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 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 examines language acquisi­tion, the structure of language, the theoret­ical approaches to language, and language variations as applied to teaching literacy with respect to reading principles, meth­ods, and materials. An in-depth analysis of the stages of first and second language ac­quisition and the interdependence between literacy background and language acquisi­tion is offered. Research which focuses on the relationship between language and reading is also examined.

This course focuses on a thorough study of the principles, practices, methodologies and assessment tools utilized in the teach­ing of early literacy skills and strategies. Differentiating instruction for the at-risk student and English Language Learner will be explored. The creation of a balanced lit­eracy program for grades 1-6 will be ex­plored in-depth. Children’s literature is examined within the context of literacy in­struction at the level of Birth- Grade 6

This course focuses on the reading and lit­eracy skills identified by the International Reading Association and the New York State English Language Standards for mid­dle and secondary students. The importance of both content and process are emphasized and strategies are practiced for enhancing student comprehension before, during, and after reading. Effective ways of using dif­ferentiated instruction are also discussed. Providing for individual differences in mid­dle and senior high schools is considered.

This course reviews the skills and knowl­edge required to support the developmen­tal reading and literacy skills of middle and secondary students. Participants examine methods of teaching reading across the curriculum, including teaching reading of literature in individual, group, and whole-class settings in junior and senior high schools. Effective instructional practices for teaching reading skills to learn new in­formation and to write reports, strategies for teaching writing skills to foster literary understanding, and differences in literacy instruction for junior and senior high school levels are also examined.

Current scientific research related to ef­fective literacy instruction and research findings about curriculum development are reviewed in depth. Students also learn to analyze curricula to determine appro­priateness with respect to specific school populations, intended learning outcomes, and congruence with the International Reading Association Standards as well as the New York State Standards

This course focuses on current approaches to teaching reading in a developmental con­text, creation of language rich environment, the nature of oral and written communica­tion, assessment of language and reading skills, factors influencing literacy development, approaches to organizing a functional literacy program in the classroom, approaches to working with general education student including English Language Learn­ers and approaches to using technology to teach literacy skills in the classroom. The first half of the course will be devoted to in­struction from Birth-Grade 6 and the sec­ond half to instruction in Grades 5-12.

This course focuses on developmental and cultural contexts for understanding symp­toms and causes of reading disabilities; and diagnostic instruments and approaches to assessment of reading disabilities. Partici­pants also examine programs, materials, and methods for nurturing literacy and for pro­viding instruction to students with reading disabilities. The course includes one-on-one work with a child with reading disabilities and completion of a comprehensive case study. Prerequisite: EDSN 665

Students examine research and theories of first and second language acquisition as re­lated to methods of teaching, listening, speaking, reading, and writing in bilin­gual/multicultural classrooms. The course also includes examination of current peda­gogical methodologies, assessment proce­dures, and literature related to the specialized needs of the bilingual student and the multi­cultural classroom. [The first half of the course focuses on Birth - Grade 6 and the second half focuses on Grades 5-12.]

Students perform 90 clock hours of a col­lege-supervised Practicum in PreK-6th grade. Students acquire proficiency in the use of various test materials in the diag­nosis of reading and writing difficulties under the guidance and supervision of ap­propriately certified cooperating teachers who evaluate students’ progress. Cooper­ating teachers also observe and evaluate students in their professional settings. In addition, scheduled group meetings are held for all students participating in the Practicum. A case study is required and students are required to keep a log and prepare lesson plans. Prerequisite: at least 15 credits in literacy, excluding EDPS 620 and EDSE 650 and including EDSE 665 and SPED 667.

(Please note: Students may not registerfor EDSE 692 and EDSE 693 in the samesemester.)

Students perform 90 clock hours of a col­lege-supervised Practicum in Grades 7-12. Students acquire proficiency in the use of various test materials in the diagnosis of reading and writing difficulties under the supervision of appropriately certified coop­erating teachers who evaluate students’ progress. Cooperating teachers also evalu­ate students in their professional settings. In addition, scheduled group meetings are held for all students participating in the Practicum. A case study that integrates rel­evant research is required. Students are also required to keep a log, prepare lesson plans, and submit a culminating project that ana­lyzes and discusses the way in which various aspects of the course work and the two Practica (EDSE 692 and EDSE 693) have furthered their understanding and ability to diagnose and treat reading difficulties. Pre­requisite EDSE 692.

(Please note: Students may not register for the two Practica, EDSE 692 and EDSE 693, in the same semester.)

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. 

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