Course Descriptions Special Ed

The purpose of this course is to prepare early childhood special education teachers to engage in reflective decision-making and research-validated professional practice that will result in the creation of effective instructional programs for young children with special needs and their families, including those from culturally and linguistically diverse backgrounds. The emphasis is on familiarizing candidates with a wide range of assessment approaches and instruments, providing them with knowledge, skills, and dispositions associated with the application of assessment information in service eligibility determination, curriculum planning and progress monitoring. Ten hours of field experience are required for candidates to conduct practice assessments with a variety of instruments and write evaluation reports.

The purpose of this course is to prepare special education candidates to engage in reflective decision-making and research-validated professional practice that will result in the creation of effective instructional programs for all students including those students who are classified for special education services and supports with mild, moderate, and severe disabilities.  The emphasis is on familiarizing candidates with a wide range of assessment approaches and instruments, providing them with knowledge, skills and dispositions associated with the application of assessment information in individual student and program evaluation, as well as, to classroom and curriculum planning.  Fieldwork is required in the course that includes assessing students, planning interventions, progress monitoring, interviewing school personnel and collaborating with colleagues in the class.

The purpose of this course is to prepare secondary special education teachers to engage in reflective decision-making and research-validated professional practice that will result in the creation of effective instructional programs for all students including those students who are classified for special education services and supports with mild, moderate, and severe disabilities. The emphasis is on familiarizing candidates with a wide range of assessment approaches and instruments, providing them with knowledge, skills and dispositions associated with the application of assessment information in individual student and program evaluation, as well as, to classroom and curriculum planning.

This course offers intensive practical exposure to theory, research, and exemplary practice in collaborative process and team development with particular emphasis on working with families and multiple school and community partners. Candidates examine specific practices to enhance cross-disciplinary, cross-cultural, and cross-constituent partnerships within inclusive school, community, and other settings. Candidates will apply knowledge to students with mild, moderate and severe disabilities. Through active and guided participation, candidates acquire enhanced communication, problem-solving, facilitation and leadership skills necessary to develop integrated special education and related services. Co-teaching with another teacher or related service professional is a required field-based assignment.

Theory and research about current exemplary practices in informal assessment, curriculum design and adaptations, instruction, supportive learning environments, assistive/instructional technology, standards-based instruction, and inclusion are explored within the context of urban public education and special education’s attempt to fulfill the promise of IDEIA for elementary students with disabilities. Political, technological, and societal changes and advances in promoting inclusion, access, and meaningful participation in the general education curriculum are also discussed.

Teaching and learning strategies are taught within the context of the general education curriculum to individualize instruction and maximize grade-level content mastery for all learners. Candidates adapt and teach a curriculum unit grounded in the New York State Learning Standards and Common Core State Standards designed to meet the individual needs of students with disabilities by modifying instruction, employing metacognitive, task-specific learning strategies, and utilizing instructional technology. Field experience of at least 15 hours involves candidates in adapting a thematic unit for students with learning difficulties and embedding learning strategies within unit lessons.

This course examines developmental and pedagogical principles of language and literacy development and explores best practices in curriculum and instruction for promoting language and literacy skill acquisition. Specifically, techniques and strategies are presented for addressing the diverse language and literacy needs of students with disabilities, English Language Learners, and students at risk for school failure at the early childhood level. Candidates will also examine reading and writing levels, formative evaluation strategies, motivational influences, and individual and group strategies for supporting language and literacy skill development. Ten hours of field work are required for this course.

This course examines developmental and pedagogical principles of language and literacy development and explores best practices in curriculum and instruction for promoting language and literacy skill acquisition. Specifically, techniques and strategies are presented for addressing the diverse language and literacy needs of students with disabilities, English Language Learners, and students at risk for school failure at the childhood level. Candidates will also examine reading and writing levels, formative evaluation strategies, motivational influences, and individual and group strategies for supporting language and literacy skill development.

This course examines developmental and pedagogical principles of language and literacy development and explores best practices in curriculum and instruction for promoting language and literacy skill acquisition. Specifically, techniques and strategies are presented for addressing the diverse language and literacy needs of students with disabilities, English Language Learners, and students at risk for school failure at the secondary level. Candidates will also examine reading and writing levels, formative evaluation strategies, motivational influences, and individual and group strategies for supporting language and literacy skill development.

This course is designed to acquaint candidates with the characteristics, methods of teaching, and current research and issues related to the education of learners with severe intellectual disabilities. The course will provide a philosophical and skill-based foundation to students to promote the use of systematic, individualized and functional skills to support and facilitate the development of individual self-determination and meaningful participation in inclusive environments across the life-span of each individual. The historical treatment of people with severe disabilities, normalization, advocacy and collaboration, and building inclusive classroom communities that support the full diversity of learners are also addressed.

