Advanced Certificate program in Teaching English to Speakers of Other Languages (TESOL, K-12)


Learning a new language can be exciting, but imagine being a student in a classroom where everyone is speaking an unfamiliar language. A growing number of students in our local schools face this challenge every day.

LIU Riverhead offers the Advanced Certificate program in Teaching English to Speakers of Other Languages (TESOL, K-12).  This mostly online program is designed to accommodate the scheduling needs of Suffolk County teachers. The Advanced Certificate program prepares you to help children in all grades overcome language barriers and learn how to speak the English language effectively. You will also develop a greater awareness of the special needs of children in multilingual/multicultural school districts.

The 22-credit Advanced Certificate in TESOL, K-12 is for students who already have teaching certification in another area. The program leads to eligibility for initial and professional NYS Certification in TESOL, preparing students to teach English to speakers of other languages in K through 12 classrooms.

In order to meet the New York State Education Department's licensing requirements, students must have taken, as part of their general education course work, 12 semester hours or the equivalent of study of a language other than English. If this requirement is not met on admission to the program, it can be met concurrent to the student's completing program requirements.


Admissions Requirements

Applicants to Advanced Certificate in Applied Behavior Analysis must meet the following requirements for admission.

  1. Application for Admission (online or paper version)
  2. A bachelor's degree from an accredited college or university.
  3. Official copies of your undergraduate and/or graduate transcripts from any college(s) or universities you have attended.
  4. Grade point average of 2.75 based on a four point scale.
  5. One letter of recommendation from a professional in the field that addresses the applicant’s potential in the profession and ability to complete a graduate program.
  6. Complete an on-site writing sample. Students are asked to respond to a statement. There is no correct or incorrect response to this task. The response will be evaluated on the following criteria:
      - Extent to which your argument is developed and supported.
      - Logical organization and development of the central idea.
      - Paragraph organization and construction.
      - Freedom from errors in mechanics and usage.
  7. Schedule an appointment with Office of Admissions for an interview.

Arrange to submit application materials to Admissions Office:

LIU Riverhead
Office of Admissions
121 Speonk-Riverhead Road – LIU Bldg.
Riverhead, NY 11901

Degree Requirements

The Advanced Certificate in Applied Behavior Analysis program requires a minimum of 24 credit hours of graduate study. Students must complete all the course work listed in the Degree Requirements section below, achieve a grade of B- or higher for all graduate education courses and earn an overall G.P.A. of 3.0 or higher.

Course

Title

24 Credits

EDU 581 Instruction in the Content Areas: Special Education 3
EDU 582 Applied Behavior Analysis 3

EDU 583 or

EDU 584

Educational Interventions for Young Children with Disabilities

Educational Interventions for Middle and High School Students with Disabilities

3
EDU 663 Teaching Students with Emotional/Behavioral Disorders 3
EDU 664 Research in Special Education 3
EDU 667 Autism 3

EDU 668C or

EDU 668A

Practicum Special Education: Childhood Level

Practicum Special Education: Adolescent Level
3
EDU 700A Thesis Proposal: Special Education - Analysis of Teaching and Learning 3

Course Descriptions

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 584 Educational Interventions for Middle and High School Students with Disabilities

The focus of this course is the practical application and implementation of research based practices with adolescents with mild disabilities in both special and regular education settings in the school and community. Effective instructional methods, models, and materials will be explored which have been shown effective with adolescents in order to prepare them for postsecondary and work environments of the twenty first century.
Prerequisites: EDU 581
Spring, 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 667 Autism

Autism is a disorder present from very early in development characterized by a triad of impairments in social interaction, communication, and behavior repertoire. The specific characteristics and difficulties vary in severity across individuals and over time. This course will focus on the core characteristics of children with autism, how these characteristics impact learning, and best practice intervention programming based upon the principles of applied behavior analysis.
Prerequisite: EDU 582
Summer, 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 668A Practicum Special Education: Adolescence Level

This course provides conditions under which the student can demonstrate competencies by working with students with disabilities at the adolescence level 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.
Prerequisites: EDU 584
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

CONTACT

LIU Riverhead
Abagail Van Vlerah
Abby.VanVlerah@liu.edu