MSED Teaching Urban Adolescents with Disabilities (7-12)

(Initial/Professional)
Optional Extension in Middle Childhood (5-6) (6 credits)
Optional Extension in Bilingual Education (9 credits)

*Required only for students going for 1st initial certification
**Students in the non-certification program will take a different course

Total Number of Credits for Programs in Teaching Adolescents with Disabilities:
1st initial: 40-42 credits
2nd initial: 34 credits

Non-certification: 40 credits
1st initial with bilingual extension (9 crs.): 49-51 credits
2nd initial with bilingual extension (12 crs.): 46 creditsOptional Extension in Middle Childhood (5-6) (6 credits)

The Middle Childhood extension is an optional extension certification available to students pursuing the Adolescence Urban Education program.

The Curriculum course requires 30 hours of fieldwork and the Lives of Adolescents course will require 20 hours of fieldwork, for a total of 50 hours of fieldwork.

Teaching and Learning 088 Textual Strategies for Educators Special Fee: $200.00 Offered every semester
A course that focuses on improving school professionals’ abilities to write academic essays and developing reading strategies to be applied to the comprehension of complex texts in the fields of Education. Students will be involved in writing, editing and rewriting, as well as doing close reading of texts. Pass/Fail only. Noncredit. back

Teaching and Learning 099 Preparing for the NYSTCE: A course for educators. Special Fee: $200.00. Offered every semester
A course that enhances the ability to read critically and write serious essays, while deepening the liberal arts and education knowledge base required for the LAST. Emphasis is also placed on developing successful test-taking strategies. Required of all students who have not passed the LAST upon admissions within the first six credits. Pass/Fail only. Noncredit. back

Teaching and Learning 801 Issues in Urban Education. Corequisite: TAL 088 or exemption
Using the School of Education KEEPS mission as a context, this course examines the intersection of individuals, families, schools, communities, and society as they exist and interact in urban settings. Through readings and class discussion, students will examine schooling from historical, philosophical, sociological, economic, and political perspectives. Factors such as language, ability, socioeconomic class, ethnicity, race, gender and sexuality will be introduced through a critical perspective in order to understand how they influence and shape urban education. Students will have the opportunity to engage in field-based research related to issues studied. Fifteen hours of fieldwork are required. Three credits. back

Teaching and Learning 802 Language & Literacy. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
A course focusing on the relationship between oral language and Literacy, highlighting the psycholinguistic and social foundations of reading. Principles of first and second language acquisition, dialectal differences, and the development of literacy in English Language Learners and bilingual children will be addressed. Students will be introduced to different philosophical approaches to teaching reading and will explore the connection between reading and writing. They will examine the cognitive and sociolinguistic processes involved in making meaning from text, including the importance of background knowledge, as well as processes underlying word recognition. The role of multicultural literature for children will be highlighted. Students will be introduced to a variety of literacy resources, including children's libraries and relevant websites. Three credits. back

Teaching and Learning 803 Perspectives on Disability. Prerequisite or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
Provides an overview of the social, political, historical, cultural and educational contexts of disability. Students will explore the history of Special Education, legislation and litigation that have influenced the field, attitudes toward people with disabilities, images in the media, and different perspectives on the meaning of disability. Major issues in the fields of Special Education and Disability Studies as well as topics central to the lives of people with disabilities such as transition, employment, and self-determination, will be emphasized. Three credits. back

Teaching and Learning 811 Lives of Children. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
A course focusing on the experience of childhood from infancy to pre-adolescence using developmental, non-developmental, historical, and cultural approaches. Students will consider different theories of development as well as physical, cognitive, socio-emotional and moral domains of development, with implications for learning and socialization. Consideration will be given to the role of culture, gender, disability, race, class, language, and sexual orientation in the process of learning and development. The lives of children with typical and atypical development will be explored through observations and readings. Three credits. back

Teaching and Learning 812 Lives of Adolescents. Prerequisites or corequisites: TAL 099 or exemption Offered every Fall
A courses that focuses on the experience of pre-adolescents and adolescents from diverse backgrounds with a range of abilities using developmental, non-developmental, historical, and cultural approaches. Theories of development will be studied as they apply to the adolescent learner in families, communities, peer groups and schools. Physical, cognitive, socio-emotional and moral domains of development with implications for learning will be studied. Throughout the course, attention will be given to ways in which culture, gender, disability, race, class, language, ethnicity and sexual orientation play a role in the process of learning and development. The lives of adolescents with typical and atypical development will be explored through observations and readings. For students pursuing the middle childhood extension, 20 hours of fieldwork at the middle school level will be required. Three credits. back

