B.S. Adolescent English Education (Grades 7-12) and Students with Disabilities (All Grades)
The dual certification BS in Adolescent English and Students with Disabilities prepares candidates to become knowledgeable, caring, and inspiring English teachers of general education (7-12) and students with disabilities (all grades). This AAQEP-accredited program prepares a new generation of English teachers to help students with and without disabilities to read, write, and computate. Candidates who successfully complete this bachelor's programs and pass all required NYS teacher certification exams will be eligible for two initial certifications when the BS is awarded. These certifications are Adolescence Education English grades (7-12) and Students with Disabilities (All Grades). In pursuing these two certifications, candidates will examine theories of child development, motivation, and learning for students ranging in age from 7th to 12th grade. They will master the skills needed to encourage students to learn new material and to take responsibility for themselves and one another. As they work toward these degrees, they will gain an understanding and appreciation of English, their major area of study. They will also acquire techniques to assess and evaluate a child's intellectual and social development and learn the basic principles of classroom management for a diverse student population. This undergraduate program culminates in a semester-long student teaching experience that will allow candidates to practice their new skills in both general and special education classroom settings.
Program Curriculum
| Course # | Course Name | Credits |
| EDI 14 | Historical, Philosophical and Sociological Foundation of Education | 3 |
| PSY 98 | Psychological Perspectives of Teaching and Learning | 3 |
| EDI 19 | Culturally Responsive-Sustainable Education | 3 |
| EDI 16A | Curriculum and Assessment for Preservice Teachers | 3 |
| EDI 56 | Literacy Acquisition for English Language Learners | 3 |
| EDI 17 | Psychology and Development of the Adolescent | 3 |
| EDS 45 | Teaching Students with Disabilities | 3 |
| EDI 35 | General Methods of Teaching Secondary Education | 3 |
| EDS 75A | Literacy Assessment and Instruction for Diverse Classroom Populations: Grades 5-12 | 3 |
| EDS 600 | Introduction to the Study of the Exceptional Child and Adolescent | 3 |
| EDS 630 | Curriculum Based Assessment and Instruction of Students with Mild Disabilities | 3 |
| EDS 631 | Curriculum Based Assessment/Instruction of Severe SWD at the Elementary and Secondary Levels | 3 |
| EDI 35B | Methods and Materials in Teaching a Specific Subject in Grades 7-12 English | 3 |
| EDS 632 | Instruction and Classroom Management for Children with Emotional and Behavioral Problems | 3 |
| EDI 38A | Supervised Student Teaching in Adolescence Education: Grades 7-12 | 3 |
| EDS 713 | Supervised Student Teaching and Seminar in Special Education | 3 |
| Course # | Course Name | Credits |
| Required Core Courses
(32-33 Credits)
|
||
| POST 101 | Post Foundations | 1 |
| FY | First-Year Seminar | 3 |
| ENG 1** | Writing 1 | 3 |
| ENG 2** | Writing 2 | 3 |
| MTH 5 | Quantitative Reasoning | 3-4 |
| Choose one course from each of the five below course clusters and one additional course from one of the clusters. | ||
| Scientific Inquiry & the Natural World |
4 | |
| Creativity Media & the Arts | 3 | |
| Perspectives on World Culture | 3 | |
| Self, Society & Ethics | 3 | |
| Power, Institutions & Structures (ECO 10 Required) | 3 | |
| One additional course from one of the five above clusters. (ECO 11 Required) | 3 | |
| General Elective (3 Credits from Any Course) | ||
* Some courses may count as core and others as electives.
** In addition to ENG 1 and 2, students take at least 3 more writing intensive (WAC) courses as part of their major, core, or elective courses. ENG 303 and 304 can satisfy the ENG 1 and 2 requirement for students in the Honors College.
| Credit Requirements | |
| Total Major Requirement Credits | 45 |
| Elective Major Credits | 15 |
| Total Elective Liberal Arts & Sciences Credits | 27-28 |
| Total Core Requirement Credits | 32-33 |
| Total Degree Credits | 120 |
Courses
EDI 14 Historical, Philosophical and Sociological Foundations of Education
The analyses of major movements, educational legislation, institutions, men, women and thoughts in education are considered in regard to current trend. Emphasis is on the implications of the analyses for modern educational principles and practices.
