Graduate Education (EDG)

EDG 500. Inquiry Into Foundations of Education. 3 Credit Hours.

This course is required of all students seeking New York State Teacher certification. This introductory course in American education includes the historical, philosophi cal, sociological, legal and political factors affecting education in a multicultural society. The course analyzes the contemporary problems and the changes currently taking place in elementary/ secondary schools. Course content includes the changes in philosophical thought influencing education, the importance of the school in national, state and local community life, and the issues which impact education practice and schooling, paying particular attention to the education of students with disabilities. Students will be asked to look for challenges that ideas and events in the United States and world pose for the educational learning process, teachers and students, content that is taught, and the context of schools as educational institutions. In addition, the role of the teacher as a leader, as an effective colleague and as a decision maker will be emphasized. Particular attention will be focused on issues and solutions in teaching students from diverse populations and in structuring schools for the future. Scholarship, leadership and service are the distinguishing attributes of graduate students in teacher preparation. Students in introductory courses are expected to demonstrate scholarship by beginning a research portfolio focusing on topics presented. Leadership will be demonstrated in discussions, presentations and activities. Service will be demonstrated in classroom interactions, field experience and reflective.

EDG 504. Crit Issues/Teach Diverse Populations. 3 Credit Hours.

This course provides an overview of major issues and trends in the education of persons with exceptionalities, including the issues associated with special programs, such as educational placement and the national trend of inclusion. The course also discusses critical issues in special education which includes a historical review of policy, law and practice. Emphasis will be placed on current information of educational practices, up to date research on prevalence, current legislation and models of programs.

EDG 505. Found Hum Dev & Lrn in Cultural Contexts. 3 Credit Hours.

This course is required of all students seeking New York State Certification. In this coruse, we examine, analyze, and develop theories-yours and others-of how humans develop and learn. As we will discover, the predominance of psychological theories in education serving as the "knowledge base" of teacher preparation is partly accountable for the genetic fallacy under girding contemporary beliefs and practices of teaching, learning, and school reform. It is for this reason that our emphasis of study is on the social, cultural, and political context within which learning takes place, and on the rapid changes occuring in our understanding of mind, thinking, and learning, especially as they pertain to students' abilities and needs.

EDG 508. Connecting Video Games, Teaching, Learn. 3 Credit Hours.

This course will examine the pedagogy of games and the potential applications of the teaching and learning strategies found in these informal, out-of-school settings to the content of classrooms. Participants will examine the concepts of motivation and play, and how it is possible (as game designers have) to make learning so challenging and fun that students spend hours engaging in the activity. Throughout the course, participants will explore board games, card games, video games and online games.

EDG 510. Labor-Mgt Relations in School Setting. 3 Credit Hours.

This course provides a conceptual and skills-based introduction to the area of union representation and collective bargaining in school districts. The classes rely heavily on simulations and experiential exercises based on "real-life" cases involving negotiation, fact finding, and arbitration. Classes promote the sharing of professional expertise.

Cross-listed Courses: EDL 510

EDG 515. Introduction to Special Edu Perspective. 3 Credit Hours.

This course is required of all students seeking New York State Teacher certification. This is a three-credit course designed for students enrolled in Le Moyne's graduate program, or for those students interested in issues related to persons with disabilities. This course will cover a broad range of topics in the field of education as it relates to students with disabilities and different abilities. Specifically, this course focuses on theoretical frameworks as well as practical orientations for understanding and working with children and adults with disabilities. Not only will the course provide a comprehensive view of the issues, it will give you an opportunity to share your ideas and knowledge with others, and allow you to gain firsthand experience with a family who has a child with a disability. Scholarship, leadership and service are the distinguishing attributes of graduate students in teacher preparation. Students in introductory courses are expected to demonstrate scholarship by beginning a research portfolio focusing on topics presented. Leadership will be demonstrated in discussions, presentations and activities. Service will be demonstrated in classroom interactions, field experience and reflective.

EDG 520. Child Abuse Workshop/SAVE Violence Prev. 0 Credit Hour.

This is a required course for anyone seeking New York State certification as a teacher. The purpose of this course is to provide prospective teachers with the information needed to act as a "mandated reporter" of child abuse or maltreatment. Preservice teachers will learn to recognize signs of child abuse and maltreatment and the correct reporting procedures. The twohour violence prevention module will also be presented to students at this workshop. (Open only to students enrolled in student teaching.).

EDG 521. Teaching Learning Today's Secondary Schl. 3 Credit Hours.

This course is an examination of those principles and practices that have shaped American education and instruction with an emphasis on interdisciplinary study of subject matter for tomorrow's student. Emphasis will be placed on: adolescent development from middle school to senior high perspective, learning theory and current approaches in instruction for a diversi- fied student population.

EDG 522. Dignity for All Student Act (dasa) Training for Teacher Certification. 0 Credit Hour.

This course is designed to provide preservice teachers with knowledge and skills to understand bullying from the perspective of the bully, the bullied, and the bystander. This course will address the social patterns of harassment, bullying and discrimination, marginalization and microaggressions, including acts based on a person's actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, and gender. This training will address these issues from a proactive - rather than than a reactive - position. Successful completion of this course will fulfill the harassment, bullying, and discrimination prevention and intervention training required fro certification/licensure under the Dignity for All Students Act (The Dignity Act.) Only open to Le Moyne Teacher Certification candidates.

EDG 523. Autism Spectrum Disorder Training for Teacher Certification. 0 Credit Hour.

This course is designed to provide preservice teachers knowledge and skills to understand the needs of students with autism. This course will address the definitions and etiology, common characteristics, evidence-based instruction and interventions, data collection strategies and use, and resources for families and students with Autism Spectrum Disorders (ASD). This training will address these issues from a position of how best to included students with autism in general education settings. Successful completion of this course will fulfill the training required for New York State certification/licensure. Only open to Le Moyne Teacher Certification candidates.

EDG 525. Assess: Pract/Legalities Stud W/Disabil. 3 Credit Hours.

