Course Descriptions

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.\n*Offered by the Graduate School of Education --

Introduces the technological underpinnings of information technology in the educational environment. Students become proficient in integrating word processing, spreadsheet, database, and presentation software into educational settings, learning about the general operations of computer hardware, telecommunications, and operating systems. Students gain a general appreciation of the complexity of modern information and of information literacy.

Based on discussions of theory and research, this course examines the transition from the oral/aural classroom to the written/visual learning environment introduced through various forms of instructional technology, including the computer. Students explore many forms of instructional and educational technology, copyright and intellectual property laws, learning theories in reference to technology, assistive technologies, technology planning, theories of distance education, and the national educational technology standard (ISTE).

Introduces students to the fundamentals of data communications in the classroom and the school district environment. Students learn how to design, support, and troubleshoot Local Area Networks (LAN). Students also learn the complex details of network information security.Prerequisite: EDIT 601

Teaches students to design instructional activities that are consistent with curriculum goals, based on accepted pedagogy and effective in helping students synthesize information in a meaningful way. Students explore the foundational theories of learning and investigate models of instructional design. The focus is on the process of learning, the instructional plan, the technologies that support this process, and the many ways that teaching and learning effectiveness can be assessed.

Explores the many ways that information can flow throughout a Wide Area Network (WAN). Through example and hands on practice, students examine specific Wide Area Networks in the educational environment. In doing so, students extend previously-learned networking skills to become more empowered in the educational workplace. Prerequisite: EDIT 622

Examines the Internet and World Wide Web as technology integration tools for collaborative learning activities, data collection and exchange, virtual field trips, Web Quests, and online mentoring. Students also develop a more comprehensive understanding of how to carry out successful Internet research. Prerequisite: EDIT 601

Because educational technologies change and update constantly, this course teaches the necessary skills to evaluate and select the appropriate software and hardware to integrate into the curriculum and the classroom. Students learn how to use specific technologies to support general education students and students with special needs. A primary objective is to empower our students with the skills and knowledge they need to become agents of change for school reform. Prerequisite: EDIT 601

This capstone course requires students to synthesize their theoretical and practical learning by designing a substantial, innovative educational technology project and integrating it into an active classroom in real time. Students draw from theory and their varied experiences in other classes to apply a new and emerging set of technologies that facilitate learning, communication, and mobility in the classroom while meeting local, state, and/or federal standards in a particular curriculum area. Students are especially encouraged to be innovative in the area of special education, although the project may focus on any curriculum area in the K-12 or higher education realm. A minimum of 120 hours of work is required for successful completion of the course. Prerequisites: EDIT 632, EDIT 651 and EDIT 653

Social networking environments have had a profound impact on how students communicate, collaborate and publish materials. This course explores web applications such as a portfolio-based Wiki that allows for collaboration through shared calendars, collaborative websites, shared online documents, and discussion forums. In addition, the course presents such technological innovations as Webspiration, Google Apps, Blogger, Voki, and VoiceThread. Because new technologies are always being introduced, students learn to create differentiated learning experiences at all grade levels by leveraging many tools that are free and accessible to all. Prerequisite: EDIT 601

Introduces students to a variety of computer applications and how to integrate them into lessons across the curriculum. Students develop lesson plans that incorporate each of the tools in line with ISTE standards. Students also develop effective techniques to teach computer tools and applications at all grade levels. Prerequisite: EDIT 601

Introduces programming using the Java programming language. Students learn to design and implement Java programs, develop and select appropriate algorithms and data structures to solve problems, code fluently in an object-oriented paradigm, and understand large programs consisting of several classes with interacting objects. These skills form the framework for teaching the new AP Java course available to high school students. Prerequisite: EDIT 601

Students develop computer-based educational software using hypermedia, and either an authoring language or programming language. Some background in instructional design is recommended. Prerequisite: EDIT 601

Grounded in social science theory and research, this course examines the complicated effects of mass media on children. Students learn to analyze and evaluate images and electronic forms of communication in such major contested areas as the effects of media violence, pro-social programming and its impact, cognitive processing of media content, the effects of advertising, and the impact of media consumption on children\'s emotional health. Beyond theory, the course examines appropriate intervention strategies for countering negative impacts on students.

Explores various technologies that are used to provide platforms for distance learning. Students produce and evaluate materials for the delivery of online instruction and learn instructional design concepts that uniquely apply to learning outside the classroom. Prerequisite: EDIT 601

Designed to expand the knowledge base of educational leaders who specialize in providing assistive and special needs technology. In addition to knowledge of specific hardware and software solutions that aid students with disabilities, the course provides theoretical and practical knowledge on how to conduct assistive technology evaluations and identify a variety of funding sources to support assistive technology for students with disabilities. Prerequisite: EDIT 601

Focuses on the use of technology as a vehicle to transform the learning environment from an outdated teacher-centered model to one that is student-centered and more personalized. Participants will study the problems facing our schools, while looking at emerging innovations aiming to better meet the needs of our students through exploration of: The National Education Technology Plan, 21st century pedagogy, models, frameworks, and tools of innovation. Learning experiences align to four main topic areas: Model technology schools and programs, innovations in instructional technologies, problem-based learning, and, school leadership and strategic planning.

This course teaches instructional design as a creative process that uses a variety of strategies to address the unique needs of learners. To architect highly effective online learning experiences, participants will focus on such topics as project planning, content expertise, communication skills, and current technologies to design relevant learning experiences. Students will synthesize content, evaluate new technologies, and develop learning solutions that best meet the needs of a diverse audience. As a culminating project, students will create, implement and evaluate a short online course about an engaging topic of their choice.

