Specific Pedagocical Core for the Childhood Program

EdSE603: Teaching Mathematics, Science, and Technology in General and Special Education, Grades 1-6
This course focuses on the pedagogical principles and classroom practices essential for successful teaching of mathematics, science, and technology in grades 1-6; socio-cultural theory, constructivist theory, and problem-solving approaches to mathematics, science, and technology instruction and remediation; application of concepts and skills in real-life settings; and critical approaches to understanding, use, and misuse of educational technology. Course participants will learn and apply theoretical knowledge and instructional strategies to teaching students with disabilities. Participants also will develop skills to examine, evaluate, and create instructional materials as well as to assess student learning in mathematics, science, and technology.
3 credits

EdSE604: Teaching Social Studies and the Arts in General and Special Education, Grades 1-6
This course focuses on social, cultural, and developmental contexts for teaching social studies and the arts to a diverse student population; curriculum development, methods, and materials; language and literature in cultural context; overview of history and geography of the United States and New York State; appreciation of the role of economic factors in social life; varying forms of government; ideas and ideals of citizenship; understanding the arts in historical and cultural context; application for building creative interests and abilities; self-exploration and self-expression through the arts, sports, and other physical activities; cooperation in group art and sports activities; and the relationship of the arts, movement and physical education to other curricula areas. Course participants will learn to apply theoretical knowledge and instructional strategies to teaching gifted students and students with disabilities.
3 credits

EdSE665: Basic Reading and Writing Instruction, Grades 1-6
This course focuses on current approaches to teaching reading and writing in developmental context; creation of language-rich environments; the nature of oral and written communication; assessment of language and reading skills; motivational factors in literacy development at home and in school; approaches to organizing functional reading and writing programs; and approaches to work with English language learners and students with special needs, including

students with disabilities and gifted students.
3 credits
(This course is a prerequisite for SpEd667: Assessment, Diagnosis and Remediation of Reading Disabilities.)

SpEd667: Assessment, Diagnosis and Remediation of Reading Disabilities, Grades 1-6
This course focuses on developmental and cultural contexts for understanding symptoms and causes of reading disabilities; diagnostic instruments and approaches to assessment of reading disabilities; programs, materials, and methods for nurturing literacy and for instruction of students with reading disabilities; and one-on-one work with a child with reading disabilities, with completion of a comprehensive case study.
3 credits
(Prerequisite: EdSE665: Basic Reading and Writing Instruction, Grades 1-6)

SpEd670: Curriculum Development and Classroom Management for Students with Disabilities, Grades 1-6
This course focuses on concepts and skills in the teaching of reading, math, language arts, social studies, and science, with modifications of instructional methods and materials for children with disabilities; setting up of the physical environment of the classroom to foster literacy development, maximize learning productivity and prevent unnecessary behavior problems; special attention to work with children with autism; and developmental and cultural context in approaches to understanding and intervening with children with emotional and behavior problems.
3 credits

EdSE694: Field Experience in General Education and Special Education, Grades 1-6
Students complete 50 hours of field experience in general education at the grade 1-3 level or the grade 4-6 level. Students also complete 100 hours of field experience in work with students with disabilities at the level not used for general education. (Inclusion classes with strong special education components are acceptable.) All field experience is done in accredited schools with the involvement of appropriately certified supervising or cooperating teachers who submit student evaluation forms at the conclusion of the semester. Over the course of the field experience and practicum courses, some work is done in a high-need school or a school serving a high-need community. Students keep time sheets of their hours, logs in which critical incidents are recorded and analyzed, respond to questions involving childhood education, and complete two term papers. The course includes scheduled group meetings. An assigned Touro College faculty member meets with students at their field experience sites and evaluates student work for the course.
3 credits
Note: Should be taken within the first 18 credits of the program.

SpEd695: Practicum in Special Education, Grades 1-6
Students complete one 20-day practicum experience or its equivalent (at least 100 hours) teaching students with disabilities (inclusion classes with strong special education components are acceptable) at the grade 1-3 level and one 20-day experience or its equivalent (at least 100 hours) teaching students with disabilities (inclusion classes with strong special education components are acceptable) at the grade 4-6 level. All student teaching is done in accredited schools with the involvement of appropriately certified supervising or cooperating teachers who submit student evaluation forms at the conclusion of the semester. Over the course of the field experience and practicum courses, some work is done in a high-need school or a school serving a high-need community. Students keep time sheets of their hours, logs in which critical incidents are recorded and analyzed, respond to questions involving childhood education, and complete a comprehensive culminating project in which they analyze and discuss ways in which various aspects of the program have affected their understanding of and interventions with children. Students also present a comprehensive case study that integrates relevant research. The course includes scheduled group meetings. An assigned Touro College faculty member observes student teachers presenting a minimum of two formal lessons in the classroom or other educational facility.
3 credits
(Prerequisite: SpEd667)
Note: Should be taken in the last semester of the program.