This course is required for all prospective teachers seeking the dual New York State certification in Childhood/Adolescent/Students with Disabilities. The focus of this course is on the competencies necessary for skilled educational diagnosticians. Preservice teachers will become familiar with a variety of techniques and instruments used to gain information about students' educational achievement. Assessment will be used as a method of instructional and curriculum based diagnosis for all students with learning problems. Another major focus of the course is the set of legal issues surrounding assessment and special education. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topic presented into their ongoing research portfolio.

Prerequisites: EDG 515.

EDG 530. Multicultur Literacy Methods - Secondary. 3 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Adolescence Education. It is designed to help preservice teachers learn the foundations and methods of literacy learning in classrooms where students differ in physical, cognitive, emotional, cultural, economic, and linguistic backgrounds. Basic skills related to decoding, vocabulary, development, conprehension, and the reading/writing connection will be studied; the importance of authentic assessment will be emphasized. Participants will be taught the methods necessary to create literacy learning environments for the development of diverse learners' competencies in reading, writing, listening, speaking, and viewing. As part of developing the sensitivity and responsiveness necessary for creating such a sociocultural environment for diverse learners, preservice teachers will complete cultural self-analyses and cross-cultural analyses to learn the meanings of ethnocentrism and cultural conflicts. Finally, they will gather a bibliography of multicultural literature, electronic texts and computer programs, and other materials and resources, and create strategic plans for establishing the classroom environment that connects home, school, and community for literacy learning. Preservice teachers are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisites: EDG 500, EDG 505, EDG 515.

EDG 535. Literacy Theories & Practices. 3 Credit Hours.

This course is required for all prospective teachers seeking the dual New York State certification in Childhood/Students with Disabilities. This is the first of two required reading courses for graduate students of education. The course content includes topics related to current theories and practices and their theoretical bases. Also presented will be an overview of the history of reading education as influenced by the fields of linguistics, psychology and education practice that developed in the United States. Specific methods and models for teaching reading are explored as their cognitive foundations are studied. Classroom applications of strategic reading instruction are demonstrated and evaluated within the context of a collaborative college classroom. Particular attention is paid to policies and school adoptions of reading philosophies that determine the kinds of instruction given to children of diverse backgrounds and needs in American classrooms, particularly students with disabilities. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisites: EDG 500, EDG 505, EDG 515, EDG 525.

EDG 545. Plan,Assessing,Managing Inclus Classrm. 3 Credit Hours.

This course is required for all prospective teachers seeking New York State certification. Students will learn to plan, implement and assess instruction with a special emphasis on culturally diverse students; non-English speaking students; gifted students; and students with disabilities. This course will cover both theory and practice. It will stress the technical and ethical competencies required to be an effective teacher. The course emphasizes the role of teachers as decision-makers in the preplanning and implementation phases of lessons, as well as reflective post-lesson evaluation and adjustment. Students in this course are expected to demonstrate scholarship at the graduate level, by integrating the topics presented into their ongoing research portfolio.

Prerequisites: EDG 500, EDG 505, EDG 515.

Corequisite: EDG 525.

EDG 550. Teach/Adapt Curric Content Specialists. 3 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Adolescence. This course will focus on the tools and strategies that can be used by general educators at the secondary levels to ensure appropriate curriculum planning, instruction and assessment for all students. Secondary teachers will learn to balance the content requirements with the individual needs of adolescent students in order to modify instruction. Preservice teachers will discuss and practice techniques for adaptation of materials, classroom environments, individual and group assignments and testing situations. The focus will be on strategies to increase student success in academic, behavioral and social-emotional areas. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisites: EDG 530 and EDG 545.

EDG 555. Adv Literacy Theories/Practice Inclus Cl. 3 Credit Hours.

This is the second of two required literacy courses for graduate students in Education, seeking New York State dual Childhood/ Students with Disabilities certification. This course continues the preparation for the teaching of reading, writing, listening and speaking and serves as a professional process for instruction development. In addition, this course extends your knowledge and practice in the diagnosis and remediation of students with reading difficulties. In this course we will concentrate on the reading/writing connection, content area reading, unit planning and the basics of reading assessment and remediation. Additionally, emphasis will be placed on the effective teaching/learning strategies related to the use of children's and young adult literature for all children. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisite: EDG 535.

EDG 556. Teaching/Curr in Middle School (5-9). 3 Credit Hours.

This course defines the underlying assumptions of current educational practice in the middle school structure in the United States. Principles and strategic instructional practice are developed through a framework of curriculum planning for each academic discipline encountered in the instruction of children in the middle grades.

EDG 560. Literacy Development Across Curriculum. 3 Credit Hours.

This course is required for all prospective teachers seeking New York State certification in Adolescence. Each subject area in middle and high school has its own specialized vocabulary, materials and resources that require students to read and understand. However, students in middle and high school vary in their literacy learning abilities. Therefore, teachers must be able to prepare instruction, so that students will be able to read, write, listen, speak and view to learn course content. The purpose of this literacy course is to assist teachers in the analysis of content area teaching and learning, so that they can motivate and guide students toward independent learning. Teachers will study the process of connecting known information to new information, formulating questions, discussing issues and discovering unique perspectives and possibilities through content area resources and materials including electronic texts and computer programs. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisite: EDG 530.

EDG 562. Transition Planning & Collaboration. 3 Credit Hours.

This course is required for all graduate students seeking NYS certification in adolescence and special education (grades 7-12). The course provides a framework for defining and planning transition and addresses facilitation and support. The focus of this course is on ways to individualize transition service delivery for people with specific types of disabilities. During the course, we will discuss not only transition to employment, but also the transition and skills necessary for future living and post-secondary educational environments. Preservice teachers will examine and practice collaborative skills and practices designed so that professionals, paraprofessionals, business people and family members can work effectively with high school students with special needs. Topics addressed in the course include transition to adult life (including residential, financial, leisure and social options, and health and sexuality issues), vocational assessment and programming, career education, job coaching, assistive technology, and accessibility issues. Emphasis will be placed on current issues in the field, including secondary school restructuring, self-determination, person- centered planning, college and other post- secondary alternatives, and use of the internet to enhance transition and work. Preservice teachers will learn to plan programs tailored to individual student strengths and life goals that will ensure a productive and rewarding life after high school. Specific strategies that assist students in transitioning to adult life, including self-determination, will be studied and practiced. Preservice teachers enrolled in this course will also be placed in a field site with adolescents with special needs in order to apply transition and collaboration skills.