Designed for educators who are unfamiliar with computers. It covers the fundamentals using the mouse and keyboard, the Windows user interface, and the World Wide Web. Basic computer terminology is briefly discussed, including input, output, processing cycle and storage, software, communications, the Internet, and practical uses of technology in education. Computer components are explored and the Windows operating system is introduced. Specific topics include: creating folders; organizing files into folders; copying, moving, deleting, and renaming files; searching for files based on name, contents, type, or date they were created; and basic troubleshooting.

Provides an introduction to digital photography for use in the K-8 classroom. Digital cameras and image editing software are introduced with an eye toward using theses resources to enhance learning and to increase the visual appeal of classroom instructional materials. Hands-on demonstrations and activities allow participants to become familiar with basic shooting, photo editing, and retouching. The goal of the course is to integrate digital photography into current classroom practice, providing direct linkages to ISTE standards. Prerequisite: EDIT 610 or EDIT 625

Teaches the fundamental principles and techniques of animation on the computer. Using a variety of software tools and techniques, including Photoshop and Flash, students learn how to create basic animation for web sites and presentations, as well as how to integrate animation in student projects and understand the educational impact these visuals have on student learning. Directly linked to ISTE standards, the course offers the opportunity to fully explore technology communications tools and how they can aid in increasing the absorption of new material or enhancing retention. Prerequisite: EDIT 610

Introduces educators to the vast resource that is the Internet and focuses on how to make effective use of its many components. Students become familiar with Internet terminology, basic web browsing skills, and creating e-mail accounts. The course also focuses on using the Internet effectively as a research tool. Students learn how to construct basic and complex queries, find specialized information, understand the invisible web, search subscription database like Proquest, and find and make lists and newsgroups. Prerequisite: EDIT 610 or EDIT 625

Designed for teachers who have basic Windows and World Wide Web skills. Students learn the necessary word processing (MicroSoft Word) skills to produce class handouts, letters, memos, tests and proposals. Students also learn how to use word-processing to increase productivity and aid in administrative tasks. In addition, advanced document production skills needed to produce items such as class newsletters will be covered. The course also involves exploration of the uses of word processing in the classroom to foster learning with direct linkage to ISTE standards. Prerequisite: EDIT 610

Provides an introduction to web animation using Flash. Topics discussed include graphics, animation, sound, interactivity and publishing Flash movies and increasing retention by uploading the Flash movie to the Web for viewing outside the classroom. Students learn how to enhance class lectures with Flash movies and create excitement through interactive lessons using Flash and the Web; students also discover some of the secrets behind successful animation. Prerequisite: EDIT 610

Designed for teachers with basic word processing skills. The lab part of the course focuses on the electronic Spreadsheet skills (Excel) needed to produce student grade books and classroom budgets. Teachers learn how to use spreadsheets as a teacher productivity tool. The second part of the course focuses on the discussion and implementation of advanced uses of Microsoft Excel needed to produce graphics, reports, tables and spreadsheet analysis for the classroom. Prerequisite: EDIT 625

KidPix is an effective tool for inspiring student creativity and creating multimedia projects throughout the curriculum. Designed to create learning, the KidPix program can be used in a teacher-initiated lesson or as part of a child-centered activity. During this hands-on workshop, participants explore the program and find ways to use it to enhance their curriculum and meet the ISTE standards. The course looks at best practices for using KidPix in a variety of classroom settings, including using the Spanish mode to support ESL learners. [Note: this course is recommended for K-5 teachers, Special Education teachers, School Media Specialists, and Reading teachers. Prerequisite: EDIT 610

Provides an introduction to Publisher and teaches educators to create printed materials as a classroom project. Activities may include creating newsletters or other printed materials that demonstrate knowledge of the subject matter and that can benefit both contemporary and historical subject matters. Printed materials of this nature are a wonderful supplement to traditional textbooks and are thoroughly engaging. This course will provide benefits for any History, English or Social Science class. Prerequisite: EDIT 610

Introduces students to working with graphics and pictures in a digital environment through the use of Adobe Photoshop. Students learn ways to use photo imagery to enhance lessons and presentations in support of particular curriculum areas within New York State and ISTE standards. Ways to use digital imagery and color correction, scan and manipulate images, prepare images for the Web, and basic Web image principles are also explored. Students work on various projects that assimilate Òreal worldÓ design for advertising and publicity. Lab time is required for class assignments. Prerequisite: EDIT 610

Designed for educators with basic word processing and spreadsheet skills. The lab part of the course uses Microsoft Access and focuses on the skills needed to produce databases to keep track of student grades and attendance, books, and other types of useful recordable information. Educators also learn to use databases as tools to increase productivity by decreasing the time spent on clerical work. Prerequisite: EDIT 610

Create lesson plans and activities using spreadsheets and explore many ways to integrate databases into their daily administrative duties. The course also examines in depth ways to use spreadsheets to support teachers\' particular curriculum areas within the New York State standards. Prerequisite: EDIT 635

Focuses on creating WebQuest learning environments and ways to use existing resources, adapt or modify a WebQuest, create a new WebQuest, or co-produce materials. In addition, students examine instructional and classroom strategies for successfully integrating these activities into the K-12 classroom. Prerequisite: EDIT 610

