with an individual or group of students throughout this course. This course requires 10 practicum hours. 3 credits.
CSS 570 TECHNIQUES AND STRATEGIES OF APPLIED BEHAVIOR ANALYSIS (ABA) AND BEHAVIOR MANAGEMENT FOR DIVERSE LEARNERS
This course will provide students with a comprehensive review of effective strategies of behavior and classroom management. Emphasis will be placed on behavior techniques for both individual and groups. Students will learn to conduct a functional analysis of behavior and to develop an effective behavioral plan. Behavior modification, maintenance of positive behavior, and transference of new behavior to other environments will be explored in a variety of settings. Applied Behavior Analysis will be studied and then applied and practiced in education environments including students with autism. Students will have the opportunity to implement collaborative behavioral methods through class activities and outside assignments. This course requires 5 practicum hours in childhood or adolescent special education and 5 hours with students with severe disabilities. 3 credits.
CSS 580 LEGAL IMPLICATIONS OF SPECIAL EDUCATION AND THE APPLICATION TO FAMILIES AND SCHOOLS
The law, including legislative enactments and key court decisions related to special education will be studied. The understanding and meaning of decisions and the implementation and implications of related legislation will be explored. Students will analyze the legal and ethical implications of current trends in recent special education revisions of Federal laws. The ability to interpret and explain the relevant laws to educational personnel, parents, and the community will be a focus in this course through the development of an outreach project. 3 credits.
CSS 590 ADVANCED STUDY OF PEDAGOGY BASED ON DIFFERENTIATED INSTRUCTION FOR STUDENTS WITH DIVERSE NEEDS IN CHILDHOOD EDUCATION
In this foundational course the development, application, and implementation of differentiated curriculum based on research findings will be utilized. Students will focus on advanced techniques of pedagogical practice, learning styles, multiple intelligences, and the selection and creation of instructional materials to implement an interdisciplinary curriculum and enhance the learning for students in grades 1-6 with diverse needs in an inclusive setting. Students will be required to work with an individual or group of children throughout the course to develop differentiated instruction based on the standards of the curriculum. This course requires 10 hours of fieldwork.
CSS 595 ADVANCED STUDY OF PEDAGOGY BASED ON DIFFERENTIATED INSTRUCTION FOR ADOLESCENT STUDENTS WITH DIVERSE NEEDS
In this foundational course the development, application and implementation of differentiate curriculum based on research findings will be utilized. Students will focus on advanced techniques of pedagogical practice, learning styles, multiple intelligences, and the selection and creation of instructional materials for adolescent students with diverse needs in an inclusive setting. Students will be required to work with an individual or group of adolescents throughout the course to develop differentiated instruction based on the standards of the curricula of ELA, Math, Science and Social Studies. This course requires 10 hours of fieldwork distributed in ELA, Math, Science, and Social Studies.
CSS 600 SPECIAL ISSUES IN TEACHING DIVERSE STUDENTS: FAMILY, SCHOOL AND COMMUNITY
This technology course will help students develop the insights and skills needed to work with families of diverse learners. The culture of the school and its impact on families will be explored. Students will learn to work and collaborate with multicultural communities and differing family structures. Emphasis will be placed on using technology to enhance collaborative approaches, improving communication in culturally and linguistically diverse contexts, skills for conferencing with parents of children with diverse needs, and an understanding of concerns of the parents. Community involvement and resources will also be explored. Students will develop an outreach project to parents and/or the community. 3 credits.
CSS 615 ADVANCED FIELDWORK IN SEVERE DISABILITIES
For students with certification in Special Education.
This field placement provides an opportunity for students who already possess a New York State initial certification in Childhood Special Education to apply current theories and research findings of effective instruction for students with severe and multiple disabilities in learning situations. Students will be involved in every aspect of the class for a week; a minimum of 20 hours. The students will reflect and analyze practices in the classroom. They will interview teachers, paraprofessionals, administrators, family members, and other specialists to further their own understanding of the needs of students with severe disabilities and the teachers working with the students. They will conduct a needs assessment for the class, school or parents and develop a workshop based on an issue important to the group; the workshop will be presented in the school. This course requires a practicum of 20 hours with students who have severe disabilities. 3 credits.
CSS 620 SUPERVISED PRACTICUM
For students without certification in Special Education.
The seminar and field placement provides an opportunity for the student to apply current theories and research findings in learning situations, as well as, parental, school and community settings. Students will plan and implement appropriate standard-based curriculum and instructional practices for students with diverse needs. During the seminar, students will reflect and engage in discussion of professional practices, analyze, and evaluate practicum experiences. Candidates for the grades 7-12 certificate will have experience in all areas of the pedagogical core; ELA, math, science and social studies. 3 credits.