M.S. Degree in Childhood Education & Special Education (Grades 1-6)

Explores the historical and philosophical underpinnings of modern educational theory and practice, dating back to ancient Greek, Jewish, Christian, and Muslim writings on education and tracking developments into the present. It specifically examines the forces that have shaped educational policies in the United States, highlighting the current debate around meeting the educational and social-emotional needs of students from diverse communities. The role of technology in education and society at large, critical thinking skills, information literacy, and research-based instruction are also featured.

This course focuses on the nature of physi­cal, cognitive, emotional, social, and moral development from birth through adoles­cence with implications for learning and teaching; major orientations in the study of child development, including Vygotsky and the neo-Vygotskian theories of child devel­opment and learning; periods of child de­velopment from birth through adolescence seen in a socio-cultural context, with impli­cations for learning and teaching; integra­tion of theory and research findings from the fields of developmental and educational psychology; and exploration of multicul­tural contexts for growth, development, and learning with diverse student populations. Students are also exposed to evidence-based methods of instruction and critically exam­ine the idea that instruction should be evi­dence-based.

This course focuses on the historical background of current approaches to teaching children with disabilities; special education and the Individuals with Disabilities Education Act; state and federal special education laws and regulations; identification for evaluation of students who may have disabilities; current theories and methodologies for working with students with disabilities; inclusion and the concept of the least restrictive environment; early intervention; special education curriculum modifications, classroom management, and use of technology; planning and designing co-teaching and collaborative work with other teachers; developing partnerships, including with the family, for the benefit of students with disabilities; transitional services and employment; educational challenges and instructional approaches for children with cognitive deficits, physical and sensory impairments, language delays, emotional disturbance, and learning disabilities; working with children with autism; application of principles of response to intervention and differentiated instruction; approaches and debates on reading and language arts instruction for native English speakers and English language learners.  Students are exposed to evidence-based instructional methods and critically examine the concept that instruction should be evidence-based.

This course focuses on current approaches to teaching reading and writing in developmental context.  Course topics include creation of language-rich environments; the nature of oral and written communication; assessment of language and reading skills; motivational factors in literacy development at home and in school; approaches to organizing functional reading and writing programs; and approaches to working with English language learners, students with disabilities, and gifted students.  Students are exposed to evidence-based methods of instruction and critically examine the concept that instruction should be evidence-based. (Please note: This course is a prerequisite for SEDN 667.)

This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational assessment and intervention for all learners. Teacher candidates will become data and assessment literate, focusing on examining the use of assessment practices and strategies to improve student success. This course places a strong emphasis on the planning of formative and summative assessments, the analysis of the use of data-driven instruction, and the application of grading practices. Teacher candidates will become familiar with measures to assess learners with special needs and learners from linguistically and culturally diverse backgrounds. Teacher candidates will develop data literacy to utilize assessment data to analyze and adjust curriculum and assessments to enhance their instructional practices and to implement evidence-based, data-driven instructional interventions.

This course focuses on the pedagogical principles and classroom practices essential for successful teaching of mathematics, science, and technology in grades 1-6.  Course topics include socio-cultural theory, constructivist theory, and problem-solving approaches to mathematics, science, and technology instruction and remediation; application of concepts and skills in real-life settings; critical approaches to understanding, use, and misuse of educational technology; application of theoretical knowledge and instructional strategies to teaching math and science to students with disabilities; development of skills required to both create and evaluate instructional materials; and the assessment of student learning in mathematics, science, and technology. Students are exposed to and engage with evidence-based methods of instruction and critically examine the concept that instruction should be evidence-based.

Students complete 50 hours of field experience in general education at the grade 1-3 level or the grade 4-6 level. Students also complete 100 hours of field experience in work with children with disabilities at the level not used for general education. (Inclusion classes with strong special education components are acceptable.) All field experience is done in accredited schools with the involvement of appropriately certified supervising or cooperating teachers who submit student evaluation forms at the conclusion of the semester. Students are exposed to evidence-based methods of instruction.

Over the course of the field experience and practicum courses, some work is done in a high-need school or a school serving a high-need community. Students keep time sheets of their hours, maintain logs in which critical incidents are recorded and analyzed, respond to questions about elementary school education, analyze lesson presentations of cooperating teachers observed, and complete two term papers. The course also includes scheduled group meetings. An assigned Touro College faculty member meets with students at their field experience sites and evaluates student work for the course. (Please note: This course must be taken within the first 18 credits of graduate studies.)

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This course focuses on developmental and cultural contexts for understanding symptoms and causes of reading disabilities. Course topics include diagnostic instruments and approaches to assessment of reading disabilities; and programs, materials, and methods for nurturing literacy and for instructing children with reading disabilities.  Students do one-on-one work with a child who has reading problems and complete a comprehensive case study based on that work.  (Please note: EDSN 665 is a prerequisite for this course.) 

This course focuses on social, cultural, and developmental contexts for teaching social studies and the arts to a diverse student population.  Course topics include curriculum development, methods, and materials; language and literature in cultural context; overview of history and geography of the United States and New York State; the role of economic factors in social life; varying forms of government and ideas and ideals associated with citizenship;  the arts in historical and cultural context; self-exploration and self-expression through the arts, sports, and other physical activities; cooperation in group art and sports activities; and the relationship of the arts, movement, and physical education to other curriculum areas. Course participants learn to apply theoretical knowledge and instructional strategies in their teaching of gifted students and students with disabilities.