Teaching and Learning 822 Assessment and Special Education. Prerequisites or corequisites: TAL 099 or exemption and TAL 801. Offered every semester
The historical, political and social context of the testing and standards movements and their relation to assessment practices in Special Education will be critically examined. The concepts of reliability and validity will be explored and their relevance to standardized and teacher-made tests, as well as titleernative assessment techniques, will be discussed. Emphasis will be given to the underlying assumptions of the tests and to race, class, language, and gender implications in using the tests. The process by which students receive special education services will be investigated. Three credits. back

Teaching and Learning 823 Bilingualism and Bilingual/Multicultural Education. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every Fall
Introduction to the individual, social, cognitive and linguistic nature of bilingualism, including second language acquisition, sociology of language, and the relationship between language and culture. Students will examine the socio-political, historical, and legal foundations that have shaped bilingual and multicultural education policies, program models, and teaching and assessment practices. Issues pertaining to second language learners with diverse learning needs will be addressed. Students will develop an understanding of the distinction between language differences and language disability. Ten hours of fieldwork required. Students pursuing the bilingual extension will have an additional twenty hours of fieldwork. Three credits. back

Teaching and Learning 830 Classroom Inquiry I. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
The course aims to develop and improve aspects of teaching practice through inquiring about students’ work with children and adolescents in classrooms and other educational settings from a phenomenological perspective. Through collaborative inquiry, students will learn disciplined modes of observation and description and a range of ways to document aspects of teaching and learning. They will complete a child study including the collecting and describing of the child’s work and a Descriptive Review of the Child. In addition, students will investigate the assumptions about persons and knowledge-making underlying the phenomenological modes of inquiry basic to the child study. Students will begin to develop a conceptual understanding of the nature of inquiry, documentation, evidence, questions, and knowledge. Thirty hours of fieldwork are required. Three credits. back

Teaching and Learning 843 Curriculum in Middle School. Offered every semester
A course in which students learn to create, evaluate, and implement middle school curriculum by asking questions about language arts, math, science, and social studies. Students will become familiar with NYS Learning Standards and how to integrate these standards into the curriculum they develop for diverse learners. In-depth exploration of critical issues across subject areas will be emphasized. Effective ways of teaching middle school learners will be explored. Pedagogical approaches will include student centered teaching and learning, group work, project-based learning, and authentic modes of assessment. Students will explore how to select and adapt appropriate materials for adolescents. Thirty hours of fieldwork in middle school classrooms are required. Three credits. back

Teaching and Learning 853 Collaboration and Consultation: Family, School, and Community. Prerequisite: TAL 830 Offered every semester
An exploration of various team approaches and the roles of team members in the delivery of special education services. Professional and family perspectives will be examined in relation to the education of students with disabilities. Attention will be paid to the student within the context of a family system. Emphasis will be on fostering skills that facilitate on-going and productive communication among all team members. Students will become familiar with community agencies that provide support and services to children with disabilities and their families and will learn to advocate on their behalf. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 854 Positive Approaches to Challenging Behaviors. Prerequisite: TAL 830 Offered every semester
A course in which students explore ways of thinking about challenging behaviors and learn intervention approaches grounded in person-centered values and a democratic learning environment. These approaches focus on collaborative problem-solving processes to develop individualized interventions. Theoretical foundations and methods of documenting and interpreting behaviors will also be studied. Emphasis will be on creating an environment that supports children and adolescents in developing communication, social, and self-control skills as well as positive interpersonal relationships. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 856 Curriculum Theory and Practice in Special Education: Adolescence. Prerequisite: TAL 830 Offered every Fall
An exploration of the role of curriculum in schools with an emphasis on teaching learners with diverse learning needs. Students will learn to evaluate the appropriateness of existing curricula for adolescent learners with disabilities while developing curricula based on an assessment of learner's interests, strengths, and individual needs. Strategies and instructional technology for modifying and adapting curricula for students with varying abilities will be presented. Students will investigate the impact of NYS Learning Standards and Individualized Educational Programs (IEPs) on development and implementation of curriculum for students with disabilities. Trends and issues in the field of curriculum will be discussed in relation to the delivery of special education services. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 857 Strategies for Teaching Learners with Diverse Needs: Adolescence. Prerequisite: TAL 830 Offered every Spring
Characteristics of adolescent students with particular disability classifications, as well as their cultural, linguistic, gender, and ability differences, will be studied as a basis for considering strategies for teaching. Ideas, methods, and strategies for assessing student needs and for designing, adapting, implementing, and evaluating instructional practices in academic content areas will be considered. Emphasis will be given to learning a variety of teaching methods including new technologies and effective utilization of time, space, materials, and equipment. Consideration will be given to teaching learners content in all academic subject areas as outlined in the NYS Learning Standards. Teaching methods which support a collaborative learning environment, such as cooperative learning groups and co-teaching, will be explored. Ten hours of fieldwork are required. Four credits. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 862 ESL Curriculum and Methodology: Teaching Literacy K-12. Prerequisite: TAL 830 Offered every Spring
A study of different approaches to teaching ESL in an urban classroom with a focus on all aspects of language and literacy, including listening, speaking, reading, and writing, at different levels of proficiency in English. Students will learn to develop literacy through the content areas. They will also become familiar with uses of technology in an ESL setting and with literacy and language proficiency assessment. Students will learn how to help English Language Learners of varying ability meet NYS Learning Standards in literacy. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 866 Native Language Teaching in the Bilingual Classroom. Prerequisite: TAL 830. Offered every Spring
An exploration of theories of literacy and related teaching practices to develop native language reading, writing, speaking, and listening skills, and to use native language in teaching the content areas (mathematics, science, and social studies). Techniques of assessing native literacy skills will be examined. Students will become familiar with native language resources in the community through evaluating culturally appropriate curricula, children’s literature and media. Students will also analyze and strengthen their own biliteracy skills. Twenty hours of fieldwork are required. Three credits. back

