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. 

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. 

Four tuition-free workshops are offered to assist students in preparing for the NYS Education Department Liberal Arts and Sciences Test (ALST) Assessment of Teaching Skills – Written (ATS-W), Content Specialty Test (CST) – Multisubject, and CST – Students with Disabilities.

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.\nThis 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.\nStudents 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.\nGraduate-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.\nThis 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.

Writing 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.

This test preparation course is a non-credit, non-graded course that focuses on mathematical content, skills and teaching strategies measured on the Content Specialty Test Multi-Subject (Birth-2) or (1-6). This exam is required by the New York State Education Department(NYSED) to meet initial teaching certification.

CST Students with Disabilities Workshop