Master of Science in Early Childhood Education and Special Education (Dual Certification Birth-Grade 2) Online

An exploration of the etiology, characteristics, services, and programs for students with disabilities. Focuses on general and special education foundations, legal mandates and specific policies, program options, family issues, and the roles of general and special educators as members of multidisciplinary teams and participants in effective inclusion programs. This course introduces positive behavioral support programs. Case studies will be used extensively. Fieldwork required.

This course examines cognitive development and language acquisition across cultures. Through the supplemental use of various technologies, the course focuses on issues of bilingualism and dialectal difference and their relationship to language development. The course explores language diversity as it relates to classroom instruction. Fieldwork required.

An investigation of psychological theories as they apply to teaching and learning. Topics include cognitive, behavioral and humanistic theory, social development and social skills instruction, moral development and education, language development, motivation, classroom management theory and issues, and an introduction to instructional modification to meet the needs of a diverse student body.

This course includes exploration of content, learning process, use of materials including technology, classroom activities, and assessment at different developmental levels as applied to elementary mathematics. Approaches to working with multicultural, multilingual, special needs, and gifted populations are addressed. Techniques of lesson planning are developed, and multidisciplinary integration is fostered.

In this course, you will explore content, learning processes, use of materials, and the classroom activities at different developmental levels as applied to elementary social studies and science. You will be introduced to planning techniques for individual lessons in both content areas, including opportunities for multidisciplinary integration with ELA (English Language Arts). You will also learn to address the special needs of students with disabilities, students with limited English proficiency, gifted students and educationally disadvantaged children although there is greater emphasis on differentiation in the second semester of study. This course conforms to learning standards for science and social studies as defined by the New York State Department of Education. In both subject areas, you will learn to use instructional resources and strategies to cultivate critical thinking and informed decision-making with students. You will learn techniques for problem solving, working effectively with groups, gathering and organizing information, generating and analyzing ideas, observing common themes and presenting results. The study of science and social studies will be interwoven with Language Arts, reflecting the Next Generation Mathematics, English Language Arts, and New York State Science Learning Standards. An emphasis of this course is on developing an awareness of and respect for cultural diversity and multiple perspectives.

This course provides candidates with strategies based on behavior analysis and other psycho-educational learning theories/models and as they relate to managing measurably effective classrooms. Emphasis is on the elements of effective instructional planning (i.e., antecedents and consequences of student behavior) that prevent management problems, condition intrinsic motivation to learn, and foster social competence of all students in the inclusive classroom. The foundational knowledge base of the definition, concepts, and principles of ABA for improving students’ academic, emotional, behavioral, and social skills will be addressed. In addition, coverage will include the philosophical assumptions and dimensions of research-based models. Candidates will learn how to differentiate evidence-based from non-evidence-based behavior management practices. Fieldwork required.

In this course, students will learn historical, research, values-based, and contemporary foundations of Inclusive Education, with an emphasis on early-intervention and other early childhood models for inclusion. The Individual Family Service Plan (IFSP) and the Individual Education Plan (IEP) will be covered. Students will learn strategies for Co-Teaching, Universal Design for Learning (UDL) and Differentiated Instruction (DL). Students will learn to write lessons for community-based, diverse, inclusive settings. Strategies for advocacy will be covered. NYSED Next Generation Learning Standards, including Early Learning Standards will be introduced . Field experience may be required based on program specialization. Fieldwork required.

Students teach for one semester under the supervision of cooperating teachers and teacher education faculty. Placements are in an inclusive or general setting appropriate to certification area. Faculty observe and confer with student teachers individually. In addition, students and faculty meet regularly in a coordinating seminar to review field experiences, to synthesize current practice with prior learning and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching. Supervised teaching hours.

In this course, students will be introduced to home-based, and community-based early intervention services and programs offered to young children in school systems. Team-based models involving educators, families and related service providers for the purpose of planning and managing teaching and learning environments that include natural environments such as general education settings will be covered. The course emphasizes strengths-based instruction affirming the role of diverse families in the education and development of young children, including young children with disabilities, and coverage of assistive technology to enhance communication skills across all content domains will be embedded throughout the course. 15 fieldwork hours required.

Upon completion of this course the student will be able to understand and apply the results of educational research for use in a variety of educational settings, and the student will be aware of the impact of current research studies on educational practices. The student will investigate the basic nature of educational research along with relevant methods of data collection and analysis. Emphasis will be placed on research problems and findings in student-selected areas of concentration. All students will choose an area for individual classroom research. Findings will be presented in multiple forms. In addition to learning about research, students in this class will share a variety of different resources for classroom use. Field-related project required.

This course provides an understanding of the acquisition of oral language and language analysis abilities and the role they play in learning to read and write. Research-based strategies and activities for developing oral language and language analysis skills will be taught and demonstrated. Students will demonstrate proficiency at analyzing oral language samples of young normally-developing and at-risk children, as well as children learning English as a second language. At-risk children discussed during the course will include those with normal and below-normal cognitive skills. They will also demonstrate proficiency at developing curriculum-based lesson plans aimed at developing oral language and language analysis skills culminating in the phonemic awareness abilities needed to learn to read and write . Fieldwork required.

This course provides research-based strategies and activities for developing oral language, language analysis, developing fluency and semantic competencies, reading and writing skills to include sentence structure. Students will learn strategies for teaching text comprehension Students will demonstrate proficiency at analyzing reading and writing samples of normally-developing and at-risk children. At-risk children discussed during the course will include those with typical and below-normal cognitive skills. They will also demonstrate proficiency at developing individualized and small-group instructional procedures as well as curriculum-based extension activities aimed at improving reading and writing abilities and applying those abilities throughout the school day. Focus will be on developing critical skills to read and write effectively, including vocabulary, grammar, comprehension, language analysis, word recognition, fluency, and written expression. Fieldwork required.

This course covers a variety of approaches to assessment of young children as well as the legal aspects of evaluation and assessment. Students will learn and critique assessments including standardized tests, criterion-based tests, and authentic assessments used in early childhood education. Methods for conducting assessments in early childhood that reflect social, emotional, cognitive, linguistic, physical and motor development across learning contexts will be covered. Students will learn strategies for a safe and bias-free testing environment. This course covers collaboration that encourages mutual respect and strengthening of school/family partnerships. Fieldwork required.

This course is offered in conjunction with or following methods courses in literacy and mathematics. In this class, students will work under the supervision of a credentialed teacher and they work directly with young children with disabilities and young children considered to be developing typically. In addition, students will address the learning needs of young children who are acquiring English as a new language. This practicum requires that students assess, plan, implement and evaluate instruction in both early literacy, including writing, and early mathematics. In this course, students must plan lessons for a full range of abilities and backgrounds, including students with severe disabilities. Considerations for technology and online literacy/mathematics instruction are covered. Fieldwork required.

Students teach for one semester under the supervision and mentorship of cooperating teachers and teacher education faculty. Placements are in special education settings. Faculty observes and confers with student teachers individually. In addition, students and faculty meet each week in a coordinating seminar to review field experiences, synthesize current practice with prior learning and to prepare for employment and further professional study. Supervised teaching hours.