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.