Teaching and Learning 871 Introduction to Reading Difficulties. Prerequisites: TAL 830, TAL 802, TAL 816 or TAL 817 Offered every Fall
A course that prepares students to instruct children with a variety of reading difficulties. Current research into the nature and origin of reading difficulties, including dyslexia, will be reviewed. Students will learn how to identify reading difficulties, determine instructional needs, and use diagnostic information for instructional planning. Strategies for preventing and ameliorating difficulties in word identification, comprehension, and written language will be introduced. Three credits. back

Teaching and Learning 875 Adolescent & Young Adult Basic Literacy. Prerequisite: TAL 830 Corequisite: TAL 876 Offered every Spring
A course that addresses the language and literacy needs of adolescents and young adults who have had uneven or poor schooling. Students will learn how to adapt instruction, develop materials, and design appropriate curricula to meet the literacy needs of adolescents and young adults. The specific needs of English language learners, speakers of a second dialect, and those with learning difficulties will be considered. Students will become familiar with reading materials and other educational resources for this population. The use of specialized technology and media will be explored. Three credits. back

Teaching and Learning 879 Special Topics in Education. Prerequisite: TAL 099 or exemption
An in-depth and intensive study of specific critical areas of interest in education, as identified by faculty. With approval of program faculty, students may apply a maximum of three credits to their degree program. Ten hours of fieldwork may be required. Three credits. back

Teaching and Learning 880 Classroom Inquiry II. Prerequisite: TAL 830 Offered every semester
A course that aims to develop and improve aspects of teaching practice by deepening students’ understanding of inquiry, documentation, evidence, questions, and knowledge as introduced in Classroom Inquiry I. Students will extend their learning of collaborative modes of classroom inquiry by formulating a question and completing an inquiry into a school or classroom issue, a curricular activity, or an aspect of their teaching practice. Students will explore a range of literature related to the questions being investigated. They will investigate and compare assumptions about persons and knowledge-making underlying various modes of inquiry through exposure to a range of research designs. Thirty hours of fieldwork are required. Three credits. back

Teaching and Learning 885A Student Teaching: Adolescence Special Education. Offered every semester
Prepares reflective teachers who work to create excellent secondary classrooms for urban students with disabilities. Students participate in every aspect of practice, including planning, implementation, and assessment of curriculum and instruction. They immerse themselves in the life of a secondary school, recording and thinking about the purposes, complexities, and consequences of what they do as teachers in order to learn from their experiences. Students are supervised by a university faculty member and a cooperating teacher in the school and meet in regularly scheduled seminars. This three-credit experience is for students pursuing first initial certification. They student-teach a total of 75 days. Pass/Fail only. Three credits. back

Teaching and Learning 885B Internship/Student Teaching for the Practicing Teacher: Adolescence Special Education. Offered every semester
Prepares reflective teachers who work to create excellent secondary classrooms for urban students with disabilities. Students participate in every aspect of practice, including planning, implementation, and assessment of curriculum and instruction. They immerse themselves in the life of a secondary school, recording and thinking about the purposes, complexities, and consequences of what they do as teachers in order to learn from their experiences. Students meet in regularly scheduled seminars and are mentored by a cooperating teacher and supervised by a college faculty. This one credit experience is for students pursuing second initial certification who student teach a total of 20 days or for students holding internship or titleernative certification. Pass/Fail only. One credit. back

Teaching and Learning 973 Capstone Seminar in Special Education. Prerequisite: TAL 880 Offered every semester
Based on work done in Classroom Inquiry II, students will refine and complete a Master’s project in which they explore a question arising from their teaching and draw tentative conclusions with implications for future practice. The course will consist of periodic group meetings and individual faculty consultation culminating in the submission of a final written document for faculty review. Students will need to successfully complete this project to qualify for graduation. Two credits. back

Brooklyn Campus