EDG 565. Home,School and Community Collaboration. 3 Credit Hours.

This course is required of all students seeking New York State Teacher certification. The purpose of this course is to introduce teachers to the interpersonal communication skills necessary for successful teamwork and collaboration with families of their children as well as members of school and community. During this course, they will practice the skills necessary for positive communication, problem solving and conflict management. They will also examine the consultation process and case study approach for research and practice. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

EDG 570. Adolescent Strategies and Technology. 4 Credit Hours.

This course is required of all students seeking New York State certification in Adolescent Education. It is designed to cover curriculum, instruction and assessment in a particular subject area (English, Social Studies, Science, Mathematics and Languages other than English) for students in various high school classrooms. The course will focus on organization of content, instruction, assessment and management to actively assist all students in meeting the state Learning Standards. Students will be placed in two field sites in which they will student teach the following semester. This will afford them the opportunity to apply and practice skills and knowledge discussed in text and class. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisite: EDG 545.

Corequisite: EDG 570.

EDG 575. Strategy&Technology for Inclusive Clsrm. 3 Credit Hours.

This course is required of all students seeking dual New York State certification in Childhood/Students with Disabilities (grades 1-6). In this course, students will learn to transform the core content knowledge in mathematics, science and social studies into teachable instructional units. Students will review and evaluate current materials used to teach these content areas at the elementary level. Students will learn to integrate curriculum and to incorporate skills such as writing and speaking within the instruction and assessment of content. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisite: EDG 545.

Corequisites: EDG 555 and EDG 576.

EDG 576. Managing Environ for Stu W/Disabilities. 3 Credit Hours.

This course provides participants with research and best practices so as teachers they can best manage learning environments and student behaviors in the special education classroom as well as the inclusive classroom setting. Course content and assignments will include the theoretical foundations of classroom management, and effective techniques to provide physical, emotional, and social environments that are safe, supportive, and conducive to learning.

Prerequisite: EDG 545.

Corequisites: EDG 575 and EDG 555.

EDG 580. Pedagogical Content Knowledge. 3 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Adolescence. This course will focus on contemporary and historical curriculum thinking and practice within the disciplines. Teachers must recognize the essential "character of the subject" as they prepare to develop curriculum, instruction and assessment in a subject area. This course will critically examine the standards movement though political, social, cultural and philosophical perspectives. Course materials include research, practice and case studies that focus on teaching for equity and social justice. Students in this course are expected to demonstrate scholarship at the graduate level by integrating the topics presented into their ongoing research portfolio.

Prerequisite: EDG 545.

EDG 586. Instructional Technolgy for the Inclusive Classroom. 3 Credit Hours.

This survey course is designed to prepare preservice teachers to integrate technologies for educational purposes in the inclusive classroom. Preservice teachers will learn about the continuum of assistive technology devices, universal design for learning, use of technology for curriculum adaptation and integration strategies, and assessment and evaluation protocols. ( Not open to students who have taken EDG 675.).

Prerequisites: EDG 505; EDG 515; EDG 525; EDG 545.

EDG 590. Independent Study. 1-6 Credit Hours.

EDG 605. Read/Writ/Lang Tesol Classroom PreK-12. 3 Credit Hours.

Students will study the latest research and model programs in the language arts, writing and reading areas. First, they will practice implementing the methods and strategies for English language learners and demonstrate the ability to integrate these findings in their instruction through various approaches, such as thematic instruction. Students will become competent in diagnosing students' strengths and weaknesses and prescribing appropriate instruction. Materials and procedures for assessment will be analyzed. Field experiences required.

EDG 606. Law & Ethics for the Classroom Teacher. 3 Credit Hours.

This course provides an examination of the legal, ethical, and democratic rights and responsibilities of teachers and students as determined by constitutional, statutory, and case law. The purpose of this course is to empower practitioners with a critical and reflective sense of how law, ethics, and democratic ideals affect the contexts of teaching and schooling for classroom teachers. The course is taught from the perspective of the centrality of the classroom teacher and the advocacy of empowering classroom teachers and their students.

EDG 607. Classroom Assessment (Grades 4-8). 3 Credit Hours.

Elementary, middle and secondary teachers will learn how effective classroom teachers understand the interpersonal dynamics of classroom assessment. By selecting the appropriate assessment as a teaching tool they will know how to set students up for success. In this course they will also develop strategies so that students are partners in the processes of defining the valued outcomes of instruction and transforming these definitions into quality assessments.

EDG 610. Issues in Curriculum and Instruction. 3 Credit Hours.

Teaching critical thinking and structured reasoning will be the foundation of this course. Futurists' models of classes and schools will be discussed and analyzed. A study of teaching models, strategies and assessment procedures used in instruction will be identified and demonstrated in the light of supporting research. Community resources will be identified and their programs discussed in reference to the needs of students and school districts. The role of the teacher as counselor with students and their families will be stressed with a special emphasis on counseling with diverse students. This course is cross-listed with EDL 610.

Cross-listed Courses: EDL 610

EDG 611. Curriculum Develop & Instruct Mid School. 3 Credit Hours.

This course will focus on contemporary as well as historical curriculum thinking and practice with special emphasis on the requirements of the 2003 Board of Regents Policy on Middle-level Education. We will address how this Policy influences the implementation, planning and evaluation of curriculum at the Middle-Level. We will critically examine the standards movement through varied perspectives, including political, social, cultural and philosophical. These perspectives will be perceived by participants as complimentary and/or contradictory, and will serve as the basis for class discussions and assignments.A major goal of this course is to assist participants in critically examining the traditional American curricula and compare and contrast at the Middle- Level in light of the changing sociopolitical context at that level. To that end, course mater- ials include research, practice and case studies that focus on teaching for equity and social justice. Participants will examine their own personal practical knowledge and its impact on their translation of curriculum.

EDG 612. Curriculum Develop & Instruc Second Schl. 3 Credit Hours.