Focuses on the Logo interactive programming language developed for K-12 students. Logo is rooted in constructivist educational philosophy, and is designed to support constructivist learning. A wide variety of topics are covered in the course including using Logo in mathematics, language, logic, animation and multimedia projects and game design. Students also examine ways to make the Logo programming environment accessible to very young children and learn techniques for constructing multimedia projects. Students learn to work with a variety of Logo activities that are suitable for use with K-12 students and discuss integration techniques and strategies for initiating and implementing Logo activities in the curriculum. Prerequisites: EDIT 610

Designed for all educators who want to integrate technology into their classrooms. It covers the fundamental topics and theories one needs to understand in order to effectively use technology. Specific topics discussed include: technology standards as they relate to national, state and local standards; strategies for teaching with technology; planning for technology integration; the one-computer classroom, two-computer classroom, and multi-computer classroom; planning lessons with technology; learning theories as they relate to using technology; and sources of funding to support classroom technology.Prerequisite: EDIT 610

Inspiration, a tool for recording and organizing thoughts, is designed to help students develop ideas and concepts by creating visual diagrams of them. This workshop trains educators on how to effectively use Inspiration software. Kidspiration is also explored in this workshop. Prerequisite: EDIT 610

Provides an introduction to the integration of Architecture into the classroom using the latest digital tools and Internet resources, in conjunction with ISTE standards. Educators can use these techniques to illuminate the study of pyramids, cathedrals, castles, mosques, and skyscrapers in social studies, art, and technology curricula. Prerequisite: EDIT 610

Provides an introduction to teaching art history using Internet resources, CD-ROMS, and image editing software. Educators can use these to techniques to enliven the study of art from any historical period in the ancient world to the present. This course provides a way to engage today\'s Grades 5-12 students with multimedia and interactivity in their introduction to the study of the visual arts. Prerequisite: EDIT 610

Teaches basic web design skills, which can be used to support educators particular curriculum areas within New York State standards. Using websites to teach course material is an excellent way to carry a lesson outside of the classroom. Educators can easily provide lesson materials and supporting materials that are accessible from home materials that can be used for review purposes, study aids, and as a way of engaging students while working on homework assignments. This course teaches the skills needed for adding text, images, video, and links to a multi-page website. Prerequisite: EDIT 610

For educators with basic computer knowledge but little or no direct experience using a computer as a teaching tool. Educators learn how to use PowerPoint to improve instruction and foster inclusion, with direct linkage to New York State and ISTE standards. Educators also learn how to integrate these skills in the one-computer and multi-computer classroom. [Lab requirements: students must bring subject content to this class in order to create PowerPoint material. Prerequisite: EDIT 610

Covers advanced topics in Photoshop. Students learn how to use Photoshop to improve instruction with subjects that are dependent on visuals, with direct linkage to ISTE standards. Students also learn how to create engaging educational images in Photoshop and how to foster learning and inclusion in the one-computer and multi-computer classroom. [Lab requirements: students must bring subject content to this class in order to create Photoshop material.] Prerequisite: EDIT 639

Designed to help generate innovative ideas for curriculum delivery in the classroom while reviewing ways to use the Internet as a teaching tool with direct linkage to ISTE standards. Course discussions focus on finding lesson plans, searching for content sites, using Internet activities for students, finding global projects, investigating teaching resource sites, understanding Internet safety, finding Webquests, and finding collaborative problem solving projects. Prerequisite: EDIT 620

Covers advanced topics in PowerPoint. Educators learn how to use PowerPoint to improve instruction and foster inclusion, with direct linkage to New York State and ISTE standards. Educators also learn how to integrate these skills in the one-computer and multi-computer classroom. [Lab requirements: students must bring subject content to this class in order to create PowerPoint material.] Prerequisite: EDIT 675

This course provides students with an understanding of how to blend science content knowledge with appropriate instructional and assessment strategies to help middle school students learn about, understand, and appreciate school science and its importance in the world in which students live.  Students will develop and implement sample lesson plans, make use of appropriate laboratory equipment and procedures, compare and contrast curriculum and internet-based materials, and perform field observations in real classrooms in preparation for their semester-long practicum in middle school student teaching.   Fifty hours of observation will be required along with 5 observation assignments.

This course provides students with an understanding of how to blend science content knowledge with appropriate instructional and assessment strategies to help high school students learn about, understand, and appreciate school science and its importance in the world in which students live.  Students will develop and implement sample lesson plans, make use of appropriate laboratory equipment and procedures, compare and contrast curriculum and internet-based materials, and perform field observations in real classrooms in preparation for their semester-long practicum in high school student teaching.   Fifty hours of observation will be required along with 5 observation assignments.

