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Course Descriptions

EDU 500A Advanced Technology and Curriculum

The purpose of this course is to apply knowledge and skills of computers to classroom use. Project based activities may include web page design, research funding for education and technology, using the internet as a resource for teachers and students, and creating lessons using various programs and technologies.
Fall, Spring, Occasional Summer, 1 credit

EDU 581 Instruction in the Content Areas: Special Education

This course emphasizes the application of practical, relevant instructional approaches derived from theory and research to the education of learners with special needs. Three broad objectives underpin this course. The first is to direct attention to the necessity for effective teaching methods that will result in the learning of specific skills and concepts. The second is to introduce students to content area curricula as presented in the New York State Standards. The third is to apply knowledge of methods and the Standards to the design of appropriate instruction in the content areas.
Prerequisites: EDU 580 or permission of instructor.
Fall, 3 credits

EDU 582 Applied Behavior Analysis

This course is designed to prepare teachers and behavior specialists to analyze and manage the behavior of children with developmental disabilities. This course will provide students with the knowledge and skills necessary to teach appropriate behaviors to children with disabilities. Students will be presented with basic terminology and concepts of applied behavior analysis, strategies for increasing appropriate behaviors and decreasing inappropriate behaviors, skills in the observation and evaluation of behavior change, techniques to promote maintenance and generalization of behavior, and information surrounding the legal and ethical issues related to the use of behavior management strategies.
Spring, 3 credits

EDU 583 Educational Interventions for Young Children with Disabilities

The approach of this course crosses two disciplines: early childhood education and early childhood special education. During the past decade these fields have begun to merge together as young children with disabilities have moved into more natural settings. The theory of developmental appropriateness is the organizing force of this course and will be applied to the cognitive, social, emotional and physical development of young children with special needs.
Prerequisite: EDU 581.
Spring, 3 credits

EDU 585 Collaboration and Consultation in Special Education

Both special education enabling legislation (IDEA) and civil rights nondiscriminatory legislation (Section 504) mandate that students have a right to a free and appropriate public education (FAPE) in the least restrictive classrooms and students placed in self contained settings require a team approach to educational programming. Educators must collaborate with professionals, parents and support personnel to maintain the overriding goal of successful educational outcomes for each student. This course will introduce students to the theoretical structure and methods of collaboration and consultation in a school setting in order to achieve that goal.
Prerequisites: EDU 580.
Summer, 3 credits

EDU 661 Diagnostic/ Prescriptive Techniques for Use with Exceptional Children

The course is designed to assist professionals and teachers in working with the exceptional child in the regular education environment. With a contemporary focus on the inclusive classroom, teachers require additional strategies and tools for an integrated classroom setting. A review of practical diagnostic instruments, case studies, and the multi-sensory/academic model.
Summer, Fall 3 credits

EDU 663 Teaching Students with Emotional/Behavioral Disorders

Special Education strives to meet the needs of all students identified as disabled. Recent court actions as well as legislative mandates have challenged educators to serve all children in an inclusive educational environment. This course will focus on the etiology, identification, and behavioral and educational strategies associated with students classified as emotionally and/or behaviorally disordered. The legal mandates, the procedures for assessment and placement, family issues and classroom intervention strategies will be examined.
Prerequisites: EDU 581.
Spring, 3 credits

EDU 664 Research in Special Education

The focus of this course is the use of action research as a method to guide teacher decision-making and planning in an educational setting. Students will examine the potential, the problems and the impact of action research and then generate areas of teaching and learning behaviors appropriate for an in-depth analysis.
Fall, 3 credits

EDU 668C Practicum Special Education: Childhood Level

This course provides conditions under which the student can demonstrate competencies by working with young children with disabilities under the supervision of a qualified teacher. This course provides experience in administering assessments, designing individual instructional plans (IEPs), data collection and analysis and instructional adaptations of content area subjects. Prerequisites: EDU 583.
Spring, 3 credits

EDU 700A Thesis Proposal: Special Education - Analysis of Teaching and Learning

The primary objective of this course is to guide students to select an individual topic to be researched and plan a course of action for the full expansion of the thesis in EDUC 800. Several research components will be carefully studies, including: (a) hypotheses/research questions, (b) theoretical underpinnings, (c) research design, (d) collection and analysis of data, and (e) implication and application as it related to teaching research. Students will be expected to submit a thesis proposal by the end of the semester.
Prerequisites: EDU 583 or 584
Fall, 3 Credits

EDU 800A Thesis Project: Special Education

On an individual basis, mentors will meet with students and assist them through the completion of their thesis project. Seminars and individual conferences will provide students with ongoing instruction, feedback, support, and evaluation. The completed thesis is placed on permanent file at LIU Riverhead and is made available to all interested members of the education division.
Prerequisite: EDU 700A
Spring, 3 credits