This course will focus on contemporary as well as historical curriculum thinking and practice. The issues discussed have the potential to influence the implementation, planning, and evaluation of curriculum at the high school level. We will critically examine the standards movement through varied perspectives, including political, social, cultural and philosophical, and the effect of the Regents examination requirement for graduation in NYS. These perspectives will be perceived by participants as complimentary and/or contradictory and will serve as the basis for class discussions and assignments. A major goal of this course is to assist participants in critically examining the traditional American curricula in light of the changing sociopolitical context at that level. To that end, course materials include research, practice and case studies that focus on teaching foe equity and social justice. Participants will examine their own personal practical knowledge and its impact on their translation of curriculum.

EDG 615. Decision-Making in Schools. 3 Credit Hours.

This course examines the teacher as decision maker in all aspects of the profession. Focused on contemporary issues, participants will explore teachers' decisions regarding instruction, curriculum, assessment, and other professional facets of the teaching and learning process.

EDG 616. Classroom Management Strategies. 3 Credit Hours.

In this course, teachers will examine different theories and strategies related to creating and maintaining effective classroom environments. They will learn ways to: manage group behavior to reduce disruptions; involve students in the discipline process; have their students realize their capabilties and success; and help students to developa management plan for their own behavior.

EDG 617. Curric/Instruc Pre-K - Grade 2. 3 Credit Hours.

This course will present current research and best practices related to teaching preschool and primary grades. Innovative methods and techniques will be discussed and applied. The subject matter areas studied are math, science, social studies, music, art, and language arts. The purpose of this course is to examine developmentally appropriate curricula, current issues and practices at the preschool and primary grade levels. This course is designed to be taken by students who may have no specific background in early childhood education.

EDG 618. Co-Teach Strategies Inclusive Classrooms. 3 Credit Hours.

This course provies an in-depth examination of the rationale and strategies for co-teaching partnerships to better meet the learning needs of all students, including students with special needs. Participants will become familiar with the five critical elements of an effective collaborative team and explore different approaches to co-teaching. Strategies will be discussed related to scheduling, role clarification, administrative support, and facilitating student access to the core curriculum by differentiating the content, process, and assessment.

EDG 624. Develop Approp Prac for Responsive Class. 3 Credit Hours.

The Responsive Classroom course is designed to provide students with advanced child development, social interactionist and constructivist theory as well as direct and practical application of the theory to current classrooms. As a result of this course, students will be able to implement the components of the responsive classroom and developmentally appropriate practices.

EDG 625. Teaching Children's Literature. 3 Credit Hours.

Literature written for children PK-6th grades will be identified as to its cultural, racial and gender significance in this course. Students will become familiar with the well known children's authors and their works. They will demonstrate this ability to identify books for children based on interest, age, reading level, and appropriateness of material. Techniques to increase a love for reading in children will be identified and demonstrated.

EDG 629. Emergent Literacy. 3 Credit Hours.

This graduate level course focuses on both the theoretical understandings of emergent readers and writers. The typical progressions in the acquisition of oral language and print literacy in childhood, including the sociocultural, cognition, and motivational influences on literacy development will be a focus of the course. Application of theory to developmentally appropriate practices for the assessment, planning, instruction, and the teaching of children.

EDG 635. Cross-Cult Comm for Tesol Classroom K-12. 3 Credit Hours.

Students will possess a thorough knowledge of how diverse students learn and acquire a second lang- uage through study in this course. This knowledge will be inclusive of culture, gender, socio-econ- omic status and race. All forms of communication will be studied including verbal, non-verbal and the written word in the context of appropriate teaching strategies/aids for classroom use. Field experiences required.

EDG 636. Methods/Strat Teach Young Adolescent Lit. 3 Credit Hours.

In this course young adult literature, written for children in fifth grade through high school, will be identified and studied. Special emphasis will be focused on literature for its cultural, racial and gender significances. The purpose of this course is to study young adult literature in conjunction with the developmental and psycholog- ical stages of young adults, the nature of the school community, and curriculum planning and implementation. Teachers, through the process of reading, writing, listening, speaking, and viewing, will discover how to use all of these elements to encourage and enhance the individual responses of their students.

EDG 637. Special Edu Adminis & the Law. 3 Credit Hours.

The course will provide a framework for you to build an understanding of and an approach to the laws that affect and assure free and appropriate education of children and adolescents requiring special or related educational services. The goal of this information will be to provide a foundation and strategies for effectively meeting the needs of the classified special education students and those receiving services through Section 504.

Cross-listed Courses: EDL 637

EDG 638. Early Childhood Education. 3 Credit Hours.

In this course students will apply how children learn by identifying appropriate curricula, instructional strategies and assessment procedures for the preschool, kindergarten and primary child. This application will include an understanding of the role culture, socio-economic status, race and gender play in human growth and development. Recent research and model programs for classroom management will also be discussed and demonstrated.

EDG 640. Critical Issues in Educ and Leadership. 3 Credit Hours.

Identification and analysis of current issues in education will be the focus of this course. A study of the reform movements of the 80's and the responses to these reforms by the education community throughout the country and in particular at the New York State level. Selected issues will be discussed and debated in depth: inequality in access to services; the charter schools; authentic assessment; inclusion; financing education; school choice; diversity, etc. Model schools/ programs for the 21st century will be researched, discussed and presented to the class.

Cross-listed Courses: EDL 640

EDG 641. Strat/Curr for Emo Dist Stu. 3 Credit Hours.

This course is designed for graduate students of special education, as well as elementary and secondary, who are striving to understand and provide appropriate instruction for children who have behavioral problems and/or emotional problems. As a one semester course, issues of a theoretical nature will be addressed within the context of actual instructional strategies and the development of curricula to include this special population at the elementary and secondary levels.

EDG 642. Teaching Children & Adolescents W/Autism. 3 Credit Hours.

This course is designed for those interested in the cognitive, social and communication needs of children and adolescents with autism. The course will emphasize the translation of theory into practice as to how students with autism can learn. The many approaches to program development, behavior management and communication will be illustrated by videotapes, class discussion and guest speakers.

EDG 644. Developmental Issues in Adolescent Education (grades 7-12). 3 Credit Hours.

In this course, the focus is theories and aspects of how secondary students develop and learn. The emphasis is on the cognitive and sociocultural development, as well as how that development is situated within the school environment. Participants will examine and discuss current understanding of thinking and learning, especially in relation to the development students with disabilities and learning challenges. Only open to MSEd students.