Students will complete a minimum of 20 days, or 100 hours, teaching students in a middle school (grades 7 through 9) science classroom under the daily supervision and mentorship of an experienced and certified cooperating science teacher. During this practicum experience the student teacher will progress from watching and helping the regular classroom teacher to taking on full responsibility for the class him - or herself. The practicum, under the supervision and guidance of the cooperating teacher, will include experience in: designing, developing and implementing daily lesson plans; creating quizzes and exams; designing and grading homework assignments; implementing classroom discipline; continuously evaluating student understanding and using daily evaluations to modify future teaching practices; employing effective ways to carry out routine administrative practices, including the taking of attendance and assigning student grades.\nThe cooperating teacher will meet with the student teacher on a regular basis to help the student teacher develop his/her skills and practices; help answer or find answers to questions the student teacher might have; and remain in the classroom to monitor all activities and to provide supervision whenever the student teacher takes over the class. A full time faculty supervisor from Touro\'s Graduate School of Education will meet with both the student teacher and the cooperating teacher on a regular basis, observe the student teacher\'s performance in the classroom, and discuss the student teacher\'s development with both the student teacher and cooperating teacher.\nAt the end of the semester the cooperating teacher will submit to the Touro College faculty supervisor an evaluation form for the student teacher indicating areas of strength and weakness and where the student teacher should concentrate on improving his or her teaching skills. Using this evaluation and the Touro College faculty supervisor\'s own observations, the faculty supervisor will then submit a grade for the student teacher\'s performance in this course.\nPrerequisite: SCIN 601

Students complete a minimum of 20 days, or 100 hours, teaching students in a high school (grades 10 through 12) science classroom under the daily supervision and mentorship of an experienced and certified cooperating science teacher. During this practicum experience the student teacher will progress from watching and helping the regular classroom teacher to taking on full responsibility for the class him- or herself. The practicum, under the supervision and guidance of the cooperating teacher, will include experience in: designing, developing and implementing daily lesson plans; creating quizzes and exams; designing and grading homework assignments; implementing classroom discipline; continuously evaluating student understanding and using daily evaluations to modify future teaching practices; employing effective ways to carry out routine administrative practices including the taking of attendance and assigning student grades.\nThe cooperating teacher will meet with the student teacher on a regular basis to help the student teacher develop his or her skills and practices; help answer or find answers to questions the student teacher might have; and remain in the classroom to monitor all activities and to provide supervision whenever the student teacher takes over the class. A full time faculty supervisor from Touro\'s Graduate School of Education School will meet with both the student teacher and the cooperating teacher on a regular basis, observe the student teacher\'s performance in the classroom, and discuss the student teacher\'s development with both the student teacher and cooperating teacher.\nAt the end of the semester the cooperating teacher will submit to the Touro College faculty supervisor an evaluation form for the student teacher indicating areas of strength and weakness and where the student teacher should concentrate on improving his or her teaching skills. Using this evaluation and the Touro College faculty supervisor\'s own observations, the faculty supervisor will then submit a grade for the student teacher\'s performance in this course. Prerequisite: SCIN 605

This course covers the historical background to current approaches to teaching children with disabilities; special education and Individuals with Disabilities Education Act; current theories and methodologies in special education; inclusion and the concept of the least restrictive environment; early intervention; special education programs, curricula, classroom management, and technologies; educational challenges and instructional approaches with children whose disabilities are associated with mental retardation, physical and sensory impairments, language delays, emotional disturbance, and learning disabilities; and introduction to approaches and debates on reading and language arts as well as Science instruction for native English speakers and English language learners. (A special section of SEDN 602 Introduction to Special Education for students in the Biology Education Program and covering the entire grade range 5-12) 

Special topics in the biological sciences of current interest to faculty and students will be presented through lecture, discussion, laboratory experiments, research and reports. This course is intended to supplement the science and biology content knowledge and understanding of each student, and to provide students with experiences and understandings concerning the place of the biological sciences in the modern world that can be used after graduation to make biology more interesting and more relevant to our students’ own future students. The particular topics selected will depend on the instructor’s field of expertise, and could in some cases involve working on a biology project with New York Medical College researchers. . The topics presented in this course might include, for example, physiology and biochemistry.

Just as in SCIE 654: Selected Topics in Biology I, this course will cover special topics in the biological sciences of current interest to faculty and students will be presented through lecture, discussion, laboratory experiments, research and reports. The particular topics selected will depend on the instructor’s field of expertise, and could in some cases involve working on a biology project with New York Medical College researchers. The topics presented in this course might include, for example, genetics, evolution, microbiology, and immunology.

This course looks at the historical and philosophical underpinnings of modern educational theory and practice including the study of: ancient Greek literature; early Jewish, Christian, and Muslim writings; philosophical developments in the Renaissance, Reformation, and revolutionary periods; social, cultural and ideological forces which have shaped educational policies in the United States; and current debates on meeting the wide range of educational and social-emotional needs of students from diverse communities.  (A special section of EdSE 600 History and Philosophy of Education/Special Education for students in the Biology Education Program)

This course looks at the nature of motor, cognitive, emotional, social, and moral development from birth through adolescence, with implications for classroom teaching; looks at integration of theory and research findings from the fields of developmental and educational psychology; and explores multicultural contexts for growth, development, and learning.  (A special section of EdPs 620 Child Development and Learning in Cultural Context for students in the Biology Education Program and covering the entire grade range 5-12)

This course focuses on current approaches to assessing and promoting reading comprehension and critical reading and writing skills of middle and high school students; enhancement of oral and written communication skills; tapping into motivational factors in literacy development during the middle school years; and approaches to work with English language learners, gifted students, and students with disabilities during early adolescence.  (A special section of EdSE 666 Language and Literature Studies for Middle School Students for students in the Biology Education Program) 

This course will review the research and his­tory of gifted education relating to enrich­ment programs in particular. The course will focus on the philosophy and works of J.S. Renzulli, E.P. Torrance, and H. Gardner, and their theories of giftedness. Methods for pro­viding differentiated instruction within learning environments for gifted (and non-gifted) students will be explored through the implementation of a classroom-based or school-based gifted program or model.

