The program is designed to foster the ability of
teachers to development of skills, attitudes, and abilities needed
to identify and remediate major learning and behavior disorders,
ranging from mild to profound, regardless of etiology.
Attention is also paid to diagnosis, intervention, program planning
and program evaluation.
The program prepares graduates
to:
Demonstrate knowledge of human
developmental processes and variations
- Demonstrate knowledge of the impact of culture, heritage,
socioeconomic level, personal health, and safety, past or present
abusive or dangerous environments, and factors in the home, school,
and community on readiness to learn of students who have mild to
profound disabilities.
- Identify the skills needed in each of these circumstances to
create a safe and nurturing learning environment for students with
mild to profound disabilities.
- Describe the nature of students in the full range of
disabilities and special needs and the effect of those disabilities
and needs on learning and behavior.
- Describe the skills needed to identify strengths, individualize
instruction, and collaborate with others to prepare student with
disabilities and special needs for their highest levels of academic
achievement and independence.
Develop skills that facilitate the use of
research in the broader context of special and inclusive
education
- Demonstrate knowledge of qualitative and quantitative
educational methodologies
- Research the literature in the field of education related to
inclusion and propose scholarly research questions based on a
review of the literature.
- Summarize the findings of research articles from different
methodological perspectives
- Write, concise, informed reviews of the literature about topics
related to inclusion, citing relevant research using the style of
the American Psychiatric Association, and formulate thesis
questions
Recognize and interpret the significance
of developmental deviations manifested by individuals with
disabilities through formal and informal methods of
assessment:
- Demonstrate knowledge of legal, ethical, technical, and
practical areas in diagnosis and evaluation of students with
disabilities
- Demonstrate measurement and test construction as related to
students with disabilities
- Interpret standardized diagnostic instruments and procedures
for the evaluation ofcognitive, psychomotor, and affective
functioning of students with disabilities
- Use the various forms of informal assessment in the diagnosis
and evaluation of students with disabilities
- Demonstrate knowledge of the variety of ways in which the
results of formal and informal assessment can be used to improve
instruction and the instructional environment of exceptional
students.
- Interpret the work and value of the various professionals
forming the multidisciplinary teams who are involved in the variety
of decision-making necessary to assist students with
disabilities.
- Analyze, evaluate, and construct case studies which provide
appraisals of students with disabilities and interpret and use
collected data in the formulation of their educational needs and
plans.
Use the basic principles and strategies of
the science of applied behavior analysis with students who
have disabilities
- Describe the foundations, philosophy, and methodology of the
science of applied behavior analysis
- Present and write using the terminology of the science of
applied behavior analysis
- Define, measure, analyze, and implement valid behavioral
strategies in classroom settings
- Summarize pertinent research from the literature of the
science
Create and implement educational programs
for children with disabilities
- Demonstrate a foundation of language arts, math, and sciences,
breadth and depth of knowledge of each subject taught, knowledge of
subject matter pedagogy, curriculum development and educational
technology.
- Demonstrate competence in adapting curricula in Reading and the
Language Arts, Math, Social Studies and Science for exceptional
learners.
- Demonstrate the use of technology as it applies to instruction
and curricula areas for children with disabilities
- Implement instructional change by using curriculum adaptation,
targeting instructional aims as they relate to standard curricula,
preparing effective long-term and short term objectives
(benchmarks), and planning of individualized education programming
(I.E.P.s) for students with exceptionalities.
- Use various types of alternative assessment procedures to
analyze student performance and to plan curriculum and instruction
to meet the needs of individual students.
Assess and evaluate the development and
implementation of effective strategies for children with
learning and behavior challenges in the classroom
setting
- Identify strengths and needs of students, individualize and
modify instruction, evaluate performance outcomes and collaborate
effectively with other teachers, paraprofessionals, supervisors,
parents, and related service professionals to prepare students with
disabilities to meet all academic and life goals.
- Use technology as a learning resource to address the needs of
all learners when developing and implementing instructional
strategies
Interpret and apply standards of
professional and state organizations:
- Apply the principles of the Council of Exceptional Children
(CEC) and Teacher Education Division of CEC (TED)
- Demonstrate how to incorporate the goals of New York State
Learning Standards for Special Education across all special
education instruction.
- Demonstrate how research findings of professional organizations
can be used to strengthen and update professional practice