EDG 647. Curric Adapt/Stu With Disabil (7-12). 3 Credit Hours.

Special educators provide modifications and adaptations to curricula, instruction and assessment at the secondary level so that students with disabilities learn effectively. The focus of this course is on those techniques, along with study skills, test taking strategies and other practices designed to help adolescent students become successful independent learners.

EDG 649. Literacy Proc & Strat Stu Spec Need K-12. 3 Credit Hours.

This course provides the foundation of current theories and practices in literacy processes. Comprehension, oral language, vocabulary, word analysis, writing processes and fluency will be studied in the context of assessing and instructing students with disabilities. The course is intended for current practitioners who are seeking additional certification in special education.

EDG 650. Digital Lit. for Authentic Lea. 3 Credit Hours.

This course focuses on skills, competencies and tools that enable educators to infuse digital literacies into teaching and learning. Through the lens of digital literacies, participants will examine and practice strategies to leverage emerging technologies to locate and filter,share and collaborate, organize and curate, create and generate, and reuse and repurpose curricular materials for improved practice.

EDG 651. Supervised Preservice Tch Grades 1-6. 4.5 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Childhood/Students with Disabilities. In this course, teacher candidates, who have successfully completed the prerequisite courses and competencies, will begin full-time teaching in area elementary classes. Each candidate will fulfill a teaching experience in one elementary classroom (grades 1-6). A signed contract between the candidate and the supervising teacher ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the college supervisor and the preservice teacher.

Prerequisite: EDG 575.

EDG 652. Supervised Preserv Tch/Grd 1-6/Disabil. 4.5 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Childhood/Students with Disabilities. In this course, teacher candidates who have successfully completed the prerequisite courses and competencies, will begin full-time teaching in area elementary classes with students with disabilities. Each candidate will fulfill a teaching experience in one elementary classroom (grades 1-6) with students with disabilities. A signed contract between the candidate and the supervising teacher ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the college supervisor and the preservice teacher.

Prerequisite: EDG 575.

Corequisite: EDG 695.

EDG 653. Preservice Clinical Seminar. 3 Credit Hours.

This seminar is mandated by New York State Education Department regulation, and accompanies student teaching to form a comprehensive progessional semester. It is as important to the completion of your program as student teaching. The focus of this seminar will be on preparing teacher candidates to enter the teaching profession. The course will include pragmatic information (such as job seeking hints, electronic portfolio development, and state certification procedures), as well as activities designed to promote contemplation of critical issues (such as putting your individual philosophy of education into practice) through action research methodology.

EDG 654. Superv Preservice Teaching Grades 7-9. 4.5 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Adolescence. In this course, teacher candidates preparing for the New York State Adolescence certificate, who have successfully completed the prerequisite courses and competencies, will begin full-time teaching in area middle school classes. Each candidate will fulfill a teaching experience in one middle school classroom (grades 7-9). A signed contract between the candidate and the supervising teacher ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the college supervisor and the preservice teacher.

Prerequisite: EDG 570.

EDG 655. Edu Strat/Students with Disabl. 3 Credit Hours.

This graduate course explores researchbased practice for teaching students with disabilities in academic and functional curriculum areas. Students of all disciplines are invited to register, whether involved in special education, elementary or secondary. The course will include techniques for both remediation and compensation with a focus on independent learning strategies. Both primary and supplemental instruction will be addressed, as well as collaboration and consultation with regular education teachers, parents and paraprofessionals. Strategies for successful integration and inclusion of students with disabilities will also be studied. Practicum experiences are a part of this course, therefore the assignments are designed for application of concepts and skills and reflection on practice for student teaching where this is required.

EDG 656. Superv Preservice Teaching Grades 10-12. 4.5 Credit Hours.

This course is required for all prospective teachers seeking the New York State certification in Adolescence. In this course, teacher candidates preparing for the New York State Adolescence certificate, who have successfully completed the prerequisite courses and competencies, will begin full-time teaching in area high school classes. Each candidate will fulfill a teaching experience in one high school classroom (grades 10-12). A signed contract between the candidate and the supervising teacher ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by the cooperating teacher, the college supervisor and the preservice teacher.

Prerequisite: EDG 570.

EDG 657. Supv Preserv Teach Adolesc Spec Ed 7-12. 4.5 Credit Hours.

This is a required course for all teacher candidates preparing for the NYS Dual Certificate in Adolescence/Special Education. Teacher candidates who have successfully completed the prerequisite courses and competencies must fulfill a teaching experience in an area middle or secondary special education classroom. A signed contract between the candidate and supervising teacher ensures a gradual induction into the field of teaching. Weekly evaluations will be completed by each of the cooperating teacher, the College supervisor and the preservice teacher.

Prerequisite: EDG 570.

EDG 660. Adult Learning Theories and Approaches. 3 Credit Hours.

Research regarding the nature of adult learning has grown significantly in recent years. New research in self-directed learning, intelligence and cognition are being linked to adulthood. This course explores these new works, examines various aspects of human development and relates them to enhancing the thinking and learning performance of adults throughout life.

EDG 662. Critical & Contemp Issues in Adult Ed. 3 Credit Hours.

There are several important issues facing the adult education field today. Some are controversial in nature while others are more philosophical. This course will focus on several such issues and discuss implications for the adult educator and learner. The general purpose of the course is to help learners better understand various issues, the nature of the field of adult education, the field's future direction, and personal views on several contemporary issues.

EDG 664. Continuing Professional Education. 3 Credit Hours.

Professionals in every setting are facing escalating pressures to acquire new knowledge and skills. This course examines continuing professional education from the view of both individual professionals and educational providers. Effective continuing education is one important way professionals, associations and service organizations can respond to the needs of their clients.

EDG 665. Legal Issues for School Professionals. 3 Credit Hours.

This course examines federal and state laws affecting the rights, privileges and duties of administrators, teachers, pupils and citizens. Attention is given to structural organization of government, public and private education, finance, collective bargaining and other pertinent factors.

Cross-listed Courses: EDL 665

EDG 666. Gerontological(aging)trends,issues,polic. 3 Credit Hours.