This course will focus on the practical (i.e., problem-solving) and theoretical aspects of creativity. The course provides a basic overview of major definitions, theories and concepts related to the thinking skills and creativity. Students will reflect upon their own creativity to effectively foster the cre­ative process within a differentiated class­room. During the course students will develop a working definition of creativity and adapt methods of identifying and as­sessing creativity applicable to gifted and talented individuals. Students will discuss how to enhance personal creativity by aligning it to digital technology.

This course will focus on identifying stu­dents with learning disabilities who are gifted. The course explores how these gifted and talented learning disabled (GTLD) stu­dents are assessed and provided for accord­ing to Federal and state education mandates. During the course students will develop methods of identifying and assessing gifted and/or talented children who learn at a sig­nificantly different pace from other students in regular education classes. Students will learn to distinguish between Attention Deficit Hyperactivity Disorder (ADHD) and GTLD characteristics. Students will study the unique learning needs of the LD population with respect to GT education and explore hands-on approaches and mod­ified curriculum units using differentiated pedagogy. Throughout the course students will enhance the skills needed to effectively collaborate with parents, students, and school personnel with respect to GT/LD populations.

This course will focus on topics relating to past, current and future issues regarding gifted and talented education. Students will examine multiple trends and theories in gifted education applicable to their current teaching assignments and the New York State certification exam. Students will share ideas about the importance of en­richment programs as part of the instruc­tional day and assess Carol Tomlinson’s approach to differentiation.

In this course, students will have the op­portunity to gain practical experience in a Gifted and Talented classroom for 50 hours under the mentorship of experienced and appropriately certified teachers and an as­signed Touro faculty member. In addition, students will work individually with the Touro faculty member on a research proj­ect related to their work in this field expe­rience course.

This course focuses on the characteristics and needs of students with autism and other severe and multiple disabilities. These students are often challenged by sig­nificant weaknesses in intellectual devel­opment, communication and multiple sensory and physical difficulties. The needs of this population for on-going and varied levels of support in order to partic­ipate in inclusive general education and community settings will be identified and explored. Specific instructional and related strategies in the following areas will be in­cluded: communication instruction, acqui­sition of adaptive behaviors, causes of and strategies to manage challenging behav­iors, acquiring social skills, assessing and planning for sensory and motor needs, family centered practices, and collabora­tion with a range of professionals. Theo­retical foundations underlying current learning and living practices will be re­viewed. The needs of young children and teenagers with autism and/or severe and multiple disabilities will also be integrated into this course. Research-based strategies for these students in inclusive general edu­cation and community settings will be im­plemented.

In this course, various screening and as­sessment tools, including adaptive behav­ior scales and social skill rating scales, used to evaluate students with autism and other severe and multiple disabilities will be introduced. The use of information from the students’ records as well as from par­ents and other resources will be explored for their use in determining educational goals, ascertaining students’ academic and instructional needs, developing skill lists, and assessing communication, language and social needs. Curriculum and activity guides to assess and plan objectives for these students will be explored. Examples of assessing students with autism and other severe and multiple disabilities in testing conditions and in naturally occurring op­portunities to use knowledge and skills will be explored. Methods for parents and pro­fessionals to determine learning needs and necessary supports will be incorporated. The eligibility of students to receive spe­cial education and other related services and the purpose for these services will be discussed. Appropriate Individualized Family Service Plans (IFSPs) and Individ­ualized Education Plans (IEPs) will be de­veloped. (25 hours of field experience required).

In this course, various techniques for de­veloping curriculum, instructional prac­tices and learning environments for students with autism and other severe and multiple disabilities will be introduced. Strategies for giving these students an op­portunity to participate in general education and access the curriculum in a mean­ingful way will be explored. Curriculum and instructional practices in literacy, math, science, and social studies will be explored. Collaborative development of programs, differentiated instruction, grouping, peer-assisted learning strategies and cooperative learning will be implemented. Procedures for generalization and maintenance of skills to be taught to stu­dents with autism and other severe and multiple disabilities in both general and specialized settings will be incorporated. Teaching new skills and the building and reinforcement of learned skills will be part of this course. Methods for the teaching of community, domestic and personal care skills with these students will be empha­sized. The principles of universal design will be used to develop appropriate com­mercial and teacher-made materials that allow individuals with various disabilities to participate in the curriculum. The suc­cess of educational programs for students with severe disabilities may be directly re­lated to the work of various professionals, including paraprofessionals, who positively collaborate. Strategies for such col­laborative success will be addressed. The education of young children with autism and severe and multiple disabilities will be explored as well as transition to independ­ent living for older students. Field experi­ence in collaborative settings will be part of this course. (25 hours of field experi­ence required).

In this course, technological and other tools will be introduced that can assist students with autism and other severe and multiple disabilities in better accessing the general curriculum, better communication with others, and living a more independent life. Assessment of students with autism and other severe and multiple disabilities for the optimal use of technological tools will be introduced. A wide array of assisted technology devices is available to such students, and they will be reviewed for the specific purposes for which they can be used. Special communication boards, alternative keyboards, electronic adapters, mechanical adapters, positioning devices, transportation devices and adapted switch toys will be examined. Additional devices introduced will include those to improve daily living skills, mobility and environmental control. Student preferences for technology devices will be discussed. The role of the family in the selection of technology devices and the use of such will be discussed. Literature on the success and limitations of specific assistive technological devices will be reviewed. Technological services will be presented as essential in the teaching and learning of students with autism and other severe and multiple disabilities, especially students with serious communication disorders. Various devices will be demonstrated in class. The need for alternative augmentative communication (AAC) devices to be used by the students, peers, and teachers in school and by parents and peers at home will be reviewed.