Credits: 3
Every Fall and Spring
EDI 16A Curriculum and Assessment for Pre- service Teachers
This course provides teacher education majors with a knowledge base in the development of the K- 12 curriculum and with modes of authentic assessment (portfolio and performance) that help students evaluate their academic progress. Emphasis is placed on the conceptual foundations and development of curriculum, efforts to reform and re-conceptualize the curriculum, external influences on the process of curriculum change, and the role of the teacher in curriculum development and student assessment.
Credits: 3
Every Fall and Spring
EDI 17 Psychology and Developmental of the Adolescent
This course examines various aspects of early adolescent and adolescent development, including cognition, social relationships, stress, self-esteem, and political and moral development. Considerable attention is given to race, gender, ethnicity, the early adolescent with special needs, and the at-risk student.
A pre requisite of EDI 15A or PSY 98 is required.
Credits: 3
Every Spring
EDI 19 Culturally Responsive-Sustaining (CR-S) Education
In alignment with the New York State CR-S Education Framework, this course offers a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, social class, gender, language, sexual orientation, nationality, religion, ability)are recognized and regarded as assets for teaching and learning.
Through an equity and inclusion lens that elevates historically marginalized voices, students will examine a complex system of biases and structural inequities; explore the relationship between historical and contemporary conditions of inequality and ideas that shape access, participation, and outcomes for learners and communities; and developing socio-politically conscious and socio-culturally responsive approaches to all facets of education.
Every Fall and Spring
A pre requisite of EDI 14 is required.
Credits: 3
EDI 35 General Methods of Teaching Secondary Education
This course considers the objectives scope, and programs of Adolescent education are considered in terms of the classroom teacher's commitment and responsibilities. This course is taken concurrently with the section of EDU 35 relating to the student's area of content specialization as listed. Prerequisites of EDI 14, 16A, PSY 98 or EDI 15A and EDS 45 are required.
Pre or corequisite of EDI 19.
Credits: 3
Every Fall
EDI 35B Methods and Materials in Teaching a Specific Subject in Grades 7-12 English
This course considers the principles and techniques of Adolescent education. The middle and high school curricula are examined and their continuing development studied and appraised in relation to current needs and practices. This course will require a writing component and ten hours of fieldwork will be required. This course is typically taken concurrently with EDU 35 and is differentiated according to the student's field of specialization.
Prerequisite of EDI 14, 16A, EDS 45; PSY 98 or EDI 15A are required.
Pre or corequisite of EDI 35.
Credits: 3
EDI 38A Supervised Student Teaching in Adolescence Education (Grades 7-12)
Students preparing to qualify as Adolescent school teachers are supervised during a student teaching experience in selected private and public secondary schools. Student teachers are expected to apply constructivist theories of teaching and learning in the classroom. Teaching portfolios include evidence of accomplishment as reflective practitioners across INTASC standards of teaching performance.
Professional collaboration with cooperating teachers, colleagues, and university supervisor is encouraged throughout the experience. A weekly seminar provides a forum for critical analysis of teaching that employs self-assessment and peer review with the university supervisor. A minimum of 360 hours is required, which includes teaching, observation, and participation in staff and school activities.
Credits: 3
Every Fall and Spring
EDI 56 Literacy Acquisition for English Language Learners
This course provides a theoretical and practical background into the issues related to the development of reading and writing for ENL and bilingual children. With focus on: the transfer of reading skills from a native to a second language; the social, cultural and socioeconomic dimensions of literacy; research on children's first and second language literacy acquisition in the settings of home, community and in schools; bilingualism and biliteracy; teaching literacy to ENL learners of diverse ages and linguistic, ethnic, cultural and socioeconomic backgrounds; and developing advanced literacy through academic content areas. The course will also study the teaching of poetry because poetry, with its musical nature, has been shown to be one of the best tools for teaching literacy to linguistically diverse children.