This course examines aging as an individual, social, and educational process. Also individuals who work with older adults in governmental agencies, community senior programs, skilled living and nursing facilities, and institutions of higher education, need to understand various gerontological (aging) trends, issues and policies. Furthermore, they need to develop the skills required to perform required services for older adults in their respective work sites.

EDG 667. Grantwriting- Teachers & Administrators. 3 Credit Hours.

The primary focus of this course is on locating funding sources for educational research and projects and developing effective grant proposals. Participants will explore the connections between research methods and grant writing, including clear definition of problems and objectives, review of existing literature and appropriate design and techniques for inquiry and assesment. Other topics include writing styles for particular audiences, where to seek funding for educational projects and research, how to review and critique manuscripts and grant proposals. A completed grant proposal that is ready for submission to a funding agency is the culminating project.

Cross-listed Courses: EDL 667

EDG 670. Curriculum and Technology Strategies. 3 Credit Hours.

This course examines the relationship between curriculum and technology. With a focus on the challenges and potential solutions of educational technology in curriculum design technological environment of various school setting and digital equity issues that impact the effectiveness of technology and pedagogy will be discussed to guide the development of a more responsive curriculum.

EDG 671. Intro & Survey of American Higher Educ. 3 Credit Hours.

This course provides students an overview of contemporary American higher education. The instructor will manage the course, be responsible for course objectives and requirements, and provide the ongoing course content.In addition, Le Moyne College administrators representing the academic environment, financial operations, student development, and institutional mission and advancement will be invited to offer various perspectives highlighting the administrative components and leadership roles in a higher education institution. Students will also be introduced to the major journals, conferences, associations, and research topics of the field.

EDG 672. Principles of Enrollment Management and Marketing in Higher Education. 3 Credit Hours.

Enrollment Management is a key concept in the administration of colleges and universities today. Enrollment Management is both an organizational structure for improving student and institutional outcomes and on organizational structure that typically includes administrative areas related to student access, success and marketing.

EDG 673. Critical & Contemp Issus in Higher Ed. 3 Credit Hours.

This course examines the current issues and challenges facing higher education. Such issues and challenges will be identified and analyzed by students. The course also enables to gain a broad perspective of the issues and factors influencing change. Cultural, demographic, economic, political and social forces will be of particular interest and concern as they impact on administration, faculty, students, and curriculum. Students will have the opportunity to examine critical issues in higher education in depth based on current research, practicies and their own experiences as higher educators.

EDG 674. Leadership & Management for High Ed Admn. 3 Credit Hours.

This course is designed for students who aspire to or currently are employed in higher education administrative or leadership roles. This course focuses on the processes of leadership, management, and various levels of administration and explores the methods used for successful organizational change and improvement. The course will explore strategies for effectively planning, organizing, and managing student services, including the design and deployment of programs and services that enable students from diverse backgrounds to achieve their educational goals.

EDG 675. Educational Technology in Special Educ. 3 Credit Hours.

This introductory survey course is designed for educators to integrate an array of productivity tools and strategies with an emphasis on assistive technology, for effective teaching and learning. Students will be introduced to devices and applications, including those used in special education settings for educational, vocational and recreational purposes. Not open to students who have taken EDG 650.

EDG 676. New Literacies in the Inclusive Classroom. 3 Credit Hours.

This course will focus on the possibilities of new literacies that emerge from new technologies. Exploration of strategies that individuals use to bridge digital literacies with print practices will include review of the visual, digital, and information literacies across content areas. Research and best practices around pedagogical approaches to online reading and digital writing will be examined and applied. Not open to students who have taken EDR-672.

EDG 677. Curricular Practices for Virtual Educators. 3 Credit Hours.

This survey course will address theory and practice of technology-supported learning. Participants will develop the neceessary knowledge and skills to analyze and evaluate the tools, methods, and environments for content specific instructional strategies. Emphasis will be placed on research-based best practices to meet required curricular guidelines.

EDG 680. Research Methods in Education. 3 Credit Hours.

This course will describe the research process and explore alternative ways to conduct research in education. This includes an emphasis on design, sampling, data collection, analysis and presentation of findings. Teachers will learn techniques to complete "action" research studies in their classes. This course will provide the foundation for completing the master's project.

Prerequisite: Candidates must complete all required courses.

EDG 681. Supervisd Internship Childhood PreK-6. 2-6 Credit Hours.

Supervised internship in a setting selected under advisement. Analysis of innovative designs and application of theory to practice will be evaluated. Critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. Open only to students who already possess provisional or permanent certification. Depending on the area of certification, elementary, childhood literacy or TESOL, the site, supervision and evaluation will be based on the implementation of the necessary teaching qualifications. (See Internship observation Evaluations).

EDG 682. Supv Internship in Special Education 1-6. 3-6 Credit Hours.

Supervised internship in a special education setting selected under advisement. Analyses of innovated designs and application of theory to practice will be evaluated. Critical assessment of the student's competency will be conducted through self-analysis and supervisory feedback. Open only to students who already possess provisional or permanent certification. Pass/Fail only.

Cross-listed Courses: EDG 686

EDG 683. Supv Internship Adolescent Educat 7-12. 2-6 Credit Hours.

Analysis of innovative designs and application of theory to practice will be evaluated. Criticial analysis of the student's competency will be conducted. Critical analysis of the student's competency will be conducted through self-assessment and supervisory feedback. Open only to students who already possess provisional or permanent certification. Depending on the certification area, elemntary, adolescent literacy, or TESOL, the site, supervision and evaluation will be based on the implementation of necessary teaching qualifications. (See Intershup observation Evaluations).

EDG 684. Supv Internship Adolescent Spec Ed 7-12. 3-6 Credit Hours.

Supervised internship in a special education setting selected under advisement. Analysis of innovated designs and application of theory to practice will be evaluated. Critical assessment of the student's competency will be conducted through self analysis and supervisor feedback from the cooperating teacher and the college super- visor. Open only to students who already possess provisional/initial or permanent/professional certification.

EDG 686. Supv Internship in Special Ed. 3-6 Credit Hours.

Supervised internship in a special education setting selected under advisement. Analyses of innovated designs and application of theory to practice will be evaluated. Critical assessment of the student's competency will be conducted through self-analysis and supervisory feedback. Open only to students who already possess provisional or permanent certification. Pass/Fail only. Prerequisites or corequisites: SPE 502, 504, 540, 560, 612, 650.