This course provides an understanding of basic linguistic concepts and their applica¬tions for TESOL instruction. Specific con¬cepts include: phonetics, phonology, morphology, syntax, pragmatics, discourse analysis, and the nature of regional and so¬cial variations in American English. Stu¬dents will explore the origins, diversity and functions of human languages, in addition to the relationship between language and so¬ciety. Includes 10 hours of field work.

Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of field work.

This course reviews the impact of historical, legal, sociological, and political issues in relationship to the education of culturally and linguistically diverse students. Students explore the evolution of attitudes regarding bilingualism and multiculturalism in the United States. Emphasis will be placed on developing multicultural competence as educators, with areas of focus including: cross-cultural communication in the classroom and with parents; how the language and culture of the home and the community impact student learning; cultural factors in the relationships between the school and the community. Models of multicultural and bilingual education will be presented and analyzed. Includes 10 hours of field work.

This course provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of field work.\n* 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 requires a minimum of 20 days or 100 hours of student teaching in both el­ementary and secondary ESL classrooms, under the supervision of the cooperating teacher and a Touro professor. This experi­ence will allow student teachers to apply their knowledge in actual classroom set­ting, as well as gain experience with a va­riety of developmental levels. Student teachers will attend seminars throughout the semester, maintain a weekly reflective journal, and submit accumulative portfolio documenting professional growth. Prereq­uisites: EDDN 636, EDDN 637, EDPN 671, and EDPN 673, and permission of the Chair. (Please note: This course must be taken during the final semester of the pro­gram, and concurrently with no more than one content course.)\nStudents who have taken either EDDN 678 or EDDN 679 must complete that two-semester sequence, and are exempt from EDDN 680.\n 

This course focuses on assessment in general education and special education of individual differences in intelligence, learning potential, personality, motivation, and student achievement; management of data from assessment and monitoring of student progress; characteristics of standardized tests; the role of educational testing in program design and informing instruction, particularly for students with disabilities, including children with autism; assessment of young children; use of achievement tests; introduction to dynamic (or interactive) assessment; differences between static and dynamic assessment; the use of teacher-made, informal tests; and opportunity to observe and practice use of achievement tests and/or curriculum-based assessment ap¬proaches in the classroom.

This course reviews the impact of historical, legal, sociological, and political issues in relationship to the education of culturally and linguistically diverse (CLD) students. It is designed to prepare educators and educational service providers to support CLD students and their caregivers in the context of multicultural/bilingual settings. Candidates will examine different models of culturally responsive-sustaining educational practices and apply this knowledge to the implementation of pedagogically effective practices for CLD students. Emphasis will be placed on developing multicultural competence as educators, with areas of focus including: cross-cultural communication in the classroom and with parents; how the language and culture of the home and the community impact student learning; cultural factors in the relationships between the school and the community.\nIncludes 10 hours of field work.

This course focuses on teaching, assessment and counseling practices, consultation techniques, and other aspects of service delivery for diverse learners. Students will critically examine the processes used for placement of culturally and linguistically diverse students in special services. Issues involved in identifying student needs and appropriate services will be addressed. The discussion topics will include the impact of language, home culture and process of cultural adaptation in assessment. Includes 15 hours of field work. 

This course provides an overview of theory, approaches, methods and techniques in teaching school subject areas in the native language of the students. Effective strategies and materials for teaching native language arts, including native language literacy, to English language learners will be explored. Includes 15 hours of field work.

Since students in the program are certified professionals, their work experience (no less than one full academic year) will be considered as fulfillment of the field experience requirement, along with attendance at three field experience seminars and submission of a portfolio which synthesizes their expe-rience and understanding of effective services for bilingual population. The portfolio will include: document attesting to completion of one academic year working with bilingual population, samples of profes¬sional work with bilingual population, including case histories, evaluation reports, and progress notes; a written essay presenting the student’s professional philosophy, a discussion of issues involved in providing bilingual services in the NewYork area, and a description of the student’s professional growth in the program.

This course provides an understanding of basic linguistic concepts and their applications for TESOL instruction. Specific concepts include: phonetics, phonology, morphology, syntax, pragmatics, discourse analysis, and the nature of regional and social variations in American English. Students will explore the origins, diversity and functions of human languages, in addition to the relationship between language and society. Includes 10 hours of field work.

This course reviews the structure of American English. Students will learn about diverse theories, approaches, methods, and practical techniques of grammar instruction for English language learners. Special emphasis will be placed on developing instructional strategies to assist English language learners in meeting the current English Language Arts standards. Includes 5 hours of field work.

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 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. \n* 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 planning and implementing developmentally appropriate learning environments with integrated curricula for young children (birth-grade 2). Course topics include the relational processes by which children acquire knowledge, skills, and positive attitudes toward learning; the use of spontaneous play and hands-on activities; planned experiences and instruction that provide young children with opportunities to explore and manipulate ideas and concepts as they explore and manipulate the world;  approaches to working with gifted students and students with disabilities; integrated instruction in literacy, science, mathematics, technology, the arts, social studies (including exposure to a range of cultures and languages as well as United States and New York State history and geography), family, career and consumer education, and  physical and health education. Students are exposed to and engage in evidence-based methods of instruction and critically examine the concept that instruction should be evidence-based.