Credits: 3
Every Fall and Spring
EDS 45 Teaching Students with Disabilities in Inclusive Classrooms
This course will introduce students to each of the 13 special education classifications as defined by the Individuals with Disabilities Education Act. Each disability category will be addressed with evidence-based interventions to be implemented within inclusive placements. The referral and evaluation process will be addressed along with the development of Individualized Family Service Plans and Individualized Education Programs. Specific attention will be given to positive behavior supports and interventions and strategies for collaborating with professionals and for developing systems that foster family engagement.
Credits: 3
Every Fall and Spring
EDS 75A Literacy Assessment and Instruction for Diverse Classroom Populations Grades 5-12
This course connects reading research and best practice for practical classroom application. Specifically, students will engage in discussions and assignments concerning assessment techniques that determine effective instructional strategies to develop and strengthen the literacy needs of the adolescent learner. Significant issues concerning literacy across the curriculum will be highlighted. Text reading and assignments involve approaches, experiences, techniques and materials relevant to broadening literacy skills of the adolescent learner.
Credits: 3
Every Fall
EDS 600 Introduction to the Study of the Exceptional Child and Adolescent
A basic introduction to exceptionality. A consideration of emotional, neurological, and physically based etiologies as they relate to exceptionality. Specific reference will be given to an overview of disability and impairment and to a system of classification and criteria of classification.
Credits: 3
Every Fall and Spring
EDS 630 Curr-based Assess and Instr of Students with Mild Disabilities at the Elementary and Secondary Level
The course will examine the complexity of the issues inherent in the teaching learning process with particular reference to students with mild disabilities in inclusive settings. The instructional dimensions that create the conditions of failure for students with learning problems will be characterized. A framework and practical strategies for the use of assessment procedures that focus on effective instructional planning and can reverse the cycle of failure for students with mild disabilities will be emphasized. An assessment model that generates information for the design of an instructional program and provides for the continuous monitoring of student progress in academic areas (such as reading, writing and math) and in content areas (such as social studies and science), will be outlined. Effective instructional strategies and elements of teaching practice that support the learning and growth of students with mild disabilities will also be addressed. The course also includes 15 hours of field observation.
Class may be offered in summer on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and Spring
EDS 631 Curr-based Assessment/Instruction of Severe SWD at the Elementary and Secondary Levels
This course focuses on methodologies of: (1) assessment; (2) curriculum development; 3) individualized educational planning; and (4) instructional programming for children with severe developmental disabilities aged 6-12. Emphasis will be given to curriculum-based assessment as it relates to instructional planning. Assistive technology to support the learning process will be addressed.
Accommodations to facilitate the successful inclusion of students with severe disabilities in general education classrooms will also be reviewed. Attention will be directed toward developing skill in task analysis, IEP preparation, and lesson planning. Case presentations will be utilized to highlight team building and interdisciplinary collaboration in educating children with severe disabilities. The course also includes 15 hours of field observation.
Field experiences are required.
Class may be offered in summer on occasion. Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and Spring
EDS 632 Instr & Classroom Manage for Children and Adolescents with Emotional and Behavior Problems
Focus in this course will be on program development which will include prescriptive remediation based on diagnostic assessment. A consideration of instructional techniques and resources will be of central focus. Fundamental skills in classroom management and in dealing with maladaptive behavior in both inclusive and non- inclusive educational settings will also be surveyed. The course also includes 10 hours of field observation.
Class may be offered in summer occasionally.
Prerequisite or Co-requisite of EDS 600 is required Credits: 3
Every Fall and Spring
EDS 713 Supervised Student Teaching and Seminar in Special Education
Student Teaching in Special Education will require the student to spend a minimum of 175 hours working with students with disabilities at the childhood level in school settings. Student teaching will occur with ongoing supervision of a school based cooperating teacher (certified in special education), along with supervision by a member of the faculty. A weekly seminar will also be required in Special Education and Literacy which the student teaching experience will be discussed, along with current issues addressing preparation to enter into the profession.
Credits: 3
Every Fall and Spring
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