This course examines the principles and application of operant learning. It is primarily focused on the relationship between behaviors and environmental events (e.g., antecedents, setting events, and consequences) that influence behavior. A substantial emphasis of this course is placed on functional behavioral assessment, and the use of educative, positive behavior support strategies to create meaningful changes in environments and students’ quality of life. A critical underlying course theme is the relationship between, and possible intersection of a child’s learning experiences, preferences and culture, individual communication, self-determination, and social skills in the analysis, prevention, and intervention of behaviors that interfere with learning and social development. Candidates will also learn how to design and employ single subject research designs, and will be supported to use technology enhanced applications in the context of behavior observation and behavior change efforts. Course activities emphasize use of natural environments as the preferred context for providing services and within which to analyze and provide behavioral support. All course assignments are field based; the FBA assignment requires a minimum of 5 hours for direct observation of a child with a disability (or at risk).

This field-based course is designed to provide candidates with individualized supervision and regularly scheduled group seminars focused on educating students with severe intellectual disabilities, including students on the autism spectrum. This course offers an integrated approach to teaching which combines both knowledge and practice into a meaningful and comprehensive context. Each candidate is placed in a setting with an experienced teacher of special education and will participate in all classroom activities. Entry into this internship requires a B or better in both ECPSE 720 and ECPSE 722. Candidates in the Adolescent MSED and Post Master’s programs must fulfill all of their outstanding undergraduate prerequisites before registering for ECPSE 25.

This course introduces candidates to federal and state policies and regulations for early intervention (EI) and early childhood special education services. Candidates will become familiarized with the developmental needs of children from birth to age 5 and the important roles that families play in their children’s development. Special emphasis will be placed on working with families, infant, toddlers and young children from culturally and linguistically diverse (CLD) backgrounds. Candidates will be exposed to evidence-based and culturally responsive early intervention strategies and early childhood special education services when developing and implementing Individualized Family Support Plans (IFSPs) and Individualized Education Plans (IEPs). Twenty hours of field experience are required to observe and interact with a CLD family and their young child with special needs.

This advanced seminar will explore critical issues related to assessment, curriculum, instruction, and research-validated best practices in early childhood special education for students with mild, moderate and severe disabilities. This advanced seminar will focus critically on the core values of the Queens College Education Unit related to promoting Equity, Excellence, and Ethics in urban schools and communities.

Theory and research about exemplary practices in designing and implementing curriculum and instruction to ensure that young adults with disabilities make progress in the general education curriculum in all four content areas (English, Social Studies, Math and the Sciences). The objective of this course is to provide program candidates with strategies, tools, technology and techniques to work collaboratively with their counterparts in general education to design and implement meaningful, personalized educational experiences to provide access to Common Core State Standards and New York State Learning Standards in all core content areas. Students will implement a curriculum project in which they will choose critical content, make data-driven instructional decisions and plans, differentiate instruction, and choose and implement evidence-based instructional strategies. Classes will include lecture, discussion, applications, cooperative group work, and reflective evaluation of classroom practices. Fifteen hours of fieldwork required.

Part two of a two semester sequence in curriculum and instruction for adolescent special education, ECPSE 741 continues the exploration of theory and research about exemplary practices in teaching, learning, curriculum, and instruction related to adolescents and young adults with disabilities who are receiving special education services and supports within secondary educational environments. Candidates have opportunities to field-test exemplary practices within their own educational placements while receiving structured and constructive feedback. Post-school issues and other special problems of adolescence and adulthood for people with disabilities are also highlighted in ECPSE 741 with particular emphasis on self-determination, transition, community-based experiences, career exploration, and person-centered planning.

This course focuses on the evidence-based instructional strategies specific to English, Social Studies, Math and Science. These teaching and learning strategies are taught within the context of the general education curriculum in English, Social Studies, Math and Science and age-appropriate community environments to individualize instruction, prepare students for the transition from school to adult life, and maximize grade-level content mastery for all learners. Candidates plan and teach a curriculum unit grounded in the Core and New York State Learning Standards designed to meet the individual needs of students with disabilities by differentiating, modifying, and adapting instruction; employing metacognitive, task-specific learning strategies; and utilizing instructional and assistive technology. Field experiences of at least 15 hours involve candidates in adapting a thematic unit and exploring the transition supports required for participation in age-appropriate, personally relevant community environments. The overall objective of this course is to provide program candidates with the knowledge, skills, and dispositions to design and implement meaningful, personalized educational experiences and opportunities to prepare students for the transition from secondary education to adult life and full community citizenship.