This course focuses on parents and families as the context for growth, development and learning of typically developing children and children with disabilities. Course topics include similarities and differences in family structures and parenting styles in various cultural groups; parents and family members as teachers of young children and collaborators with professional educators; parental and family responses to and coping with a child with disabilities; ways in which early childhood intervention programs build and expand upon the foundation provided by parents; ways in which educators can form constructive educational partnerships with parents; familiarizing parents with special education laws and available, appropriate services for their children and themselves; and assisting parents in being advocates for their children with disabilities. 

This course focuses on educational programs and methods for infants, toddlers, preschoolers, kindergarten students, and first and second graders with disabilities. Course topics include  review of developmentally appropriate integrated curricula; effective materials for use in language arts, music, art, blocks, sand, water play, cooking, and other play activities; parental collaboration in early intervention and early childhood special education; comparison of early intervention and early childhood special education programs reflected in Individualized Family Service Plans (IFSP) and  Individualized Education Programs (IEP);  comparison of least restrictive environment and natural environment approaches;  setting up and managing learning and play activities in safe and developmentally appropriate environments; special attention to work with children with autism; the role of the teacher in guiding young children in the development of self-regulation; communication and social skills necessary for constructive peer relations and group living; and interventions for prevention and management of challenging behaviors. Students are exposed to and engage in evidence-based methods of instruction and critically examine the concept that instruction should be evidence-based.

 This course focuses on the use of oral language, general cognitive skills, the concepts underlying reading and writing, and specific literacy skills as the context for supporting initial steps toward literacy for young children.  Course topics include activities to promote phonemic awareness, understanding of the alphabetic principle, and beginning word recognition through letter-sound relations; motivational issues that pertain to the development of reading skills; meeting the needs of young children, including those with limited proficiency in English, who enter day care, nursery school, and other early childhood and intervention programs with inadequate literacy-related knowledge and skills; language-related experiences at home as well as at school; and the importance of providing frequent opportunities to write.  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 658.)

This course focuses on the creation of language-rich environments and holistic approaches to reading and writing instruction that meet the needs of children with varying language preparation and aptitudes, as well as the needs of children from diverse backgrounds.  Course topics include a range of teaching and learning modalities; connections between speech sounds and spelling; ways to help students achieve fluency and comprehension; spelling conventions; special attention to student reading problems, with identification of services and approaches available for children who are not making adequate progress in reading; assessment and remediation of reading problems; language and literacy for gifted students; the importance of coordination of efforts among general educators, special educators, reading specialists, and parents; and approaches used with language-minority children, including the conditions under which greater or lesser emphasis is placed on reading and writing in the native language. 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 657 is a prerequisite for this course.)

For the field experience component of this course, students complete 50 hours of observations in general education at the birth-preK, kindergarten, or grade 1-2 level. Students also complete 100 hours of work with students with disabilities at a level not used in general education. (Inclusion classes with strong special education components are acceptable.) For the practicum component of the course, students complete an additional 20 days or 100 hours in general education at one of the three age/grade levels. (Please note that over the course of their field experience and practicum courses students must work with children at all three levels.) Actual teaching is a component of the practicum part of this course. All student teaching is done in accredited schools with the involvement of appropriately certified supervising or cooperating teachers who submit student evaluation forms during and at the conclusion of the semester.\nOver 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 young children, analyze lesson presentations of cooperating teachers observed, and complete two term papers. Students integrate evidence-based methods of instruction into their lesson presentations. The course includes scheduled group meetings. An assigned Touro College faculty member meets with students at their field experience/practicum sites and observes and evaluates student work with children in a school or an equivalent educational setting. The faculty member and cooperating teacher evaluate both the field experience and practicum components of student work during the course. (Please note: This course must be taken within the first 18 credits of graduate study.)\nDownload Guidebook

Students complete one 20-day practicum experience or its equivalent (at least 100 hours) teaching students with disabilities at the pre-K, kindergarten, or grade 1-2 level (inclusion classes with strong special education components are acceptable) and one 20-day experience or its equivalent (at least 100 hours) teaching students with disabilities at a second developmental level. (Please note that over the course of their field experience and practicum courses students must work with children at all three levels.) All student teaching is done in accredited schools with the involvement of appropriately certified supervising and cooperating teachers who submit student evaluation forms at the conclusion of the semester.\nOver 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, respond to questions about early childhood education and special education, analyze lessons of teachers observed, complete a written assignment on their understanding and use of evidence-based methods of instruction and intervention, and complete a comprehensive culminating project in which they analyze and discuss the 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 completed in the second literacy course. This 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 final semester of studies.)\nDownload Guidebook

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.

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 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 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 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 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.\nOver 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.)\nDownload Guidebook

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.\nOver 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.)\nDownload Guidebook

This course focuses on principles and practices for teaching mathematics to grade 7-12 students with disabilities. Course topics include number and quantity; algebra; functions; geometry, mathematical modeling; statistics and probability; trigonometry; common core state standards and CEC standards; instructional approaches in developmental context; planning and designing co-teaching and collaborative work with other teachers; identification and remediation of major obstacles to student learning in mathematics during the adolescent years; and application of mathematical and scientific concepts and skills to real-life settings. 