Cross-listed Courses: EDG 682

EDG 690. Master's Project. 3 Credit Hours.

Classroom teachers are faced with questions that puzzle and concern them in their interaction with students. In this course teachers select their own professor approved topics and conduct research in classrooms. Students must register at regular registration with permission of thesis advisor. This research may be conducted on three levels: 1. Descriptions of processes (what actually happens). 2. Description of relationships (what is associated with what). 3. Research supporting a causative relationship. Degree candidates are required to present their research project to the Department of Education.

EDG 695. Graduate Research Seminar. 3 Credit Hours.

This course is required of all students seeking New York State Teacher certification. This weekly research seminar is designed for the preservice teaching professional semester. The resulting project will serve as a culmination of research and literature produced from previous graduate courses. During the seminar, preservice teachers will analyze past work in order to identify topics for action research to be conducted in their fields. This course must be taken during the student teaching semester.

EDG 700. Creative Writing for Teachers (7-12). 3 Credit Hours.

A graduate level creative writing workshop for teachers interested in the writing of poetry and fiction. While time will be given to exploring the technical elements of poetry and fiction through analysis of published work by contemporary authors, most class time will be devoted to workshop-style discussion of student writing, with an eye to revision and improvement. This course will provide an overview of, and practical experience with, the creative process. Writing exercises will be assigned to provide students with insights into writing technique; they will also equip teachers with practical tools for use in the classroom. Time will be devoted to discussion of pedagogy in relation to the teaching of creative writing. Students will complete a final portfolio of poetry and fiction. For novice and experienced writers.

EDG 701. Advanced Strategies Lang Arts Educ (1-6). 3 Credit Hours.

This course is about reading and writing as a source of pleasure and about new ways in which teachers can convey the sheer joy of doing things with words to younger students, grades 1-6. Using a series of popular and award-winning texts, this class will explore strategies for introducing poetry and prose to young readers, and will help teachers to develop a personal library of teaching materials that can be of immediate use in the teaching of language arts in the elementary school classroom. The course will pay particular attention to the ways in which difference-- cultural, racial, and physical-- is celebrated in stories and poems.

EDG 702. Content & Strategies Math Teaching 5-8. 3 Credit Hours.

This class is designed to increase mathematical knowledge and skills for middle school teachers in grades 5-8. Concepts that are part of the newly restructured New York State Mathematics curriculum will be explored and examined. These content areas include algebraic thinking, geometric concepts, measurement, proportions and ratios, probability and statistics, data analysis, fractions and decimals. This course will focus on effective strategies and methods pertaining to the teaching of mathematics in grades 5-8.

EDG 703. Advanced Strategies for Science Educ K-4. 3 Credit Hours.

Students will research current science content topics in order to supplement their existing curricula Grades K-4. They will also explore creative research-based pedagogical strategies that promote effective teaching to students with diverse learning needs.

EDG 704. Adv Strat for Social Studies Edu 1-6. 3 Credit Hours.

In this course students will demonstrate teaching lessons with a special emphasis on the teaching of geography and economics in grades PK-6. Instructional strategies/aids will be developed and implemented that include teaching students from diverse backgrounds and diverse learning styles. Thematic units will be written that will include the integration of other content areas as an additional asset to the social studies unit.

EDG 705. Content/Strat Prim Math Teaching K-4. 3 Credit Hours.

This class is designed to increase mathematical knowledge and skills of certified elementary teachers. Many of the concepts that are part of the newly restructured New York State mathematics curriculum will be explored and examined. These content areas include algebraic thinking, geometric concepts, measurement, proportions and rations, probability and statistics, data analysis, fractions and decimals. The course will also focus on effective strategies and methods pertaining to the teaching of mathematics in grades K-4.

EDG 708. Curriculum Integration Strategies (7-12). 3 Credit Hours.

This course will focus on the various models of curriculum integration across the spectrum. Participants will focus on thematically related content, skills common to both content areas, as well as strategies to increase student achievement on assessments. The course will also focus on similarities between the state assessments in secondary content areas. We will examine a wide variety of formats for student evaluation as well as create rubrics to determine if the objectives were met. Ultimately, the main goal is to make the educational experience more meaningful thus motivating students to become more self-directed learners. To that end, course materials include: research, practice, demonstration and case studies that focus on integrating secondary content areas.

EDG 709. Working With At Risk Stu in Class 7-12. 3 Credit Hours.

This course will focus on teaching the non-traditional student. Such a label incorporates a wide variety of students. Typically, alternative education is designed for the adolescent who has not been successful in the traditional school setting. Learning to connect with these students as well as the people associated with them will be the main focus of this course. Learning to create meaningful relationships not only with the student but with parents and/or caregivers, mental health workers, court appointed case workers; school social/guidance counselors, etc. will allow prospective teachers insight into the workings of the alternative education setting. Students will explore how socioeconomic differences and cultural backgrounds affect students. This course will also examine curricula and lesson plans that meet not only the state standards but also the social/emotional well being of the adolescent.

EDG 710. Dev/Imp Community Based Curr-All Student. 3 Credit Hours.

This course is designed to provide a foundational understanding of community-based curriculum planning, development, and teaching strategies for children and youth across a range of disabilities. Community-based experiences develop critical skills which children must learn for success in life. The course will guide graduate students in the development and implementation of a community-based curriculum by using a series of projects created so that children can learn and practice functional and life skills both in their classrooms and in natural community environments. An essential component will be the use of problem solving in the development of a variety of integrated activities that promote membership and learning for both special education and general education students. Our goal is to prepare children to lead productive lives at home, in school, and in their social relationships.

EDG 715. Using Hist Lit in Cross-Cultural Teach. 3 Credit Hours.

This is a course designed to meet the needs of secondary teachers interested in finding additional literature to use as supplemental resources for their curriculum. We will discuss the benefits and challenges to learning history through literature, both fiction and non-fiction, as well as address the needs of today's middle and teen readers. This course will examine both classic literature of the canon as well as contemporary, young adult pieces in order to identify a range of titles suitable for a variety of teenage audiences, reading levels, and course objectives.