Theory, research, and practice in identifying, implementing, and evaluating assistive and instructional technology for students with disabilities. Candidates will develop knowledge, skills, and dispositions to: (a) integrate technology in planning and managing the teaching and learning environment, (b) use technology to conduct assessments, and (c) make appropriate technology-related adaptations for students with disabilities. The course is designed to provide a broad knowledge base, rather than disability-specific information with the goal of assisting candidates develop technology competencies that they can apply with students with disabilities within their age specialization (elementary or adolescent) within special education and general education classrooms.

This 3-credit course is designed to acquaint students with basic concepts of educational research, with a focus on single subject methodology. Candidates will identify a classroom “challenge” that could be researched, develop a research topic, and conduct and prepare 3 quantitative literature reviews in the first semester of this two-part course. Candidates will participate in activities that will lead to the conceptualization and implementation of a research study in the second course (ECPSE 748), that is highly individualized and addresses a critical field-based issue/concern. Research topics will be referenced to classroom needs as individually determined by each candidate’s current educational setting, classroom needs, and interests.

This course is designed to give each candidate first hand experience in the conduct of research in education. Each candidate will implement an independent research project based, if possible, on the literature reviewed in ECPSE 746. Research topics are based on needs of the candidate’s classroom, including topics such as (but not limited to): improving student academic performance; increasing positive social interaction skills; decreasing problem behavior using functional behavioral assessment; changing classroom environments and teacher behavior to impact student learning and behavior. Each candidate’s project will be finalized within the first few weeks of the semester. A research paper will be submitted in the form of a journal article, according to the Publication Manual of the APA (6th ed.). Candidates will give a PowerPoint presentation of their research to the class at the end of the semester, as well as participate in an ECP poster-session research forum.

This advanced workshop on applied behavior analysis is offered to graduate students in special education who are also interested in perusing their Board Certified Behavior Analyst (BCBA) certification. Candidates who take this advanced workshop must have already successfully completed ECPSE 722 (Applied Behavior Analysis and Positive Behavior Supports), ECPSE 720 (Trends and Issues in the Education of Students with Severe Disabilities), and ECPSE 725 (Summer Internship in Severe Disabilities). This advanced workshop focuses on enhancing candidates knowledge, skills and dispositions related to applied behavior analysis grounded in the ten content areas established by the Behavior Analyst Certification Board: 1) ethical considerations; 2) definition and characteristics, 3) principles, processes and concepts; 4) behavioral assessment; 5) experimental evaluation of interventions; 6) measurement of behavior; 7) displaying and interpreting behavioral data, 8) selecting intervention outcomes and strategies; 9) behavior change procedures, and 10) systems support.

This course is offered to graduate students in special education who are also interested in pursuing their Board Certified Behavior Analyst (BCBA) certification. Candidates who take this course must have already successfully completed ECPSE 722 Applied Behavior Analysis and Positive Behavior Supports and ECPSE 728 Advanced Seminar in Applied Behavior Analysis. This course prepares candidates for the ethical and professional practice of applied behavior analysis. Topics included in this course include professional representation of oneself and the field of behavior analysis, dissemination of professional values, evaluating behavior change, collaborating with other professionals, relationships with students, family members and colleagues and the Behavior Analyst Certification Board Guidelines for Responsible Conduct. Additionally, the disciplinary and ethical standards and disciplinary procedures laid out by the BACB will be covered.

This practicum course is designed to provide candidates in the BCBA track with the field experience and supervision required by the Behavior Analyst Certification Board (BACB) to qualify for the board exam. It is the first of a two course practicum sequence and the content focuses on basic implementation skills needed to be an effective behavior analyst. This intensive practicum requires candidates complete 375 hours of behavior analytic training at an approved applied or clinical practicum site. Candidates are required to complete 25 hours per week that are counted towards the 375 total hours per semester. Additionally, candidates are required to attend weekly seminar classes that are aligned with the 4th edition BCBA task list. Candidates will receive individual and group supervision totaling 37.5 hours during this practicum. Candidates will register for this practicum in the fall semester of the third year of course work in the Special Education BCBA track.

This practicum course is designed to provide candidates in the BCBA track with the field experience and supervision required by the Behavior Analyst Certification Board (BACB) to qualify for the board exam. It is the second of a two courses practicum sequence and it focuses on advanced implementation skills needed to be an effective behavior analyst. This intensive practicum requires candidates complete 375 hours of behavior analytic training at an approved applied or clinical practicum site. Candidates are required to complete 25 hours per week that are counted towards the 375 total hours per semester. Additionally, candidates are required to attend weekly seminar classes that are aligned with the 4th edition BCBA task list. Candidates will receive individual and group supervision totaling 37.5 hours during this practicum. Candidates will register for this practicum in the spring semester of the third year of course work in the Special Education BCBA track.