This course focuses on principles and guidelines for teaching science and technology to grade 7-12 students with disabilities. Course topics include elementary principles of physics, chemistry, earth science, and the biological life sciences; application of mathematical concepts and skills in the study of science; application of scientific concepts to real-life settings; identification and remediation of major obstacles to student learning and achievement in the sciences; critical approaches to the benefits and hazards of technology, and planning and designing co-teaching and collaborative work with other teachers.

This course focuses on social, cultural, and developmental contexts for teaching historical and cultural studies to a diverse population of students with disabilities at the grade 7-12 level. Course topics include curriculum development, methods, and materials; language and literature in cultural context; overview of history and geography of United States and New York State in addition to essentials of world history; planning and designing co-teaching and collaborative work with other teachers; overview and, understanding of the geography of the interdependent world in which we live – locally, nationally, and globally; how the United States and other societies develop economic systems and associated institutions to allocate scarce resources; how major decision-making units function in the United States and other national economies and how an economy solves the scarcity problems through market and non market mechanisms; the governmental system of the United States and other nations; the United States Constitution and basic civic values of American constitutional democracy; ideas and ideals of citizenship; and interrelationships among historical, social, economic, political, and cultural forces effecting societies and the world.

This course focuses on the performing arts, health, physical education and family and consumer sciences for students with disabilities in grades 7-12. Course topics include cooperation in group sport and arts activities; the relationship of physical education and health education to other curricula areas; approaches to acquire  the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity and maintain personal health for students with disabilities; approaches to acquire the knowledge and ability necessary to create and maintain a safe and healthy environment and to understand and be able to manage personal and community resources for students with disabilities; planning and designing co-teaching and collaborative work with other teachers; approaches to adaptive physical education for students with disabilities; self-expression, self-regulation, and self-exploration through the arts; the relationship of the arts, movement, physical education, and health education to other curricula areas, including literacy; and special approaches to doing art work with students with disabilities. 

This course focuses on current approaches to assessing and promoting reading comprehension and critical reading and writing skills of grade 7-12 students with disabilities. Course topics include enhancement of oral and written communication skills; acquisition of literacy strategies that make text materials comprehensible and promote reading comprehension; tapping into motivational factors in literacy development during the grade 7-12 school years; acquisition of strategies for lifelong learning, and approaches to work with English language learners with disabilities. (Please note: This course is a prerequisite for SEDN 673.)

This course focuses on general guiding concepts and skills in the teaching of reading, math, language arts, social studies, and science, with modifications of instructional methods and materials for grade 7-12 students with disabilities. Course topics include identification and referral for evaluation of students who may have disabilities, as well as state and federal special education laws and regulations; creation of a physical and social school environment that fosters literacy development, maximizes learning productivity, and prevents unnecessary behavior problems; approaches to classroom management; special attention to grade 7-12 students with autism; developmental and cultural contexts in approaches to understanding and intervening with children with emotional and behavioral problems in the secondary school years; planning and designing co-teaching and collaborative work with other teachers; developments of partnerships, including with the family, for the benefit of students with disabilities, and attention to the importance of self-awareness and critical self-reflection in teachers of secondary school students with disabilities. 

This course focuses on developmental and cultural contexts for understanding and remediating symptoms and causes of reading disabilities of grade 7-12 students with disabilities. Course topics include diagnostic instruments and approaches to assessment of reading disabilities of adolescents; programs, materials, and methods for encouraging engagement with literature, including through writing, and for instruction of grade 7-12 students with reading disabilities; use of high interest reading material appropriate for adolescents with reading disabilities; and one-on-one work with a grade 7-12 student with reading disabilities, including completion of a comprehensive case study, which must be retained by students for submission with their culminating project materials. (Please note: SEDN 666 is a prerequisite for this course.)

Students complete 50 hours of field experience in work with students with disabilities at the grade 7-9 level and 50 hours of field experience with students with disabilities at the grade 10-12 level. Certified teachers who are enrolled in this course are required to complete 50 hours of field experience in total, 25 hours at the grade 7-9 level and 25 hours at the grade 10-12 level. (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. 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, logs in which critical incidents are recorded and analyzed, respond to questions about grade 7-12 special education, and complete two term papers. The course 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.)\nDownload Guidebook

Students complete one 20-day practicum experience or its equivalent (at least 100 hours) teaching students with disabilities (inclusion classes with strong special education components are acceptable) at the grade 7-9 level and one 20-day experience or its equivalent (at least 100 hours) teaching students with disabilities (inclusion classes with strong special education components are acceptable) at the grade 10-12 level. Certified teachers who are enrolled in this course are required to complete 20 days or 100 hours of practicum in total, 10 days (or 50 hours) at the grade 7-9 level and 10 days (or 50 hours) at the grade 10-12 level. All practicum work 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, analyze lessons, write an essay on evidence-based methods of instruction, respond to questions about grade 7-12 education, and complete a comprehensive culminating project in which they analyze and discuss the ways in which various aspects of the program have affected their understanding of and interventions with their own students. 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 for a minimum of two formal lessons in the classroom or other educational facility. (Please note: This course must be taken in the last semester of studies.)\nDownload Guidebook

Seminar on the nature of substances of abuse, including legal as well as illegal drugs; factors associated with avoidance of and resistance to use and abuse of substances; risk factors; and research on effective school-based substance abuse prevention programs.

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 basic principles of child safety education; particular safety issues and risk factors for children of different ages; use of developmentally appropriate methods and materials to convey safety principles; proper use of materials and environments with attention to safety hazards, including fire; and refusal skill instruction, including skills related to fire and arson prevention as well as child abduction.