EDG 727. Latin American Cinema. 3 Credit Hours.

A survey of Latin American film from the 1960's to the 1990's. This course, taught in Spanish, is interdisciplinary and cross-cultural emphasizing the socioeconomic-economic and political issues that gave rise to a specific movement. This course is designed to introduce the students to the cinematic work of a number of Latin American film artists, and to develop a more detailed and creative reception of each film.

EDG 728. Spanish Phonetics/Hst of Lang. 3 Credit Hours.

An analysis of the Spanish sound system (Phonetics) aimed at correcting pronunciation defects of Anglo speakers of Spanish, as well as an overview of the history and evolution of the Spanish language since its origins.

EDG 730. Teens, Tween and New Literacies. 3 Credit Hours.

In this course, participants will examine and discuss current understanding of new literacies and effective use of these strategies with students (ages 8-18). Teachers will learn to integrate strategies related to areas such as popular culture and digital literacies within their curricula.

EDG 731. Harry Potter Acr Curr: Multidisc Approac. 3 Credit Hours.

There is much debate about the Harry Potter books and whether or not they have a place in public school curricula. This course will have focus on three main issues: the debate over the merits and challenges of teaching the Rowling novels; the cultural phenomenon around the novels and the impact on young people; and effective strategies for using the novels as a starting point for other topics required by the New York State Learning Standards. Within the discussions will be issues related to literacy, and the role of children's literature in shaping the next generation's beliefs about gender, social class, race imperialism, capitalism, and spirituality. Teachers will be encouraged to empower students to engage in debates and dialogues around these and other issues.

EDG 732. Teaching Through Baseball: Multidisciplinary Perspectives. 3 Credit Hours.

This course is an elective for students who are certified teachers and enrolled in the Masters of Science in Education programs. The focus of the course will be on issues and aspects connected to the game of baseball, and ways baseball-related content can be embedded in K-12 curricula & instruction. Baseball is woven into the fabric of American life, and it is often connected to key social issues. The globalization of baseball provides opportunities for greater examinstation of the intersection of culture and sport. Application opportunities will be provided for teaching across grade levels and content areas. Participants will be introdcued to the major journals, conferences, associations, and research topics related to baseball, and plan for integration into their professional practice.

EDG 733. Introduction to Ethnomathematics. 3 Credit Hours.

This course is designed to help teachers use mathematics across the curriculum in creative and informative ways. It will not only increase knowledge of mathematics, but place it in the context of numerous cultures. This course is designed to help teachers discover how mathematics has served and continues to serve all people around the world. This multidisciplinary approach will awaken the mind to intrinsic and extrinsic values of mathematics and add numerous possibilities for motivating students in any content area as well as any area of mathematics.

EDG 751. Teaching With Comics & Graphic Novels. 3 Credit Hours.

This course provided strategies for selection, evaluation and instruction of comics and graphic novels in elementary and secondary classrooms. Participants will explore way that teachers at all grade levels can integrate Common Core State Standards in English/Language Arts standards across content areas. The focus of the course will be on providing K-12 students with the reading and writing skills through alternate print formats.

EDG 752. Teaching Media Literacy Across Curriculu. 3 Credit Hours.

This course provides a foundation for teaching media literacy in elementary and secondary classrooms. In this course, participants will explore ways that teachers at all grade levels can integrate media literacy skills across content areas. The focus of the course will be on providing K-12 students with the concepts and skills that will allow them to be critical consumers of media. Participants will gain strategies to assist their students in deconstructing media messages, as well as creating their own media based on the core concepts.

EDG 761. Teaching World History. 3 Credit Hours.

This graduate course fulfills a New York State requirement for certification in teaching Middle School or Secondary Social Studies. It deals with principal themes and trends for use in the teach- ing of world history. Students will examine and discuss these themes and trends, and will also create appropriate document-based materials for use in the classroom.

Prerequisites: BS or BA in one Social Science or in History.

EDG 763. Teaching History of Mexico. 3 Credit Hours.

This course will provide a detailed study of Mexico from pre-Columbian times to the present. Students will connect issues across time and focus on transmitting material to others in the classroom setting. Each student will be required to research historical themes and to develop written and oral presentations which will be presented to undergraduate students as part of their History of Mexico course. The main goal of the course is to prepare students to both understand Mexico and to effectively teach Mexican society and history in the classroom.

EDG 765. Historiography & Methodology. 3 Credit Hours.

This course examines how Western historians from ancient times to the present have constructed historical narratives from primary sources. It shows students how to evaluate historical texts by teaching them to attend to the philosophical, cultural, and political contexts which influence historians. It asks whether history is an art or a science; it raises questions about objectivity; it explores the phenomenon of interpretations; it demonstrates techniques for the verification of evidence; and it confronts the challenges of presentism, relativism and skepticism by introducing students to current trends and debates within the discipline.

EDG 767. Teaching History of Modern Latin America. 3 Credit Hours.

This course is a survey of Latin America since independence in the 1820s. Students will connect issues across time and focus on transmitting material to others in the classroom setting. Each student will be required to research historical themes and to develop written and oral presentations that will be presented to undergraduate students as part of their History of Latin America since 1825 course. The main goal of the course is to prepare students to both understand Latin America and to effectively teach it in the classroom. Not open to students who have taken HST 328 or HST 428.

EDG 790. Social Justice & Democracy for Educators. 3 Credit Hours.

Special Topic Course:In this course, participants will explore diverse theoretical frames that support development of educators as facilitators of social justice, equity, and democracy. Participants will examine the relationships among educators, families,businesses, and other groups within the greatercommunity contexts. Participants will gainknowledge and skills to examine and practicesocial justice in their personal and professional lives, and develop actions and behaviors that will help bring about change.

EDG 795. Differentiated Instruct: Needs of K-12. 3 Credit Hours.

This course is designed to provide k-12, general and special education teachers the theoretical concepts and methodologies necessary to meet a wide range of individual learning needs in the same classroom. Graduate students will participate in a variety of learning activities, practice experiences and guided applications to learn strategies designed to provide multiple paths for learning. In addition, they will acquire an understanding of the principles of differentiated instruction and learn how to incorporate these principles into their regular planning and teaching routines.

Prerequisites: MSED Program.