This course focuses on the use of computers and other technological devices that facilitate communication, learning, and related functions in both general and special education contexts;   use of technology  to foster literacy, remediate reading problems, and promote  access to curriculum for all students;  special applications with computers in the classroom; information literacy; and recent developments in the field of assistive technology for students with disabilities, including students with autism. 

* For Touro College undergraduate education majors who took this course and received a grade of "B" or better, the credits earned will also count as graduate course credit toward the MS degree. However, in the event an undergraduate student does poorly in a graduate-level course and must take it again in their graduate program, financial aid will not be available for such coursework and both grades will appear on the student’s transcript. There are other collateral consequences to such coursework; please consult your advisor or Program Director for more details.

This course focuses on concepts and skills in the teaching of reading, math, language arts, social studies, and science, with modifications of instructional methods and materials for use with children with disabilities. Course topics include setting up the physical environment of a classroom to foster literacy development, maximize learning productivity, and prevent unnecessary behavior problems; approaches to classroom management; special attention to work with children with autism; and the importance of developmental and cultural context in understanding and intervening with children with emotional and behavior problems. Students are exposed to evidence-based methods of instruction and critically examine the concept that instruction should be evidence-based.

Students complete one 20-day practicum experience or its equivalent (at least 100 hours) teaching students with disabilities at the grade 1-3 level and one 20-day experience or its equivalent (at least 100 hours) teaching students with disabilities at the grade 4-6 level. (Inclusion classes with strong special education components are acceptable.) All student teaching is done in accredited schools with the involvement of appropriately certified supervising or cooperating teachers who submit student evaluation forms at the conclusion of the semester.

Over the course of the field experience and practicum courses, some work is done in a high need school or a school serving a high need community. Students keep time sheets of their hours, complete a written assignment on their understanding and use of evidence-based methods of instruction and intervention, respond to questions about elementary school education, analyze lesson presentations of cooperating teachers observed, and complete a comprehensive culminating project in which they analyze and discuss ways in which various aspects of the program have affected their understanding of, and interventions with, children. Students also write a reflection paper on what they learned from carrying out the work of the case study. The course includes scheduled group meetings. An assigned Touro College faculty member observes practicum students presenting formal lessons in the classroom or other educational facility. (Please note: This course must be taken in the last semester of studies.)

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Seminar on the identification and reporting of child abuse and neglect; signs and symptoms to look for; ways to approach children; understanding the variety of ways children may convey that they are being abused or neglected; teacher concerns regarding reporting abuse or neglect; rationalizations for not reporting; working with systems; and the aftermath of reporting abuse or neglect.

Seminar on statutes, regulations and policies relating to a safe, nonviolent school climate; effective classroom management techniques and academic supports that promote a nonviolent school climate and enhance learning; social and problem-solving skill development for students within the regular school curriculum; warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; intervention techniques to address school violence situations, and how to participate in an effective school/community referral process for students exhibiting violent behavior. 

3-hour Autism Workshop (required for NYSED certification)

6-hour Bullying and Harassment Workshop (required for NYSED certification)

This 12-session course focuses on enhancing the writing and reading comprehension skills students need to successfully complete graduate-level coursework in degree-bearing programs in the Division of Graduate Studies. The philosophy of the course is that good writing requires good thinking; good writing requires good reading, and students will become better writers and readers through practice, practice, and more practice. With this in mind, an aim of the course is to help students refine their writing and reading at the graduate level through guided instruction, hands-on exercises, many chances to interact with course instructors and peers, and opportunities to practice a variety of approaches to writing and reading. Attention is also paid to the communication skills and strategies students can use when taking required New York State teacher certification and other professional certification tests. Course learning topics and practice exercises and assignments are sequential. The course also provides students with materials on how to research topics for coursework and how to correctly apply APA style to research papers and reflection papers. Attendance at all 12 sessions is mandatory.

This course is offered in a friendly and supportive atmosphere. Classes meet weekly for two-and-a-half hours. Course instructors provide expert writing and reading help and are experienced in helping students write and read with greater ability and confidence.

Students are required to maintain a portfolio of their writing and reading assignments and exercises. Portfolios are established authentic assessment tools used to measure students’ progress in writing skills development and critical reading and to indicate where extra help may be needed in these areas. Weekly written feedback from course instructors will be included in each student’s portfolio. Summary progress reports will be provided to the students at the midpoint and final session of the course.

Graduate-level writing should be error free. With this in mind, students will be provided with materials on standard American English grammar, usage, capitalization, punctuation and spelling.

This course is graded on a Pass/Fail basis. Students must complete all writing and reading assignments and bring their portfolios to all sessions. All assignments must be completed on time. One late assignment is permitted as long as it is completed and submitted the next scheduled session. Students who fail to comply with these requirements will be dropped from the course.

This test preparation course is a non-credit, non-graded course that focuses on the creation of a learning segment with at least three lesson presentations within a structure of a Planning Section, Instruction Section, and Assessment Section, along with attention given to work on expressive and receptive language skills, as required by the New York State Education Department (NYSED) for the Ed Teacher Performance Assessment (EdTPA) that is now a NYSED requirement for NYS Initial Teacher Certification.

CST Students with Disabilities Workshop

This non-credit, non-graded seminar helps candidates to prepare for the Educating All Students exam. The exam content focuses on effectively teaching diverse student populations, English Language Learners, and students with disabilities as well as competencies related to the parent-school connection and the professional responsibilities of effective educators. This exam is required by the New York State Education Department (NYSED) for all candidates seeking New York State Initial Teacher Certification and School Leadership certification.